Exploring the drivers and barriers to teaching excellence

Abstract

In a sector that aspires to teaching excellence it is important to stand back and ask: what do we mean by this? While existing research defines effective methods for teaching and supporting learners, each institution and student collective has its own identity, culture, preferences and norms. The very exercise of locating excellence is also a powerful practice based conversation starter, particularly in terms of what makes our teaching practice “future- ready”. Findings from such evaluative conversations can provide a mandate for the advocacy of one practice over another; help individual staff develop confidence in their methods through affirmation; and shed light on institution specific conceptions of excellence.