Professional Recognition and Self-Efficacy in University Teachers as Tools to Enhance Teaching Quality
2014 OLT National Teaching Fellowship
Fellowship years: 2014 - 2016 (year due to complete)
Abstract: Self-efficacy determines an individual’s relative effort, perseverance, emotional response and resilience and is generally considered a reliable predictor of performance. The interactions between beliefs and performance in teaching are clearly complex and multi-faceted, and influenced by workplace values and potentialities. This fellowship will spotlight the keystone of quality university teaching, namely academics’ own beliefs that they can teach well. The interactions between beliefs and performance in university teaching are complex, multi-faceted and influenced by workplace values. Through the lens of the psychological construct of self-efficacy, and in the context of the new ANU Educational Fellowship Scheme, accredited through the Higher Education Academy’s Professional Standards Framework, this fellowship will explore the potential for a broad-based professional recognition strategy to foster reflective practice, peer engagement and innovation in university teaching.
Fellowship discipline: Professional development in learning and teaching