This video is our submission to the UWE Exploring expertise in teaching in HE (The artistry of teaching) symposium (October 2022)
We (Dr Emma Kennedy- Greenwich and Dr Martin Compton- UCL) will explore – and invite colleagues to reflect upon – the role of taught programmes (as distinct from, for example, recognition schemes) in making space for this beginning stage in the development of expert teachers. Participants identified the structured, explicit learning space as one in which they were free to play, experiment and throw off ‘old’ ways of thinking (often learned as students, from more ‘traditional’ teachers) – and yet also felt able to bring these new elements back into their own context. We show how participants developed their self-conception from merely teaching ‘the slides’ to becoming able to observe and borrow from others’ practice, and the paradoxical empowerment that came with being identified as a ‘learner’ or ‘beginning’.