Developing an Instrument for Self-Evaluation of Teaching and Learning Competencies: A Review of Faculty Professional Development and the Changing Higher Education Landscape in Singapore

Abstract

The rapid expansion and development of the higher education sector in Singapore calls for new approaches to university teaching that are adjusted to modern, more student centered, and technologically enabled learning contexts. Increasingly, higher education has been called on to prepare students to become capable of dealing with volatility, uncertainty, ambiguity as well as complexity in scientific and business environments. Given these challenges, it is paramount that universities equip their students with future skills by embracing innovation in their teaching pedagogies and making learning more pertinent. The changing visions on student learning and the evolution of the teaching role require university teachers to develop themselves professionally on a continuous basis. It is therefore timely to have a taxonomy of teaching and learning competencies that can be used within a professional development model for academics to perform a self-assessment of their current pedagogical knowledge and skill levels as well as to set their learning and development goals. The objectives for this research are: (1) Establish a profile of the modern university teacher and to identify the dynamic changes in the Singapore higher education landscape; (2) Identify core competencies essential for effective teaching through a comprehensive review of literature and surveys with the award winning teachers in local universities. The outcomes of this research will be the development of a Teaching and Learning Competencies (TLC) instrument, which can serve to demonstrate to students and stakeholders the professionalism that faculty and institutions bring to teaching and learning support for students.



Author Information
Grace Cheong, University of Western Australia, Australia

Paper Information
Conference: ACEID2017
Stream: Higher education

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