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Teaching careers?

Teaching careers?. Most of the postgraduates who complete their PhDs go on to become academics. Many lecturers believe their teaching work supports their research work. If you are an expert in your subject (you have a PhD) and have a good brain (you have a PhD), you will make a good teacher.

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Teaching careers?

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  1. Teaching careers? • Most of the postgraduates who complete their PhDs go on to become academics. • Many lecturers believe their teaching work supports their research work. • If you are an expert in your subject (you have a PhD) and have a good brain (you have a PhD), you will make a good teacher.

  2. Getting into TeachingDr Jo BramhamDr Helen CowleyProfessional Development(http://pd.nottingham.ac.uk)

  3. Outline for the session • What can you do to find out more about opportunities to teach? • How can you increase your chances of successfully applying for teaching work? • What are the different roles of postgraduate tutors, demonstrators and lecturers? • What do you feel are the obstacles for postgraduates who are interested in teaching work or a teaching career?

  4. What’s your current situation? • Have done any teaching recently? • What type? E.g. leading seminars • Training relating to teaching? • Other issues?

  5. What aspect of teaching interests you? • Travelling the world (for conferences) • Continuing research • Supporting students in learning • Salary – What does a lecturer earn?

  6. Quality Manual • http://www.nottingham.ac.uk/quality-manual/QAstructures/students-for-teaching.htm • PGTA need appropriate skills, experience and knowledge • Have received appropriate training • Quality monitored – by lecturer or experienced postgraduates • Paid appropriately – including preparation, marking, contact with students • Not interfere with own studies • Supervisor gives prior assent • Max 6 hours/week

  7. Postgraduate teaching roles

  8. Which of these terms are used in your school? • Academic • Lecturer • Teacher in HE • Researcher • Postgraduate teacher • Postgraduate teaching assistant • Demonstrator

  9. Important Postgraduate roles in teaching • Marking - high impact • Tutoring small groups - high contact time • Lecturing / large groups - high impact • Demonstrating - high contact time • Supporting undergraduate project work - high impact

  10. How much?

  11. How to start? • ‘A student struggling a bit with their studies would not be allowed to teach’ • Formal applications • Indicate area of teaching e.g. demonstrating, small groups, marking • Supported by supervisor • Usually in the 2nd year of PhD, but some schools from 1st year • Usually teach in own school, but Graduate School also uses PGRs

  12. Recruitment of postgraduates for teaching

  13. Postgraduate Coordinators (Faculty of Medicine)

  14. Investigating what teaching work is available • Who appoints teaching staff or postgraduate teachers? • Who is having a sabbatical / taking leave etc? • When do they allocate teaching work in your school? Is any ‘short notice’ cover needed? • Are opportunities advertised on school notice-boards? [Review of case study]

  15. Views of Postgraduate Teaching Coordinators: UoN new teacher skills framework • Core subject knowledge • Leading groups • Providing clarity of communication • Develops professional relationships • Demonstrates effective self management • Develops and enables others • Experienced postgraduate teachers – can demonstrate practicalities of teaching

  16. Leading groups • Ability to relate to students e.g.demonstrates understanding of what it is like to be an undergraduate students • Enthusiasm e.g. Contagiously demonstrates passion for teaching and the topic Back to Teaching framework

  17. Providing clarity of communication to overcome language barriers • Confidence in language and communication • Makes effective oral presentations and listens effectively • Communicates clearly and comprehensively to individuals from a variety of backgrounds; overcomes language barriers Back to Teaching framework

  18. Develops professional relationships • Working effectively as part of a team. • Communicating effectively ‘upwards’ and ‘downwards’ in the organisation. • Motivating others. • Showing respect for others • Giving feedback and responding to others • Exerting control in group situations Back to Teaching framework

  19. Demonstrates effective self management • Identifying own strengths and weaknesses • Knowing where to ask for help • Using and responding to feedback constructively • Accepting responsibility • Managing own time efficiently Back to Teaching framework

  20. Develops and enables others • Facilitates the learning of students within their care • Knows the students and their capabilities Back to Teaching framework

  21. Core subject knowledge • Knowledge: Demonstrates technical competence and expertise in operating specialist equipment / technology • Organisational competence: Awareness of organisational structures, processes and procedures related to teaching Back to Teaching framework

  22. Practicalities of teaching • Organisation and preparation e.g. Articulates why something should be done in a particular way: the relevance, underlying theory and philosophy • Planning e.g. Sets appropriate timeframes for discussions and activities • Specific roles: e.g. Spots plagiarism and able to discriminate between descriptive and critical/analytical work • Facilitation e.g. Considers and applies appropriate intervention in the discussion, to prompt further thinking around the topic Back to Teaching framework

  23. Possible Learning and Teaching development pathway MA in Higher Education Teaching Improvement Programme System PGCHE Associate Teachers’ Programme Intensive Learning and Teaching Programme Stand-alone Learning and Teaching workshops Conference for Postgraduate Teachers

  24. Dates of Short Courseshttps://training.nottingham.ac.uk/cbs-notts

  25. Understanding expectations of postgraduates who teach your subject • Who could provide advice on what is needed for teaching in your field? • How can you seek advice from a teaching mentor? • Who do you know who is further into their research studies and already been involved in teaching? • Are there any teaching sessions you could sit in on? • What do PhDs do in your subject? What proportion get into teaching? Vitae report on postgraduate destinations • What do you want to do next?

  26. How does teaching fit into your development as a researcher?Researcher Development Framework http://www.vitae.ac.uk/CMS/files/upload/Vitae-RDF-Sept-2010.doc.291181.download • Created in 2009 • Provides a UK development framework for PGR researchers and research staff • Used for planning, promoting and supporting personal, professional and career development • RDS replaces the Joint Skills Statement

  27. What teaching resources will be useful to you? • New to teaching? UoN Professional Development Web resource • Learning from experienced lecturers on teaching approaches Promoting Enhanced Student Learning http://pesl.nottingham.ac.uk/ • A fly on the wall of a classroom: TeachTube http://www.nottingham.ac.uk/teachtube/

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