Abstract
This paper questions the value of the current trend towards mandating formal teaching accreditation in Higher Education. It discusses a number of studies that tend to suggest that mandatory courses do little to improve the experience of the student, even though participants most often report a greater confidence in their teaching capacity. The paper goes on to suggest that a combination of short intensive Foundations type courses in combination with supportive mentoring may be a more effective way to ensure that students have a fruitful experience in their undergraduate courses.
| Original language | English |
|---|---|
| Title of host publication | ONS091445 |
| Place of Publication | On Line |
| Publisher | Australian Association for Research in Education |
| Pages | 1 - 13 |
| Number of pages | 13 |
| Publication status | Published - 2009 |
| Event | International Conference of the Australian Association for Research in Education 2009 - Canberra, Australia Duration: 29 Nov 2009 → 3 Dec 2009 |
Conference
| Conference | International Conference of the Australian Association for Research in Education 2009 |
|---|---|
| Abbreviated title | AARE 2009 |
| Country/Territory | Australia |
| City | Canberra |
| Period | 29/11/09 → 3/12/09 |