Using Professional Recognition as a Focus for Practice Enhancement

    Research output: Contribution to conferencePaper

    Abstract

    Ulster University has operated its Advance HE-accredited ENHANCE Professional Development and Recognition Scheme (PDRS) since 2012, providing professional recognition at all descriptors of the UKPSF. This has provided Ulster staff with a formal opportunity to review their professional practice as educators and generate their own evidence base in support of their fellowship claim.

    Within the PDRS, the assessment takes place through triangulation of an evidence rich e-portfolio, supporting statements from peers and an Assessed Professional Conversation (APC). Participants are guided through exploration of their practice to consider the underpinning rationales for their approaches to learning and teaching, and crucially to generate evidence of their effective practice. Professional conversations, or dialogic approaches to reflection, are increasingly perceived as a powerful means of promoting deeper reflection on practice, where personal and social constructs may be expressed as part of a focused, evidence-based, narrative. This use of dialogue within the PDRS assessment approach has proven highly successful in enabling participants to confidently articulate their practice, and use this as a trigger for ongoing engagement with learning and teaching and further practice enhancement. This paper reflects on our experiences and draws from extensive evaluation to confirm its impact for learning and teaching for individual practice and the wider institutional culture.

    Conference

    ConferenceAll Ireland Conference on Learning, Teaching and Assessment in Further and Higher Education
    CountryIreland
    CityDublin
    Period30/10/1830/10/18
    Internet address

    Fingerprint

    evidence
    conversation
    Teaching
    learning
    triangulation
    dialogue
    educator
    staff
    narrative
    evaluation
    experience

    Cite this

    Floyd, S., & Davies, V. (2018). Using Professional Recognition as a Focus for Practice Enhancement. Paper presented at All Ireland Conference on Learning, Teaching and Assessment in Further and Higher Education, Dublin, Ireland.
    Floyd, Sarah ; Davies, Vicky. / Using Professional Recognition as a Focus for Practice Enhancement. Paper presented at All Ireland Conference on Learning, Teaching and Assessment in Further and Higher Education, Dublin, Ireland.
    @conference{d304c45e48424e5a8a3979021068b491,
    title = "Using Professional Recognition as a Focus for Practice Enhancement",
    abstract = "Ulster University has operated its Advance HE-accredited ENHANCE Professional Development and Recognition Scheme (PDRS) since 2012, providing professional recognition at all descriptors of the UKPSF. This has provided Ulster staff with a formal opportunity to review their professional practice as educators and generate their own evidence base in support of their fellowship claim.Within the PDRS, the assessment takes place through triangulation of an evidence rich e-portfolio, supporting statements from peers and an Assessed Professional Conversation (APC). Participants are guided through exploration of their practice to consider the underpinning rationales for their approaches to learning and teaching, and crucially to generate evidence of their effective practice. Professional conversations, or dialogic approaches to reflection, are increasingly perceived as a powerful means of promoting deeper reflection on practice, where personal and social constructs may be expressed as part of a focused, evidence-based, narrative. This use of dialogue within the PDRS assessment approach has proven highly successful in enabling participants to confidently articulate their practice, and use this as a trigger for ongoing engagement with learning and teaching and further practice enhancement. This paper reflects on our experiences and draws from extensive evaluation to confirm its impact for learning and teaching for individual practice and the wider institutional culture.",
    author = "Sarah Floyd and Vicky Davies",
    year = "2018",
    language = "English",
    note = "All Ireland Conference on Learning, Teaching and Assessment in Further and Higher Education : AILTA 2018 ; Conference date: 30-10-2018 Through 30-10-2018",
    url = "https://easychair.org/smart-program/AILTA2018/index.html",

    }

    Floyd, S & Davies, V 2018, 'Using Professional Recognition as a Focus for Practice Enhancement' Paper presented at All Ireland Conference on Learning, Teaching and Assessment in Further and Higher Education, Dublin, Ireland, 30/10/18 - 30/10/18, .

    Using Professional Recognition as a Focus for Practice Enhancement. / Floyd, Sarah; Davies, Vicky.

    2018. Paper presented at All Ireland Conference on Learning, Teaching and Assessment in Further and Higher Education, Dublin, Ireland.

    Research output: Contribution to conferencePaper

    TY - CONF

    T1 - Using Professional Recognition as a Focus for Practice Enhancement

    AU - Floyd, Sarah

    AU - Davies, Vicky

    PY - 2018

    Y1 - 2018

    N2 - Ulster University has operated its Advance HE-accredited ENHANCE Professional Development and Recognition Scheme (PDRS) since 2012, providing professional recognition at all descriptors of the UKPSF. This has provided Ulster staff with a formal opportunity to review their professional practice as educators and generate their own evidence base in support of their fellowship claim.Within the PDRS, the assessment takes place through triangulation of an evidence rich e-portfolio, supporting statements from peers and an Assessed Professional Conversation (APC). Participants are guided through exploration of their practice to consider the underpinning rationales for their approaches to learning and teaching, and crucially to generate evidence of their effective practice. Professional conversations, or dialogic approaches to reflection, are increasingly perceived as a powerful means of promoting deeper reflection on practice, where personal and social constructs may be expressed as part of a focused, evidence-based, narrative. This use of dialogue within the PDRS assessment approach has proven highly successful in enabling participants to confidently articulate their practice, and use this as a trigger for ongoing engagement with learning and teaching and further practice enhancement. This paper reflects on our experiences and draws from extensive evaluation to confirm its impact for learning and teaching for individual practice and the wider institutional culture.

    AB - Ulster University has operated its Advance HE-accredited ENHANCE Professional Development and Recognition Scheme (PDRS) since 2012, providing professional recognition at all descriptors of the UKPSF. This has provided Ulster staff with a formal opportunity to review their professional practice as educators and generate their own evidence base in support of their fellowship claim.Within the PDRS, the assessment takes place through triangulation of an evidence rich e-portfolio, supporting statements from peers and an Assessed Professional Conversation (APC). Participants are guided through exploration of their practice to consider the underpinning rationales for their approaches to learning and teaching, and crucially to generate evidence of their effective practice. Professional conversations, or dialogic approaches to reflection, are increasingly perceived as a powerful means of promoting deeper reflection on practice, where personal and social constructs may be expressed as part of a focused, evidence-based, narrative. This use of dialogue within the PDRS assessment approach has proven highly successful in enabling participants to confidently articulate their practice, and use this as a trigger for ongoing engagement with learning and teaching and further practice enhancement. This paper reflects on our experiences and draws from extensive evaluation to confirm its impact for learning and teaching for individual practice and the wider institutional culture.

    UR - https://easychair.org/smart-program/AILTA2018/2018-10-30.html#talk:84129

    M3 - Paper

    ER -

    Floyd S, Davies V. Using Professional Recognition as a Focus for Practice Enhancement. 2018. Paper presented at All Ireland Conference on Learning, Teaching and Assessment in Further and Higher Education, Dublin, Ireland.