COMPETENT TEACHING AND ITS APPRAISAL

ABSTRACT

As professionals academics can reasonably be expected to be competent in both teaching and research. In order to judge the competence of an individual as a teacher it is necessary to establish the range of knowledge, skills and attitudes that constitute competence. It is argued that this is composed of three major elements: preparation for teaching, the engagement in teaching, and professional development as a teacher. The constituents of each component are then listed. The paper concludes by suggesting sources of evidence and urging the need for more attention to be given to the documentation of achievements related to teaching.

Additional information

Notes on contributors

L. W. Andreson

L. W. Andreson is Senior Education Officer in the Tertiary Education Research Centre, University of New South Wales.

J. P. Powell

J. P. Powell is Director of the Tertiary Education Research Centre, University of New South Wales.

E. M. Smith

E. M. Smith is a staff member of the Computing Centre at Macquarie University.