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Quality Teaching Quality Learning

Quality Teaching Quality Learning

Michael Prosser
Copyright: © 2013 |Pages: 12
ISBN13: 9781466636613|ISBN10: 1466636610|EISBN13: 9781466636620
DOI: 10.4018/978-1-4666-3661-3.ch002
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MLA

Prosser, Michael. "Quality Teaching Quality Learning." Cases on Quality Teaching Practices in Higher Education, edited by Diane J. Salter, IGI Global, 2013, pp. 26-37. https://doi.org/10.4018/978-1-4666-3661-3.ch002

APA

Prosser, M. (2013). Quality Teaching Quality Learning. In D. Salter (Ed.), Cases on Quality Teaching Practices in Higher Education (pp. 26-37). IGI Global. https://doi.org/10.4018/978-1-4666-3661-3.ch002

Chicago

Prosser, Michael. "Quality Teaching Quality Learning." In Cases on Quality Teaching Practices in Higher Education, edited by Diane J. Salter, 26-37. Hershey, PA: IGI Global, 2013. https://doi.org/10.4018/978-1-4666-3661-3.ch002

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Abstract

The aim of this chapter is to outline the results of over 20 years’ research into university teaching from a student-learning perspective, how teaching from this perspective relates to student learning (its processes and outcomes), and the implications of this research for supporting quality assurance of, quality enhancement of, and the recognition and reward of teaching and learning in higher education. These results have important implications for how we develop and implement quality assurance and enhancement processes in teaching and learning and how we recognise and reward quality teaching in higher education. If the outcomes of good teaching are quality student learning, then quality assurance, quality enhancement, and the recognition and reward for good teaching needs to focus on the students and their learning. This is a student-focused view of quality teaching. Some of these implications are described by examining some recent developments in quality assurance, enhancement, and recognition and reward at the University of Hong Kong.

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