The hidden side of a teaching award application

Robyn Prior

Research output: A Conference proceeding or a Chapter in BookConference contribution

Abstract

Whilst applying for a national teaching award, I was confronted with the possibility that perhaps my teaching was merely “good practice” and not an example of excellence. With the support of some key people, I deconstructed my teaching approaches and reconceptualised how I teach. In doing so, I discovered how ‘just’ talking with peers helped empower me as a teacher. This paper uses an autoethnographic approach to describe my reflections on my teaching practice during the eight week period when I was applying for the award. It firstly describes the method of autoethnography. It then describes key events and stages during the application journey and my reflections on how I was transformed as a teacher through these stages. Finally, this paper concludes with insights about how to apply for a teaching award that encompasses teaching excellence.
Original languageEnglish
Title of host publicationUniversity Learning and Teaching Futures Colloquium 2010: Rethinking Learning in Your Discipline
Place of PublicationArmidale, Australia
PublisherUniversity of New England
Pages1-10
Number of pages10
ISBN (Print)9781921597268
Publication statusPublished - 2010
EventUniversity Learning and Teaching Futures Colloquium 2010: Rethinking Learning in Your Discipline - Armidale, Australia
Duration: 8 Sep 20109 Sep 2010

Conference

ConferenceUniversity Learning and Teaching Futures Colloquium 2010: Rethinking Learning in Your Discipline
CountryAustralia
CityArmidale
Period8/09/109/09/10

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Prior, R. (2010). The hidden side of a teaching award application. In University Learning and Teaching Futures Colloquium 2010: Rethinking Learning in Your Discipline (pp. 1-10). Armidale, Australia: University of New England.