To consider the roles of teacher learning and public policy development in educational improvement

Aim

To consider the roles of teacher learning and public policy development in educational improvement.

Evidence and reflection

People in particular roles or structural positions tend to develop shared perspectives, and these perspectives tend to reflect their material interests.  So, politicians must struggle for power and then demonstrate that they can rule decisively?  And university teachers must defend their autonomy and working conditions?  But both policy-makers and university teachers would claim that they: ‘act in the public interest’.

The truth is that the public interest cannot be fulfilled without the complementary efforts of all stakeholders working together.  

What scope do you see, on whatever scale, for developing your own learning as a university teacher, and for constructively engaging with university, disciplinary or government decision makers? (See Chapter 17 for further ideas on this.)

Extension

Working with some colleagues, consider some recent government policies on higher education which you know about.  Are they coherent with other contemporary national policies?  How do they relate to the evidence-informed principles outlined in Reflective Teaching in Higher Education?