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"Teaching is a key reason for being an academic - encounters with inquiring, intelligent students keep you fresh."
Andrea Sella, Department of Chemistry
Teachers' conceptions and beliefs about learning and teaching
According to research, the way we are taught influences the way that we teach. This affects not only the way in which teaching is practised but also the way that course materials are "selected, organised, presented and assessed" (Eley, 2002). An essential consideration, then, is how teaching staff may be internationalising provision through integrating their own culturally located educational experiences. Furthermore, how does a department capture these teaching styles to enable participation in the design of curricula?
The experiences of staff - some UCL autobiographies
These texts have kindly been provided by past participants on UCL's MA programme Exploring Learning and Teaching in Higher Education.
At a UCL cross-disciplinary colloquium in June 2009, academics from across UCL posed nine powerful questions which stimulated further discussion and extended and deepened dialogue throughout the wider UCL academic community.
- How can we design programmes that consider different conceptions and beliefs about learning and teaching?
- How do departments use staff diversity to benefit student learning and staff development?
- What function does the Peer Review process have for the internationalisation of the curriculum?
- How can a department encourage active participation and ensure the representation of multiple perspectives within course design?
To find out more about internationalising the curriculum at UCL, contact a CALT schools-facing teaching fellow.
Page last modified on 22 aug 12 11:15
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