Abstract
Challenges exist with the discourse in education around terms such as ‘best practice’, ‘excellence’, and ‘impact’, which raises questions around who decides what ‘excellent’ teaching looks like. To better understand the different facets of teaching excellence, this research project investigates the stories of twelve national Tertiary Teaching Excellence awardees in New Zealand, exploring awardees’ trajectories and practice, including views on their identity, and on what they consider to be excellence in tertiary teaching.
This article focuses on the personal characteristics of this group of awardees, highlighted through analysis of their narratives. Educators, mentors, and curriculum designers can gain a deeper understanding of teaching excellence, and of how teachers perceive their own practice and their impact on others. It is hoped too that educators will recognise elements of themselves and their practice, and will feel motivated and inspired to share these with their peers.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Goode, Claire
(2023)
"Rebels, Rogues, and Risk-takers: Insights into Personal Characteristics of National Tertiary Teaching Excellence Awardees,"
International Journal for the Scholarship of Teaching and Learning:
Vol. 17:
No.
1, Article 17.
Available at: https://doi.org/10.20429/ijsotl.2023.17117
Supplemental Reference List