ABSTRACT
Siara Isaac, Ingrid Le Duc, Cécile Hardebolle and Roland Tormey explore the pivotal role of staff training and development in supporting teaching excellence. Arguing that teaching excellence should be about the process of scholarly improvement rather than outcome focused, they suggest that individualized models of teaching excellence must be accorded space alongside existing quality management systems. The teacher-led, data-driven and evidence-informed framework presented proposes that 21st century pedagogical development of faculty occurs by working with teachers in situ as they plan and reflect on their teaching, specifically by providing evidence-informed teaching approaches and research techniques to fuel data-driven analysis and improvement.
