Please do not defer: a personal reflection of participation on the PCGLT (HE)

Journal article


Stone, P. 2011. Please do not defer: a personal reflection of participation on the PCGLT (HE). Educational Developments. 12 (3), pp. 16-18.
AuthorsStone, P.
Abstract

A personal reflection of my experience of undertaking the Post Graduate Certificate in Learning and Teaching (HE) (PgCert) and how it enabled me, as a new Teacher Educator, to meet The UK Professional Standards Framework for Teaching and Supporting Learning in Higher Education (HE).

Year2011
JournalEducational Developments
Journal citation12 (3), pp. 16-18
PublisherStaff and Educational Development
ISSN1469-3267
Official URLhttp://www.seda.ac.uk/publications.html?p=5_4
Publication process dates
Deposited03 Jan 2012
Publisher's version
Output statusPublished
Permalink -

https://repository.canterbury.ac.uk/item/867ww/please-do-not-defer-a-personal-reflection-of-participation-on-the-pcglt-he

Download files


Publisher's version
  • 103
    total views
  • 92
    total downloads
  • 1
    views this month
  • 1
    downloads this month

Export as

Related outputs

I have not always been who I am now. Using doctoral research to overcome feelings of imposterism
Stone, P. 2022. I have not always been who I am now. Using doctoral research to overcome feelings of imposterism. in: Addison, M,, Breeze, M. and Taylor, Y. (ed.) The Palgrave Handbook of Imposter Syndrome in Higher Education Switzerland Palgrave Macmillan. pp. 127-142
‘Care-less whispers’ in the academy during COVID-19: A feminist collaborative autoethnography
Stone, P., Phillips, A. and Jordan-Daus, K. 2021. ‘Care-less whispers’ in the academy during COVID-19: A feminist collaborative autoethnography . Prism. https://doi.org/10.24377/prism.ljmu.0402213
The PhD and me: A liminal space
Stone, P. 2021. The PhD and me: A liminal space. in: Bainbridge, A., Formenti, L. and West, L. (ed.) Discourses, Dialogue and Diversity in Biographical Research: An Ecology of Life and Learning Brill Academic Publishers. pp. 203-216
Reconceptualising teacher identity
Stone, P. 2021. Reconceptualising teacher identity. in: Debates in primary education London Routledge.
The epistemic insight digest: Issue 1: Autumn 2020
Billingsley, Berry, Stone, Paula, Goddard, Kim, Peters, Christopher, Wilkinson, Victoria, Wilkinson, Murray, Stockham, Claire, Spaull, Stewart, Smith, Lauren, Robinson, Benjamin and Hosseinzadehrahvar, Shirin Stone, Paula (ed.) 2020. The epistemic insight digest: Issue 1: Autumn 2020. Canterbury Canterbury Christ Church University.
Confronting myself: Using auto/biography to explore the impact of class and education on the formation of self and identity
Stone, P. 2020. Confronting myself: Using auto/biography to explore the impact of class and education on the formation of self and identity. European Journal for Research on the Education and Learning of Adults. https://doi.org/10.3384/rela.2000-7426.ojs1346
We make the road by walking: identity formation and collaborative narratives within the doctoral supervisory relationship
Stone, P. 2020. We make the road by walking: identity formation and collaborative narratives within the doctoral supervisory relationship. in: Togetherness' and it discontents Lecce Pensa. pp. 363-372
Do I really have time to engage in research?
Stone, P. 2015. Do I really have time to engage in research? in: Challenging perceptions in primary education: exploring issues in practice. London Bloomsbury.
Learning and teaching mathematics 0-8
Taylor, H., Harris, A., Donaldson, G., Wild, J., Vincent, K., Wiseman, C., Stone, P., O'Sullivan, L. and Price, B. Harris, A. and Taylor, H. (ed.) 2014. Learning and teaching mathematics 0-8. London SAGE Publications.
How can questioning to create thoughtful reflection and learning in mathematics?
Stone, P. 2013. How can questioning to create thoughtful reflection and learning in mathematics? in: Developing teacher expertise: exploring key issues in primary practice. Bloomsbury.