In many nations, there is increasing recognition that learning to teach and assess in universities doesn’t just happen by osmosis, and that academics need some support and training in order to help students learn. Before about the 1970s, most universities tended to assume that highly qualified people would be able to teach fellow adults without much in the way of training, emulating the styles by which they themselves had been taught. In this chapter, I will review how this perspective has changed in many nations as part of the shift towards recognising university teaching as a profession in its own right.
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