The role of theory in a pedagogical model for lecturers in higher education

In the context of an increasing demand for courses in teaching and learning for higher education teachers, this article considers what might be the theoretical underpinnings of such courses in terms of their pedagogy. While the question of an underlying theory is problematic, an approach or model is developed which draws upon the disciplinary perspectives of academics. This approach is illustrated though the practice of an MEd course for university staff which the author teaches at the University of Sheffield. It conceives of a learning process in which three kinds of knowledge are brought into a dynamic relationship: knowledge which is public, knowledge which is personal, and knowledge which derives from the present experience of communicating together. Educational theory can be a useful resource but does not have a privileged position.