Universities commonly use individual teaching development as one of a suite of strategies to improve teaching and learning outcomes. This paper outlines an individual teaching development programme based on the tenets of solution‐focused brief therapy (SFBT). The programme was trialled with a senior lecturer of a large third‐year subject in an Australian university. The approach resulted in evidence of positive changes in teaching. The potential and wider application of this approach is considered.
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Marcia Devlin (2003) studied this question.
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