This study evaluated a model of student-engaged educational development. Despite widespread commitment to student engagement across many institutional activities, student participation as partners with faculty in teaching and learning enhancement has been identified as a threshold concept for educational development. This study sought not only to establish a student-engaged model of teaching observation in a United Kingdom context, but also to critically examine the ways in which student, faculty, and developer participants conceptualise student expertise in relation to learning and teaching. Concept-map mediated interviews with students and faculty in humanities and healthcare subjects elicited conceptions and comparative knowledge structures of pedagogical intelligence for the purposes of enhancing teaching practice. The outcomes of the study are considered in relation to the theorisation of student engagement with particular focus on perspectives of expertise and power relations.

中文翻译：

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定义教学专业知识：学生和新讲师作为​​学习和教学的共同开发者

本研究评估了学生参与的教育发展模式。尽管在许多机构活动中广泛致力于学生参与，但学生作为与教职员工合作促进教学和学习的参与已被确定为教育发展的门槛概念。本研究不仅试图在英国背景下建立一个学生参与的教学观察模型，而且还试图批判性地审查学生、教师和开发人员参与者将学生专业知识与学习和教学相关的概念化的方式。以概念图为媒介对人文学科和医疗保健学科的学生和教职员工进行访谈，引发了教学智能的概念和比较知识结构，以加强教学实践。