Purpose: Teaching excellence remains a contested term in English higher education. This paper begins by reflecting on its complex and sometimes blurred meaning, charting the divergence between academic interests in the complexity and contextual questions relating to practice development and organisational and sectoral shifts which have been driven by managerialism, accountability and ‘top-down’ ideas of change. We argue that this divergence, epitomised in the development of the Teaching Excellence Framework (TEF), has led to a confused, if ubiquitous, use of excellence to identify organisational and sector-led ideas of what it means to deliver quality teaching. However, these frameworks have become progressively detached from the complexity of practice investigated by those interested in pedagogy. Design/methodology/approach: This is a conceptual paper which brings together literature from teaching excellence, organisational science, time and higher education to develop an alternative approach to pedagogic development. Findings: Based on a critique of the current, confused conceptualisation of teaching excellence, we offer a different narrative which demonstrates how a reconsideration of the factors important in developing critical and challenging teaching opportunities. Based on a ‘bottom-up’ system focusing on dialogue, sustainability and ‘unhasty’ time, we argue for a re-establishing of a holistic approach in HE providers based on emergent pedagogies as opposed to teaching excellence. Originality and value: This paper demonstrates why teaching excellence has become conceptually fractured in an English context, and why a new approach to pedagogic development needs to be considered to establish a more positive and critical approach at both institutional and sectoral levels. This paper outlines a possible approach to developing such renewal.

中文翻译：

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超越卓越教学

目的：卓越教学在英语高等教育中仍然是一个有争议的术语。本文首先反思其复杂而有时模糊的含义，绘制出学术兴趣在复杂性和与实践发展以及由管理主义，问责制和“自上而下”的思想驱动的组织和部门转变有关的背景问题之间的差异。改变。我们认为，这种差异体现在“卓越教学框架”（TEF）的发展中，这导致了一种混淆（即使是普遍存在的）的使用卓越来识别组织和部门主导的理念的含义，以提供优质的教学。但是，这些框架已经逐渐脱离了对教学法感兴趣的人们所研究的实践的复杂性。设计/方法/方法：这是一份概念性论文，汇集了卓越教学，组织科学，时间和高等教育方面的文献，以开发替代方法来发展教学法。调查结果：基于对当前对卓越教学的困惑的概念化的批判，我们提供了另一种叙事，它说明了如何重新考虑对发展关键和挑战性教学机会至关重要的因素。基于着重于对话，可持续性和“不安宁”时间的“自下而上”系统，我们主张基于紧急教学法而非卓越教学，在高等教育提供者中重新建立整体方法。独创性和价值：本文说明了为什么在英语环境中，卓越的教学在概念上已经变得支离破碎，以及为什么需要考虑一种新的教学发展方法，以便在机构和部门两级建立更积极和关键的方法。本文概述了开发此类续订的可能方法。