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

In the context of an increasing demand for courses in reaching and learning for higher education teachers, this article considers what might be the th eoretical underpinnings of such courses in terms of their pedagogy. While t he question of an underlying theory is problematic, an approach or model is developed which draws upon the disciplinary perspectives of academics, Thi s approach is illustrated though the practice of an MEd course for universi ty staff which the author teaches at the University of Sheffield. It concei ves of a learning process in which three Kinds of knowledge are brought int o a dynamic relationship: knowledge which is public, knowledge which is per sonal, and knowledge which derives from the present experience of communica ting together. Educational theory can be a useful resource but does not hav e a privileged position.