ABSTRACT
Whilst most people, when asked what universities are for, would reply ‘teaching students’, pedagogical work tends to hold an ambiguous place in contemporary universities. This chapter will explore this ambiguous place, arguing that despite its relatively low status as a means of career progression (in comparison to research), teaching can both be extremely satisfying and have a profound impact on the taught. There is a discussion of the rationale for the use of transparent pedagogies for all students, followed by some accounts provided by university teaching staff about the impact of their usage – particularly with students from non-university-going backgrounds.
