The quality of teaching in Universities is subject to increased amounts of scrutiny via the National Student Satisfaction Survey (Higher Education Funding Council for England 2017) and the Teaching Excellence Framework (TEF) (Department for Business Innovation and Skills 2016). The data produced by both of these initiatives could not only provide information for prospective students to make decisions about which university to apply to but also to attract funding to universities based on its ratings. Further the ratings could potentially influence employer’s decisions when looking for graduate employees. Hence the development of effective lecturers who can deliver high quality engaging teaching assumes greater significance (Rosser 2017 Department for Business Innovation and Skills 2016). However delivering lectures to 200 or more students can provoke high levels of anxiety particularly for those who are new to teaching in a higher education settings (Fry 2015 Hughes & Quinn 2013). Thus new lecturers often need experience and supervision to develop the tacit and pedagogical knowledge to enhance their development and performance to provide high quality teaching experiences (Mackintosh-Franklin 2016 Hughes and Quinn 2013).
