Constraints on academics' potential for developing as a teacher

Dados Bibliográficos

ID4098801
AutoresGerlese S Åkerlind (0000-0002-3937-7732, Australian National University, autor correspondente)
Ano2007
Volume32
Fascículo1
Páginas21-37
Data de publicação2007-02-01
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoStudies in Higher Education (JOURNAL)
Identificadores do periódicoISSN: 0307-5079 • E-ISSN: 1470-174X
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/03075070601099416
OpenAlexW2019261728
IdiomaEN
Citações recebidas26
Referências citadas18

This study undertook a phenomenographic analysis of academics’ ways of approaching their growth and development as a university teacher. The focus of the study is on the meanings and intentions underlying different ways of going about developing as a teacher, and how this relates to the ways in which academics understand the nature of teaching development and being a university teacher. Five different approaches to developing as a university teacher emerged, varying from a focus on building up a better knowledge of one’s content area, in order to become more familiar with what to teach, to continually increasing one’s understanding of what works and does not work for students, in order to become more effective in facilitating student learning. The approaches experienced by academics, and the meanings and intentions associated with them, are seen as constituting constraints on their potential for developing as a teacher. Implications for academic development are discussed

Faculty Development · Higher education · Mathematics education · Pedagogy · Phenomenography · Political science · Professional development · Sociology · Teacher education · Evaluation of Teaching Practices · Psychology · Reflective Practices in Education · Student Assessment and Feedback