Complex dynamics in academics' developmental processes in teaching

Trautwein, Caroline; Nückles, Matthias; Merkt, Marianne

doi:10.1080/07294360.2014.973376

Cited by 15 publications

(15 citation statements)

References 19 publications

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“…For each of the questions we present a summary of teachers' responses based on the themes that have been identified. Question 1 is just reported briefly since these aspects have already been discussed in the literature (FitzPatrick & Spiller, 2010;Jones, 2010;Trautwein et al, 2015).…”

Section: Resultsmentioning

confidence: 99%

“…The different rhetorical demands of the reflective portfolio genre may therefore be a challenge (Goodfellow & Lea, 2005). The teacher needs to develop strategies to reflect, and also receive feedback on their text in order for the portfolio writing, and the reflection process that is involved, to move forward (Trautwein et al, 2015). The preparatory workshop that the teachers in our study have participated in has a special focus on these conditions, with peer interaction and peer feedback being a major component.…”

Section: Reflective Writing As Part Of Reflective Practicementioning

confidence: 99%

“…Handal and Lauvås (1987) define such a theory as 'a person's private, integrated but ever-changing system of knowledge, experience and values which is relevant to teaching practice at any particular time' . By articulating this theory, the portfolio could help to make it explicit, thereby offering the prospect for development of teaching practice (Trautwein et al, 2015).…”

Section: Reflective Writing As Part Of Reflective Practicementioning

confidence: 99%

“…Consequently, the process of writing a teaching portfolio should involve peer review to offer the prospect both for individual teachers' professional learning, and for the development of the community of teaching practice at large. The process therefore assumes that teachers develop strategies for reflection and also for peer review in order to enhance their portfolio writing (Trautwein et al, 2015).…”

Section: Peer Interaction For Professional Learning In Teachingmentioning

confidence: 99%

“…The teaching portfolio has been described as an interplay of text and action; it requires the teachers to verbalise their ideal teaching behaviour and then to live up to that ideal, and also to give the teachers a basis for evaluation and reflection where thinking may need to be re-negotiated in the light of its enacting (Buckridge, 2008). Writing a teaching portfolio thus offers a mechanism for developing and improving teaching practice (Buckridge, 2008 (FitzPatrick & Spiller, 2010;Jones, 2010;Trautwein, Nückles, & Merkt, 2015), we have not been able to find any studies on its impact on teaching practice as such.…”

Section: Introductionmentioning

confidence: 99%

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Advancement towards the scholarship of teaching and learning through the writing of teaching portfolios

Pelger

Larsson

2018

International Journal for Academic Development

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This study explores the impact academic teachers' writing of a teaching portfolio can have on their professional learning. Through an open-ended questionnaire, 26 academics from three faculties reported on insights, effects on teaching practice, and effects on collegial exchange that the portfolio writing entailed. We discuss how the experienced impact relates to the three competence levels excellence, expertise and scholarship of teaching and learning. With regard to academic development, we conclude that the writing of reflective teaching portfolios has the potential of contributing to an emerging academic community of practice characterised by a scholarly approach to teaching and learning.

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Section: Resultsmentioning

confidence: 99%

Section: Reflective Writing As Part Of Reflective Practicementioning

confidence: 99%

Section: Reflective Writing As Part Of Reflective Practicementioning

confidence: 99%

Section: Peer Interaction For Professional Learning In Teachingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Advancement towards the scholarship of teaching and learning through the writing of teaching portfolios

Pelger

Larsson

2018

International Journal for Academic Development

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The Role of Metacognition and Critical Thinking for Engineering Students in EFL Learning

Kupriyanov

Valeeva

Valeyeva

et al. 2021

Educating Engineers for Future Industrial Revolutions

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Being and becoming a university teacher

McMillan

Gordon

2016

Higher Education Research & Development

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This study examined how one academic framed the enablements and constraints to her project of being and becoming an academic. Complexity facilitated reflection in that it provided a visual representation of data, which was used to generate a concept map, which represented as equal all the component parts of her landscape. Five spaces with emancipatory potential to assist the academic in her professional development emerged, namely: communities of practice, academic freedom, position statements, development opportunities and a supportive environment. Rather than suggesting any generalisability in the findings, the authors argue that the significance of this study is theoretical and methodological. Complexity theory has the potential to help academic development practitioners understand the landscapes in which their academics operate, and guide appropriate development opportunities. Teaching in higher education International emphasis on widening participation, throughput, and lecturer accountability resulted in greater scrutiny of what constitutes good teaching, the contribution of reflective practice, how academics might be assisted to develop teaching competence, and the role of the AD practitioner. Good teaching Research on good teaching, studies of good teachers, their opinions and practices, taxonomies of teaching practices, inventories of teaching conceptions, and metasummaries is well documented (

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Complex dynamics in academics' developmental processes in teaching

Cited by 15 publications

References 19 publications

Advancement towards the scholarship of teaching and learning through the writing of teaching portfolios

Advancement towards the scholarship of teaching and learning through the writing of teaching portfolios

The Role of Metacognition and Critical Thinking for Engineering Students in EFL Learning

Being and becoming a university teacher

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