Growing and Developing as a University Teacher--Variation in Meaning

Åkerlind, Gerlese S.

doi:10.1080/0307507032000122242

Cited by 200 publications

(116 citation statements)

References 12 publications

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“…Los resultados obtenidos muestran que el profesorado que concibe la docencia como transmisión de información tiende a emplear estrategias centradas en el profesor. Por su parte, el profesorado que concibe la enseñanza como una forma de desarrollo y cambio del pensamiento de los estudiantes y que define su rol como facilitador de aprendizajes, suele emplear estrategias de enseñanza orientadas al estudiante (Åkerlind, 2003, 2007Gow y Kember, 1993;Kember y Gow, 1994;Kember y Kwan, 2000;Lindblom-Ylänne y otros, 2006;Prosser y Trigwell, 1998;Trigwell y Prosser, 1996a No obstante, en algunos de estos estudios también encontramos inconsistencias, pues muchos de los docentes que tienen concepciones de la enseñanza orientadas al estudiante, sin embargo, ponen en práctica estrategias de enseñanza más centradas en el contenido que en el aprendizaje de los estudiantes (Donche y Van Petegem, 2011;Fang, 1996;Murray y McDonald, 1997;Trigwell y Prosser, 1996b). Este caso podría darse en aquellos profesores que a pesar de haber recibido una formación pedagógica, ésta ha sido más teórica que práctica y, por tanto, no han sabido extrapolar su pensamiento a la acción.…”

Section: Relación Entre Concepciones De La Enseñanza Y Estrategias Dounclassified

Identidades profesionales, concepciones de enseñanza-aprendizaje y estrategias docentes del profesorado universitario

Rodríguez

Botía

2015

REDU

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ResumenLa identidad del profesorado universitario y sus creencias acerca de la profesión se perfilan en el desempeño de dos de sus funciones principales: investigación y docencia. El desajuste que existe entre ellas y el predominio de la investigación sobre la docencia, motiva que el avance hacia nuevas concepciones de la enseñanza y el aprendizaje sea lento y complejo. Existen numerosas investigaciones, a lo largo de las dos últimas décadas, que muestran la existencia de diferencias en las creencias que tiene el profesorado universitario sobre la enseñanza, las estrategias docentes que desarrollan y Academics' identity as teachers: towards the Scholarship of Teaching and Learning. Katia Caballero Antonio BolívarUniversidad de Granada (España) AbstractAcademic identity of university teachers and their beliefs about professional practice are outlined in the performance of two of its main functions: research and teaching. The imbalance between them and the prevalence of research on teaching, motivating the move towards new conceptions of teaching and learning is slow and complex. Here are many research, over the past two decades, showing the existence of differences in belief held by undergraduate faculty about teaching, teaching strategies and developing ways of understanding learning. Thus, there are two basic REDU. Revista de Docencia Universitaria, enero -abril 2015, 13 (1), 57-77

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Section: Relación Entre Concepciones De La Enseñanza Y Estrategias Dounclassified

Identidades profesionales, concepciones de enseñanza-aprendizaje y estrategias docentes del profesorado universitario

Rodríguez

Botía

2015

REDU

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“…Irrespective of the favoured terminology the vast¨ majority of authors assert that the student-centred or learner-focused conception of ˚ teaching is the more effective conception of teaching (Akerlind 2003). This is borne out in the findings of Prosser and Trigwell who state that 'university teachers who focus on their students and their students' learning tend to have students who focus on meaning and understanding in their studies, whilst university teachers who focus on themselves and what they are doing tend to have students who focus on reproduction' (Prosser and Trigwell 1999, 142).…”

Section: Introductionmentioning

confidence: 99%

Student-centredness: the link between transforming students and transforming ourselves

Blackie

Case

Jawitz

2010

Teaching in Higher Education

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It is widely accepted in the higher education literature that a student-centred approach is pedagogically superior to a teacher-centred approach. In this paper, we explore the notion of student-centredness as a threshold concept and the implications this might have for academic staff development. We argue that the term student-centred in the Rogerian sense implies a focus on the person of the student and is deeply resonant with Barnett's assertion that the emergent being of the student is as important as the development of skills and knowledge. To facilitate transformative learning in higher education an academic must know how to value the person of the student in the learning process. Academic staff development initiatives need to work with the person of the academic and take into account the level of personal development required for each academic to be able to facilitate this kind of learning.

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“…On one hand approaches to teaching are understood as subject to contextual influences and dynamic (Trigwell & Prosser 1996;Prosser & Trigwell 1999;Samuelowicz & Bain 2001;Akerlind 2003) on the other, they are understood as stable because they are not changed by factors in the immediate environment (Kember 1997(Kember , 2002.…”

Section: Selected Studiesmentioning

confidence: 99%

“…These studies identify, however, that student-centred conceptions are associated with dynamism and change, whereas teacher-centred approaches appear to restrict or possibly negate it (Prosser &Trigwell 1999;Akerlind 2003 ) were used to collect data from 303 academics. The earlier version was used to measure effects of factors in the immediate context on approaches to teaching, while the later version, which included items exploring motivational aspects of teaching and regulation strategies, was used to determine discipline influences on these (Trigwell et al 2004).…”

Section: Selected Studiesmentioning

confidence: 99%

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Implications for Professional Development

Mathematics Education With Digital Technology

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This study sought to investigate the working knowledge of academics in a 'new' university in Australia. Working knowledge, or knowledge 'put to use' in day-to-day work, describes what academics actually do. What knowledge academics use day to day is vital for those concerned in the development of academic staff. Academic development has of late focused on supporting academics to respond to the changing demands of new forms of work, and has been accused of lacking an epistemological base or a clearly articulated position. The findings of this study make suggestions concerning a philosophical and practical way forward for the development of academic staff.This study adopts and develops phenomenographic method. It explores interviews with 20 academics to identify differences concerning what is necessary and valuable to know in order to work day-to-day as a practising academic. From the perspective of academics, this analysis identified three domains of working knowledge within daily academic practice. Unsurprisingly two of these domains are the relatively wellexplored fields of teaching and research. The third, previously unidentified as a specific field, was institutional administration. Understanding of and practice in this third new field was not only pivotal to the constitution of academic practice, but it appeared to mediate the ways in which the other two domains of teaching and research were brought together. Of further significance, working knowledge of institutional administration was implicated in academic identity and also signalled academics' more fundamental understandings of what constituted knowledge.The findings suggest the object of academic development is supporting the attainment of ontological and epistemological certainties and its subject is working knowledge.This repositions academic development practice away from fragmentation towards holistic, whole-of-work approaches.

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Growing and Developing as a University Teacher--Variation in Meaning

Cited by 200 publications

References 12 publications

Identidades profesionales, concepciones de enseñanza-aprendizaje y estrategias docentes del profesorado universitario

Identidades profesionales, concepciones de enseñanza-aprendizaje y estrategias docentes del profesorado universitario

Student-centredness: the link between transforming students and transforming ourselves

Implications for Professional Development

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