Improving teaching: Enhancing ways of being university teachers

Abstract

My aim in this paper is to theorise my teaching in a course for experienced university teachers, in a context of increased attention to such courses. My focus in the course is transforming and enhancing ways of being university teachers, through integrating knowing, acting and being. In other words, epistemology is not seen as an end in itself, but is in the service of ontology. In the paper, I explore and illustrate how this focus on ontology is enacted in the course.Teaching is more difficult than learning because what teaching calls for is this: to let learn. (Heidegger, 1968, p. 15)

Reframing Professional Development Through Understanding Authentic Professional Learning

“…Building on this research, teachers of undergraduate professional programs have moved from a primary focus on transferring knowledge towards an understanding that knowledge is co-constructed with students. This significant shift from teaching to learning in higher education has led to the introduction of innovative pedagogical practices, such as problem-based learning, action learning and practice-focused service learning, and the use of collaborative, flexible and interdisciplinary teaching strategies (Barr, Koppel, Reeves, Hammick, & Freeth, 2005;Biggs, 2003;Boud, Cohen, & Sampson, 2001;Boud & Solomon, 2001;Bringle, Phillips, & Hudson, 2004;Butin, 2005;Dall'Alba, 2005;Darling-Hammond, 2006;Madden, 2000;Walker, 2001).…”

“…As differing professional ways of being shape experiences of PL, it can be argued that authentic PL is as much about ontology (who the professional is) as it is about epistemology (what the professional knows). (See also Dall'Alba, 2005). Theoretical frameworks such as these attempt to illuminate lived experience, so that through holistic, situated research perspectives we can attempt to understand more about the experience of CPL from the unique perspective of professionals themselves.…”

Unveiling Professional Development: A Critical Review of Stage Models

“…A second feature is gaining exposure to other understandings of, and in, practice. These understandings must then be considered critically and evaluated in relation to each other, which has the potential to challenge and extend understanding (see also Ball & Cohen, 1999;Dall'Alba, 2005 At the organisational level, too, there is scope for critically reflecting upon the function of the organisation or the service it provides in a way that calls into question, and extends, understanding of practice. In many workplaces, setting in place continual critical reflection and discussion would require substantial shifts in the current workplace culture of efficiency and performativity (Argyris & Schön, 1978;Borko & Putnam, 1996;Sandberg & Targama, in press;Winter & Maisch, 1996).…”

El acceso y la entrada del estudiante a la universidad: situación y propuestas de mejora facilitadoras del tránsito

“…Del mismo modo que estamos asistiendo a un resurgimiento de la importancia que entraña el conjugar o integrar en la figura del docente universitario las dimensiones ontológica y epistemológica de cara a su desarrollo como formador (Dall'Alba, 2005), entendemos que también el estudiante, desde su ingreso en la institución universitaria, demanda ser mirado desde una perspectiva holística, integral y profunda que permita responder a exigencias que trasciendan a las meramente vinculadas con sus logros académicos. Ignorar y/o desvincular las esferas del conocer, actuar y ser supondría, para nosotros, simplificar la concepción de lo que tendríamos que entender por estudiante universitario y, en consecuencia, plantear modelos y estrategias formativas reduccionistas y superficiales vinculadas estrechamente con los planteamientos de carácter «tecnocrático» que, en ocasiones y por desgracia, han colonizado la formación universitaria.…”