Conceptions of teaching held by academic teachers

Samuelowicz, Katherine; Bain, John

doi:10.1007/bf00138620

Cited by 354 publications

(261 citation statements)

References 7 publications

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“…This suggests that teachers may not always be seen to acting in ways that reflect their values. Samuelowicz and Bain (1992) drew attention to a 'disjunction' that existed between university teachers' conceptions of teaching and the methods they reported using in the classroom, suggesting that conceptions were based on an 'ideal' view of teaching, while actions were tempered by everyday experiences. However, if staff development consists of active opportunities to express, develop and share values, it has been suggested that institutions would quickly become more positive places where this disjunction was avoided, and a shared "values literacy would result in a shared direction for resilient behaviour" (Barnes, 2014: 179).…”

Section: Discussionmentioning

confidence: 99%

Charting the elements of pedagogic frailty

Kinchin

Alpay

Curtis

et al. 2016

Educational Research

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The concept of pedagogic frailty has been proposed as a unifying concept that may help to integrate institutional efforts to enhance teaching improvement within universities by helping to maintain a simultaneous focus on four key areas that are thought to impede development. The structure of these four dimensions and the links that have been proposed to connect them are explored here through the analysis of interviews with academics working in a variety of disciplinary areas. The application of concept mapping in this process allows us to view the variable connections within and between these dimensions and the personal ways they are conceptualised by academics working across the heterogeneous university context.

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Section: Discussionmentioning

confidence: 99%

Charting the elements of pedagogic frailty

Kinchin

Alpay

Curtis

et al. 2016

Educational Research

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“…A large body of research in relation to teaching in higher education has focused upon teachers' conceptions of teaching (Gow and Kember 1990;Prosser, Trigwell and Taylor 1994;Samuelowicz and Bain 1992). In a review of the conceptions of teaching Kember (1997) found a high level of agreement between studies and as a consequence identified two main conceptual categories: teacher-centred/contentorientated and student-centred/learning-orientated.…”

Section: Introductionmentioning

confidence: 99%

The challenges for new academics in adopting student-centred approaches to teaching

Sadler

2012

Studies in Higher Education

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The current article provides a perspective on the day-to-day challenges that a group of new teachers experienced as they adopted more student-centred approaches to teaching. Three semi-structured interviews were conducted over two years with eleven new teachers from a range of higher education institutions and subject disciplines. The analysis used case studies, alongside a search for common themes, to provide fine-grained insights into the teachers' development. A main finding was that in using approaches that more actively involved the students, the teachers described challenges specific to their local contexts. In particular, the idiosyncrasy of the topic being taught was a key factor. The second finding was that regardless of the conception of teaching held, all teachers described challenges in translating this way of thinking into practice. Such data provide a useful resource for academic developers to open dialogue with new academics about the challenges they face in developing as teachers.3

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“…These conceptions, found to be remarkably consistent over multiple studies, investigating academics' conceptions from phenomenographic and other perspectives, range from conceptions of teaching as transmission to teaching as conceptual change (Samuelowicz & Bain 1992. The findings of a study by Prosser et al (1994), for example, outline conceptions of teaching typically found in these studies, these being, teaching as: a) transmitting concepts of the syllabus; b) transmitting the teacher's knowledge; c) helping students to acquire concepts of the syllabus; d) helping students to acquire the teacher's knowledge; e) helping to develop conceptions; and f) helping students to change conceptions.…”

Section: Academics' Conceptions Of Teaching and Learningmentioning

confidence: 59%

“…In the early 1990s several interrelated studies explored, from phenomenographic and the broader conceptions perspective, the deep and surface proposition. They argued that these approaches were related to student learning outcomes (Prosser & Millar 1998, Trigwell & Prosser 1999, students' perceptions of the learning context (Ramsden 1992) and, most frequently, teachers' conceptions of teaching (Dall 'Alba 1990;Samuelowicz & Bain 1992;Kember & Gow 1994;Prosser et al 1994;Trigwell et al 1994;Trigwell & Prosser 1999). …”

Section: Academics' Conceptions Of Teaching and Learningmentioning

confidence: 99%

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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Conceptions of teaching held by academic teachers

Cited by 354 publications

References 7 publications

Charting the elements of pedagogic frailty

Charting the elements of pedagogic frailty

The challenges for new academics in adopting student-centred approaches to teaching

Implications for Professional Development

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