Consonance and dissonance in descriptions of teaching of university teachers

Postareff, Liisa; Katajavuori, Nina; Lindblom‐Ylänne, Sari; Trigwell, Keith

doi:10.1080/03075070701794809

Cited by 85 publications

(71 citation statements)

References 28 publications

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“…In her research, Feixas (2010) revealed that some teachers were clearly and systematically either learningor content-focused, but most teachers reported a hybrid approach to teaching. Most profiles consisted of combinations of aforementioned approaches which varied depending on the discipline, which was termed "dissonant profiles" by Postareff, Katajavuoria, Lindblom-Ylänne and Trigwell (2008).…”

Section: Teaching Beliefs Practices and Strategiesmentioning

confidence: 99%

Examining the impact of academic development in the engineering faculties in Chile: Changes in teaching philosophy and teachers' competencies

Acosta

Tomàs-Folch

Condom

2017

J. Technol. Sci. Educ.

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The Faculties of Engineering Sciences at Universidad Católica del Norte in Chile regard teacher training as a necessary tool for its academics' professional development and as a fundamental way to improve their teaching quality. The Teaching Unit for Innovation in Engineering (UIDIN) has developed a new curriculum and training programme which seeks to support the faculty in its implementation. This article presents some of the outcomes of a study aimed at qualitatively examining the development of the faculty's conceptions and philosophy of teaching and improvements in pedagogical competencies as a result of the implementation and transfer of the training programme. The teaching philosophy is described in different ways, but overall it considers teaching an act of disciplinary knowledge transfer based on students' interests, skills and attitudes, and with a heavy emphasis on building students' core values. Interviews reveal changes in the participants' learning and competencies due to the training, along with a positive impact on the teachers' lesson planning assessment strategies, students' feedback and the willingness to engage in more reflexive teaching practice.

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Section: Teaching Beliefs Practices and Strategiesmentioning

confidence: 99%

Examining the impact of academic development in the engineering faculties in Chile: Changes in teaching philosophy and teachers' competencies

Acosta

Tomàs-Folch

Condom

2017

J. Technol. Sci. Educ.

View full text Add to dashboard Cite

show abstract

“…These directions mirror patterns of dissonance in teaching identified and reported in existing phenomenographic studies where conceptions of teaching do not necessarily match approaches adopted (Postareff et al 2008). In these studies, academics with complex student-focused conceptions adopted both teacher-and student-focused approaches, while those with teacher-focused conceptions adopted only teacher-focused approaches.…”

Section: Variation In the Relationship Of The Teaching To The Other Dmentioning

confidence: 70%

“…In the case of academics with less complex conceptions and working knowledge, dissonant practice appeared to arise because academics were unable to respond to demands for different teaching practices requiring more complex conceptions of teaching (Postareff et al 2008). Academics with these patterns of working knowledge had limited knowledge of the institutional context, were confused about how to prioritise work and could not adopt more complex approaches to teaching, even if they expressed an interest in changing their practices.…”

Section: Variation In the Relationship Of The Teaching To The Other Dmentioning

confidence: 99%

“…In these cases, the causes of dissonance appeared to be an unwillingness to respond to demands for more complex approaches to teaching (Postareff et al 2008). For example academics with Consistent and Integrated working knowledge prioritised working knowledge of teaching in some instances while not in others.…”

Section: Variation In the Relationship Of The Teaching To The Other Dmentioning

confidence: 99%

“…This may go towards understanding why some academics do not achieve change in their practice, despite participating in development programs (for example, Light et al 2008, Postareff 2008). …”

Section: Expanding Awareness Of Developmentmentioning

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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