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

Abstract

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

How Does Undergraduate Research Experience Impact Career Trajectories and Level of Career Satisfaction: A Comparative Survey

“…Aeronautical Engineering and Aerospace Engineering of many different investigations. This topic has been examined on the basis of its challenges (Cornelius & Gordon, 2008;Curry, Hershman, & Saizow, 1996;Meece, Herman, & McCombs, 2003;Sadler, 2012), implementation (Boyd, 2012;Gerstein et al, 2010;Schuhm, 2004;Schweisfurth, 2011;Thompson, 2013;Tudor, 1992;Wood, 2008), attitude change in students (Spencer, Phipps, & Alowayesh, 2012), effectiveness (Wang, Lee, Chen, & Wei, 2012), and the shift from teacher-centered education (Wolbrink & Burns, 2012). In this article, the practical approach for implementing LCE and LCT in aeronautical and aerospace engineering disciplines is underlined.…”

Teaching conceptions of practitioner-lecturers in applied higher education institutions

“…Lisaks tuuakse esile, et algajad õppejõud võivad küll olla õppijakeskse arusaamaga, kuid neil võivad puududa oskused õppijakeskselt õpetada Sadler, 2012). Olenevalt õpetamisarusaamadest erinevad õppejõud oma suhtumiselt õpetamisoskuste arendamisse.…”

“…Selline huvi võib luua hea eelduse kvaliteetsele õpetamispraktikale, kuid seda peavad toetama süsteemsed ja põhjalikud koolitused õpetamise valdkonnast. Märkimisväärne on ka see, et õppejõukeskne arusaam ei iseloomusta ainult praktikute-õppejõudude õpetamispraktikat, vaid see on laiemalt kõrgkooli õppejõudude õpetamisarusaamu iseloomustav tunnus (Gibbs & Coff ey, 2004;Sadler, 2012), mis võib olla seotud nii õppejõu vähese õpetamis-kogemusega, valdkondlike traditsioonidega kui ka isikliku huvi vähesusega õppimise toetamisel.…”

Improving Transnational Education in Timber Construction by the Use of Project-Based Learning Approach: As Evaluated by Teachers and Students

“…Implementing PBL is challenging for both students and teachers. Many find the transition from traditional learning to problem-based learning difficult as the roles are changing, which can lead to some uncertainty for both teachers and students (Bradley-Levine et al, 2010;Sadler, 2012). Moreover, the PBL often requires collaborative work from the students who have to solve the assigned tasks in smaller groups.…”