Variation and change in university teachers' ways of experiencing teaching

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dc.contributor McKenzie, Jo Anne en_AU
dc.date.accessioned 2007-03-14T01:52:26Z
dc.date.accessioned 2012-12-15T03:52:38Z
dc.date.available 2007-03-14T01:52:26Z
dc.date.available 2012-12-15T03:52:38Z
dc.date.issued 2003
dc.identifier.uri http://hdl.handle.net/2100/239
dc.identifier.uri http://hdl.handle.net/10453/20187
dc.description University of Technology, Sydney. Faculty of Education. en_AU
dc.description.abstract This thesis explores how university teachers' ways of experiencing teaching change from teacher focused to student focused and why some teachers experience this change while others do not. The exploration adopts the theoretical perspective of variation, learning and awareness (Marton and Booth, 1997) and is based on a two-year longitudinal interview study of 27 university teachers. Classical and new phenomenographies were used to constitute teachers' ways of experiencing teaching and teachers' ways of experiencing change in teaching. Changes in individual teachers' ways of experiencing were described and interpreted through focusing on teachers' awareness of critical aspects and related dimensions of variation, creating individual vignettes, and constituting themes in the critical experiences and orientations related to change. The outcomes included six ways of experiencing teaching and their complementary patterns of critical aspects, a set of themes related to change in ways of experiencing and five ways of experiencing change in teaching. Combining these outcomes resulted in four patterns which illuminated why some teachers' ways of experiencing teaching became student focused while others remained teacher focused. Teachers who became capable of experiencing teaching in student-focused ways focused on understanding teaching in relation to students' learning. They experienced change in teaching as becoming more student-focused or as relating teaching to development or change in student understandings, and were oriented towards putting teaching into focus and reflecting in ways informed by formal learning. These teachers experienced relevance structures which brought the critical aspects of student-focused ways of experiencing teaching to the foreground of their awareness so that they experienced corresponding dimensions of variation. Their awareness of teaching expanded and this corresponded to a shift in the focus and meaning of teaching. en_AU
dc.format.extent 98047 bytes
dc.format.extent 953712 bytes
dc.format.mimetype application/pdf
dc.format.mimetype application/pdf
dc.language en en_AU
dc.language.iso en_AU
dc.rights http://www.lib.uts.edu.au/disclaimer.html en_AU
dc.rights Copyright Jo A McKenzie en_AU
dc.subject College teaching. en_AU
dc.subject Teachers. en_AU
dc.subject Methodology. en_AU
dc.title Variation and change in university teachers' ways of experiencing teaching en_AU
dc.type Thesis (PhD) en_AU


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