Variation in patterns of teacher development and change: Connections with the development of scholarly teaching and the scholarship of teaching

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dc.contributor.author Mckenzie, Jo en_US
dc.contributor.editor Crisp, G. & Hicks, M. en_US
dc.date.accessioned 2009-11-09T02:47:22Z
dc.date.available 2009-11-09T02:47:22Z
dc.date.issued 2007 en_US
dc.identifier 2007001328 en_US
dc.identifier.citation Mckenzie Jo 2007, 'Variation in patterns of teacher development and change: Connections with the development of scholarly teaching and the scholarship of teaching', HERDSA, Milperra, Australia, pp. 389-397. en_US
dc.identifier.issn 0 908557 72 8 en_US
dc.identifier.other E1 en_US
dc.identifier.uri http://hdl.handle.net/10453/2171
dc.description.abstract Scholarly teaching and the scholarship of teaching are associated with student-focused conceptions of teaching, both explicitly by some writers, and implicitly in their focus on engaging with students and investigating relations between teaching and student learning. This paper focuses on the extent to which development and change in conceptions of teaching relate to the development of the attributes of scholarly teaching and the scholarship of teaching. The paper is based on a longitudinal study of 27 university teachers. Four patterns describing development or change in teachers conceptions of teaching over time are described, varying from remaining teacher focused with teaching-focused ways of experiencing change in teaching to becoming or remaining student-focused with a student learning and teacher-understanding focused way of experiencing change in teaching. In the two patterns in which teachers remained teacher focused, there was little evidence of the attributes of scholarly teaching. Teachers reflected on and changed their content or strategies and developed selective knowledge of teaching but did not reflect on or investigate the relations between their teaching and students learning. By contrast, in the two patterns in which teachers became or remained student focused in their teaching situations, teachers described many of the features of scholarly teaching: pedagogic content knowledge, investigating and reflecting on connections between teaching and their students learning, learning from students and seeking to communicate with peers, either informally or through publication. The paper concludes that a focus on learning from students might be not just a feature of scholarly teaching but critical for its development. en_US
dc.publisher HERDSA en_US
dc.relation.isbasedon en_US
dc.title Variation in patterns of teacher development and change: Connections with the development of scholarly teaching and the scholarship of teaching en_US
dc.parent Enhancing Higher Education: Proceedings of the 30th annual HERDSA conference [CD-ROM] en_US
dc.journal.volume en_US
dc.journal.number en_US
dc.publocation Milperra, Australia en_US
dc.identifier.startpage 389 en_US
dc.identifier.endpage 397 en_US
dc.cauo.name IML en_US
dc.conference Verified OK en_US
dc.conference.location Adelaide, Australia en_US
dc.for 130200 en_US
dc.personcode 890193 en_US
dc.percentage 100 en_US
dc.classification.name Curriculum and Pedagogy en_US
dc.classification.type FOR-08 en_US
dc.custom Higher Education Research and Development Society of Australasia Annual Conference en_US
dc.date.activity 20070708 en_US
dc.location.activity Adelaide, Australia en_US
dc.description.keywords variation; change in teaching; scholarship of teaching; phenomenography en_US
dc.staffid 890193 en_US


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