Changing contexts: changing views of teaching expertise

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dc.contributor.author Mcmullen, Catherine en_US
dc.contributor.author Tennant, Mark en_US
dc.contributor.editor Hager P, Hawke G en_US
dc.date.accessioned 2009-11-09T05:38:09Z
dc.date.available 2009-11-09T05:38:09Z
dc.date.issued 2005 en_US
dc.identifier 2005002725 en_US
dc.identifier.citation Mcmullen Catherine and Tennant Mark 2005, 'Changing contexts: changing views of teaching expertise', OVAL, UTS, Sydney, Australia, pp. 1-13. en_US
dc.identifier.issn 1- 90754-97-0 en_US
dc.identifier.other E1 en_US
dc.identifier.uri http://hdl.handle.net/10453/3037
dc.description.abstract Contemporary academic workplaces are characterised by change, complexity and diversity. With the 'enterprise' university presenting new and varied demands on university teachers, conceptions of teaching expertise and teacher identity as stable and enduring are no longer sustainable. In this paper we argue for a contextualised view of teaching expertise that acknowledges both the dynamic and relational nature of expertise and the social and cultural positioning of university teachers. Selected findings are presented from a narrative study conducted with award winning university teachers. Using identity as a framework for analysis, attention is given to the shaping and reshaping of teacher identities in a changing higher education environment. Discussion of teachers and teaching practices moves beyond adapting and responding to 'situations' to a more complex view that focuses on how teachers handle the multiple frames of understanding, action and identity that Barnett (2000) argues are increasingly a feature of professional life. Mastery of subject knowledge, while still an important foundation of teaching expertise, must be supplemented by a teacher's capacity to be reflexive and to manage both the self and the social encounters in which teaching and learning take place. Viewing teaching expertise in this way parallels a more general trend in assessing educational outcomes. Increasingly the focus on outcomes is as much on the characteristics, subjectivity and orientations of students as on skills and knowledge (Chappell, Rhodes, Solomon, Tennant and Yates 2003). This view of teaching expertise throws up a range of challenges to existing professional development programs for university teachers. To conclude, we speculate on how professional development for academics can be reconceptualised to address the complexity and diversity of the contemporary university workplace en_US
dc.publisher OVAL, UTS en_US
dc.relation.isbasedon http://www.projects.education.uts.edu.au/RWL4/RWL4Papers/687c en_US
dc.title Changing contexts: changing views of teaching expertise en_US
dc.parent 4th International Conference on Researching Work and Learning RWL4 2005 en_US
dc.journal.volume en_US
dc.journal.number en_US
dc.publocation Sydney, Australia en_US
dc.identifier.startpage 1 en_US
dc.identifier.endpage 13 en_US
dc.cauo.name FASS.Education Group en_US
dc.conference Verified OK en_US
dc.conference.location Sydney, Australia en_US
dc.for 130313 en_US
dc.personcode 97024071 en_US
dc.personcode 890381 en_US
dc.percentage 100 en_US
dc.classification.name Teacher Education and Professional Development of Educators en_US
dc.classification.type FOR-08 en_US
dc.custom International Conference on Researching work and Learning en_US
dc.date.activity 20051212 en_US
dc.location.activity Sydney, Australia en_US
dc.description.keywords higher education, teaching en_US
dc.staffid 890381 en_US


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