A phenomenographic outcome space for ways of experiencing lecturing

Daniel, S

A phenomenographic outcome space for ways of experiencing lecturing

Daniel, S

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Publisher:: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Publication Type:: Journal Article
Citation:: Higher Education Research and Development, 2021
Issue Date:: 2021-01-01

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Field	Value	Language
dc.contributor.author	Daniel, S https://orcid.org/0000-0002-7528-9713
dc.date.accessioned	2021-03-30T05:23:14Z
dc.date.available	2021-03-30T05:23:14Z
dc.date.issued	2021-01-01
dc.identifier.citation	Higher Education Research and Development, 2021
dc.identifier.issn	0729-4360
dc.identifier.issn	1469-8366
dc.identifier.uri	http://hdl.handle.net/10453/147672
dc.description.abstract	After decades of increasing evidence in favour of active learning, lecturing remains the dominant face-to-face teaching mode. Just as a rigorous research approach is required to understand how to improve student learning outcomes, we also need research about how to reform teaching practice. Some initial steps in this direction have shown that successful pedagogical reforms are long-term, contextualised, and address teachers’ beliefs about teaching. It is not enough to put in place overarching policy directives about active learning, nor to simply share best practice, because these strategies do not engage with the particular teaching contexts and beliefs of individual academics. Professional development programs to shift academics away from the traditional lecture must incorporate academics’ conceptions of lecturing. Although there has been some research into conceptions of university teaching in general, there is a dearth of literature focusing on conceptions of lecturing in particular. This article addresses that gap, by using a phenomenographic approach to interview 30 academics about their lecturing experiences. From analysing the transcripts, a hierarchy of five ways of experiencing lecturing was identified: (1) Lecturing as soliloquy, (2) Lecturing as connecting meaning, (3) Lecturing as cultivating individuals, (4) Lecturing as transformatively co-creating, (5) Lecturing as enacting research. Three themes of expanding awareness framed this hierarchy: interaction, student diversity, and lecture purpose. By extrapolating these themes downwards, a zeroth category was conjectured: Lecturing as reading. Implications for educators are discussed, along with potentially fruitful avenues of future research.
dc.language	English
dc.publisher	ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
dc.relation.ispartof	Higher Education Research and Development
dc.relation.isbasedon	10.1080/07294360.2021.1872055
dc.rights	info:eu-repo/semantics/embargoedAccess
dc.subject	13 Education
dc.title	A phenomenographic outcome space for ways of experiencing lecturing
dc.type	Journal Article
utslib.for	13 Education
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology/School of Professional Practice and Leadership
utslib.copyright.status	open_access	*
utslib.copyright.embargo	2023-01-01T00:00:00+1000Z
dc.date.updated	2021-03-30T05:23:13Z
pubs.publication-status	Published

Abstract:

After decades of increasing evidence in favour of active learning, lecturing remains the dominant face-to-face teaching mode. Just as a rigorous research approach is required to understand how to improve student learning outcomes, we also need research about how to reform teaching practice. Some initial steps in this direction have shown that successful pedagogical reforms are long-term, contextualised, and address teachers’ beliefs about teaching. It is not enough to put in place overarching policy directives about active learning, nor to simply share best practice, because these strategies do not engage with the particular teaching contexts and beliefs of individual academics. Professional development programs to shift academics away from the traditional lecture must incorporate academics’ conceptions of lecturing. Although there has been some research into conceptions of university teaching in general, there is a dearth of literature focusing on conceptions of lecturing in particular. This article addresses that gap, by using a phenomenographic approach to interview 30 academics about their lecturing experiences. From analysing the transcripts, a hierarchy of five ways of experiencing lecturing was identified: (1) Lecturing as soliloquy, (2) Lecturing as connecting meaning, (3) Lecturing as cultivating individuals, (4) Lecturing as transformatively co-creating, (5) Lecturing as enacting research. Three themes of expanding awareness framed this hierarchy: interaction, student diversity, and lecture purpose. By extrapolating these themes downwards, a zeroth category was conjectured: Lecturing as reading. Implications for educators are discussed, along with potentially fruitful avenues of future research.

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http://hdl.handle.net/10453/147672