Variation and change in university teachers' ways of experiencing teaching

Variation and change in university teachers' ways of experiencing teaching

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Publication Type:: Thesis
Issue Date:: 2003

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Field	Value	Language
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/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	Thesis (PhD)	en_AU
dc.format.extent	98047 bytes
dc.format.extent	953712 bytes
dc.format.mimetype	application/pdf
dc.language	en	en_AU
dc.language.iso	en_AU
dc.relation	https://opus.lib.uts.edu.au/bitstream/10453/20187/2/02whole.pdf
dc.relation.replaces	http://hdl.handle.net/2100/239
dc.rights	info:eu-repo/semantics/openAccess
dc.rights	The author owns the copyright in this thesis including all reproduction and reuse rights for the work. The work may not be altered without the permission of the copyright owner. Attribution is essential when quoting or paraphrasing from this thesis.
dc.rights	au.edu.uts.lib/ppc
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
utslib.copyright.status	open_access

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.

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http://hdl.handle.net/10453/20187