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

McKenzie, JA

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

McKenzie, JA

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Publisher:: HERDSA
Publication Type:: Conference Proceeding
Citation:: Enhancing Higher Education: Proceedings of the 30th annual HERDSA conference [CD-ROM], 2007, pp. 389 - 397
Issue Date:: 2007-01

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Field	Value	Language
dc.contributor.author	McKenzie, JA https://orcid.org/0000-0003-0681-4366	en_US
dc.contributor.editor	Crisp, G	en_US
dc.contributor.editor	Hicks, M	en_US
dc.date	2007-07-08	en_US
dc.date.issued	2007-01	en_US
dc.identifier.citation	Enhancing Higher Education: Proceedings of the 30th annual HERDSA conference [CD-ROM], 2007, pp. 389 - 397	en_US
dc.identifier.isbn	0 908557 72 8	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.ispartof	Enhancing Higher Education: Proceedings of the 30th annual HERDSA conference [CD-ROM]	en_US
dc.relation.ispartof	Higher Education Research and Development Society of Australasia Annual Conference	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.type	Conference Proceeding
utslib.location	Milperra, Australia	en_US
utslib.location.activity	Adelaide, Australia	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
dc.location.activity	Adelaide, Australia	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.place-of-publication	Milperra, Australia	en_US
pubs.start-date	2007-07-08	en_US

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.

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http://hdl.handle.net/10453/2171