« Akerlind 2003 » : différence entre les versions
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"In an investigation of academics’ ways of understanding their own growth and development as a university teacher, Åkerlind described three qualitatively different views, varyingly focused on teaching development experienced as an increase in: | |||
* the teacher’s '''comfort with teaching''', in terms of feeling more confident as a teacher or teaching becoming less effortful; | |||
* the teacher’s '''knowledge and skills''', in terms of expanding their content knowledge and teaching materials, and/or expanding their repertoire of teaching strategies; and | |||
* '''learning outcomes for students''', in terms of improving their students’ learning and development." ([[Akerlind_2007]] p. 23) | |||
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== 6. Voir aussi == | == 6. Voir aussi == | ||
* [[Akerlind_2007]] | * [[Akerlind_2007]] | ||
Dernière version du 24 février 2017 à 17:39
Growing and developing as a university teacher—variation in meaning
1. Références
- Référence complète APA : Åkerlind, G. S. (2003). Growing and developing as a university teacher—variation in meaning, Studies in Higher Education, 28, 375–390.
- Auteur(s) : Gerlese Akerlind
- Revue : Studies in Higher Education
2. Copies
- Copie en ligne :
- Copie locale :
- Copie physique :
3. Mots-clés
4. Abstract
5. Résumé (facultatif)
"In an investigation of academics’ ways of understanding their own growth and development as a university teacher, Åkerlind described three qualitatively different views, varyingly focused on teaching development experienced as an increase in:
- the teacher’s comfort with teaching, in terms of feeling more confident as a teacher or teaching becoming less effortful;
- the teacher’s knowledge and skills, in terms of expanding their content knowledge and teaching materials, and/or expanding their repertoire of teaching strategies; and
- learning outcomes for students, in terms of improving their students’ learning and development." (Akerlind_2007 p. 23)