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

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3. Mots-clés

développement professionnel

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)

6. Voir aussi

Akerlind_2007

@@ Ligne 52 : / Ligne 52 : @@
 <!-- Entrer ici un résumé personnel de l'article (facultatif) -->
-"In an investigation of academics’ ways of understanding their own growth and
+"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:
-development as a university teacher, Åkerlind described three qualitatively different
+* the teacher’s '''comfort with teaching''', in terms of feeling more confident as a teacher or teaching becoming less effortful;
-views, varyingly focused on teaching development experienced as an increase in:
+* 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
-* the teacher’s comfort with teaching, in terms of feeling more confident as a teacher
+* '''learning outcomes for students''', in terms of improving their students’ learning and development."  ([[Akerlind_2007]] p. 23)
-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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