Akerlind 2007

Constraints on academics’ potential for developing as a teacher

1. Références

• Référence complète APA : Åkerlind, G. (2007). Constraints on academics’ potential for developing as a teacher. Studies in Higher Education, 32(1), 21-37.

• Auteur(s) : Gerlese Akerlind

• Revue : Studies in Higher Education

2. Copies

• Copie en ligne :

• Copie locale : Fichier:Akerlind 2007.pdf

• Copie physique :

3. Mots-clés

• développement professionnel (enseignant)

4. Abstract

This study undertook a phenomenographic analysis of academics’ ways of approaching their growth and development as a university teacher. The focus of the study is on the meanings and intentions underlying different ways of going about developing as a teacher, and how this relates to the ways in which academics understand the nature of teaching development and being a university teacher. Five different approaches to developing as a university teacher emerged, varying from a focus on building up a better knowledge of one’s content area, in order to become more familiar with what to teach, to continually increasing one’s understanding of what works and does not work for students, in order to become more effective in facilitating student learning. The approaches experienced by academics, and the meanings and intentions associated with them, are seen as constituting constraints on their potential for developing as a teacher. Implications for academic development are discussed.

5. Résumé (facultatif)

Sur base d'entretiens semi-structutés avec 28 académiques d'une université de recherche australienne, Akerlind, prolongeant des recherches précédentes (Akerlind_2003, McKenzie_2003), distingue 5 conceptions du développement professionnel chez ses enseignants :

• building up a better knowledge of one’s content area, in order to become more familiar with what to teach;
• building up practical experience as a teacher, in order to become more familiar with how to teach;
• building up a repertoire of teaching strategies, in order to become more skilful as a teacher;
• finding out which teaching strategies do and don’t work for the teacher, in order to become more effective as a teacher;
• continually increasing one’s understanding of what works and doesn’t work for students, in order to become more effective in facilitating student learning.

6. Voir aussi

• Akerlind 2003