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Ă…kerlind Gerlese (2007). « Constraints on academics' potential for developing as a teacher ». Studies in Higher Education, vol. 32, n° 1, p. 21–37. 
Added by: Laure Endrizzi (19 Aug 2011 10:54:17 Europe/Paris)
Resource type: Journal Article
DOI: 10.1080/03075070601099416
BibTeX citation key: Akerlind2007
Categories: Enseignement supérieur
Creators: Ă…kerlind
Collection: Studies in Higher Education
Views: 760/1534
Views index: 24%
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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.
Added by: Laure Endrizzi  
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