NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1177587
Record Type: Journal
Publication Date: 2018
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0305-4985
Experienced Academics' Pedagogical Development in Higher Education: Time, Technologies, and Conversations
McCune, Velda
Oxford Review of Education, v44 n3 p307-321 2018
This paper focuses on extending our limited understanding of how the teaching and assessment practices of experienced academics develop. The development of academics as teachers is increasingly seen as a key focus but much of the research in this area has focused on formal educational development initiatives. The analysis presented here investigates how experienced academics describe what has shaped their emerging pedagogical practices over time. The emphasis is on participants' informal experiences. Three foci were identified as the most important for these participants' developing practice: the choices participants made about using time in pressured contexts; the interplay between digital technologies and participants' practice; and the conversations which participants had about their teaching and assessment. The implications presented for future research and development work emphasise influencing the institutional policy context and the value of working creatively with the complexities of emerging academic practices.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Scotland)
Grant or Contract Numbers: N/A