NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ719326
Record Type: Journal
Publication Date: 2005-Apr
Pages: 14
Abstractor: Author
Reference Count: 23
ISBN: N/A
ISSN: ISSN-1356-2517
University Teachers' Experiences of Change in Their Understanding of the Subject Matter They Have Taught
Trigwell, Keith; Prosser, Michael; Martin, Elaine; Ramsden, Paul
Teaching in Higher Education, v10 n2 p251-264 Apr 2005
This paper reports an analysis of qualitatively different ways in which teachers experience change in their understanding of subject matter they have recently taught. In this exploratory study, interviews with 31 'typical' teachers from a range of first and second-year university subjects revealed that 20 reported no experience of change in their understanding. The reports of the 11 teachers who did experience change were used in a phenomenographic study from which five qualitatively different categories of description of change were constituted. These range from the experience of change as the adding of unproblematic knowledge to what is already known, to questioning the theoretical framework of the subject matter. The relation between the experience of change in understanding and the experience of teaching and learning for the 31 teachers was also explored. It was found that the teachers who did not experience change in their understanding were more likely to experience teaching as the transmission of knowledge, and the teachers who experienced change in their understanding, and who experienced that change as the re-interpretation or questioning of knowledge, were more likely to experience teaching as changing or developing students' conceptions.
Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914.
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia