NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ940574
Record Type: Journal
Publication Date: 2011
Pages: 10
Abstractor: As Provided
Reference Count: 54
ISSN: ISSN-0024-9033
Faculty Conceptions of Teaching: Implications for Teacher Professional Development
Varnava Marouchou, Despina
McGill Journal of Education, v46 n1 p123-132 2011
In this paper, the need to assist university teachers in thinking carefully about what they are teaching, and how this relates to and coheres with their own professional development, is outlined. The underlying argument being made is that any efforts designed to extend and encourage scholarly teaching require us to consider the faculty experiences of understanding their subject matter, and in doing so, to help them to see how their understanding relates to what and how they teach. In other words exploring lecturers' conceptions and epistemological beliefs about teaching may assist in the improvement of teacher education, professional development programs and teaching centres at the university.
McGill Journal of Education. McGill University, 3700 McTavish Street, Montreal, Quebec H3A 1Y2, Canada. Tel: 514-398-4246; Fax: 514-398-4529; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A