Growing and Developing as a University Teacher--Variation in Meaning

By Gerlese S. Åkerlind. 2003

314 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/13dc178c2bc0da4f8df5fe9f93922549ca5e2e78

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In Education

Citations in the corpus

The effect of pedagogical training on teaching in higher education (2007, background): “This result also supports the view of an ‘and’ relationship between the approaches; shifts from teaching-centred to learning-centred orientations are possible (e.g., Trigwell & Prosser, 1996b; Åkerlind, 2003).”
Emotions and confidence within teaching in higher education (2011, background): “When exploring university teachers’ development, Åkerlind (2003) found that teachers experienced development as an increase not only in their knowledge and skills, but also in comfort with teaching. The teachers felt more confident as teachers or they felt that teaching became less effortful. Furthe”
A new dimension to understanding university teaching (2004, background): “Furthermore, I have reported elsewhere an exploration of interrelationships between university teachers’ views of teaching and their views of growing and developing as a teacher (Åkerlind, 2003).”
Teaching with technology in higher education: understanding conceptual change and development in practice (2017, background): “the digital revolution became a part of HE may be remedied (Kim et al., 2013; Trigwell & Prosser, 2004; Åkerlind, 2003).”
Student-centredness: the link between transforming students and transforming ourselves (2010, background): “Irrespective of the favoured terminology the vast majority of authors assert that the student-centred or learner-focused conception of teaching is the more effective conception of teaching (Åkerlind 2003).”
A phenomenographic approach to developing academics’ understanding of the nature of teaching and learning (2008, background): “This focus on holding the teaching strategy invariant while highlighting variation in teachers’ ways of thinking about the strategy comes out of recent research into academics’ ways of understanding development as a teacher (Åkerlind 2003, 2007; McKenzie 2003).”
Organizational Factors and Instructional Decision-Making: A Cognitive Perspective (2011, background): “Akerlind, G. S. (2003). Growing and developing as a university teacher: Variation in meaning.”
How approaches to teaching are affected by discipline and teaching context (2006, background): “A limited awareness of student-centred conceptions of teaching may reduce the extent of this dynamic relationship, and in some cases effectively prevent adoption of approaches other than those with teacher-centred elements (Prosser & Trigwell, 1999; Åkerlind, 2003).”
The development of academics' teacher identity: Enhancing reflection and task perception through a university teacher development programme (2015, background): “In addition, Gerlese Åkerlind (2003) showed that academics whose focus on students’ learning increased actively sought and were able to benefit from instructional development.”
Impact of Teaching Development Programmes in Higher Education. HEA Research Series. (2012, result): “The results of this study confirmed earlier work (Trigwell and Prosser, 1996; Akerlind, 2003; Gibbs and Coffey, 2004) that training increased the extent to which teachers adopted the CCSF approach to teaching, but also that changes in the ITTF approach were not as strong.”
Student-centred learning: the role and responsibility of the lecturer (2014, background): “The developmental origins of a student-centred approach (see for example, Dewey 1916; Rogers 1983), with its emphasis on core generic skills and transversal competencies such as critical thinking, problem-solving and independent learning (OECD 2012; O’Neill and McMahon 2005; Light and Cox 2005) mean”
The benefits of peer observation of teaching for tutor development (2008, background): “An alternative or additional way of seeking student feedback could be interviews with students as per Quinlan and Akerlind (2000). A longitudinal study of tutors would also help determine whether there have been lasting changes in teaching as a result of the exercise.”
Consonance and dissonance in descriptions of teaching of university teachers (2008, background): “Furthermore, learning-focused strategies and content-focused strategies can co-exist, while learning-focused intentions or conceptions and content-focused intentions or conceptions are much less compatible (Åkerlind 2003; Kember and Kwan 2000; Prosser and Trigwell 1999).”
‘I don’t think I could, you know, just teach without any emotion’: exploring the nature and origin of university teachers’ emotions (2014, background): “Although research on entry into the teaching profession, and subsequent academic development is quite extensive (e.g. Åkerlind 2003, 2007), the role of emotions in the process of growth and development has attracted limited attention.”
Variation in teachers' descriptions of teaching: Broadening the understanding of teaching in higher education (2008, background): “A strong opposite ‘either/or’ positioning of the approaches (see also Åkerlind, 2003) does not do justice to the nature of the phenomenon.”