Academics’ experiences of understanding of their subject matter and the relationship of this to their experiences of teaching and learning
By Michael Prosser, E. Martin, K. Trigwell, P. Ramsden, G. Lueckenhausen. 2005
151 citations recorded by the source corpus.
In this paper we focus on the issue of how academic staff experience the understanding of their subject matter and the relationship of this understanding to their experience of teaching. In recent years there has been a substantial amount of research into how academic staff conceive of teaching and learning, how they approach their teaching, and how their approaches to teaching relate to how their students approach their learning. In our present project this research is being extended by looking at the way 31 academics from four broad fields of study experience their understanding of their subject matter and how this relates to the way they experience their teaching. Using a phenomenographic approach we show that academics who experience their subject matter in atomistic and less integrated ways experience their teaching in more information transmission and teacher-focused ways, while those with a more integrated and holistic experience of understanding their subject experience their teaching in more conceptual change and student-focused ways.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/cea9192e2b4a2cedd961d798ecb9de9392d5a1c1
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- K. Trigwell
- Michael Prosser
- Carolin Kreber
- Heather Castleden
- Karen Handley
- Jill Millar
- M. Price
- Sari Lindblom-Ylänne
Citations in the corpus
- Beyond ‘doing time’: investigating the concept of student engagement with feedback (2011, background): “Tutors’ broader assumptions about processes of learning and teaching (e.g. Prosser et al., 2005), and the implied judgements about what constitute ‘positive’ patterns of interactions and social relations, will also influence their expectations about student engagement.”
- University academics’ experience of research and its relationship to their experience of teaching (2008, background): “In earlier phenomenographic studies, we have constituted six qualitatively different ways (A-F) in which teachers experience teaching, and five qualitatively different ways (A-E) in which they experience their understanding of their subject matter (Prosser et al. 2005).”
- Reflection on teaching and epistemological structure: reflective and critically reflective processes in ‘pure/soft’ and ‘pure/hard’ fields (2009, background): “Thirdly, given that ‘conceptions of teaching’ have been shown to serve as a filter for the interpretation of experience (Samuelowicz and Bain 1992), ‘conceptual change beliefs’ tend to be stronger among faculty in pure/soft fields (Lindblom-Yla ¨nne et al. 2006; Prosser et al. 2005 ), and seemed to”