Reflecting on and Articulating Teaching Experiences: Academics Learning to Teach in Practice

Autor/inn/en	Sandoff, Mette; Nilsson, Kerstin; Apelgren, Britt-Marie; Frisk, Sylva; Booth, Shirley
Titel	Reflecting on and Articulating Teaching Experiences: Academics Learning to Teach in Practice
Quelle	In: International Journal of Higher Education, 7 (2018) 6, S.139-149 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-6044
Schlagwörter	Higher Education; College Faculty; Business Administration Education; Foreign Countries; Reflection; Teaching Experience; Information Dissemination; Risk; Teacher Competencies; Teacher Attitudes; Communication Strategies; Goal Orientation; Teaching Methods; Student Centered Learning; Coping; Teacher Student Relationship; Self Efficacy; Sweden + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Ausland; Informationsverbreitung; Risiko; Lehrkunst; Lehrerverhalten; Kommunikationsstrategie; Zielorientierung; Zielvorstellung; Teaching method; Lehrmethode; Unterrichtsmethode; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Bewältigung; Teacher student relationships; Lehrer-Schüler-Beziehung; Self-efficacy; Selbstwirksamkeit; Schweden
Abstract	Higher education teaching demands theoretical and practical knowledge. It goes without saying, a strong knowledge of one's subject is essential. But while teaching principles are generally gleaned from short courses, it is one's own teaching that offer the main ground for gaining practical teaching knowledge. To examine this claim we have conducted an interview-study in which Swedish business administration academics have described where they learned something about their teaching. An interpretative analysis led to six different lessons learned, ranging from the personal, through the pedagogical, to the interpersonal. We claim there are three necessary opportunities to turn the experience into an occasion for learning: reflection over experience, the opportunity to articulate one's experience, and a forum for sharing; particularly experiences connected with risk-taking. We conclude that academics need opportunities to reflect on and articulate their learning experiences related to the practices of teaching, and to share and discuss them with colleagues. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01