Trial by Hire: The Seven Stages of Learning to Teach in Higher Education

Autor/in	Post, Patricia A.
Titel	Trial by Hire: The Seven Stages of Learning to Teach in Higher Education
Quelle	In: Contemporary Issues in Education Research, 4 (2011) 12, S.25-34 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-5847
Schlagwörter	Higher Education; Phenomenology; Narration; Beliefs; Teacher Attitudes; Transformative Learning; Independent Study; On the Job Training; Data Analysis; Learning Processes; Self Efficacy; Adult Learning; Educational Principles; Teaching Skills; Knowledge Base for Teaching; Models; Interpersonal Competence; School Support; Diversity (Faculty); Foreign Countries; Interviews; College Faculty; Canada + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Phenomenological psychology; Phänomenologie; Psychologie; Belief; Glaube; Lehrerverhalten; Pädagogische Transformation; Selbststudium; Training-on-the-Job; Auswertung; Learning process; Lernprozess; Self-efficacy; Selbstwirksamkeit; Adulte education; Adult training; Erwachsenenbildung; Bildungsprinzip; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teaching theory; Theory of teaching; Unterrichtstheorie; Analogiemodell; Interpersonale Kompetenz; Schulförderverein; Ausland; Interviewing; Interviewtechnik; Fakultät; Kanada
Abstract	This phenomenological study describes seven stages of learning to teach at the university level. Through the use of narratives, twelve Canadian university professors reveal their beliefs and attitudes about teaching and learning as they struggle to become better teachers within various academic settings. The purpose of the study was to develop a better understanding of self-directed and transformative learning as it relates to adults who engage in on-the-job-training. Data analysis resulted in eight themes which occurred in seven developmental stages: Warming, Forming, Informing, Storming, Performing, Reforming, and Transforming. The findings suggest that a better understanding of the stages of learning to teach in higher education could: 1) enable faculty to gain confidence in their teaching ability earlier on in their careers (Bain, 2004); 2) assist faculty developers to better meet the changing needs of faculty (Cranton, 2001); and 3) guide administrators in their efforts to promote the scholarship of teaching and learning within their academic milieu (MacKeracher, 1996). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01