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Academics’ experiences of understanding of their subject matter and the relationship of this to their experiences of teaching and learning

journal contribution
posted on 2023-05-21, 01:00 authored by Michael ProsserMichael Prosser, Martin, E, Trigwell, K, Ramsden, P, Lueckenhausen, G
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.

History

Publication title

Instructional Science

Volume

33

Pagination

137-157

ISSN

0020-4277

Department/School

Faculty of Education

Publisher

Springer Netherlands

Place of publication

Netherlands

Repository Status

  • Restricted

Socio-economic Objectives

Higher education

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