eCite Digital Repository

Changing teaching practice: the evolving purpose of the teacher in higher education

Citation

Gonzalez, P and Mueller, B and Merry, K and Jones, C and Kelder, JC, Changing teaching practice: the evolving purpose of the teacher in higher education, Journal of University Teaching and Learning Practice, 18, (6) pp. 1-11. ISSN 1449-9789 (2021) [Refereed Article]


Preview
PDF
Pending copyright assessment - Request a copy
351Kb
  

DOI: doi:10.53761/1.18.6.01

Abstract

In this Editorial, we take the opportunity to expand on the second Journal of University Teaching and Learning theme, Developing Teaching Practice. Building on Editorial 18(4), which articulated changes to higher education in the period roughly between 1980 and 2021, we believe it is pertinent to explore the changing conceptions of academic as 'teacher'. We use Engestrom's cultural-historical activity theory as a lens to consider how higher education teachers are situated in the current context of rapid changes arising from the COVID-19 pandemic. We explore possible future purposes of higher education to consider flow-on impacts on the purpose of its teachers and how their roles might change to accommodate future expectations. We assert the need to challenge the notion of the academic as a person who is recruited into higher education largely because of their subject matter expertise while maintaining strong commitment to teaching expertise that is grounded in scholarship, critical self-reflection, and agency. In our various teaching and leadership roles, and consistent with the literature, we have observed paradoxical outcomes from the nexus between risk, innovation and development, driving risk aversity and risk management, with significant (contradictory) impacts on teaching, teachers and student learning. The barriers to implementing innovative curricula include questions of do students get a standardised and 'safe' educational experience or are they challenged and afforded the opportunity to transform and grow? Are they allowed to fail? Related, do teachers have genuine agency, as an educator, or are they positioned as agents of a higher education system? We explore these questions and invite our readers to engage in serious reflexivity and identify strategies that help them question their attitudes, thought processes, and assumptions about teaching and student learning. We welcome papers that contribute values-based conversations and explore ways of dealing with and adapting to change in our teaching practices, case studies of learning through failure, change and adaptation and the development of the field.

Item Details

Item Type:Refereed Article
Keywords:teaching practice, academic development, activity theory
Research Division:Education
Research Group:Curriculum and pedagogy
Research Field:Creative arts, media and communication curriculum and pedagogy
Objective Division:Education and Training
Objective Group:Teaching and curriculum
Objective Field:Pedagogy
UTAS Author:Kelder, JC (Dr Jo-Anne Kelder)
ID Code:151375
Year Published:2021
Web of Science® Times Cited:2
Deposited By:Education
Deposited On:2022-07-28
Last Modified:2022-07-28
Downloads:0

Repository Staff Only: item control page