Sharing Practices, but What Is the Story? Exploring Award-Winning Teachers' Conceptions of Teaching

Autor/inn/en	Gan Joo Seng, Mark; Geertsema, Johan
Titel	Sharing Practices, but What Is the Story? Exploring Award-Winning Teachers' Conceptions of Teaching
Quelle	In: Higher Education Research and Development, 37 (2018) 2, S.254-269 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gan Joo Seng, Mark) ORCID (Geertsema, Johan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2017.1373331
Schlagwörter	Teacher Attitudes; Content Analysis; Awards; Professional Recognition; Teacher Effectiveness; Educational Practices; Vignettes; Guidelines; Research Universities; College Faculty; Correlation; Educational Research; Learning Processes; Teaching Methods; Knowledge Base for Teaching; Foreign Countries; Asia + Suchen Sie Ihr Suchwort? Lehrerverhalten; Inhaltsanalyse; Award; Auszeichnung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Bildungspraxis; Richtlinien; Forschungseinrichtung; Fakultät; Korrelation; Bildungsforschung; Pädagogische Forschung; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching theory; Theory of teaching; Unterrichtstheorie; Ausland; Asien
Abstract	This paper critically considers the attempt by a research-intensive university in Asia to draw on and make public the practices of teaching award winners in different disciplines through the use of narrative vignettes. More specifically, this paper examines what the vignettes suggest about the connection between award-winning teachers' conceptions of teaching (CT) on the one hand, and scholarly investigations of practice on the other, and to what extent the vignettes meet the aim of using the scholarship of teaching and learning as an instrument of effective academic development. Content analysis of the vignettes revealed that award-winning teachers' CT tend to focus predominantly on enhancing learning, followed by encouraging collective knowledge creation and transmission of knowledge. A two-dimensional framework was also used to analyse the vignettes along a tacit-integrated continuum and within an intuitive-reflective frame of inquiry. The findings are discussed in relation to teachers' perception of their impact on students' learning and ways to enhance their own practice, with implications for teaching awards, documentation, and dissemination of high-level teaching achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01