Variation in Education Doctoral Students' Conceptions of University Teaching

Autor/inn/en	Mimirinis, Mike; Ahlberg, Kristina
Titel	Variation in Education Doctoral Students' Conceptions of University Teaching
Quelle	In: British Educational Research Journal, 47 (2021) 3, S.557-578 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mimirinis, Mike)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1002/berj.3669
Schlagwörter	Doctoral Students; Student Attitudes; College Faculty; Researchers; Phenomenology; Cross Cultural Studies; Social Change; Teacher Student Relationship; Teaching Experience; Professional Development; Individual Development; Educational Philosophy; Schools of Education; Foreign Countries; Sweden; United Kingdom (England) + Suchen Sie Ihr Suchwort? Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Schülerverhalten; Fakultät; Researcher; Forscher; Phenomenological psychology; Phänomenologie; Psychologie; Cultural comparison; Kulturvergleich; Sozialer Wandel; Teacher student relationships; Lehrer-Schüler-Beziehung; Individuelle Entwicklung; Bildungsphilosophie; Erziehungsphilosophie; Erziehungswissenschaftliche Fakultät; Ausland; Schweden
Abstract	The development of doctoral students as university teachers has received substantially less attention compared with their development as researchers, with a similar deficit extending to research on how they experience and understand university teaching. This article reports the results of a phenomenographic study of education doctoral students' conceptions of teaching in higher education. Using samples from two education departments in England and Sweden, we conducted interviews to identify variation in doctoral students' experiences of university teaching. Analysis of the transcripts produced six qualitatively different conceptions of teaching: doctoral students conceptualised university teaching as a means of (A) transmitting knowledge, (B) presenting contrasting concepts of education, (C) communicating and engaging with students, (D) enabling students to apply knowledge and skills, (E) enabling students to interpret and compare concepts of education, and (F) promoting personal, professional and societal development and change. While in broad agreement with previous studies on university teachers' conceptions of teaching, the study offers a unique insight into how the subject of education is understood by doctoral students who teach. The findings also underline the need to introduce common frameworks of academic development for academics and doctoral students alike that prioritise ways of representing and engaging with the structure of the subject, rather than the acquisition of teaching skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01