Separating the "Teaching" from the "Academic": Possible Unintended Consequences

Autor/in	Akerlind, Gerlese S.
Titel	Separating the "Teaching" from the "Academic": Possible Unintended Consequences
Quelle	In: Teaching in Higher Education, 16 (2011) 2, S.183-195 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
Schlagwörter	Faculty Development; Teaching (Occupation); Phenomenology; Correlation; Teaching Experience; Teachers; Teacher Improvement; Educational Development; Teacher Competencies; Knowledge Base for Teaching; Productivity; Teaching Skills; Teacher Influence; Academic Achievement; Interviews; College Faculty; Australia + Suchen Sie Ihr Suchwort? Teaching; Lehrberuf; Phenomenological psychology; Phänomenologie; Psychologie; Korrelation; Lehrer; Lehrerin; Lehrende; Bildungsentwicklung; Lehrkunst; Teaching theory; Theory of teaching; Unterrichtstheorie; Produktivität; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Schulleistung; Interviewing; Interviewtechnik; Fakultät; Australien
Abstract	Academics' development as teachers is traditionally considered independently from their development in other aspects of their work, or from their development as an academic holistically. Through the analysis of two previous phenomenographic studies of academics' experiences of: (1) their growth and development as an academic holistically; and (2) their growth and development as a university teacher in particular, this paper explores interrelationships between the experience of developing as an academic and developing as a teacher. This allows consideration of what may be lost by separating teaching and teaching development from other aspects of academic work and academic development. (Contains 3 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10