Experienced Academics' Pedagogical Development in Higher Education: Time, Technologies, and Conversations

Autor/in	McCune, Velda
Titel	Experienced Academics' Pedagogical Development in Higher Education: Time, Technologies, and Conversations
Quelle	In: Oxford Review of Education, 44 (2018) 3, S.307-321 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2017.1389712
Schlagwörter	Higher Education; College Faculty; Time Management; Educational Technology; Technology Uses in Education; Teacher Role; Semi Structured Interviews; Foreign Countries; Teaching Methods; Faculty Development; Teaching Skills; Teacher Competencies; Discussion; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Zeitmanagement; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lehrerrolle; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lehrkunst; Diskussion
Abstract	This paper focuses on extending our limited understanding of how the teaching and assessment practices of experienced academics develop. The development of academics as teachers is increasingly seen as a key focus but much of the research in this area has focused on formal educational development initiatives. The analysis presented here investigates how experienced academics describe what has shaped their emerging pedagogical practices over time. The emphasis is on participants' informal experiences. Three foci were identified as the most important for these participants' developing practice: the choices participants made about using time in pressured contexts; the interplay between digital technologies and participants' practice; and the conversations which participants had about their teaching and assessment. The implications presented for future research and development work emphasise influencing the institutional policy context and the value of working creatively with the complexities of emerging academic practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01