Contradictory Perspectives on Academic Development: The Lecturers' Tale

Autor/in	Hallett, Fiona
Titel	Contradictory Perspectives on Academic Development: The Lecturers' Tale
Quelle	In: Teaching in Higher Education, 26 (2021) 1, S.115-128 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hallett, Fiona)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2019.1636222
Schlagwörter	College Faculty; Teacher Attitudes; Educational Development; Higher Education; Departments; Phenomenology; Epistemology; Barriers; Intellectual Disciplines; Outcomes of Education; Academic Achievement; Equal Education; Psychology; Business Administration Education; Schools of Education; Nursing Education; Engineering Education; Mathematics Education; History; Foreign Countries; Student Attitudes; Learning Motivation; Learner Engagement; Teaching Methods; Skill Development; United Kingdom + Suchen Sie Ihr Suchwort? Fakultät; Lehrerverhalten; Bildungsentwicklung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Department; Abteilung; Phenomenological psychology; Phänomenologie; Psychologie; Erkenntnistheorie; Geisteswissenschaften; Lernleistung; Schulerfolg; Schulleistung; Erziehungswissenschaftliche Fakultät; Pflegepädagogik; Ingenieurausbildung; Mathematische Bildung; Geschichte; Geschichtsdarstellung; Ausland; Schülerverhalten; Motivation for studies; Lernmotivation; Teaching method; Lehrmethode; Unterrichtsmethode; Kompetenzentwicklung; Qualifikationsentwicklung; Großbritannien
Abstract	This paper seeks to analyse lecturers' views on how they understand academic development in order to elucidate current arguments around how knowledge is codified in higher education, and to what end. Whilst work of this nature has been carried out in a number of national and institutional contexts, much attention has been given to research embedded in particular subject areas or within academic development departments. By utilising Interpretative Phenomenological Analysis, a series of super- and sub-ordinate themes that represent the ways in which each lecturer describes academic development have been mapped across the existing literature in a form that has not been done to date. The results of this analysis highlight the need to think beyond the binaries subsumed within learner-/discipline-focussed or institutionally-/epistemologically- constrained barriers to academic development. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01