ABSTRACT

We interviewed 13 university teachers who research their teaching practices or their students’ learning to identify how they understood their development as teachers. We interpreted recurring themes within the data as three ways of conceptualising university teachers’ development as teachers. We use a theoretical model to arrange these conceptualisations in a hierarchy based on levels of engagement in teaching development. The most complex conceptualisation sees this development as high-level engagement involving personal research into practice, with much in common with discipline-based research. We discuss our results in relation to potential and substantial changes in the roles and evaluation of academic developers.

摘要

我们采访了13位大学教师，他们研究了他们的教学实践或学生的学习情况，以确定他们如何理解教师的发展。我们将数据中的重复主题解释为将大学教师发展为教师的三种方式。我们使用理论模型将这些概念化安排在基于教学发展参与水平的层次结构中。最复杂的概念化将这种发展视为高层参与，其中涉及个人研究实践，这与基于学科的研究有很多共同之处。我们讨论与学术开发人员的角色和评估的潜在和重大变化有关的结果。