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.

中文翻译：

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教育博士生大学教学观念的变化

与作为研究人员的发展相比，博士生作为大学教师的发展受到的关注要少得多，类似的缺陷扩展到研究他们如何体验和理解大学教学。本文报告了一项关于教育博士生高等教育教学观念的现象学研究结果。我们使用来自英国和瑞典两个教育部门的样本进行了访谈，以确定博士生在大学教学中的经历的差异。对成绩单的分析产生了六种性质不同的教学概念：博士生将大学教学概念化为 (A) 传播知识的手段，(B) 呈现对比鲜明的教育概念，(C) 与学生交流和互动，(D) 使学生能够应用知识和技能， (E) 使学生能够解释和比较教育概念，以及 (F) 促进个人、专业和社会的发展和变革。虽然与之前关于大学教师教学理念的研究大体一致，但该研究提供了一个独特的见解，让我们了解教书的博士生如何理解教育主题。研究结果还强调需要为学者和博士生引入共同的学术发展框架，优先考虑代表和参与学科结构的方式，而不是获得教学技能。职业和社会的发展和变化。虽然与之前关于大学教师教学理念的研究大体一致，但该研究提供了一个独特的见解，让我们了解教书的博士生如何理解教育主题。研究结果还强调需要为学者和博士生引入共同的学术发展框架，优先考虑代表和参与学科结构的方式，而不是获得教学技能。职业和社会的发展和变化。虽然与之前关于大学教师教学理念的研究大体一致，但该研究提供了一个独特的见解，让我们了解教书的博士生如何理解教育主题。研究结果还强调需要为学者和博士生引入共同的学术发展框架，优先考虑代表和参与学科结构的方式，而不是获得教学技能。