ABSTRACT

The aim of this study is to explore how academic teachers view and experience challenges in teaching communication. During a teacher training course 92 STEM teachers developed, implemented, evaluated and reported on altogether 44 authentic communication elements. Content analysis was used for analysing teachers’ written answers to questions before the course, and reports after the course. The results illustrate teachers’ move towards a ‘communicating-to-learn’ approach, and their increased capacity to articulate and overcome challenges. A major conclusion is that a teacher training course facilitating curriculum-wide implementation of authentic communication elements offers an effective way of academic development.

摘要

本研究的目的是探讨学术教师如何看待和体验教学交流中的挑战。在教师培训课程中，92 名 STEM 教师开发、实施、评估和报告了总共 44 个真实的沟通要素。内容分析用于分析教师在课前对问题的书面回答，以及课后报告。结果表明教师正在转向“交流学习”方法，以及他们表达和克服挑战的能力增强。一个主要结论是，促进在课程范围内实施真实交流元素的教师培训课程提供了一种有效的学术发展方式。