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Conceptions of effective teaching in higher education: extending the boundaries

Carnell, Eileen (2007) Conceptions of effective teaching in higher education: extending the boundaries. Teaching in Higher Education, 12 (1). pp. 25-40. ISSN 1356-2517. DOI UNSPECIFIED

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Item Type: Article
Additional Information: The article emerged from a TQEF funded reserach project. (HEFCE). This paper examines university teachers’ conceptions of effective teaching. It reports a small illuminatory study of eight teachers. Their narratives identify rich insights. Conceptions of ‘learning through dialogue’, 'community of learners’ and 'meta-learning' emerge as crucial in supporting students’ learning. These conceptions extend understanding of effective teaching in higher education and illuminate how teachers transform their teaching to transform learning. Insights emerge about the importance of social contexts. Theoretical dimensions informing pedagogy, knowledge construction, relationships between teaching and research, and professional learning are congruent: dialogue and collegiality are key. What inhibits teachers’ effectiveness is the ‘performativity’ culture (Ball, 2003) especially setting aside preferred ways of operating as colleagues. A model is constructed to explain opposing standpoints. The article formed the basis of three research presentations - one at the Institute of Education and two international conferences
Divisions: IOE Departments > Departments > Learning, Curriculum and Communication
Depositing User: Atira Pure
Date Deposited: 03 Sep 2014 15:58
Last Modified: 29 Jan 2015 08:13
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