Teaching conceptions of practitioner-lecturers in applied higher education institutions
DOI:
https://doi.org/10.12697/eha.2014.2.2.05Keywords:
praktikud-õppejõud, õpetamine kõrgkoolis, õpetamispraktika, õpetamisarusaamadAbstract
Rakenduskõrgkoolides tähtsustatakse üha enam õppejõudude võimet õpetada nii, et õppijatel kujuneksid seosed teooria ja praktika vahel. Seoste loomine on vajalik, et õppijad suudaksid edasises kutsetöös lähtuda tõenduspõhistest teadmistest. Selleks kaasatakse õppetöösse kutseala praktikuid, kellelt oodatakse nii erialast asjatundlikkust, kutsealal töötamise kogemust kui ka teadlikkust õppimisest ja õpetamisest. Siinse uurimuse eesmärk on kirjeldada õpetamise tähendust rakenduskõrgkoolides õpetavate praktikute jaoks ja nende õpetamisarusaamu. Uurimuse andmed koguti 15 praktikult-õppejõult, kasutades meetodina poolstruktureeritud intervjuud. Uurimistulemuste kohaselt väärtustavad praktikud-õppejõud õpetamist kõrgkoolis kui võimalust kutseala arendada ja kogemusi jagada. Praktikute-õppejõudude õpetamisarusaamad väljenduvad peamiselt õppejõukesksete tegevuste kirjelduste kaudu. Õpetamisarusaamad osutavad praktikute-õppejõudude vajadusele keskenduda õppeaine sisule, vähem pööratakse tähelepanu õppijate õpivajadustele. See näitab, et praktikute-õppejõudude õpetamispraktika tuleks muuta õppijakesksemaks.
SummaryDownloads
References
Boshuizen, H. P. A., Schmidt, H. G., Custers, M. W., & Van De Wiel, M. W. (1995). Knowledge development and restructuring in the domain of medicine: The role of theory and practice. Learning & Instruction, 5(4), 269–289. http://dx.doi.org/10.1016/0959-4752(95)00019-4
Brammer, J. (2006). A phenomenographic study of registered nurses’ understanding of their role in student learning – An Australian perspective. International Journal of Nursing Studies, 43(8), 963–973. http://dx.doi.org/10.1016/j.ijnurstu.2005.11.004
Burkill, S., Rodway Dyer, S., & Stone, M. (2008). Lecturing in higher education in further education settings. Journal of Further and Higher Education, 32(4), 321– 331. http://dx.doi.org/10.1080/03098770802392915
Cangelosi, P. R., Crocker, S., & Sorrell, J. M. (2009). Expert to novice: Clinicians learning new roles as clinical nurse educators. Nursing Education Perspectives, 30(6), 367–371.
Chatigny, C., Lévesque, S., & Riel, J. (2012). Training yourself while training students: The constant challenge of vocational training teachers. Work, 41(2), 143–153.
Coffey, M. & Gibbs, G. (2002). Measuring teachers’ repertoire of teaching methods. Assessment & Evaluation in Higher Education, 27(4), 383–390. http://dx.doi.org/10.1080/0260293022000001382
Collins, J. B., & Pratt, D. D. (2011). The teaching perspectives inventory at 10 years and 10,000 respondents: Reliability and validity of a teacher self-report inventory. Adult Education Quarterly, 61(4), 358–375. http://dx.doi.org/10.1177/0741713610392763
Dall’Alba, G. (1994). The role of teaching in higher education: Enabling students to enter a field of study and practice. Learning and Instruction, 3(4), 299–313. http://dx.doi.org/10.1016/0959-4752(93)90021-Q
De Bruijn, E., & Leeman, Y. (2011). Authentic and self-directed learning in vocational education: Challenges to vocational educators. Teaching and Teacher Education, 27(4), 694–702. http://dx.doi.org/10.1016/j.tate.2010.11.007
Drew, L., & Williams, C. (2002). Variation in the experiences of teaching creative practices: The community of practice dimension. In C. Rust (Ed.), Improving student learning: Theory and practice – 10 years on. Oxford: Oxford Center for Staff Learning and Development.
Eley, M. G. (2006). Teachers’ conceptions of teaching, and the making of specific decisions in planning to teach. Higher Education, 51(2), 191–214. http://dx.doi.org/10.1007/s10734-004-6382-9
Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107–115. http://dx.doi.org/10.1111/j.1365-2648.2007.04569.x
Entwistle, N., & Walker, P. (2000). Strategic alertness and expanded awareness within sophisticated conceptions of teaching. Instructional Science, 28(5), 335–361. http://dx.doi.org/10.1023/A:1026579005505
Ezer, H., Gilat, I., & Sagee, R. (2010). Perception of teacher education and professional identity among novice teachers. European Journal of Teacher Education, 33(4), 391–404. http://dx.doi.org/10.1080/02619768.2010.504949
Geijsel, F., & Meijers, F. (2005). Identity learning: The core process of educational change. Educational Studies, 31(4), 419–430. http://dx.doi.org/10.1080/03055690500237488
Gibbs, G., & Coffey, M. (2004). The impact of training of university teachers on their teaching skills, their approach to teaching and the approach to learning of their students. Active Learning in Higher Education, 5(1), 87–100. http://dx.doi.org/10.1177/1469787404040463
Gonzáles, J., & Wagenaar, R. (Eds.) (2008). Universities’ contribution to the Bologna Process (2nd ed.). Spain: Bilbao.
Gourlay, L. (2011). New lecturers and the myth of „communities of practice”. Studies in Continuining Education, 33(1), 67–77. http://dx.doi.org/10.1080/0158037X.2010.515570
Graneheim, U. H., & Lundman, B. (2004). Qualitative content analysis in nursing research: Concepts, procedures, and measures to achieve trustworthiness. Nurse Education Today, 24(2), 105–112. http://dx.doi.org/10.1016/j.nedt.2003.10.001
Grollmann, P. (2008). The quality of vocational teachers: Teacher education, institutional roles and professional reality. European Educational Research Journal, 7(4), 535–547. http://dx.doi.org/10.2304/eerj.2008.7.4.535
Hall, N. C. (2008). Self-regulation of primary and secondary control in achievement settings: A process model. Journal of Social and Clinical Psychology, 27(10), 1126–1164. http://dx.doi.org/10.1521/jscp.2008.27.10.1126
Huxham, M. (2005). Learning in lectures: Do „interactive windows” help? Active Learning in Higher Education, 6(1), 17–31. http://dx.doi.org/10.1177/1469787405049943
Johns, C. (2004). Becoming a reflective practitioner (2nd ed.). UK: Blackwell Publishing Ltd.
Karm, M., & Remmik, M. (2013). Algajate õppejõudude õpetamisarusaamad fotointervjuude põhjal. Eesti Haridusteaduste Ajakiri, 1, 124–155. http://dx.doi.org/10.12697/eha.2013.1.07
Kember, D., & Kwan, K.-P. (2000). Lecturers’ approaches to teaching and their relationship to conceptions of good teaching. Instructional Science, 28(5–6), 469–490. http://dx.doi.org/10.1023/A:1026569608656
Knight, P., Baume, D., Tait, J., & Yorke, M. (2007). Enhancing part-time teaching in higher education: A challenge for institutional policy and practice. Higher Education Quarterly, 61(4), 420–438. http://dx.doi.org/10.1111/j.1468-2273.2007.00350.x
LaRocco, D. J., & Bruns, D. A. (2006). Practitioner to professor: An examination of second career academics’ entry into academia. Education, 126(4), 626–639.
Lin, E., Shi, Q., Wang, J., Zhang, S., & Hui, L. (2012). Initial motivation for teaching: Comparison between preservice teachers in the United States and China. Asia-Pacific Journal of Teacher Education, 40(3), 227–248. http://dx.doi.org/10.1080/1359866X.2012.700047
MacNeil, M. (1997). From nurse to teacher: Recognizing a status passage. Journal of Advanced Nursing, 25(3), 634–642. http://dx.doi.org/10.1046/j.1365-2648.1997.1997025634.x
Moss, G., Springer, T., & Dehr, K. (2008). Guided reflection protocol as narrative inquiry and teacher professional development. Reflective Practice: International and Multidisciplinary Perspectives, 9(4), 497–508. http://dx.doi.org/10.1080/14623940802431739
Nevin, A., Bradshaw, L., Cardelle-Elawar, M., & Diaz-Greenburg, R. (2009). Becoming a teacher: A cross-cultural analysis of motivation and teacher identity formation. Retrieved from http://files.eric.ed.gov/fulltext/ED505403.pdf.
Norton, L., Richardson, J. T. E., Hartley, J., Newstead, S., & Mayes, J. (2005). Teachers’ beliefs and intentions concerning teaching in higher education. Higher Education, 50(4), 537–571. http://dx.doi.org/10.1007/s10734-004-6363-z
Pitkäniemi, H. (2009). The essence of teaching-learning conceptual relations: How does teaching work? Scandinavian Journal of Educational Research, 53(3), 263– 276. http://dx.doi.org/10.1080/00313830902917311
Postareff, L., & Lindblom-Ylänne, S. (2008). Variation in teachers’ descriptions of teaching: Broadening the understanding of teaching in higher education. Learning and Instruction, 18(2), 109–120. http://dx.doi.org/10.1016/j.learninstruc.2007.01.008
Pratt, D. D., Boll, S. L., & Collins, J. B. (2007). Towards a plurality of perspectives for nurse educators. Nursing Philosophy, 8(1), 49–59. http://dx.doi.org/10.1111/j.1466-769X.2007.00297.x
Pritchard, D. (2010). Where learning starts? A framework for thinking about lectures in university mathematics. International Journal of Mathematical Education in Science and Technology, 41(5), 609–623. http://dx.doi.org/10.1080/00207391003605254
Prosser, M., Ramsden, P., Trigwell, K., & Martin, E. (2003). Dissonance in experience of teaching and its relation to the quality of student learning. Studies in Higher Education, 28(1), 37–48. http://dx.doi.org/10.1080/03075070309299
Ramage, C. (2004). Negotiating multiple roles: Link teachers in clinical nursing practice. Journal of Advanced Nursing, 45(3), 287–296. http://dx.doi.org/10.1046/j.1365-2648.2003.02889.x
Remmik, M., Karm, M., & Lepp, L. (2013). Learning and developing as a university teacher: Narratives of early career academics in Estonia. European Educational Research Journal, 12(3), 330–341. http://dx.doi.org/10.2304/eerj.2013.12.3.330
Riigikogu (1998). Rakenduskõrgkooli seadus. Riigi Teataja I 1998, 61, 980. Külastatud aadressil https://www.riigiteataja.ee/akt/920764.
Sadler, I. (2012). The challenges for new academics in adopting student-centred approaches to teaching. Studies in Higher Education, 37(6), 731–745. http://dx.doi.org/10.1080/03075079.2010.543968
Samuelowicz, K., & Bain, J. D. (2001). Revisiting academics’ beliefs about teaching and learning. Higher Education, 41(3), 299–325. http://dx.doi.org/10.1023/A:1004130031247
Santoro, N., & Snead, S. L. (2013). „I’m not a real academic”: A career from industry to academe. Journal of Further and Higher Education, 37(3), 384–396. http://dx.doi.org/10.1080/0309877X.2011.645457
Sherman, T. M., Armistead, L. P., Fowler, F., Barksdale, M. A., & Reif, G. (1987). The quest for excellence in university teaching. The Journal of Higher Education, 58(1), 66–84. http://dx.doi.org/10.2307/1981391
Shreeve, A. (2011). Being in two camps: Conflicting experiences for practice-based academics. Studies in Continuing Education, 33(1), 79–91. http://dx.doi.org/10.1080/0158037X.2011.521681
Smith, C., & Boyd, P. (2012). Becoming an academic: The reconstruction of identity by recently appointed lecturers in nursing, midwifery and the allied health professions. Innovations in Education and Teaching International, 49(1), 63–72. http://dx.doi.org/10.1080/14703297.2012.647784
Trigwell, K., Prosser, M., & Waterhouse, F. (1999). Relation between teachers’ approaches to teaching and students’ approaches to learning. Higher Education, 37(1), 57–70. http://dx.doi.org/10.1023/A:1003548313194
Vabariigi Valitsus (2008). Kõrgharidusstandard. Riigi Teataja I 2008, 57, 322. Külastatud aadressil https://www.riigiteataja.ee/akt/107082012004.
Watanabe, M. (2003). Part-time teaching: Benefitting as a part-time teacher. Nature, 424(6944), 110–111. http://dx.doi.org/10.1038/nj6944-110a
Watt, H. M. G., & Richardson, P. W. (2007). Motivational factors influencing teaching as a career choice: Development and validation of the FIT-choice scale. The Journal of Experimental Education, 75(3), 167–202. http://dx.doi.org/10.3200/JEXE.75.3.167-202
Young, J. R., & Erickson, L. B. (2011). Imagining, becoming, and being a teacher: How professional history mediates teacher educator identity. Studying Teacher Education: A Journal of Self-study of Teacher Education Practices, 7(2), 121–129.
Downloads
Published
How to Cite
Issue
Section
License
The authors who publish in Eesti Haridusteaduste Ajakiri. Estonian Journal of Education agree to the following terms:
- This journal provides immediate open access to its content. All the articles are licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
- Authors grant the journal right of (1) first publication and distribution of the article, (2) making it available to public, (3) public presentation.
- Authors have the right to enter into separate contractual arrangements for posting the article to an institutional repository or publish it in a book with an acknowledgement of its initial publication in this journal.
- Authors are permitted to post citations from their work online (e.g. on their website) with an acknowledgement of its initial publication in this journal (see Open Access).
