The evolving practitioner : a qualitative inquiry into reflections on teacher perspectives in a professional program in higher education
Notice bibliographique
Résumé
Teachers' perspectives on teaching and learning in higher education have been identified as a critical area of research. This qualitative study was designed to answer the following question: How does reflecting on teaching and learning within a two year period in a professional development program (the Master Teacher Program, or MTP) contribute (or not) to teachers' changing perspectives on teaching and learning? I interviewed six Quebec CEGEP (college) teachers on five different occasions, as they completed the first four courses in the MTP. The participants were female, taught in different disciplines, programs, and colleges, and had various years of teaching experience. Repeated, semi-structured interviews were analyzed, using the dual processes of categorizing and connecting (Maxwell & Miller, in press). Results converged to reveal four patterns and three major dimensions. Through categorizing, four patterns emerged that described a process of movement from teacher to learner-centeredness. I used the four metaphors of awakening, stretching, exercising, and shaping to represent these four patterns. Furthermore, I corroborated these findings by examining participants' concept maps and their reflective journals. I found additional evidence for the four patterns in the narrative summaries that I constructed, using connecting strategies. These narratives also exposed some of the more contextualized aspects of the evolution in teacher perspectives. In addition to the four patterns, three major dimensions related to teacher perspectives emerged. The participants reported that they had become more aware of the learner and the learning process, more intentional in curriculum planning and teaching, and they increased in self-knowledge, and in particular, in their sense of identity as teacher professionals. Reflection on practice functioned as a major factor underlying changes in perspectives. Time was also a significant factor. Findings showed that it took at least one year for most of the participants to link theory with practice, before they reported implementing changes in pedagogy. Therefore, changes in perspectives preceded changes in practice. The results of this study suggest that professional development programs, such as the MTP, can help teachers evolve as effective practitioners. Moreover, such programs can also help to foster a sense of professional identity among teachers in higher education. Future research can further clarify relationships among perspectives, teaching experience, and disciplinary background, and continue to explore incentives for teachers in higher education to participate in professional development.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,004 | 0,006 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,002 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».