The Role of Disciplinary Context in Reflecting and Knowing about University Teaching

By:
Prof. Carolin Kreber
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The study compared academic staff in the natural and life sciences to academics in the humanities with regards to the extent to which they engage in reflection on teaching. The study addressed four questions: 1. Do academic staff in the natural and life sciences and those in the humanities differ in the extent to which they engage in the various reflective processes stipulated by transformative learning theory (Mezirow, 1991)? 2. Which of these processes do they engage in mostly? 3. Do they engage in these processes to the same extent across different domains of teaching knowledge (instructional design, student learning, and curricula goals and purposes)? 4. What are the specific behaviours or actions they engage in that might suggest involvement in reflection and do these differ across disciplinary context?


Keywords: Higher Education, Professional Development, Reflection on Teaching
Stream: Adult, Vocational, Tertiary and Professional Learning
Presentation Type: Paper Presentation in English
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Prof. Carolin Kreber

Director, Centre for Teaching, Learning and Assessment, Department of Higher and Community Education, University of Edinburgh
UK

Carolin Kreber is Director of the Centre for Teaching, Learning and Assessment at the University of Edinburgh where she also holds a personal chair as Professor of Teaching and Learning in Higher Education. Prior to joining the University of Edinburgh last January she was Associate Professor of Adult and Higher Education at the University of Alberta in Canada. She obtained her PhD degree in the field of Higher Education from the University of Toronto in 1997. She has published several articles in the field of educational development generally and university teaching and learning in particular. She is the editor of a book on the "scholarship of teaching" published through Jossey-Bass' Teaching and Learning series and is presently working on a single-authored book through Routledge. She is a frequent contributor to national and international education conferences. She has been invited to give workshops and scholarly presentation at universities in Europe and North America. Her research interests focus on teaching and learning in higher education, particularly conceptions and realizations of the scholarship of teaching, educational development, the relationships between teaching and research, the role of reflection in teachers' pedagogical growth and development, and relationships between teacher learning and development, teaching practices and student learning.

Ref: L05P1026