Session Information
ERG SES C 05, Interactive Poster Sessions
Interactive Poster Sessions
Contribution
Involvement of practitioners into teaching in vocational higher education institutions is a significant resource in the creation of a reflective learning environment. Experience of practicioners that they have included in their own teaching enriches and supports learning by students of that particular field. Young and Erickson (2011) highlight the fact that awareness of the self as a lecturer lies in the centre of teaching and describe the three levels of activity of lecturers in the development of their self-conceptualization: their ideas about teaching, development into a lecturer and being active as one. Studies (Cangelosi, Crocker, & Sorrell, 2009) reveal that practitioners who are active in their own field feel a natural need to share their experiences. The problem is seen to lie in the unawareness of practicioners of their role as a lecturer because speciality-related identity can strongly dominate in being active in two roles (e.g., Õismaa, 2007). The competence of field specialist becomes valuable in teaching only when it is understood what, how and why to teach and what the student needs to learn (Nevin, Bradshaw, Cardelle-Elavar, & Greenburg, 2009). In order to teach, educational training is needed (Johns, 2004,5; Schunk, 2005), but practicioners rarely have it or they do not consider it necessary. Studies show (e.g., Lopes, 2002) that even when certain models are used to support the professional development of a teacher, each teacher develops professionally differently. When there is a lack of necessary training, teachers base their teaching on intuition, their own experiences of learning and their attitudes. Poorly developed identity as a teacher and the strong influence of the field may contribute to the conflict of the field and role of a teacher. The influence of the self-conceptualization of a teacher is seen in the content, depth and purposefulness of teaching (Hunt, 2007; Nevin et al, 2009, Ommundsen, Haugen, & Lund, 2005). The preparedness of a teacher to support and guide a student in learning is the foundation of the quality of teaching (e.g., Geijsel & Meijers, 2005). For practitioners teaching at vocational higher education institutions who continue their work in their field, it remains unknown what their teaching experience and self-conceptualization as a teacher is. Understanding self-conceptualization of practitioners as teachers is necessary to develop and support reflective learning. By knowing what practitioners experience in teaching and how they reflect themselves as lecturers, it is possible to support or develop their becoming a teacher.
Research questions: which are the experiences of practicioners as university lecturers and what is the self-conceptualization of practicioners as lecturers?
Method
Expected Outcomes
References
Cangelosi, P.R., Crocker, S., & Sorell, J., M. (2009). Expert to Novice: Clinicians Learning New Roles as Clinical Nurse Educators. Nursing Education Research, 30 (6), 367-371. Geijsel, F., & Meijers, F. (2005). Identity learning: the core process of educational change. Educational Studies, 31 (4), 419-430. Graneheim, U,H., & Lundman, B. (2004). Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness. Nurse Education Today, 24, 105-112. Hunt, C. (2007). Diversity and pedagogic practice: reflections on the role of an adult educator in higher education. Teaching in Higher Education, 12(5-6), 765-779. Johns, C. (2004). Becoming a Reflective Practitioner.(2nd.ed.).UK:Blackwell Bublishing Ltd. Lopes, A. (2002). Constructing Professional Identities in Portuguese Primary School Teachers. An International Journal of Theory and Research, 2(3), 241–254. Mayring, P. (2000). Qualitative Content Analysis. Retrieved from: http://www.qualitative-research.net/fgs-texte/2-00/2-00mayring-e.htm Nevin, A., Bradshaw, L., Cardelle-Elavar, M., & Greenburg, R. (2009). Becoming a Teacher: A Cross-Cultural Analysis of Motivation and Teacher Identity Formation. [Interactive Symposium]. San Diego, 1-30. Ommundsen, Y., Haugen, R., & Lund, T. (2005). Academic Self-concept, Implicit Theories of Ability, and Self-regulation Strategies. Scandinavian Journal of Educational Research, 49 (5), 461–474 Schunk, D.H.(2005). Self-Regulated Learning:The Educational Legacy of Paul R. Pintrich. Educational Psychologist, 40(2), 85-94 Õismaa, A.(2007). Teachers professional identity. [Master thesis]. Tallinn University. Young, J.R., & Erickson, L.B.(2011). Imagining, Becoming, and Being a Teacher: How professional history mediates teacher educator identity. Studying Teacher Education,7 (2), 121–129
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