22 SES 04 C, Academic Work and Professional Development
Parallel Paper Session
Becoming a university teacher has not necessarily a prerequisite of pedagogical preparation. That’s why the pedagogical competence of university teacher is often based on interpretation of experience.
Experience is at the heart of human learning (Jarvis 2011), but experience alone would not suffice, as learning will only take place after experience is interpreted. We learn from the meaning that we give to our experience (Mezirow, 1991). It means that the learning from the experience is depending on the fact, how much the experience is noticed and reflected afterall (Marienau 1999).
The value of reflection lies in its potential for constructing knowledge from experience (McAlpine & Weston, 2000) and linking thinking and action (McAlpine, Weston, Beauchamp, Wiseman & Beauchamp, 1999).
At the same time the learning from experiences of university teachers can be not necessarily effective, because interepretation of experiences is individual and perhaps fragmentary. Methods effective in one situation may prove inappropriate in another (Jarvis, 2004). The learning from experience can also depend on the ability to reflect, the interest and motivation of the individual but as well it can depend on the influence of the workplace environment of the university teacher.
In the current presentation we focus on the question, how novice university teachers are describing their experiences and how they interpret these experiences as the source of their learning.
Jarvis, P. (2004). Praktik-uurija. Praktikast teooriani.The Practitioner Researcher Eesti Vabaharidusliidu Kirjastus Jarvis, P. (2011). Learning: the experience of a lifetime!L. Jõgi, K. Krabi (Eds) The Book of Learning Tallinn: University of Tallinn, 28-46 Lieblich, A., Tuval-Mashiach, R., Zilber, T. (1998). Narrative Research. Thousand Oaks, London, New Delhi: Sage Publications. Magnusson, D., Bergman, L. R., Rudinger, G., & Törestad, B. (Eds.) (1991). Problems and methods in longitudinal research: Stability and change. New York: Cambridge University Press. Marineau, C. (1999). Self-assessment at work: Outcomes of adult learners’ reflections on practice. Adult Education Quarterly, Vol 49, 3, 135–146 McAlpine et al, (2006) stress that thinking and action about teaching is situated and that reflection can lead to a richer understanding of teaching within a particular context. McAlpine, L., Weston, C. (2000). Reflection: Issues related to improving professors’ teaching and students’ learning. Instructional Science, 28, 363-385. McAlpine, L., Weston, C., Beauchamp, J., Wiseman, C., Beauchamp, C. (1999). Building a metacognitive model of reflection. Higher Education, 37, 105-131 Mezirow, J. (1991) Transformative Dimensions of Adult Learning. San Fransisco. Jossey-Bass, A Wiley Company.
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