Practitioners as University Lecturers Teaching Conceptions.

Involvement of practitioners into teaching in applied higher education institutions is a significant resource in the creation of a reflexive learning environment. Awareness of the self as a lecturer lies in the centre of teaching and describes the levels of activity of teachers in the development of their identity. Reflexive practice involves the teachers’ interpretation of their teaching which changes it and within this change process there is an inevitable interpretation and changing of the self. The competence of practitioner becomes valuable in teaching only when it is understood what, how and why to teach. Practitioner as lecturer is like a mediator between education and practice. Practitioners as lecturers should be able to link theory and practice in teaching practice. It is considered that the practitioners as lecturers is needed in higher education institutions for somekind of "intellectual wealth". At the same time this "intellectual wealth"  may be limited by professional information transmission function. Practitioners teaching function may be limited to  transmission of information based on personal learning experiences. Thus, the practitioners teaching quality is an essential influence on the quality of education. The colleges expect from practitioners as lecturers high quality teaching but to support practitioners development as lecturers often are not the priority for universities. In order to support the development of lecturer practitioners it´s necessary to understand the teaching conceptions which practitioners based on and how teaching concepts have changed during the teaching practice. The aim of the study was to analys practitioners as lecturers teaching contceptions. Research questions were: which are the practitioners as lecturers teaching conceptions and how these conceptions are changed during teaching practice?

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