The impact of a teaching in higher education scheme on new lecturers personal epistemologies and approaches to teaching
Lawson, R., Fazey, J. and Clancy, D. (2006) The impact of a teaching in higher education scheme on new lecturers personal epistemologies and approaches to teaching. In: 14th Improving Student Learning Symposium: Improving Student Learning Through Teaching, 4 - 6 September 2006, University of Bath, England
Gibbs et al (2004) have conducted research showing that students with teachers who have undergone a systematic scheme of training into effective teaching and learning report better learning experiences and outcomes than those who are taught by non-trained teachers. Williams & Burden (1997) said “Teachers’ beliefs about what learning is will affect everything they do in the classroom, whether these beliefs are implicit or explicit” (p56). Kember (1997) and Trigwell et al (1999) have found that the way teachers approach their teaching influences the learning outcomes of the students, with the approach adopted by the teacher being dependent on their beliefs and presumptions (Bain, 2000; Quinlan, 1999). These epistemological beliefs also exert a strong influence on teachers’ chosen method of teaching (Breen, 1999), and the values and emphasis placed on curriculum and assessment issues (Braxton, 1995; Smart & Ethington, 1995). Therefore in order to change how people teach we have to change the way they conceive teaching and learning (Trigwell, 1995; Trigwell & Prosser, 1996)...
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