Akerlind, Gerlese L
This study undertook a phenomenographic analysis of academics' ways of approaching their growth and development as a university teacher. The focus of the study is on the meanings and intentions underlying different ways of going about developing as a teacher, and how this relates to the ways in which academics understand the nature of teaching development and being a university teacher. Five different approaches to developing as a university teacher emerged, varying from a focus on building up...[Show more]
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