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Growing and developing as a university teacher - variation in meaning

Akerlind, Gerlese L


This article reports the outcomes of a study, undertaken from a phenomenographic perspective, of academics' conceptions of their own growth and development as a university teacher. A range of ways of understanding teaching development emerged, representing in particular a varying focus on development experienced as an increase in: the teacher's comfort with teaching; the teacher's knowledge and skills; and learning outcomes for students. This work builds on previous studies of university...[Show more]

CollectionsANU Research Publications
Date published: 2003
Type: Journal article
Source: Studies in Higher Education
DOI: 10.1080/0307507032000122242


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