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]
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