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ERIC Number: EJ1346308
Record Type: Journal
Publication Date: 2022
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0729-4360
EISSN: EISSN-1469-8366
Available Date: N/A
A Phenomenographic Outcome Space for Ways of Experiencing Lecturing
Higher Education Research and Development, v41 n3 p681-698 2022
After decades of increasing evidence in favour of active learning, lecturing remains the dominant face-to-face teaching mode. Just as a rigorous research approach is required to understand how to improve student learning outcomes, we also need research about how to reform teaching practice. Some initial steps in this direction have shown that successful pedagogical reforms are long-term, contextualised, and address teachers' beliefs about teaching. It is not enough to put in place overarching policy directives about active learning, nor to simply share best practice, because these strategies do not engage with the particular teaching contexts and beliefs of individual academics. Professional development programs to shift academics away from the traditional lecture must incorporate academics' conceptions of lecturing. Although there has been some research into conceptions of university teaching in general, there is a dearth of literature focusing on conceptions of lecturing in particular. This article addresses that gap, by using a phenomenographic approach to interview 30 academics about their lecturing experiences. From analysing the transcripts, a hierarchy of five ways of experiencing lecturing was identified: (1) Lecturing as soliloquy, (2) Lecturing as connecting meaning, (3) Lecturing as cultivating individuals, (4) Lecturing as transformatively co-creating, (5) Lecturing as enacting research. Three themes of expanding awareness framed this hierarchy: interaction, student diversity, and lecture purpose. By extrapolating these themes downwards, a zeroth category was conjectured: Lecturing as reading. Implications for educators are discussed, along with potentially fruitful avenues of future research.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A