Learning about university teaching: reflections on a research study investigating influences for change

Abstract

This article reflects on findings from research involving case studies of four novice lecturers enrolled on a one-year university teaching development programme. The study sought to contribute to an understanding of the process of pedagogic change and the influences which affect it. Findings suggest that key aspects of the lecturers’ experience ‘disturb’ core beliefs, producing tensions between beliefs. As a result of this, the lecturers’ pedagogic perspective, that is their sense of what is possible, plausible and desirable, is adjusted. In this way the dialogue between an individual practitioner's lived experience and their pedagogic perspective can be said to play a significant role in the way in which the potential for change is individually defined. On the basis of my findings, I identify implications for the design and delivery of university teaching development.

Notes

1. Action learning sets were small groups of participants with a set advisor. The sets provided support and guidance for professional development and peer assessment. Fortnightly meetings allowed participants opportunities to share concerns and use problem-solving approaches to develop confidence and provide feedback to aid others’ development.