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Developing conceptions of teaching and the scholarship of teaching through a Graduate Certificate in Higher Education

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There is increasing pressure toward professionalisation of university teaching, through the attendance of academic development courses and programmes. This is based on the expectation that such courses lead to more student-focused perspectives on teaching and learning and more effective teaching and learning practices. In this study we interviewed alumni of a Graduate Certificate programme, to explore its effects on teachers' self-reported experiences of teaching and the scholarship of teaching. This suggested that the programme had been successful in fostering the development of more complex experiences for most interviewees. En Australie comme a l'etranger, les pressions visant la professionnalisation de l'enseignement universitaire se font sentir, en particulier par la participation a des cours et des programmes de developpement pedagogique. Ceci repose sur la premisse selon laquelle les cours de developpement pedagogique dans l'enseignement superieur, du certificat postgradue au niveau master, menent au developpement de perspectives pedagogiques qui sont davantage centrees sur l'apprenant, de meme qu'a l'adoption de pratiques pedagogiques davantage efficaces. Dans le cadre de cette etude, nous avons effectue des entretiens aupres de diplomes d'un programme de certificat postgradue de facon a explorer si le programme affectait les experiences d'enseignement et de Scholarship of Teaching de ces enseignants, telles qu'ils les rapportaient. Les temoignages autour de ces experiences suggerent que le programme a reussi a favoriser le developpement d'experiences davantage complexes pour la majorite des personnes interviewees.

Keywords: professional education in higher education; scholarship of teaching and learning conceptions; teaching conceptions

Document Type: Research Article


Affiliations: 1: Faculty of Education and Social Work, University of Sydney, Australia 2: Department of Work and Organisational Studies, University of Sydney, Australia 3: Centre for the Advancement of University Teaching, University of Hong Kong, Hong Kong

Publication date: 2008-09-01

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