Sadler, I (2012) The challenges for new academics in adopting student-centred approaches to teaching. Studies in Higher Education, 37 (6). pp. 731-745. ISSN 0307-5079

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Abstract

The current article provides a perspective on the day-to-day challenges that a group of new teachers experienced as they adopted more student-centred approaches to teaching. Three semi-structured interviews were conducted over two years with 11 new teachers from a range of higher education institutions and subject disciplines. The analysis used case studies, alongside a search for common themes, to provide fine-grained insights into the teachers' development. A main finding was that in using approaches that more actively involved the students, the teachers described challenges specific to their local contexts. In particular, the idiosyncrasy of the topic being taught was a key factor. The second finding was that regardless of the conception of teaching held, all teachers described challenges in translating this way of thinking into practice. Such data provides a useful resource for academic developers to open dialogue with new academics about the challenges they face in developing as teachers.

Item Type:	Article
Additional Information:	This is an Accepted Manuscript of an article published by Taylor & Francis in Studies in Higher Education on 13th July 20111, available online: http://www.tandfonline.com/10.1080/03075079.2010.543968
Uncontrolled Keywords:	1301 Education Systems, 1303 Specialist Studies In Education
Subjects:	L Education > LB Theory and practice of education
Divisions:	Sport Studies, Leisure & Nutrition (closed 31 Aug 19)
Publisher:	Taylor & Francis
Date Deposited:	06 Jan 2017 10:45
Last Modified:	26 Apr 2022 13:53
DOI or ID number:	10.1080/03075079.2010.543968
URI:	https://researchonline.ljmu.ac.uk/id/eprint/5188

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