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Challenging accepted wisdom about conceptions of teaching in academic development

Devlin, Marcia 2006, Challenging accepted wisdom about conceptions of teaching in academic development, International journal of teaching and learning in higher education, vol. 18, no. 2, pp. 112-119.

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Title Challenging accepted wisdom about conceptions of teaching in academic development
Author(s) Devlin, Marcia
Journal name International journal of teaching and learning in higher education
Volume number 18
Issue number 2
Start page 112
End page 119
Publisher International Society for Exploring Teaching Alternatives
Place of publication Fort Collins, Colo.
Publication date 2006
ISSN 1812-9129
Summary In recent years, conceptions of teaching held by academic staff have achieved an increased focus in the scholarly and practical work of teaching developers. Views on the impact of conceptions of teaching on improving university teaching, as well as their significance in doing so, vary from those that advocate changing conceptions as a necessary first step in the process of improvement to more recent views that characterize conceptions of teaching as merely artifacts of reflection on teaching. This paper explores this range of views, raises a number of questions about the current accepted views on the importance of conceptions of teaching development work, and challenges the current accepted wisdom in this important area.
Language eng
Field of Research 130103 Higher Education
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2008, International Journal of Teaching and Learning in Higher Education
Persistent URL http://hdl.handle.net/10536/DRO/DU:30006685

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