Changing Methods and Metaphors: A Case Study of Growth in University Teaching
Abstract
The purpose of this study was to document changes in thinking about teaching and teaching practice in higher education. We also wanted to assess the usefulness of a proposed frame work (Ramsden, 1992) of teaching growth in higher education for explaining the elements and processes involved in gaining teaching competence. The four-year study followed the teaching of an economics professor who had taught at our institution for 20 years. Three analyses were conducted, providing multiple perspectives. Several themes emerged, most of which paralleled the teaching growth process described by Ramsden (1992). Four other themes emerged, however, including the changing needs for personal control and the need for a closer alignment of values about teaching and learning approaches.
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