Abstracts
Abstract
In this paper, the need to assist university teachers in thinking carefully about what they are teaching, and how this relates to and coheres with their own professional development, is outlined. The underlying argument being made is that any efforts designed to extend and encourage scholarly teaching require us to consider the faculty experiences of understanding their subject matter, and in doing so, to help them to see how their understanding relates to what and how they teach. In other words exploring lecturers’ conceptions and epistemological beliefs about teaching may assist in the improvement of teacher education, professional development programs and teaching centres at the university.
Résumé
Dans ce papiersont soulignés la nécessité d’aider les enseignants à réfléchir soigneusement à ce qu’ils enseignent, et sur comment cela se rapporte à et coïncide avec leur propre développement professionnel. L’argument sous-jacent étant que tout effort visant à développer et à encourager l’enseignement universitaire exige que nous prenions en considération les expériences de la Faculté en rapport avec lacompréhension dela matière enseignée et, ce faisant, les aider à voir comment leur compréhension se rapporte à ce qu’ils enseignent et à comment ils enseignent. Autrement dit, en explorant les conceptions et les croyances épistémologiques des enseignants sur l’enseignement pourrait contribuer à améliorer la formation des enseignants, des programmes de développement professionnel et des centres d’enseignement à l’Université.
Appendices
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