The impact of teacher beliefs on flexible learning innovation: some practices and possibilities for academic developers
Errington, Edward (2004) The impact of teacher beliefs on flexible learning innovation: some practices and possibilities for academic developers. Innovations in Education and Teaching International, 41 (1). pp. 39-47.
PDF (Published Version)
It has long been acknowledged that the beliefs of university teachers can have a significant impact on the success of flexible learning innovations in tertiary settings (Errington 1985, 2001; McDiarmid, 1990; Pajares, 1992; Calderhead, 1996; Richardson, 1996; Hofer & Pintrich, 1997; Tatto, 1998). The infrastructure for the adoption or rejection of such innovation exists as much at the level of beliefs as it does on any physical resources plane. The consequence of this assumption is that what teachers believe is possible within their learning arenas, and what they actually manage to do/achieve, are factors subject to a range of beliefs, central to which are beliefs about teaching & learning per se. This paper discusses the impact of teacher beliefs on flexible notions of learning and teaching; extricates the issues and challenges facing academic developers and, finally, explores practical ways by which the author and colleagues are currently attempting to address these challenges with their own staff.
|Item Type:||Article (Refereed Research - C1)|
|Keywords:||teacher beliefs; flexible learning; academic development|
|Date Deposited:||19 Feb 2010 05:49|
|FoR Codes:||13 EDUCATION > 1302 Curriculum and Pedagogy > 130299 Curriculum and Pedagogy not elsewhere classified @ 100%|
|SEO Codes:||93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939902 Education and Training Theory and Methodology @ 100%|
Last 12 Months: 31