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written by Amanda Oleson and Matthew T. Hora
An oft-cited maxim in higher education is that "faculty teach the way they were taught" because they receive little formal training in teaching before entering the classroom. However, little is known about the origins of faculty knowledge about teaching or the role their prior experiences play in the development of their teaching practices. In this exploratory study, we interviewed and observed 53 science, technology, engineering, and mathematics faculty at three research institutions. Using qualitative analysis methods (i.e., thematic and causal network analysis), we find that faculty do not only model their teaching after previous instructors, but also draw upon a varied repertoire of knowledge and prior experiences. These include knowledge derived from their experiences as instructors (46 respondents), their experiences as students (22 respondents), their experiences as researchers (9 respondents), and from their non-academic roles (10 respondents). In-depth analyses of two faculty members elaborate on the relationship between these varied types of prior experiences and how they interact with other factors including beliefs about teaching, instructional goals, and features of the organizational context to ultimately shape their classroom practice. The results suggest that instead of assuming that faculty lack any knowledge about teaching and learning, professional developers and policymakers should instead acknowledge and build upon their preexisting "craft" knowledge as professional teachers. Future research should focus on relationships between specific types of knowledge and teaching practice and how these varied experiences influence identity formation.
Subjects Levels Resource Types
Education - Applied Research
- Teacher Preparation
Education - Basic Research
- Teacher Characteristics
- Lower Undergraduate
- Upper Undergraduate
- Reference Material
= Article
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
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- Professional/Practitioners
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© 2014 Springer
Record Creator:
Metadata instance created June 25, 2018 by Bruce Mason
Record Updated:
June 25, 2018 by Bruce Mason
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when Cataloged:
July 1, 2014
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AIP Format
A. Oleson and M. Hora, Int. J. Higher Educ. Res. 68 (1), 29 (2014), WWW Document, (https://doi.org/10.1007/s10734-013-9678-9).
AJP/PRST-PER
A. Oleson and M. Hora, Teaching the way they were taught? Revisiting the sources of teaching knowledge and the role of prior experience in shaping faculty teaching practices, Int. J. Higher Educ. Res. 68 (1), 29 (2014), <https://doi.org/10.1007/s10734-013-9678-9>.
APA Format
Oleson, A., & Hora, M. (2014, July 1). Teaching the way they were taught? Revisiting the sources of teaching knowledge and the role of prior experience in shaping faculty teaching practices. Int. J. Higher Educ. Res., 68(1), 29-45. Retrieved August 11, 2020, from https://doi.org/10.1007/s10734-013-9678-9
Chicago Format
Oleson, Amanda, and Matthew T. Hora. "Teaching the way they were taught? Revisiting the sources of teaching knowledge and the role of prior experience in shaping faculty teaching practices." Int. J. Higher Educ. Res. 68, no. 1, (July 1, 2014): 29-45, https://doi.org/10.1007/s10734-013-9678-9 (accessed 11 August 2020).
MLA Format
Oleson, Amanda, and Matthew T. Hora. "Teaching the way they were taught? Revisiting the sources of teaching knowledge and the role of prior experience in shaping faculty teaching practices." Int. J. Higher Educ. Res. 68.1 (2014): 29-45. 11 Aug. 2020 <https://doi.org/10.1007/s10734-013-9678-9>.
BibTeX Export Format
@article{ Author = "Amanda Oleson and Matthew T. Hora", Title = {Teaching the way they were taught? Revisiting the sources of teaching knowledge and the role of prior experience in shaping faculty teaching practices}, Journal = {Int. J. Higher Educ. Res.}, Volume = {68}, Number = {1}, Pages = {29-45}, Month = {July}, Year = {2014} }
Refer Export Format

%A Amanda Oleson
%A Matthew T. Hora
%T Teaching the way they were taught? Revisiting the sources of teaching knowledge and the role of prior experience in shaping faculty teaching practices
%J Int. J. Higher Educ. Res.
%V 68
%N 1
%D July 1, 2014
%P 29-45
%U https://doi.org/10.1007/s10734-013-9678-9
%O application/pdf

EndNote Export Format

%0 Journal Article
%A Oleson, Amanda
%A Hora, Matthew T.
%D July 1, 2014
%T Teaching the way they were taught? Revisiting the sources of teaching knowledge and the role of prior experience in shaping faculty teaching practices
%J Int. J. Higher Educ. Res.
%V 68
%N 1
%P 29-45
%8 July 1, 2014
%U https://doi.org/10.1007/s10734-013-9678-9


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