The Continuing Education of Faculty as Teachers at a Mid-Sized Ontario University

dc.creator	Bettina Brockerhoff-Macdonald
dc.creator	Lorraine M. Carter
dc.date	2011-09-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:19:47Z
dc.date.available	2015-08-12T11:19:47Z
dc.identifier	http://dx.doi.org/10.5206/cjsotl-rcacea.2011.1.4
dc.identifier	1918-2902
dc.identifier	https://doaj.org/article/965e29a8298e41b3ba9ea259441d9301
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/27864
dc.description	The findings outlined in this paper are the result of focus groups conducted with faculty at a mid-sized Ontario university. These nine faculty, all of whom have received awards of excellence from their university for their teaching, shared their insights about how they developed as teachers over time. More specific topics explored were as follows: how they first learned about teaching; how they continue to learn about teaching; resources that might have helped early in their teaching careers at the university; and advice they have about teaching for new university teachers, mid-career teachers, and teachers approaching retirement. While many of the observations offered here are specific to Ontario and some of the literature review is North American in focus, the paper offers valuable insights into how faculty learn to be teachers which may be helpful to universities around the world.Cet article présente les résultats d’entrevues menées avec des groupes de discussion composés de membres du corps professoral d’une université ontarienne de taille moyenne. Les 9 professeurs participant ont tous reçu des prix d’excellence de leur université pour leur enseignement. Lors de ces rencontres, ils ont expliqué comment ils ont évolué à titre d’enseignants au fil du temps. Les sujets particuliers suivants ont été abordés : leurs premiers apprentissages en matière d’enseignement; leurs apprentissages subséquents; les ressources qui les ont aidés tôt dans leur carrière d’enseignant à l’université; les conseils qu’ils ont à offrir aux enseignants universitaires qui viennent de débuter leur carrière, à ceux qui sont à mi-parcours et à ceux qui approchent de la retraite. L’article fournit un aperçu utile sur la façon dont les membres du corps enseignant apprennent à devenir des enseignants. Même si bon nombre des observations présentées sont spécifiques à l’Ontario et si une partie de la recension des écrits est d’origine nord-américaine, ces informations peuvent servir aux universités à l’échelle internationale.
dc.language	English
dc.language	French
dc.publisher	Society for Teaching and Learning in Higher Education
dc.relation	http://ir.lib.uwo.ca/cjsotl_rcacea/vol2/iss1/4
dc.relation	https://doaj.org/toc/1918-2902
dc.source	Canadian Journal for the Scholarship of Teaching and Learning , Vol 2, Iss 1 (2011)
dc.subject	teaching and research
dc.subject	mentoring
dc.subject	faculty development
dc.subject	faculty supports
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	The Continuing Education of Faculty as Teachers at a Mid-Sized Ontario University
dc.type	article