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Developing a Learning Culture: A Framework for the Growth of Teaching Expertise

Many postsecondary institutions have started to explore what it means to develop and demonstrate teaching expertise, recognizing not only the complexities of teaching and of documenting the experiences of teaching, but also that teaching expertise is developed through a learning process that continues over time (Hendry & Dean, 2002; Kreber, 2002). Our framework (see below graphic) for this growth of teaching expertise draws from the scholarly literature related to postsecondary teaching and learning to demonstrate that teaching expertise involves multiple facets, habits of mind (or ways of knowing and being), and possible developmental activities.

Figure 1: Conceptualization of a framework for the development of teaching expertise

The Structure of the Framework

Our framework (Figure 1) introduces three foundational habits of mindinclusive, learning-centered, and collaborative ways of knowing and being—that ground five interwoven and non-hierarchical facets of teaching expertise:

Within each facet are possible activities that reflect a developmental continuum from explore, to engage, to expand, demonstrating a shift from the growth of oneself within a local context toward contributing to the growth of others and creating processes and resources for the broader teaching and learning community (see table, pp. 5-7 in the complete pdf document or editable Word document).

Although the table is useful for identifying details within the framework, we acknowledge that the image of a table suggests linear movement, hierarchies, and fixed borders, so we look to Figure 1 as the more precise visual to demonstrate that:

The Intention & Possible Uses of the Framework

This framework is “written in pencil” in that it is meant to be shared, adapted, and used according to the needs of local contexts. The intention is to provide a scholarly framework for recognizing the breadth of characteristics involved in the development of teaching expertise in postsecondary contexts across all career stages. We envision a variety of uses of the framework, such as the following:

References:

Hendry, G.D. & Dean, S.J. 2002. Accountability, evaluation and teaching expertise in higher education. International Journal of Academic Development, 7(1), 75-82.

Kreber, C. (2002). Teaching excellence, teaching expertise, and the scholarship of teaching. Innovative Higher Education, 27(1), 5-23.

Roxå, T., & Mårtensson, K. (2009). Significant conversations and significant networks–exploring the backstage of the teaching arena. Studies in Higher Education, 34(5), 547-559.

Acknowledgement:

We would like to thank Jessica Snow and Ykje Piera for their contributions in conceptualizing and creating the graphic for the teaching expertise framework.

This article originally appeared on TI Connections, a blog by the Taylor Institute for Teaching and Learning, University of Calgary. Reprinted with permission.