MAPPIN
G TEACHIN
G
JOURNEYS
NA
NC
Y C
HI S
M
F AC
ET
AN
NU
AL
RE
TR
EA
T
MA
Y 1
8, 2
01
3
HOW D
EVELOPM
ENT
OCCURS
THINK ABOUT A TIME WHEN YOU CHANGED YOUR TEACHING.
What was the change?
Why did you make this change?
How did you know that it was working or not?
CYCLE OF DEVELOPMENT
CYCLE OVER TIME
PATT
ERNS OVER T
IME
FOCUS BY STAGE OF TEACHING DEVELOPMENT
Kugel Robertson Fuller & Bown
Svinicki (in Richlin)
Anticipation
Internal Self Self-centered
Self-Survival
Doing it right
Task-oriented
Subject Task Orchestrating learning
Student-focused
Student
Learner-centered
Student
Transactional
LearningStudent active
Transaction between teacher and learner
Partnership with students
TEACHING THEORY FOCUS
Transmitting informationDesigning tasks for engagementUnderstanding/promoting individual mastery
SUBJECT FOCUS
Narrow and surfaceBroader and deeperMultidimensional/
interdisciplinary
ENERGY FOCUSEarly Learning discipline
Choosing academic careerGetting into the academic worldSocialization, conformity
Intermediate Early academic careerSettling inMaking a nameLaying groundwork (developing courses, research agenda, colleague networks)Working toward tenure
Middle Gaining autonomyRearranging priorities according to interestsAttaining needed security
Advanced Accepting career plateau or seeking new goalsStaying comfortable or branching outIntrospective or interpersonal focus
Senior Continued engagement or withdrawalNurturing/mentoring LeadershipLeaving a legacy
More detail in Bland & Bergquist (1997), Figure 3, p. 45.
INDIV
IDUAL P
ATTE
RNS
MAP EACH T
EACHER’S
JOURNEY
REFERENCESBland, C., & Bergquist, W. H. (1997) . The vitality of senior faculty
members: Snow on the roof—fire in the furnace. ASHE-ERIC Higher Education Report, 25, 7. Washington, DC: George Washington University.
Fuller, F.F., & Bown, O.H. (1975). On becoming a teacher. In K. Ryan (Ed.), Teacher education, part 2, 74th Yearbook of the National Society for the Study of Education. Chicago: University of Chicago Press.
Kugel, P. (1993). How professors develop as teachers, Studies in Higher Education, 18, 315-328.
Richlin, L. (2006). Blueprint for learning: Constructing college courses to facilitate, assess, and document learning. Sterling, VA: Stylus.
Robertson, D. L. (1999). Professors’ perspectives on their teaching: A new construct and developmental model, Innovative Higher Education, 23(4), 271-294.