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.