The career as an adult educator often starts with practical experience and educators' ability to learn reflectively from their practice is of vital importance. Meaningful conversations among professionals and stories about problematic and difficult cases from educators' professional practice can be very useful for reflective learning process. Through the process of telling stories educators communicate professional knowledge, including situative and tacit knowledge. This article introduces the analysis of adult educators' teaching cases related during professional biographical interviews.
Novice university teachers' academic careers often start without any formal preparation for teaching. University teachers' development as teachers depends on their ability to learn from different domains. This study was carried out with early-career teachers in Estonian higher education institutions. The paper analyses how novice teachers in higher education institutions have interpreted their first experiences as teachers, and how these experiences have affected their learning of how to teach. The study is based on 30 semi-structured interviews. The research demonstrates that differences in the journeys towards becoming a university teacher have shaped university teachers' knowledge of the domain, teaching-related beliefs about teaching and also motivation to work and develop as a university teacher. Novice teachers' learning is also influenced by the community, relationships in the community, teaching traditions and pedagogical courses. As a result of the study we find two orientations of professional learning: following the current teaching traditions or acting as agents of change.
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