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Reflecting on and Articulating Teaching Experiences: Academics Learning to Teach in Practice

Journal article
Authors Mette Sandoff
Kerstin Nilsson
Britt Marie Apelgren
Sylva Frisk
Shirley Booth
Published in International Journal of Higher Education
Volume 7
Issue 6
Pages 139-149
ISSN 1927-6044
Publication year 2018
Published at Department of Business Administration
Department of Education and Special Education
Department of Pedagogical, Curricular and Professional Studies
Institute of Health and Care Sciences
School of Global Studies
Pages 139-149
Language en
Keywords experience-based learning, reflection and articulation of experience, practical teaching competence, risk-taking, higher education
Subject categories Educational Sciences, Pedagogy, Learning


Higher education teaching demands theoretical and practical knowledge. It goes without saying, a strong knowledge of one’s subject is essential. But while teaching principles are generally gleaned from short courses, it is one’s own teaching that offer the main ground for gaining practical teaching knowledge. To examine this claim we have conducted an interview-study in which Swedish business administration academics have described where they learned something about their teaching. An interpretative analysis led to six different lessons learned, ranging from the personal, through the pedagogical, to the interpersonal. We claim there are three necessary opportunities to turn the experience into an occasion for learning: reflection over experience, the opportunity to articulate one’s experience, and a forum for sharing; particularly experiences connected with risk-taking. We conclude that academics need opportunities to reflect on and articulate their learning experiences related to the practices of teaching, and to share and discuss them with colleagues.

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