Strategic Alertness and Expanded Awareness within Sophisticated Conceptions of Teaching

  • Noel Entwistle
  • Paul Walker


Recent research into teaching in higher education has established what appears to be a nested hierarchy of conceptions of teaching moving from teacher-focused to student-focussed categories. This chapter draws parallels with the intellectual development of students to suggest a process of expanding awareness in academic staff of the relation between learning and teaching, which leads to the strategic alertness to ‘teachable moments’ as they occur in the classroom. A case study of one lecturer’s changing conceptions of learning and teaching is presented in detail and related to the literature both of the nature of conceptions and schoolteachers’ knowledge and beliefs about teaching. This analysis provides a fuller description of what may underlie sophisticated conceptions of teaching and leads to a discussion about how conceptual change may be encouraged in academic staff.

Key words

Higher education conceptions of teaching conceptual change staff development 


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Copyright information

© Kluwer Academic Publishers 2002

Authors and Affiliations

  • Noel Entwistle
  • Paul Walker

There are no affiliations available

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