Abstract
After a discussion of the importance and the status of knowledge about teaching in higher education, the author describes a research program at the University of Sydney involving the study of concepts of teaching effectiveness, self-efficacy regarding teaching, and the criteria for self-evaluation as teachers of two groups of novice lecturers, and compares them with a group of award-winning, expert lecturers. Differences were found in the extent of the repertoire of concepts of teaching effectiveness, in self-efficacy regarding teaching, and in the criteria used in self-evaluating teaching. The findings are discussed as evidence of lessons to be learnt in achieving excellence in teaching.
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Dunkin, M.J. (2002). Novice and Award-Winning Teachers’ Concepts and Beliefs about Teaching in Higher Education. In: Hativa, N., Goodyear, P. (eds) Teacher Thinking, Beliefs and Knowledge in Higher Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-010-0593-7_3
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DOI: https://doi.org/10.1007/978-94-010-0593-7_3
Publisher Name: Springer, Dordrecht
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