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Learning to Change and Changing to Learn

Conceptions of Teaching Improvement Through a Faculty-Centered Lens

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Higher Education: Handbook of Theory and Research

Part of the book series: Higher Education: Handbook of Theory and Research ((HATR,volume 35))

Abstract

This chapter critically reviews the extant literature on teaching improvement in higher education, noting historical efforts by stakeholders to improve teaching yet suggesting that research has not centered on faculty members’ perspectives from inside their own teaching efforts. We offer an alternative framework for thinking about and studying teaching improvement which, viewed through the lenses of faculty learning and faculty change, seeks to reposition faculty members at the center of this work. This chapter is divided into six sections: (a) overview of key terms and theoretical framing, (b) overview and critique of policy-driven and programmatic approaches that have dominated the teaching improvement landscape in higher education, critical discussion of the interdisciplinary literature on conceptualizations of what “good” teaching entails, and a view of teaching improvement through the lenses of (c) learning and (d) change, (e) an exploration of an example of teaching improvement efforts as viewed through these lenses, and (f) implications for future research.

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Authors and Affiliations

  1. Saint Joseph’s University, Philadelphia, PA, USA

    Aimee La Pointe Terosky

  2. Teachers College, Columbia University, New York, NY, USA

    Katie Conway

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  1. Aimee La Pointe Terosky
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  2. Katie Conway
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Correspondence to Aimee La Pointe Terosky .

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  1. Graduate School of Education, University of Pennsylvania, Philadelphia, PA, USA

    Laura W. Perna

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Terosky, A.L.P., Conway, K. (2020). Learning to Change and Changing to Learn. In: Perna, L. (eds) Higher Education: Handbook of Theory and Research. Higher Education: Handbook of Theory and Research, vol 35. Springer, Cham. https://doi.org/10.1007/978-3-030-31365-4_11

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