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Higher Education Teaching and Learning: A Qualitative Interpretive Study of Conceptions of Teaching Held by Certain Lecturers at the Moriah University, Zion Hill Campus

Paul, Henry (2019) Higher Education Teaching and Learning: A Qualitative Interpretive Study of Conceptions of Teaching Held by Certain Lecturers at the Moriah University, Zion Hill Campus. EdD thesis, University of Sheffield.

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Abstract

This research focuses on conceptions of teaching held by certain lecturers at Zion Hill Campus (ZHC), Moriah University (MU). I explore lecturers’ understanding of teaching in the context of their actions, intentions and beliefs using Basic Interpretive Qualitative Design (BIQD). BIQD is a qualitative research paradigm that seeks to promote relationships individuals create in their world, visualising that world from their perspective (Merriam, 2009; Sandelowski, 2010, 2000), including the structure, analysing data gathered aligned to its revelation (Graham, 2002). I also explore lecturers’ dimensions of variation of practice related to: (1) The role of the lecturer; (2) The role of the student; (3) Information and communications technology (ICT) integration and (4) Assessment. To contextualise local higher education (HE) teaching, I utilise the pedagogical constructs model (Fanghanel, 2007) to explore lecturers’ positionality on filters they identified. These impact their institutional practice and include: (a) The Research–Teaching Nexus; (b) Reward and Recognition; (c) ICT Integration; and (d) Student Assessment. The research findings suggests that ZHC lecturers’ current conceptions of teaching are located in the lower–order, teacher–oriented exclusive quadrant of the conceptions model (Kember, 1997; Prosser et al., 1994) with their highest current conception of teaching occupying a location between the lower–order conceptions and higher–order conceptions. More particularly, the findings suggest lecturers’ current conceptions of teaching in four categories: (a) Delivering Information: (b) Delivering Structured Knowledge; (c) Delivering the Lecturer’s Conception of the Subject Matter; and (d) Facilitating good Student–Teacher Relations/Apprenticeship (Kember, 1997). A requirement exists for MU institutional recognition and rewarding of teaching, placing it on equal status as research, including opportunities for recognition of early–career lecturers’ excellent teaching and for faculty/departmental support for teaching/learning research. In departments, an environment that fosters collaboration among academic staff as ‘communities of learning and practice’ is also required.

Item Type: Thesis (EdD)
Academic Units: The University of Sheffield > Faculty of Social Sciences (Sheffield) > School of Education (Sheffield)
The University of Sheffield > Faculty of Social Sciences (Sheffield)
Identification Number/EthosID: uk.bl.ethos.781368
Depositing User: Mr Henry Paul
Date Deposited: 12 Aug 2019 08:26
Last Modified: 25 Sep 2019 20:08
URI: http://etheses.whiterose.ac.uk/id/eprint/24603

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