University teachers’ learning paths during educational innovation in education

Rijst, R.M. van der; Baggen, Y.; Sjoer, E. (2018)

Article / Letter to editor

Curriculum development initiatives, especially those involving educational technologies, provide a rich learning space for university teachers. In-depth interviews with teaching staff (n = 11) were qualitatively analysed to gain insight into the variety of individual learning paths and to identify potential relationships between learning paths, motivation, and conceptions of teaching and learning through educational technology. Three distinct learning paths relating to teachers’ learning preferences and activities were identified: learning by performing daily teaching activities; deliberately experimenting with new teaching approaches; and reflecting on teaching experiences. The relationships between learning paths and relevant factors are described and implications for professional development practices are discussed.

• Conceptions of learning
• educational technology
• learning trajectories
• professional development
• teacher learning, workplace learning

• All authors: Rijst, R.M. van der; Baggen, Y.; Sjoer, E.
• Date: 2018-08-17
• Journal: International Journal of Academic Development
• Volume: 24
• Issue: 1
• Pages: 7 - 20
• DOI: doi:10.1080/1360144X.2018.1500916