The relationship between the teaching and learning philosophy and practice of six effective tertiary educators

Abstract

Research on teaching and learning indicates that many tertiary students are graduating without a well-developed understanding of key concepts; that teachers have an important role in enhancing the quality of student learning and thinking, through their teaching and assessment approaches, and; to be effective, teachers must have an indepth understanding of learning and teaching. This study investigated the relationship between the underlying teaching and learning philosophies and classroom practice of six effective teachers of adults as a way of providing insights that will contribute to the academic development of tertiary teachers. The participants work or have recently worked in polytechnics, as well as in community education and/or schools. A qualitative method was used, with data being gathered through semi-structured interviews. Common themes were identified through a grounded theory analysis of the interview transcripts, and a framework of the teaching process developed. Analysis of the individual participants' philosophy and teaching practice against this framework allowed the individual voices to come through, as well as some common characteristics. While these effective teachers view and approach teaching in diverse ways, they also share a complex, integrated understanding of teaching and learning, and a concern with developing students' cognitive understanding, through the use of effective metacognitive processes.