Academics as Teachers: New Approaches to Teaching and Learning and Implications for Professional Development Programmes

Abstract

This article reviews academics’ changing conceptions of and approaches to teaching and learning and how these changes vary according to their professional development, discipline and context. The discussion is structured along these academics’ conceptions and approaches and makes recommendations to enhance professional development programmes. A suggestion is made to take an institutional perspective for quality teaching that effectively aligns the university’s teaching and learning strategy with teacher training and assessment, recognition and quality