Learning to teach

How do you learn to teach? Many consider that common sense and common practice are the means by which teachers learn to teach, yet research indicates that what teachers believe about teaching is the strongest factor influencing their teaching practice (Fang, 1996). These theories or beliefs are made up of the teacher’s own personal experiences, the knowledge and experience shared by others and their personal values and ideals. Experience with students and time to think and reflect, especially in the context of peer reflection groups, have been found to be significant contributors to the development of teachers' theories about teaching and hence their practice (Kettle & Sellars, 1993).

In order to encourage teaching staff to develop effective teaching skills as well as to take time to think and reflect about their teaching, many universities offer an introductory programme on teaching and learning. In this edition, we read about the experiences of staff who have undertaken professional development programmes, specifically the Foundations of University Teaching and Learning programme at UWA. Each of these teachers has a unique set of experiences leading up to and during their academic careers. All acknowledge the value of professional development in enhancing their teaching. The Foundations programme is aimed at staff who are relatively new to the University or staff with teaching experience who want to refine, test out, validate or develop their present conceptions of good teaching and the practices they currently engage in as teachers.

While learning about teaching can be viewed as an individual activity, the particular context or situation in which staff carry out their teaching will facilitate, inhibit or moderate the expression of what is learned from such programmes. A university that actively encourages participation in professional development programmes and rewards effective teaching sends a strong message to staff about the value that it places on teaching and professional development. Departmental conversations and practices communicate the value placed on teaching and the teaching behaviour expected in that department.

How well does your context support teaching and the professional development of teaching staff?

• Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational Research. 38(1), 47-65.
• Kettle, B., & Sellars, N. (1993, July). An exploration of student teachers’ practical theory of teaching. Paper presented at the annual conference of the Australian Education Association, Perth, Western Australia.