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Title: Higher education teaching and learning : a qualitative interpretive study of conceptions of teaching held by certain lecturers at the Moriah University, Zion Hill Campus
Author: Paul, Henry
ISNI:       0000 0004 7966 9953
Awarding Body: University of Sheffield
Current Institution: University of Sheffield
Date of Award: 2019
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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.
Supervisor: Herrick, Tim ; Sikes, Pat Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available