Reflecting on and Articulating Teaching Experiences: Academics Learning to Teach in Practice

Mette Sandoff, Kerstin Nilsson, Britt-Marie Apelgren, Sylva Frisk, Shirley Booth


Higher education teaching demands theoretical and practical knowledge. It goes without saying, a strong knowledge of one’s subject is essential. But while teaching principles are generally gleaned from short courses, it is one’s own teaching that offer the main ground for gaining practical teaching knowledge. To examine this claim we have conducted an interview-study in which Swedish business administration academics have described where they learned something about their teaching. An interpretative analysis led to six different lessons learned, ranging from the personal, through the pedagogical, to the interpersonal. We claim there are three necessary opportunities to turn the experience into an occasion for learning: reflection over experience, the opportunity to articulate one’s experience, and a forum for sharing; particularly experiences connected with risk-taking. We conclude that academics need opportunities to reflect on and articulate their learning experiences related to the practices of teaching, and to share and discuss them with colleagues. 

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Copyright (c) 2018 International Journal of Higher Education

International Journal of Higher Education
ISSN 1927-6044 (Print) ISSN 1927-6052 (Online) Email:

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