期刊名称：Canadian Journal for the Scholarship of Teaching and Learning
电子版ISSN：1918-2902
出版年度：2013
卷号：4
期号：2
页码：7
出版社：Society for Teaching and Learning in Higher Education
摘要：In this paper we report on research we conducted to begin the process of identifying threshold concepts in the field of postsecondary teaching. Meyer & Land (2006) propose that within all disciplinary fields there seem to be particular threshold concepts that serve as gateways, opening up new and previously inaccessible ways of thinking and practicing. We developed a series of questions focusing on the “troublesome” and “transformative” characteristics of threshold concepts and asked these questions of several constituent groups, including those who are new to practice and the body of knowledge in postsecondary teaching and those who are already knowledgeable and/or experienced in the field. Based on our interpretation of participants’ responses, we identified four recognized concepts in the field of postsecondary teaching as potential threshold concepts in this field: Assessment for/as learning; Learning-centred teaching; Accommodation for diversity; and, Context-driven practice. Our findings suggest that threshold concepts are relevant to the field of postsecondary teaching. Through this work, we hope to help educational developers and faculty members consider what is involved in learning to teach and developing teaching expertise, and to encourage critical discussion about the teaching development “curriculum” in postsecondary settings. Threshold concepts arise as a field develops and are defined as practitioners and scholars in the field define their field. At this stage, we believe the real value of threshold concepts for postsecondary teaching lies in the discussion that arises in the process of identifying and naming the concepts. Cet article se penche sur le développement de l’enseignement post-secondaire à partir des concepts de seuil. Meyer et Land (2006) suggèrent qu’au sein de tous les champs disciplinaires, il semble y avoir des concepts particuliers qui servent de passerelles et qui ouvrent la voie à de nouvelles manières de penser et de pratiquer jusque là inaccessibles. Les concepts de seuil représentent une manière transformée de comprendre ou de regarder les choses, sans laquelle l’apprenant ne peut pas progresser dans ce champ. Cette vision transformée peut refléter les valeurs de la discipline ou encore résumer la manière dont les experts dans cette discipline abordent les problèmes. Dans cet article, nous présentons un rapport sur notre tentative d’identifier les concepts de seuil en enseignement post-secondaire. Grâce à ces travaux, nous espérons faire avancer les connaissances en enseignement et en apprentissage et aider les conseillers pédagogiques et les professeurs d’université à prendre en considération ce qui est impliqué dans l’apprentissage de l’enseignement.
