Crossing Thresholds: Identifying conceptual transitions in postsecondary teaching
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...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Society for Teaching and Learning in Higher Education
2013-12-01
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| Series: | Canadian Journal for the Scholarship of Teaching and Learning |
| Subjects: | |
| Online Access: | http://ir.lib.uwo.ca/cjsotl_rcacea/vol4/iss2/7 |
| Summary: | 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. |
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| ISSN: | 1918-2902 1918-2902 |