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Professors' Perspectives on Their Teaching: A New Construct and Developmental Model

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Abstract

Building carefully on the college teaching and adult development literatures, this paper presents a model that describes the perspective of professors at various developmental positions with regard to their work as teachers. The model comprises five, interrelated positions: (a) three stable periods—Egocentrism (teacher-centeredness), Aliocentrism (learner-centeredness), and Systemocentrism (teacher/learner-centeredness); and (b) two transitional periods—one between each of the two potential movements from one stable period to the next. The model integrates the constructs of previous typologies, adds a significant new construct, and arranges the total array of perspectival constructs in a typical developmental sequence.

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  1. University Teaching and Learning Center, University of Nevada, Las Vegas

    Douglas L. Robertson (Professor and Director of the)

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Robertson, D.L. Professors' Perspectives on Their Teaching: A New Construct and Developmental Model. Innovative Higher Education 23, 271–294 (1999). https://doi.org/10.1023/A:1022982907040

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