%0 Journal Article
%T The Continuing Education of Faculty as Teachers at a Mid-Sized Ontario University
%A Lorraine M. Carter
%A Bettina Brockerhoff-Macdonald
%J Canadian Journal for the Scholarship of Teaching and Learning
%D 2011
%I Society for Teaching and Learning in Higher Education
%X The findings outlined in this paper are the result of focus groups conducted with faculty at a mid-sized Ontario university. These nine faculty, all of whom have received awards of excellence from their university for their teaching, shared their insights about how they developed as teachers over time. More specific topics explored were as follows: how they first learned about teaching; how they continue to learn about teaching; resources that might have helped early in their teaching careers at the university; and advice they have about teaching for new university teachers, mid-career teachers, and teachers approaching retirement. While many of the observations offered here are specific to Ontario and some of the literature review is North American in focus, the paper offers valuable insights into how faculty learn to be teachers which may be helpful to universities around the world.Cet article pr¨¦sente les r¨¦sultats d¡¯entrevues men¨¦es avec des groupes de discussion compos¨¦s de membres du corps professoral d¡¯une universit¨¦ ontarienne de taille moyenne. Les 9 professeurs participant ont tous re u des prix d¡¯excellence de leur universit¨¦ pour leur enseignement. Lors de ces rencontres, ils ont expliqu¨¦ comment ils ont ¨¦volu¨¦ ¨¤ titre d¡¯enseignants au fil du temps. Les sujets particuliers suivants ont ¨¦t¨¦ abord¨¦s : leurs premiers apprentissages en mati¨¨re d¡¯enseignement; leurs apprentissages subs¨¦quents; les ressources qui les ont aid¨¦s t t dans leur carri¨¨re d¡¯enseignant ¨¤ l¡¯universit¨¦; les conseils qu¡¯ils ont ¨¤ offrir aux enseignants universitaires qui viennent de d¨¦buter leur carri¨¨re, ¨¤ ceux qui sont ¨¤ mi-parcours et ¨¤ ceux qui approchent de la retraite. L¡¯article fournit un aper u utile sur la fa on dont les membres du corps enseignant apprennent ¨¤ devenir des enseignants. M¨ºme si bon nombre des observations pr¨¦sent¨¦es sont sp¨¦cifiques ¨¤ l¡¯Ontario et si une partie de la recension des ¨¦crits est d¡¯origine nord-am¨¦ricaine, ces informations peuvent servir aux universit¨¦s ¨¤ l¡¯¨¦chelle internationale.
%K teaching and research
%K mentoring
%K faculty development
%K faculty supports
%U http://ir.lib.uwo.ca/cjsotl_rcacea/vol2/iss1/4