A
recent article in the Journal Studies for the Learning Society
points towards an interesting shift in the ideals of would be
teachers and current teachers at universities.
Before having any teaching experience, university lecturers
pointed out the necessity of having excellent knowledge of the
subject was the most significant factor, which is in accordance
with earlier investigations.
Hunger for knowledge
Teaching experience not only has a defining impact on the ideal
image of a university teacher but is also the initial agent of
change of professional identity. While inexperienced university
teachers ranked knowledge of the subject as the most highly
evaluated characteristics then experienced teachers give greater
importance to growth of teaching experience, didactic knowledge and
skills.
The low ranking of the characteristic of excellent knowledge of
the subject in the 'now' ideal does not infer that experienced
university teachers would regard knowledge of the subject as
insignificant. While teaching, a need is felt for a broader world
outlook, which helps establish new and interesting associations for
better teaching of the subject, and coping with the teaching
process may give the teacher a feeling of satisfaction.
Top teacher and top scientist
Based on the participants' responses, in the course of
accumulating teaching experience, university teachers become
increasingly aware that to be a good teacher one does not need to
be a top scientist in one's field. Being adequately competent in
the subject and keeping abreast with world scientific achievements
in the field are sufficient. Indeed, since university teachers
cannot know everything, they need to acquire alternative methods in
order to more qualitatively transmit the existing knowledge.