Meeting the challenge of a changing teaching environment: Harmonize with the system or transform the teacher's perspective

Richard Tiberius

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

The beliefs that teachers hold about the appropriate roles and responsibilities of teachers shape the ways they teach and the ways they think about teaching. In this paper I describe four teaching roles based on a taxonomy that I've recently developed. Teachers who are guided primarily by the Content Expert Role view themselves as experts who serve as resources, like books or pictures. Teachers who are guided primarily by the Performance Role view themselves as agents who make learning happen by transmitting information or shaping students. Teachers guided primarily by the Interactive Role view themselves as guides who facilitate learning by interacting with learners. And teachers guided primarily by the Relational Role view themselves as engaged in relationships with learners for the purpose of helping them. Using examples taken from the health sciences I explain how each of the four teaching roles might succeed or fail depending upon the position that it occupies within a teaching-learning system. When teaching is viewed as part of a system, not as something a teacher does to a learner, teachers are successful if their particular contribution to the system is essential to the learning system. I also describe the process whereby teachers expand their belief system to include more roles. Such changes in belief systems are major shifts that qualify as "perspective transformations". Perspective transformations take place slowly and are typically attended by strong emotions. I end this paper with advice to teachers regarding ways they can harmonize with the educational system or face the challenge of perspective transformation.

Original languageEnglish
Pages (from-to)433-442
Number of pages10
JournalEducation for Health
Volume14
Issue number3
DOIs
StatePublished - Dec 1 2001
Externally publishedYes

Fingerprint

Teaching
Learning
teacher
learning
Emotions
expert
Students
Health
health science
taxonomy
educational system
emotion
responsibility
resources
performance

Keywords

  • Practical advice
  • System
  • Teacher beliefs
  • Teacher responsibilities
  • Teacher roles
  • Teacher transformation

ASJC Scopus subject areas

  • Public Health, Environmental and Occupational Health

Cite this

Meeting the challenge of a changing teaching environment : Harmonize with the system or transform the teacher's perspective. / Tiberius, Richard.

In: Education for Health, Vol. 14, No. 3, 01.12.2001, p. 433-442.

Research output: Contribution to journalArticle

@article{942c897ca9f54b41a24a6d0cd19b0e8f,
title = "Meeting the challenge of a changing teaching environment: Harmonize with the system or transform the teacher's perspective",
abstract = "The beliefs that teachers hold about the appropriate roles and responsibilities of teachers shape the ways they teach and the ways they think about teaching. In this paper I describe four teaching roles based on a taxonomy that I've recently developed. Teachers who are guided primarily by the Content Expert Role view themselves as experts who serve as resources, like books or pictures. Teachers who are guided primarily by the Performance Role view themselves as agents who make learning happen by transmitting information or shaping students. Teachers guided primarily by the Interactive Role view themselves as guides who facilitate learning by interacting with learners. And teachers guided primarily by the Relational Role view themselves as engaged in relationships with learners for the purpose of helping them. Using examples taken from the health sciences I explain how each of the four teaching roles might succeed or fail depending upon the position that it occupies within a teaching-learning system. When teaching is viewed as part of a system, not as something a teacher does to a learner, teachers are successful if their particular contribution to the system is essential to the learning system. I also describe the process whereby teachers expand their belief system to include more roles. Such changes in belief systems are major shifts that qualify as {"}perspective transformations{"}. Perspective transformations take place slowly and are typically attended by strong emotions. I end this paper with advice to teachers regarding ways they can harmonize with the educational system or face the challenge of perspective transformation.",
keywords = "Practical advice, System, Teacher beliefs, Teacher responsibilities, Teacher roles, Teacher transformation",
author = "Richard Tiberius",
year = "2001",
month = "12",
day = "1",
doi = "10.1080/13576280110082268",
language = "English",
volume = "14",
pages = "433--442",
journal = "Education for Health: Change in Learning and Practice",
issn = "1357-6283",
publisher = "Network: Towards Unity for Health",
number = "3",

}

TY - JOUR

T1 - Meeting the challenge of a changing teaching environment

T2 - Harmonize with the system or transform the teacher's perspective

AU - Tiberius, Richard

PY - 2001/12/1

Y1 - 2001/12/1

N2 - The beliefs that teachers hold about the appropriate roles and responsibilities of teachers shape the ways they teach and the ways they think about teaching. In this paper I describe four teaching roles based on a taxonomy that I've recently developed. Teachers who are guided primarily by the Content Expert Role view themselves as experts who serve as resources, like books or pictures. Teachers who are guided primarily by the Performance Role view themselves as agents who make learning happen by transmitting information or shaping students. Teachers guided primarily by the Interactive Role view themselves as guides who facilitate learning by interacting with learners. And teachers guided primarily by the Relational Role view themselves as engaged in relationships with learners for the purpose of helping them. Using examples taken from the health sciences I explain how each of the four teaching roles might succeed or fail depending upon the position that it occupies within a teaching-learning system. When teaching is viewed as part of a system, not as something a teacher does to a learner, teachers are successful if their particular contribution to the system is essential to the learning system. I also describe the process whereby teachers expand their belief system to include more roles. Such changes in belief systems are major shifts that qualify as "perspective transformations". Perspective transformations take place slowly and are typically attended by strong emotions. I end this paper with advice to teachers regarding ways they can harmonize with the educational system or face the challenge of perspective transformation.

AB - The beliefs that teachers hold about the appropriate roles and responsibilities of teachers shape the ways they teach and the ways they think about teaching. In this paper I describe four teaching roles based on a taxonomy that I've recently developed. Teachers who are guided primarily by the Content Expert Role view themselves as experts who serve as resources, like books or pictures. Teachers who are guided primarily by the Performance Role view themselves as agents who make learning happen by transmitting information or shaping students. Teachers guided primarily by the Interactive Role view themselves as guides who facilitate learning by interacting with learners. And teachers guided primarily by the Relational Role view themselves as engaged in relationships with learners for the purpose of helping them. Using examples taken from the health sciences I explain how each of the four teaching roles might succeed or fail depending upon the position that it occupies within a teaching-learning system. When teaching is viewed as part of a system, not as something a teacher does to a learner, teachers are successful if their particular contribution to the system is essential to the learning system. I also describe the process whereby teachers expand their belief system to include more roles. Such changes in belief systems are major shifts that qualify as "perspective transformations". Perspective transformations take place slowly and are typically attended by strong emotions. I end this paper with advice to teachers regarding ways they can harmonize with the educational system or face the challenge of perspective transformation.

KW - Practical advice

KW - System

KW - Teacher beliefs

KW - Teacher responsibilities

KW - Teacher roles

KW - Teacher transformation

UR - http://www.scopus.com/inward/record.url?scp=0035663765&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0035663765&partnerID=8YFLogxK

U2 - 10.1080/13576280110082268

DO - 10.1080/13576280110082268

M3 - Article

C2 - 14742008

AN - SCOPUS:0035663765

VL - 14

SP - 433

EP - 442

JO - Education for Health: Change in Learning and Practice

JF - Education for Health: Change in Learning and Practice

SN - 1357-6283

IS - 3

ER -