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9-7-2011\u003Cbr>The Continuing Education of Faculty as Teachers ata Mid-sized Ontario University\u003Cbr>Lorraine M. Carter\u003Cbr>Nipissing University, [lorrainec@nipissingu.ca](lorrainec@nipissingu.ca)\u003Cbr>Bettina Brockerhoff-Macdonald\u003Cbr>Laurentian University, [bbrockerhoff@laurentian.ca](bbrockerhoff@laurentian.ca)\u003Cbr>Follow this and additional works at: [http://ir.lib.uwo.ca/cjsotl_rcacea](http://ir.lib.uwo.ca/cjsotl_rcacea)\u003Cbr>[http://dx.doi.org/10.5206/cjsotl-rcacea.2011.1.4](http://dx.doi.org/10.5206/cjsotl-rcacea.2011.1.4) |  |\n\nRecommended Citation  \nCarter, Lorraine M. and Brockerhoff-Macdonald, Bettina (2011) \"The Continuing Education of Faculty as Teachers at a Mid-sized Ontario University,\" The Canadian Journal for the Scholarship of Teaching and Learning: Vol. 2: Iss. 1, Article 4.  \nDOI: [http://dx.doi.org/10.5206/cjsotl-rcacea.2011.1.4](http://dx.doi.org/10.5206/cjsotl-rcacea.2011.1.4)  \nAvailable at: [http://ir.lib.uwo.ca/cjsotl_rcacea/vol2/iss1/4](http://ir.lib.uwo.ca/cjsotl_rcacea/vol2/iss1/4)  \nThe Continuing Education of Faculty as Teachers at a Mid-sized Ontario University  \nAbstract  \nThe 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 maybe helpful to universities around the world.  \nCet article présente les résultats d’entrevues menées avec des groupes de discussion composés de membres du corps professoral d’une université ontarienne de taille moyenne. Les 9 professeurs participant ont tous reçu des prix d’excellence de leur université pour leur enseignement. Lors de ces rencontres, ils ont expliqué comment ils ont évolué à titre d’enseignants au fil du temps. Les sujets particuliers suivants ont été abordés :  \nleurs premiers apprentissages en matière d’enseignement; leurs apprentissages subséquents; les ressources qui les ont aidés tôt dans leur carrière d’enseignant à l’université; les conseils qu’ils ont à offrir aux enseignants universitaires qui viennent de débuter leur carrière, à ceux qui sont à mi-parcours et à ceux qui approchent dela retraite. L’article fournit un aperçu utile sur la façon dont les membres du corps enseignant apprennent à devenir des enseignants. Même si bon nombre des observations présentées sont spécifiques à l’Ontario et si une partie de la recension des écrits est d’origine nord-américaine, ces informations peuvent servir aux universités à l’échelle internationale.  \nKeywords  \nteaching and research; mentoring; faculty development; faculty supports  \nThis research paper/rapport de recherche is available in The Canadian Journal for the Scholarship of Teaching and Learning:  \n[http://ir.lib.uwo.ca/cjsotl_rcacea/vol2/iss1/4](http://ir.lib.uwo.ca/cjsotl_rcacea/vol2/iss1/4)  \nCarter and Brockerhoff-Macdonald: Faculty as Teachers  \nMost universities assist new faculty 1 members in their preparation for taking on teaching responsibilities. These supports are required because becoming a competent and confident university faculty member is a complex undertaking. In some universities, supports and programs are structured and organized by experts while, in others, they are largely informal and p","cbCaicJ6wX3bzk9I","https://ap.wps.com/l/cbCaicJ6wX3bzk9I","pdf",195560,14,"English","# Abstract\n# Introduction\n## University supports for new faculty\n# Research Approach\n## Focus group findings and contextualization\n# Literature Review\n## Learning about Teaching as Self-Regulation\n# Key Concepts\n## Metacognition, strategic action, and motivation to learn","[{\"question\":\"How were the findings in the paper generated?\",\"answer\":\"The paper reports results from focus groups with nine faculty members at a mid-sized Ontario university.\"},{\"question\":\"What specific topics did participants discuss?\",\"answer\":\"They discussed how they first learned about teaching, how they continue learning, helpful resources early in their careers, and advice for new, mid-career, and retiring teachers.\"},{\"question\":\"Why does the paper emphasize faculty learning about teaching?\",\"answer\":\"It frames teacher development as an evolving process shaped by reflection, experience, and tensions between teaching and research.\"}]","The Canadian Journal for the Scholarship of Teaching and Learning - The Continuing Education of Faculty as Teachers at a Mid-sized Ontario University - Article 4 | PDF",1792083206,35]