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Academic development to overcome STEM teachers’ challenges in teaching communication

Pelger, Susanne LU orcid (2022) In International Journal for Academic Development 27(1). p.17-30
Abstract

The aim of this study is to explore how academic teachers view and experience challenges in teaching communication. During a teacher training course 92 STEM teachers developed, implemented, evaluated and reported on altogether 44 authentic communication elements. Content analysis was used for analysing teachers’ written answers to questions before the course, and reports after the course. The results illustrate teachers’ move towards a ‘communicating-to-learn’ approach, and their increased capacity to articulate and overcome challenges. A major conclusion is that a teacher training course facilitating curriculum-wide implementation of authentic communication elements offers an effective way of academic development.

Please use this url to cite or link to this publication:
author
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
Academic development, communication skills, curriculum development, higher education, STEM education
in
International Journal for Academic Development
volume
27
issue
1
pages
17 - 30
publisher
Taylor & Francis
external identifiers
  • scopus:85103637854
ISSN
1360-144X
DOI
10.1080/1360144X.2021.1891905
language
English
LU publication?
yes
id
e55dddf1-15a6-4faa-b41a-0b1187143f91
date added to LUP
2021-04-13 14:03:30
date last changed
2025-04-04 15:27:17
@article{e55dddf1-15a6-4faa-b41a-0b1187143f91,
  abstract     = {{<p>The aim of this study is to explore how academic teachers view and experience challenges in teaching communication. During a teacher training course 92 STEM teachers developed, implemented, evaluated and reported on altogether 44 authentic communication elements. Content analysis was used for analysing teachers’ written answers to questions before the course, and reports after the course. The results illustrate teachers’ move towards a ‘communicating-to-learn’ approach, and their increased capacity to articulate and overcome challenges. A major conclusion is that a teacher training course facilitating curriculum-wide implementation of authentic communication elements offers an effective way of academic development.</p>}},
  author       = {{Pelger, Susanne}},
  issn         = {{1360-144X}},
  keywords     = {{Academic development; communication skills; curriculum development; higher education; STEM education}},
  language     = {{eng}},
  number       = {{1}},
  pages        = {{17--30}},
  publisher    = {{Taylor & Francis}},
  series       = {{International Journal for Academic Development}},
  title        = {{Academic development to overcome STEM teachers’ challenges in teaching communication}},
  url          = {{http://dx.doi.org/10.1080/1360144X.2021.1891905}},
  doi          = {{10.1080/1360144X.2021.1891905}},
  volume       = {{27}},
  year         = {{2022}},
}