Exploring tertiary teachers' pedagogical experiences about academic diversity

Abstract

Academic diversity has become increasingly common in higher education institutions. Although much research has focused on student experiences, there has been less focus on tertiary teachers' pedagogical experiences with teaching academically diverse cohorts. This study utilised research interview methodology to examine the perceptions of three tertiary educators from The College, Western Sydney University, with an aim of attaining greater understanding of these educators' pedagogical experiences in their academically diverse classrooms. An analysis of the interview data revealed that although the tertiary educators articulated their ideas using different terminology, their pedagogical concepts were aligned with one another, and seemed to be aligned with Transition Pedagogy Model of teaching, as well as incorporating elements of the Multiple Means of Representation approach to teaching. Teachers identified the ways in which they implemented their pedagogical approaches, and described the ways in which academically diverse cohorts enriched their classrooms, as well as provided challenge. Participants also provided recommendations to further support their academically diverse cohorts, from the teachers' individual perspectives. This study provided an opportunity to garner insight into tertiary educators' individual viewpoints as they relate to their academically diverse learner cohorts. It allowed for a close study of the three participants' ideas and experiences relating to teaching academically diverse learners. The findings of this study provide an initial insight into tertiary teachers' experiences, and allow for the consideration of the recommendations they put forth. This study is valuable to tertiary education stakeholders, particularly teachers and policy makers, as it identifies recommendations from the perspective of college teachers. It is clear that academically diverse cohorts are increasingly presenting as the norm in many Australian colleges, and it is recommended that further research replicate and expand upon this study, to generate greater understanding of tertiary educators' pedagogical experiences about academic diversity.

Date of Award	2018
Original language	English