Crossing Thresholds: Identifying conceptual transitions in postsecondary teaching

In this paper we report on research we conducted to begin the process of identifying threshold concepts in the field of postsecondary teaching. Meyer & Land (2006) propose that within all disciplinary fields there seem to be particular threshold concepts that serve as gateways, opening up new and previously inaccessible ways of thinking and practicing. We developed a series of questions focusing on the “troublesome” and “transformative” characteristics of threshold concepts and asked these questions of several constituent groups, including those who are new to practice and the body of knowledge in postsecondary teaching and those who are already knowledgeable and/or experienced in the field. Based on our interpretation of participants’ responses, we identified four recognized concepts in the field of postsecondary teaching as potential threshold concepts in this field: Assessment for/as learning; Learning-centred teaching; Accommodation for diversity; and, Context-driven practice. Our findings suggest that threshold concepts are relevant to the field of postsecondary teaching. Through this work, we hope to help educational developers and faculty members consider what is involved in learning to teach and developing teaching expertise, and to encourage critical discussion about the teaching development “curriculum” in postsecondary settings. Threshold concepts arise as a field develops and are defined as practitioners and scholars in the field define their field. At this stage, we believe the real value of threshold concepts for postsecondary teaching lies in the discussion that arises in the process of identifying and naming the concepts. Cet article se penche sur le developpement de l’enseignement post-secondaire a partir des concepts de seuil. Meyer et Land (2006) suggerent qu’au sein de tous les champs disciplinaires, il semble y avoir des concepts particuliers qui servent de passerelles et qui ouvrent la voie a de nouvelles manieres de penser et de pratiquer jusque la inaccessibles. Les concepts de seuil representent une maniere transformee de comprendre ou de regarder les choses, sans laquelle l’apprenant ne peut pas progresser dans ce champ. Cette vision transformee peut refleter les valeurs de la discipline ou encore resumer la maniere dont les experts dans cette discipline abordent les problemes. Dans cet article, nous presentons un rapport sur notre tentative d’identifier les concepts de seuil en enseignement post-secondaire. Grâce a ces travaux, nous esperons faire avancer les connaissances en enseignement et en apprentissage et aider les conseillers pedagogiques et les professeurs d’universite a prendre en consideration ce qui est implique dans l’apprentissage de l’enseignement. Nous souhaitons egalement encourager la discussion critique sur la preparation des programmes d’etudes de l’enseignement et montrer comment s’y prendre pour aider les autres a apprendre comment enseigner dans un milieu post-secondaire. Nous sommes impatients de partager nos resultats preliminaires et esperons engager d’autres personnes dans ce processus d’identification.