This study explores the usefulness of Kugel’s (1993) staircase model as a framework for supporting professional development among university teachers. The study combines a brief literature review with an exploratory survey including both quantitative and qualitative responses from practicing teachers at Lund University, allowing insight into both teachers’ self-placement within the model and their reflective reasoning about teaching practice. Based on the survey responses, most participants described the model as recognizable and useful for reflective practice, regardless of teaching experience. At the same time, participants emphasize that teacher development is often context-dependent, non-linear, and constrained by factors such as time, resources, and student readiness. The study concludes that Kugel’s model can support reflective teaching practice but should be applied flexibly and in combination with other pedagogical frameworks rather than as a prescriptive developmental model.
Du kanske också starta en avancerad sökning efter liknande artiklar för den här artikeln.