Teaching differently in higher education: A profession that can be learned ? Towards the proposal of an innovative teaching expertise model for university education

Résumé

This contribution attempts to explore the different dimensions of the teaching profession in higher education from the broader issue of the pedagogical development of university teachers and, in particular, to understand the representations that they construct in relation to their professional field. What conceptions do they have of their work or of university pedagogy? What are the pedagogical models that guide their work? How can we think about the pedagogical development of teacher-researchers in order to accelerate the commitment of the Moroccan university to a mutation of its pedagogical practices for a better professionalization of the way it carries out its teaching mission?

Our development naturally seeks to provide elements of a response. First, we will discuss the academic and institutional context in which professors teach and evolve as well as the nature of university teaching and learning: learner-centered teaching.  We will then approach the basic conceptions of teaching and pedagogical development and the professors' representations of the roles of the student and the teacher, which we will clarify in light of our professional practice. Finally, we will present a typology of pedagogical models that can explain different forms of intervention in the field. We will conclude by presenting a dynamic model that explains how we perceive the development of teaching expertise.