ABSTRACT
The past two decades have seen the development of a prolific body of research examining student conceptions of learning, perceptions of the learning environment and approaches to learning augmented by similar research pertaining to lecturers and their teaching. This parallel work is essential, as findings suggest a relationship between the way that lecturers approach their teaching and students approach their learning in higher education (HE) (Prosser et al. 2003; Trigwellet al. 1999). Moreover, since the evidence suggests that learning outcomes are influenced by the approach taken by students to their learning (Trigwell and Prosser 1991; Lizzioet al. 2002), examining lecturers’ experiences of teaching is an important area of study and one that forms the focus of this chapter.
