ABSTRACT

At the beginning of this volume, we made a case for training higher education faculty members about active learning and supporting them in adopting active learning/learner-centered teaching approaches in order to improve student learning. The research we presented argued that professional development focused on teaching could actually help faculty members learn about active learning techniques and, under favorable circumstances, use them in their teaching. However, we also presented research about how lecturingin any culture or country-grows out of an “apprenticeship of observation” (Lortie, 1975): we experience lecturing when we are students in schools and in college, and often, we then become a teacher who lectures; in other words, we teach as we were taught.