Experiences of lecturing

This thesis argues that the most effective target for teacher professional-development initiatives is lecturing practice, and that such programs will not succeed if they ignore academics' beliefs and experiences of lecturing. In this research, the effectiveness of active learning lecture techniques was established in the novel and abstract context of electronics. Then the focus turned to the lecturer, where surveys and phenomenographic interviews were used to characterise lecturers' different experiences of lecturing. The thesis also offers novel methodological reflections and insights, for example by articulating the phenomenographic analysis process in unprecedented detail, and by applying for the first time an innovative framework to argue for the validity and reliability of the study's findings.