35 results
Search Results
2. Good teaching as a messy narrative of change within a policy ensemble of networks, superstructures and flows.
- Author
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Simmie, Geraldine Mooney, Moles, Joanne, and O'Grady, Emmanuel
- Subjects
EDUCATIONAL change ,EDUCATION policy ,TEACHING methods - Abstract
This paper examines 'good teaching' within a policy ensemble where teachers' subjectification and practices are underpinned by new modes of evaluation and enforcement. Although the paper is written with specific concern for teachers in the Republic of Ireland, the literature demonstrates that concerns raised resonate internationally. Theoretical frameworks are drawn from Bernstein's pedagogic device and 'rules of evaluation' (2000, p. 34) and the tyranny of number, networks and superstructures found in policy research. The study includes a limited analysis of the policy ensemble in 'Austerity Ireland' and contextual understandings and perspectives of a purposive sample of experienced teachers (n = 54). Critical analysis generated three themes: multiple perspectives about 'good teaching', a strongly perceived pedagogy of oppression and low ethical trust in reported interactions at some schools and with the state inspectorate. Conclusions position 'good teaching' within the super-complexity of a messy narrative of change and flows enacted with a diversity of inquirers and institutions. The study questions the role of state inspectors as arbiters of 'good teaching' and challenges the academy of teacher education in assuring productive discursive gaps for education as a social responsibility for public-interest values. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
3. Associations Between Learning Environment and Study Satisfaction Across Time: Two Cross-Sectional Analyses of Occupational Therapy Students.
- Author
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Mørk, Gry, Johnson, Susanne G., Gramstad, Astrid, Stigen, Linda, Carstensen, Tove, and Bonsaksen, Tore
- Subjects
SCHOOL environment ,STUDENT assistance programs ,CROSS-sectional method ,PEARSON correlation (Statistics) ,SATISFACTION ,QUESTIONNAIRES ,SAMPLE size (Statistics) ,COLLEGE teachers ,TEACHING ,DESCRIPTIVE statistics ,STUDENTS ,LONGITUDINAL method ,OCCUPATIONAL therapy students ,STATISTICS ,RESEARCH methodology ,COLLEGE students ,SOCIODEMOGRAPHIC factors ,DATA analysis software ,TIME ,REGRESSION analysis - Abstract
There is increasing attention toward students' satisfaction and how they perceive the quality of the program they attend. This study examined stability and change across time with regard to the relationships between learning environment factors and occupational therapy students' satisfaction with the program. In the two consecutive cross-sectional analyses performed in this study, 163 second-year students and 193 third-year students from all six occupational therapy education programs in Norway participated. The Course Experience Questionnaire was used to assess learning environment factors and study satisfaction. The data were analyzed with Pearson's correlation coefficient r and with hierarchical linear regression. Bivariate associations between the learning environment scales were positive and most associations were statistically significant in both study years. Relatively stable associations between the learning environment variable "good teaching" and higher study satisfaction were detected, while other associations differed between years of study. Embedding quality into the learning process, in particular by emphasizing good teaching and the clear dissemination of goals and standards, is important for student satisfaction throughout years of study. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
4. Voices from within: teaching in higher education as a moral practice.
- Author
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Fitzmaurice, Marian
- Subjects
TEACHER effectiveness ,LECTURERS ,JOB satisfaction of teachers ,HIGHER education ,PHILOSOPHY of education ,ETHICS ,HONESTY ,RESPONSIBILITY ,CAREER development - Abstract
This paper explores the concept of good teaching and discusses lecturers' beliefs about what constitutes good teaching in higher education. The paper draws on documentary material in the form of philosophy of teaching statements written by lecturers in higher education. Thematic analysis is used to examine the philosophy statements and the analysis of the data reveals that for academic staff, the moral stances of honesty, respect, responsibility, care and compassion are fundamental to good teaching. The results do not support a narrow view of teaching focused on strategies and technical knowledge, but shows evidence of academics engaging strongly with the values base of their work as teachers. The voices of the academic staff as captured in their philosophy statements are cognisant of the moral purpose of teaching and speak powerfully to a practice that is responsible and effective. Both dispositions are important in terms of teaching and the challenge is to integrate the two concepts in professional development. [ABSTRACT FROM AUTHOR]
- Published
- 2008
- Full Text
- View/download PDF
5. Effective teaching and the role of reflective practices in the Malaysian and Australian education systems: a scoping review.
- Author
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Dinham, Judith, Choy, S. Chee, Williams, Paul, and Yim, Joanne Sau Ching
- Subjects
EFFECTIVE teaching ,CRITICAL thinking ,REFLECTIVE teaching ,MALAYSIANS ,STUDENT teachers ,REFLECTIVE learning ,LIBRARY orientation ,LIBRARY media specialists - Abstract
In both Australia and Malaysia where there is strong central oversight of education, reflective thinking is promoted as integral to an effective pedagogy that leads to good quality learner outcomes. Besides providing tools and resources for teachers and pre-service teachers to use, increasing the systemic procedures for teacher advancement and accreditation require documented evidence of reflective practice. While the idea of the reflective practitioner has taken hold in the Australian and Malaysian education sectors, there are questions about the value of externally driven approaches for developing the internalised and meaningful reflective practices that are sought. This scoping review seeks to draw together the existing literature, and to identify emerging themes, opportunities, barriers and challenges for researchers in relation to the way reflective practice is manifested in Malaysia and Australia; how widespread its adoption is; and the effectiveness of different practices. The overarching finding is that this area is under researched. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
6. Students' conceptions of good teaching in three different disciplines.
- Author
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Parpala, Anna, Lindblom‐Ylänne, Sari, and Rytkönen, Henna
- Subjects
STUDENT attitudes ,EDUCATIONAL quality ,EDUCATION ,HIGHER education ,CHI-squared test - Abstract
This paper explores students' conceptions of good teaching in three different disciplines. Moreover, the aim is to explore the relation between these conceptions and students' approaches to learning by combining qualitative and quantitative methods. A total of 695 students from the Faculties of Behavioural Sciences, Law and Veterinary Medicine participated in the study. The students' conceptions of good teaching were analysed using a qualitative content analysis. Furthermore, the students were assigned to homogenous subgroups on the basis of their responses to items measuring approaches to learning and the differences between these subgroups and the students' conceptions were examined. The association between the conceptions, disciplines and approaches to learning were examined using Chi-square tests. Twenty-one dimensions were created from the data and 12 of them differed between the disciplines. Only one dimension differed between the student groups. The study suggests that there is disciplinary variation in students' conceptions of good teaching and universities should take this into account in the development process of the student evaluation system. [ABSTRACT FROM AUTHOR]
- Published
- 2011
- Full Text
- View/download PDF
7. Good Teachers, Scholarly Teachers and Teachers Engaged in Scholarship of Teaching and Learning: A Case Study from McMaster University, Hamilton, Canada.
- Author
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Vajoczki, Susan, Savage, Philip, Martin, Lynn, Borin, Paola, and Kustra, Erika D.H.
- Subjects
TEACHING ,SCHOLARLY method ,COLLEGE teachers ,UNIVERSITY faculty - Abstract
Copyright of Canadian Journal for the Scholarship of Teaching & Learning is the property of Society for Teaching & Learning in Higher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2011
- Full Text
- View/download PDF
8. And Then There Was COVID-19: Do the Benefits of Cooperative Learning Disappear When Switching to Online Education?
- Author
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Blondeel, Eva, Everaert, Patricia, and Opdecam, Evelien
- Abstract
In the spring of 2020, the COVID-19 pandemic induced a rapid shift to online education. University instructors promptly reinvented their teaching methods and developed digital lessons. Cooperative learning has been demonstrated to surpass lecture-based learning (LBL) regarding students' learning processes; therefore, the question arises as to whether the perks of cooperative learning still hold when switching to online education. This study examines whether the benefits of team-based learning (TBL) regarding good teaching (i.e., perceived teaching quality), satisfaction, and performance persist when switching from face-to-face to online education. A quasi-experiment in an undergraduate advanced accounting course compared a non-COVID-19-affected semester to a COVID-19-affected semester. In both semesters, students could choose between a TBL and a LBL path for tutorial sessions. Quantitative survey data (N = 455) indicate TBL outperforms LBL, even when switching to online tools. Good teaching was perceived as even better in the COVID-19-affected semester, and even more so by students in the team-based setting, compared to the lecture-based setting. Students' course satisfaction and performance were unaffected by the switch to online education. This paper shows that TBL still benefits students, even in a blended environment. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
9. The rhetoric and reality of good teaching: A case study across three faculties at the Queensland University of Technology.
- Author
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Carpenter, Belinda and Tait, Gordon
- Subjects
UNIVERSITIES & colleges ,COLLEGE teaching - Abstract
Universities now have a lot to say about tertiary teaching. University policy, teaching units, and promotion criteria have a very specific understanding of good teaching within the academy. This case study of Queensland University of Technology (QUT) found that good teaching has two central features: it is necessarily student centred, and it is `innovative', a characteristic that, at QUT at least, is increasingly equated with the use of technology. This paper – based upon interviews with twenty-four QUT academics across three faculties (Education, Science, and Law), an analysis of QUT's teaching and learning policies, and some additional historical research – will suggest four things. First, that the concept of student centred learning, based on ideals of progressive education, is neither an historical inevitability nor theoretically unproblematic. Second, that irrespective of discipline, all lecturers espouse an underpinning `progressive' teaching philosophy, even though, in practice, teaching style appears to be determined primarily by subject-matter. Third, given that, in practice, the progressive model seems to suit some faculties and subject areas better than others (i.e. Education, as opposed to Science and Law) this has significant professional implications for the lecturers concerned. Finally, that rather than promoting a `progressive' pedagogy, the use of technology in teaching actually appears to reinforce traditional teaching techniques. Consequently, it is suggested that monolithic understandings of good teaching, when applied across the academy irrespective of context, are often inappropriate, ineffective and inequitous, and that universities need to think through their teaching policies and programmes more thoroughly. [ABSTRACT FROM AUTHOR]
- Published
- 2001
- Full Text
- View/download PDF
10. Cognitive Theory in Action: A Discourse Analysis to a Youtube Video about Teaching
- Author
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Siti Ina Savira
- Subjects
Discourse analysis ,YouTube video ,cognitive theory ,good teaching ,Psychology ,BF1-990 - Abstract
Video offers a richer source of data and has been proven to be useful as a primary source of research. A video from Youtube website was used as a primary source for analysis in this paper. This paper is applying a discourse analysis as suggested by Fairclough (2003) about the discourse as a way of representing; how the discourse was used to express and imply the social relation and action, and the belief committed by the user of the discourse. The analysis was aimed to identify teacher’s idea of good teaching by comparing it to relevant theories. The analysis found that cognitive-related terms were consistently appearing in the teacher’s discourses; therefore, cognitive theories were used to elaborate a deeper meaning of the discourses. It was concluded that good teaching for the teacher was to focus on students’ cognitive higher development.
- Published
- 2011
- Full Text
- View/download PDF
11. Bons professores em um terreno perigoso: rumo a uma nova visão da qualidade e do profissionalismo Good teachers on dangerous ground: towards a new view of teacher quality and professionalism
- Author
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Raewyn Connell
- Subjects
Trabalho docente ,Ensino de qualidade ,Profissionalismo ,Políticas neoliberais ,Teachers work ,Good teaching ,Professionalism ,Neoliberal policies ,Education (General) ,L7-991 - Abstract
Ideias sobre o que caracteriza um "bom professor" são importantes para se possa refletir a respeito da reforma educacional, e elas têm ganhado destaque recentemente. Essas ideias são controversas e estão abertas a mudanças. A primeira parte deste artigo examina modelos do que é considerado um "bom professor" na Austrália, desde os bons servidores da era colonial, passando pelo ideal do professor erudito autônomo, até as atuais listas de competências dos docentes. A segunda parte examina mais detalhadamente o modo pelo qual as autoridades responsáveis pelo registro e credenciamento de professores, em governos neoliberais, definem um "bom professor". A terceira parte oferece propostas para uma nova compreensão do conceito de "bom professor", baseadas no entendimento do processo de trabalho e da dinâmica ocupacional do ensino, na estrutura intelectual dos estudos sobre a Educação e na própria lógica da educação como um todo.Ideas about what makes a good teacher are important in thinking about educational reform, and have come into focus recently. These ideas are contested and open to change. The first part of this paper traces models of the good teacher in Australia from the colonial-era good servant, through an ideal of the autonomous scholar-teacher, to contemporary lists of teacher competencies. The second part looks more closely at the incoherent but insistent way the good teacher is now defined under neoliberal governance by teacher registration authorities. The third part of the paper makes proposals for a new understanding of good teachers: based on understanding the labour process and occupational dynamics of teaching, the intellectual structure of Education studies, and the overall logic of education itself.
- Published
- 2010
- Full Text
- View/download PDF
12. Awakening the essence of classroom community building.
- Author
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Acosta, Melanie M and Woodard, Paul
- Subjects
SCHOOL environment ,LITERACY ,TEACHER-student relationships ,TEACHING methods ,BLACK people ,COMMUNICATIVE competence ,COMMUNITIES ,COMMUNITY support ,CURRICULUM ,DATA analysis ,EUROCENTRISM ,SOCIAL integration ,VIDEO recording ,AFRICAN Americans - Abstract
In continuing the legacy of community-mindedness, good Black educators today consistently enact emancipatory pedagogies designed to protect Black children's personhood. Cultivating community in the classroom setting is one ritual they use toward affirming young Black children's literate character, presence, and pursuits, and they do so in the midst of constant disruption to Black children's language and literacy development imposed by eurocentric curriculum and instruction. This Afrocentric case study, or Afronography, draws on dialogic discussions and video-recorded teaching sessions to examine the classroom community-building practices of one African American woman educator during her literacy instruction with Black third graders. Data analysis revealed that the teacher created opportunities for her Black students to increase their sense of belonging in the classroom. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
13. Variations in students' conceptions of good teaching in engineering education: a phenomenographic investigation.
- Author
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Mubarak, Hamisi Ramadhan and Khan, Md. Shahadat Hossain
- Subjects
ENGINEERING education ,PHENOMENOGRAPHY ,CURRICULUM ,CLASSROOM environment - Abstract
The growing need for good teaching practices in Engineering Education (Eng.Ed) that will improve the graduate's complex engineering problem-solving skills, has attracted a great deal of attention from researchers in recent years. This increasing interest demands that practitioners should examine their teaching practices from all corners, particularly from students' lenses. This study aims to investigate the conceptions of good teaching as conceived by students from the engineering discipline by using a phenomenographic approach. A cohort of 15 students from five engineering universities of Bangladesh was interviewed to explore their different ways of understanding and experiencing good teaching. From the phenomenographic analysis, five categories of good teaching were revealed: managing the classroom effectively; simplifying the concept; ensuring communication between teacher and student; engaging students; and practicing in the real world. The five dimensions of variation were identified and a hierarchical relationship among the categories was constructed. The findings play a significant role in the clear understanding of good teaching practices in Eng.Ed from a new perspective. The findings also provide insights necessary for the development of a more robust engineering curriculum that takes into consideration a conducive learning environment (classroom management), logical arrangement of curricula content, engaging activities, and industrial attachments. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
14. Five principles for high-quality mathematics teaching: Combining normative, epistemological, empirical, and pragmatic perspectives for specifying the content of professional development
- Author
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Susanne Prediger, Daniela Götze, Lars Holzäpfel, Bettina Rösken-Winter, and Christoph Selter
- Subjects
good teaching ,effective teaching ,mathematics education ,instructional quality ,teacher professional development ,Education (General) ,L7-991 - Abstract
The academic search for principles of high-quality subject-matter teaching has been informed by different perspectives, in particular normative, epistemological, empirical, and pragmatic perspectives. While these perspectives have sometimes been treated as competing, we emphasize the need of their integration to identify sets of principles that can inform professional development programs for quality development. This paper starts from characterizing the four perspectives, and then shows how they are iteratively intertwined in providing a research base for specifying high-quality principles for teaching, in our case exemplified for the school subject mathematics. For this goal, we present the set of five principles that we have deemed as core principles for a new nationwide, ten-year professional development program in Germany: Conceptual Focus, Cognitive Demand, Student Focus and Adaptivity, Longitudinal Coherence, and Enhanced Communication. We will discuss these five principles against their backgrounds stemming from combing normative, epistemological, empirical, and pragmatic perspectives. This set of principles serves as an exemplary case to substantiate our general argumentation that contemporary educational research and professional development activities should not choose between perspectives but strive for combining them.
- Published
- 2022
- Full Text
- View/download PDF
15. Conceptions of Good Teaching by Good Teachers: Case Studies from an Australian University.
- Author
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Duarte, Fernanda P.
- Subjects
UNIVERSITIES & colleges ,TEACHING ,TEACHERS ,TWENTY-first century ,HIGHER education ,CONSTRUCTIVISM (Education) ,CASE studies - Abstract
This paper contributes to the debate on what constitutes good teaching in early 21st Century higher education, through an examination of the experience of five outstanding lecturers from a business school in an Australian university. It is based on a qualitative study that explored their perceptions on what constitutes 'good teaching'. Resonating with existing research on good teaching practice, the findings suggest that good teachers tend to embrace constructivist principles, and are committed to facilitating learning that is deep, engaged, experientially-based, empowering, reflective, and life-long. The real-life examples of good teaching practice provided by the participants are a valuable resource to higher education teachers, in particular those beginning their careers. [ABSTRACT FROM AUTHOR]
- Published
- 2013
- Full Text
- View/download PDF
16. What Can We Learn from the Misunderstandings of Radical Constructivism?
- Author
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Dykstra Jr., Dewey I.
- Subjects
- *
CONSTRUCTIVISM (Philosophy) , *REALISM , *EDUCATION , *SOLIPSISM , *PHILOSOPHY of science , *PHILOSOPHY - Abstract
Problem • What alternative strategies from our experiences using a Piaget-based radical constructivist pedagogy might have more and better results than the current practice of responding in debate form, each side trying to prove the other wrong? > M ethod • Use of Slezak's paper to illuminate the point that the central problem with the interpretation of RC generally used in such writing is that the authors seem not to be able to operate from the central tenet of RC, which is the opposite of that used in realism. Description of how this failure to use the central tenet of RC results in claims that RC is irrelevant to education and to definitions of good teaching. > R esults • A specific approach shown to be useful in facilitating the construction of new understanding in science is adapted in order to guide interaction between an RC and a realist, which can result in the realist understanding the RC point of view. > I mplications • Instead of debating with critics of RC, where each side is trying to prove the other side wrong, we need to change the interaction to one in which members of opposing sides attempt to understand the other's position. In this situation we are in a position to use a pedagogical strategy in which the realist examines her own fundamental assumption that we can know a mind-independent world, and considers the implications of a starting assumption that is exactly the opposite. [ABSTRACT FROM AUTHOR]
- Published
- 2010
17. A Descriptive Analysis of Good Teaching and Good Teachers from the Perspective of Preservice Teachers.
- Author
-
Rüzgar, M. Emir
- Subjects
STUDENT teachers ,CULTURALLY relevant education ,TEACHERS ,PSYCHOLOGY of teachers ,LAND grant institutions - Abstract
The primary purpose of the present study was to examine what good teaching is and what characteristics good teachers carry for preservice teachers who were registered in an introductory teaching class at a land-grant university in Midwest, USA. Participants included 18 teacher candidates. I collected the data by conducting semi-structured interviews with the participants. The findings of the study indicate that good teaching is (1) creative, (2) studentcentered, (3) stimulative, (4) relevant, (5) adaptable, and (6) challenging. Similarly, the findings also reveal that good teachers (1) build personal relationships with their students, (2) mentor their students, (3) are enthusiastic, (4) respect their students, and (5) are experts in their field. Based on the findings of the study, I argue that the conception of good teaching and good teachers that emerged from this study is congruent with other teaching frameworks such as culturally relevant teaching. [ABSTRACT FROM AUTHOR]
- Published
- 2021
18. The quest for better teaching.
- Author
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Gore, Jennifer M.
- Subjects
TEACHER education ,STUDENT teachers ,TEACHER educators ,EDUCATION policy ,PROFESSIONAL education - Abstract
The quest to improve teaching on a wide scale is an enduring challenge globally. Yet demonstrable improvement in teaching quality is both elusive and slow. In this essay, I explore some of the complexities that contribute to the slow pace of change, including: the slippage between teachers and teaching as the object of improvement; the poorly defined concept of good teaching; the difficulty of demonstrating improvement in teaching; institutional constraints on improvement efforts; the growing web of marketing; and conflicting conceptions of professional development itself. Using my ongoing work on Quality Teaching and Quality Teaching Rounds, I illustrate how we have addressed these matters to produce measurable and sustainable effects. Finally, I elaborate the key principles of our approach, while acknowledging the challenges of wide-scale improvement, given the institutional and discursive character of the field. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
19. THE GOOD TEACHER ATTRIBUTES - A CROSS SECTIONAL STUDY ON TEACHING EVALUATION AT REHMAN MEDICAL COLLEGE, PESHAWAR.
- Author
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Raza, Ali and Zainab, Hajira
- Subjects
TEACHER influence ,MEDICAL schools ,TEACHERS ,CAREER development ,TEACHER education - Abstract
The role of teacher is crucial to a college's/ university success. Teaching evaluation when done properly enhances teacher's professional practice as well as aids in professional development. There is a clearer link between student learning standards and teacher preparation standards, as teaching evaluation is relevant to every segment of the educational system. This is a controversial area involving technical, psychological, political, ethical and educational complexities. The purpose of this study is to present qualities of a good teacher as are evaluated by Higher Education Commission (HEC) teaching evaluation survey. Study Design: Cross sectional study. Setting: Rehman Medical College, Peshawar. Period: April to October 2017. Materials and Methods: The survey was conducted by quality enhancement cell. The senior faculty i.e assistant professor and above of respective subjects were evaluated by the students. The survey was done from year 1 to year 4 MBBS. The total number of responses for all subjects were 2189. Results: Year wise and subject wise analysis was done using ANOVA and chi-square tests. The difference between the students' perception year and subject wise was depending on total faculty effectiveness score. However, individual item analysis also showed certain differences which were more due to the teachers' influence on the students. The disagreement level for 1st and 2nd year MBBS as compared to other professional years was consistently high which desires further probation. Conclusion: Although teaching evaluation is a very difficult area and involves controversy. Individual to individual feedback can improve the situation. Regular professional development workshops will develop teachers professionally. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
20. Five principles for high-quality mathematics teaching: Combining normative, epistemological, empirical, and pragmatic perspectives for specifying the content of professional development
- Author
-
Prediger, Susanne, Götze, Daniela, Holzäpfel, Lars, Rösken-Winter, Bettina, and Selter, Christoph
- Subjects
teacher professional development ,ddc:370 ,instructional quality ,good teaching ,mathematics education ,effective teaching ,370 Bildung und Erziehung ,Education - Abstract
The academic search for principles of high-quality subject-matter teaching has been informed by different perspectives, in particular normative, epistemological, empirical, and pragmatic perspectives. While these perspectives have sometimes been treated as competing, we emphasize the need of their integration to identify sets of principles that can inform professional development programs for quality development. This paper starts from characterizing the four perspectives, and then shows how they are iteratively intertwined in providing a research base for specifying high-quality principles for teaching, in our case exemplified for the school subject mathematics. For this goal, we present the set of five principles that we have deemed as core principles for a new nationwide, ten-year professional development program in Germany: Conceptual Focus, Cognitive Demand, Student Focus and Adaptivity, Longitudinal Coherence, and Enhanced Communication. We will discuss these five principles against their backgrounds stemming from combing normative, epistemological, empirical, and pragmatic perspectives. This set of principles serves as an exemplary case to substantiate our general argumentation that contemporary educational research and professional development activities should not choose between perspectives but strive for combining them.
- Published
- 2022
- Full Text
- View/download PDF
21. Perception of students and teachers about didactic teaching: A cross-sectional study.
- Author
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Albaradie, Raid
- Subjects
SENSORY perception ,STUDENT attitudes ,TEACHING methods ,TEACHER attitudes ,QUESTIONNAIRES - Abstract
Context: Didactic (lecture) method is a popular way of delivering the information in class among teachers amidst the other multiple novel methods, but there are very few researches published related to exploring the perception of teachers and students about effective didactic teaching. Aims: The aim of this survey is to find the best way to deliver a lecture as per the opinion of students and teachers in the College of Applied Health Sciences. Settings and Design: A cross-sectional survey through a questionnaire was obtained from a previous study on medical students with original questionnaire consisting of 17 items. In addition to the 17 items in the questionnaire, 4 new items were included through a pilot study on students and teachers in the College of Applied Medical Sciences. Subjects and Methods: Students (n = 110) and teachers (n = 41) participated in the cross-sectional study. Good Teaching Questionnaire was used to obtain opinion and views about ways to make didactic teaching better and effective. Statistical Analysis Used: Nonparametric tests were used to analyze data obtained from the questionnaire. Results: Almost 100% of teachers and students agreed to include mental rehearsal and smart board method of teaching in didactic method. Nearly 100% of students and 29.2% (12) of teachers agreed to include multiple-choice questions in the lecture. Conclusions: Smart board presentation is preferred over the other modes of delivery of information. Mental rehearsal at the end of class is a useful tool to enhance learning and content retention. Teachers must implement students' suggestions such as ideal duration of class, time of class, lot of relevant examples, and little bit of fun would make learning enjoyable and effective. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
22. The Changing Role of the University: A Discursive Analysis of Good Teaching and Positioning of Academics and Students in Improving the Quality of Teaching and Learning in Europe’s Higher Education Institutions
- Author
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Fiona McSweeney
- Subjects
Students ,Role of university ,discursive analysis ,good teaching ,positioning ,Theory and practice of education ,LB5-3640 - Abstract
Using the approach of critical discourse analysis this paper presents an examination of the notion of good teaching as constructed in the strategy document Improving the quality of teaching and learning in Europe’s higher education institutions. The aim is to draw attention to, and question how the language used in educational policy documents constructs particular meanings and purposes to concepts such as teaching and learning, as well as creating a particular version of the social relations within educational institutions. This in turn positions teachers and students in particular ways, constructing and limiting who they are and what they do. While contradictory discourses are found about the quality of teaching improvements are presented as being necessary for economic improvement. Similarly contradictory discourses are evident in relation to what good teaching is. However the need for reform is argued. Academics are positioned as passively following an institution-led research agenda, hence uninterested in teaching and in need of training, threats, incentives and monitoring to improve their teaching. Students are positioned as having one choice, to gain the knowledge and skills required for employment.
- Published
- 2017
- Full Text
- View/download PDF
23. What Makes Quality Teaching? Review of Related Literature
- Author
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Adams, Francis, Quainoo, Eric Atta, and Opoku, Ernest
- Subjects
successful teaching ,student engagement ,good teaching ,quality teaching - Abstract
Teacher quality is an essential element in every school that improves student attainment as well as an important factor contributing to student learning. Understanding of quality in teaching is at a quite early stage of development in many countries. In the review of the works of literature, it was found that there is no exact definition for quality teaching and that quality teaching is a combination of good teaching and successful teaching. Good teaching is the foundation for the idea of expertise as it is associated with the effectiveness of teaching behavior while successful teaching is wholly focused on the attainment of the learner. Again, student engagement in academics was designed to link good teaching and successful teaching. Quality teaching may differ from country to country and as such, policies geared towards teaching must be in line with quality and the role of the teacher to improve student performance. Keywords: quality teaching, good teaching, successful teaching, student engagement. Title: What Makes Quality Teaching? Review of Related Literature Author: Francis Adams, Eric Atta Quainoo, Ernest Opoku International Journal of Social Science and Humanities Research ISSN 2348-3156 (Print), ISSN 2348-3164 (online) Vol. 10, Issue 2, April 2022 - June 2022 Page No: 409-413 Research Publish Journals Website: www.researchpublish.com Published Date: 01-June-2022 DOI: https://doi.org/10.5281/zenodo.6602052 Paper Download Link (Source) https://www.researchpublish.com/papers/what-makes-quality-teaching-review-of-related-literature, International Journal of Social Science and Humanities Research, ISSN 2348-3156 (Print), ISSN 2348-3164 (online), Research Publish Journals (Publisher), Website: www.researchpublish.com, {"references":["[1]\tBerliner, D. C. (2004). Expert teachers: Their characteristics, development and accomplishments. Bulletin of Science, Technology and Society, 24(3), 200-212.","[2]\tBerliner, D. C. (2005). The near impossibility of testing for teacher quality. Journal of teacher education, 56(3), 205-213.","[3]\tBlanton, L. P., Sindelar, P. T., & Correa, V. I. (2006). Models and measures of beginning teacher quality. The Journal of Special Education, 40(2), 115-127.","[4]\tClarke, C. H. (1970). Validity of Discriminatory Nonresident Tuition Charges in Public Higher Education Under the Interstate Privileges and Immunities Clause. Neb. L. Rev., 50, 31.","[5]\tCoe, R., Aloisi, C., Higgins, S., & Major, L. E. (2014). What makes great teaching? review of the underpinning research. London: Sutton Trust.","[6]\tDarling-Hammond, L. (2010). Recognizing and Developing Effective Teaching: What Policy Makers Should Know and Do. Policy Brief, Mei, 1-12.","[7]\tElmore, R. (2005). Agency, reciprocity and accountability in democratic education. The institutions of American democracy: The public schools, 277-301.","[8]\tFenstermacher, G., & Richardson, V. (2005). On making determinations of quality in teaching. Teachers' college record, 107(1), 186-213.","[9]\tFlanders, N. A., & Amidon, E. J. (1967). The role of the teacher in the classroom. Minneapolis: Association for Productive Teaching.","[10]\tFlanders, N. A. (1976). Research on teaching and improving teacher education. British Journal of Teacher Education, 2(2), 167-174.","[11]\tGreen, T. F. (1971). The activities of teaching. New York: McGraw-Hill.","[12]\tHanushek, E. A., & Rivkin, S. G. (2006). Teacher Quality, Handbook of Economics of Education. Amsterdam, The Netherland: Elsevier.","[13]\tHaskins, R., & Loeb, S. (2007). A plan to improve the quality of teaching in American schools. Brookings Institution.","[14]\tIngvarson, L., & Rowe, K. (2008). Conceptualizing and evaluating teacher quality: Substantive and methodological issues. Australian journal of education, 52(1), 5-35.","[15]\tKennedy, M. M. (2008). Sorting out teacher quality. Phi Delta Kappan, 90(1), 59-63.","[16]\tLoughran, J. (2012). What expert teachers do: Enhancing professional knowledge for classroom practice. New York: Routledge.","[17]\tMorrison, H. C. (1934). Basic principles in education. New York: Houghton Mifflin Company.","[18]\tSenge, P. M. (2006). The fifth discipline: The art and practice of the learning organization (Rev. ed.). New York, NY: Currency Doubleday.","[19]\tSmith, B. O. (1963). A Conceptual Analysis of Instructional Behavior1. Journal of Teacher Education, 14(3), 294-298.","[20]\tWechsler, M. E., & Shields, P. M. (2008). Teaching Quality in California: A New Perspective to Guide Policy. Center for the Future of Teaching and Learning."]}
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- 2022
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24. On reasons we want teachers to care.
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Nguyen, Jade
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PROFESSIONAL ethics of teachers ,CARE ethics (Philosophy) ,EDUCATION ethics ,VIRTUE ethics ,MORAL development - Abstract
Much of the literature supports the moral development theory as a justification for teachers to care, where teachers should care for their students because it contributes to their moral education as caring persons. If no causal relationship can be established, the question remains whether we would want teachers to care, preferably one that does not merely import its external normative significance into teaching. I argue that an understanding of teaching, and moreover, of good teaching already has embedded within it conceptions of care. Understanding that teaching involves care would then challenge virtue/character-based conceptions of the good teacher. While these clarifications are modest in scope, taking caring seriously in teaching has implications on how we conceptualize the good teacher, which in turn affects how both teacher education and professional ethics might be understood. [ABSTRACT FROM AUTHOR]
- Published
- 2016
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25. And Then There Was COVID-19: Do the Benefits of Cooperative Learning Disappear When Switching to Online Education?
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Patricia Everaert, Evelien Opdecam, and Eva Blondeel
- Subjects
Cooperative learning ,2019-20 coronavirus outbreak ,Coronavirus disease 2019 (COVID-19) ,media_common.quotation_subject ,Teaching method ,Geography, Planning and Development ,TJ807-830 ,Management, Monitoring, Policy and Law ,good teaching ,TD194-195 ,Course satisfaction ,Renewable energy sources ,Business and Economics ,Mathematics education ,ComputingMilieux_COMPUTERSANDEDUCATION ,GE1-350 ,Quality (business) ,team learning ,media_common ,Quantitative survey ,Environmental effects of industries and plants ,Renewable Energy, Sustainability and the Environment ,satisfaction ,COVID-19 ,cooperative learning ,Environmental sciences ,Team learning ,Psychology ,performance - Abstract
In the spring of 2020, the COVID-19 pandemic induced a rapid shift to online education. University instructors promptly reinvented their teaching methods and developed digital lessons. Cooperative learning has been demonstrated to surpass lecture-based learning (LBL) regarding students’ learning processes, therefore, the question arises as to whether the perks of cooperative learning still hold when switching to online education. This study examines whether the benefits of team-based learning (TBL) regarding good teaching (i.e., perceived teaching quality), satisfaction, and performance persist when switching from face-to-face to online education. A quasi-experiment in an undergraduate advanced accounting course compared a non-COVID-19-affected semester to a COVID-19-affected semester. In both semesters, students could choose between a TBL and a LBL path for tutorial sessions. Quantitative survey data (N = 455) indicate TBL outperforms LBL, even when switching to online tools. Good teaching was perceived as even better in the COVID-19-affected semester, and even more so by students in the team-based setting, compared to the lecture-based setting. Students’ course satisfaction and performance were unaffected by the switch to online education. This paper shows that TBL still benefits students, even in a blended environment.
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- 2021
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26. Attributes of good teaching in engineering education in Indian subcontinent
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Chaubey, Aabha, Bhattacharya, Bani, and Mandal, Shyamal Kumar Das
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- 2018
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27. Good Teaching Is Good Teaching: A Narrative Review for Effective Medical Educators.
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Berman, Anthony C.
- Abstract
Educators have tried for many years to define teaching and effective teachers. More specifically, medical educators have tried to define what characteristics are common to successful teachers in the healthcare arena. The goal of teacher educators has long been to determine what makes an effective teacher so that they could do a better job of preparing future teachers to have a positive impact on the learning of their students. Medical educators have explored what makes some of their colleagues more able than others to facilitate the development of healthcare professionals who can successfully and safely meet the needs of future patients. Although there has historically been disagreement regarding the characteristics that need be developed in order for teachers to be effective, educational theorists have consistently agreed that becoming an effective teacher is a complex task. Such discussions have been central to deciding what education at any level is really all about. By exploring the literature and reflecting upon the personal experiences encountered in his lengthy career as a teacher, and as a teacher of teachers, the author reaches the conclusions that teaching is both art and science, that "good teaching is good teaching" regardless of the learning environment or the subject to be explored, and that the characteristics making up an effective medical educator are really not much different than those making up effective educators in any other area. [ABSTRACT FROM AUTHOR]
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- 2015
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28. Good teaching: what matters to university students.
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Lee, Hwee Hoon, Kim, Grace May Lin, and Chan, Ling Ling
- Subjects
EFFECTIVE teaching ,TEACHING methods ,COLLEGE students ,EDUCATIONAL surveys ,ACADEMIC achievement - Abstract
Institutions assess teaching effectiveness in various ways, such as classroom observation, peer evaluation and self-assessment. In higher education, student feedback continues to be the main teaching evaluation tool. However, most of such forms include characteristics of good teaching that the institutions deem important and may not adequately reflect what students perceive to be good teaching. This study explored students' understandings of good teaching via a survey with students from two faculties at a Singapore university. Students were asked what characteristics they thought constituted the following categories of teaching: preparation and organization, knowledge, learning and thinking, enthusiasm and delivery. It was found that while distinct characteristics were highlighted for the first four categories, the last saw recurring characteristics of teacher attributes and teaching strategies. These two aspects weigh in significantly in the way students perceive whether the teacher is effective. The study has implications for teacher development programmes and the design of student evaluation forms for more accurate assessments of teacher ability and foci on areas of improvement. This study is potentially useful to teachers, as knowing the characteristics of teaching that matter to students could help teachers determine for themselves how to maintain or improve their performance in the classroom. [ABSTRACT FROM AUTHOR]
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- 2015
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29. Good Teachers, Scholarly Teachers and Teachers Engaged in Scholarship of Teaching and Learning: A Case Study from McMaster University, Hamilton, Canada
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Erika D.H. Kustra, Lynn Martin, Paola Borin, Philip Savage, and Susan Vajoczki
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good teaching ,scholarly teaching ,scholarship of teaching and learning ,Education (General) ,L7-991 - Abstract
This paper defines and operationalizes definitions of good teaching, scholarly teaching and the scholarship of teaching and learning in order to measure characteristics of these definitions amongst undergraduate instructors at McMaster University. A total of 2496 instructors, including all part-time instructors, were surveyed in 2007. A total of 339 surveys were returned. Indices of good teaching, scholarly teaching and scholarship of teaching and learning were developed. The data illustrated a strong correlation between good teaching and scholarly teaching and between scholarly teaching and scholarship of teaching and learning. The perceived value placed upon teaching varied across the different Faculties. New instructors and those engaged in scholarly teaching and scholarship of teaching and learning perceived teaching to be more valued than their peers.Le présent article définit et opérationnalise les définitions d’enseignement efficace[1], d’enseignement érudit[2] et de la publication sur l'enseignement supérieur[3] afin de mesurer les caractéristiques de ces définitions chez les enseignants de premier cycle de l’Université McMaster. Au total, 2 496 enseignants, y compris tous ceux qui travaillent à temps partiel, ont été sondés en 2007 et 339 questionnaires ont été retournés. Les chercheurs ont élaboré des indices d’un bon enseignement, d’un très bon enseignement et d’un excellent enseignement. Les données illustrent une forte corrélation entre un bon enseignement et un très bonenseignement, de même qu’entre un très bon enseignement et un excellent enseignement. La valeur perçue accordée à l’enseignement variait selon les différentes facultés. Les nouveaux enseignants pratiquant un très bon enseignement et un excellent enseignement trouvaient l’enseignement plus utile que leurs pairs.
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- 2011
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30. The Logics of Good Teaching in an Audit Culture: A Deleuzian analysis.
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Thompson, Greg and Cook, Ian
- Subjects
HIGH-stakes tests ,GRADUATE study in education ,EDUCATIONAL anthropology ,EFFECTIVE teaching ,CULTURAL studies ,EDUCATION policy - Abstract
This article examines the attempted reform of education within an emerging audit culture in Australia that has led to the implementation of a high-stakes testing regime known as NAPLAN. NAPLAN represents a machine of auditing, which creates and accounts for data that are used to measure, amongst other things, good teaching. In particular, we address the logics of a policy intervention that aims to improve the quality of education through returning ‘good teaching’. Using Deleuze’s concepts of series, events, copies and simulacra, we suggest that an attempt to return past commonsense logics of ‘good teaching’ as a result of NAPLAN is not possible. In an audit culture as exemplified by NAPLAN, ‘good teaching’ is being reconceptualized through those practices and becomes unrecognizable. Whilst policy claims to improved equity and quality are admirable, this article suggests that the simulacral change to logics of good teaching may actualize something very different. [ABSTRACT FROM PUBLISHER]
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- 2013
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31. What Does Good Visual Art Teaching Look Like in a Malaysian Higher Education Setting?
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Ibrahim, Nasir and Yusoff, Syed Osman Syed
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ART education ,ART in education ,TEACHER effectiveness ,EFFECTIVE teaching ,HIGHER education ,TEACHER training - Abstract
This study explores the perceptions of visual art teacher educators of what constitutes good visual art teaching in a Malaysian higher education setting. The aim of this study is to deepen our understanding of the characteristic features of good visual art teaching. The study adopts a qualitative case study approach and draws on the principles and practices of narrative inquiry. In this study four visual art teacher educators were interviewed and observed. Findings suggest that teaching is shaped by prior experiences and understandings of the professional teaching situation. For studio-based participants, mastery of art skills and knowledge is of primary importance in good visual art teaching. For theory-based participants, good visual art teaching also involves mastery of pedagogical content knowledge and practical knowledge. For all participants, lifelong learning through self-reflection, inquiry, peer reviewing, involvement in on-going professional development and continuing education is a hallmark of good visual art teaching. In addition all visual art teacher educator participants view good visual art teaching as a relational activity. Through this study an understanding of the beliefs, values and life-shaping factors that underpin and inform these visual art teacher educators' teaching practices provides us with new understandings of their work in Malaysian teacher education. [ABSTRACT FROM AUTHOR]
- Published
- 2009
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32. A study of teachers’ reflections on teaching and learning
- Author
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Hansen, C. T., Jensen, L. B., Clark, Robin, Hussmann, Peter Munkebo, Järvinen, Hannu-Matti, Murphy, Mike, and Vigild, Martin Etchells
- Subjects
ComputingMilieux_COMPUTERSANDEDUCATION ,Teaching philosophy ,Teaching and learning ,Good teaching ,Gamification - Abstract
According to Schön [1] professional knowledge is to a high degree based on tacit knowledge. For university teachers, tacit knowledge includes knowledge about what works – and what does not work - when teaching a specific class of students a specific subject in a specific context. However, it is important to make tacit knowledge explicit for at least two reasons: Firstly, for the individual teacher it may support a more conscious linking of observations and experiences from own teaching practice to general principles of teaching and learning. This linking could enable a systematic analysis and development of own teaching in order to improve student learning [2]. Secondly, it is also beneficial to make one’s tacit knowledge explicit in order to discuss teaching and learning with other persons, e.g. during peer coaching of less experienced colleagues, or collaboration on teaching development with colleagues. This unfortunately seldom takes place and leaves teachers in a limbo of solidarity. Therefore, the authors have developed a board game for university teachers to articulate and share their reflections on teaching and learning in a collective process. The game consists of a board and a deck of cards, where each card contains a statement related to teaching and/or learning. The purposes of the game are to support a team-oriented approach to teaching and thereby to strengthen communities of teaching practices [3], i.e. to develop groups of colleagues, who acknowledge the individual team members’ different ways of teaching and how a manifold of teaching practices fertilises the students’ building of skills, competences and attitudes towards becoming professional engineers.The game has been played at two international engineering education conferences, at an annual education day at a university abroad, and at several faculty meetings at the authors’ university. Data have been collected on the selection and ranking of cards. These represent the players’ reflections on teaching practices and learning, and on consensus reached within groups of players – reflections which influence and are influenced by teaching practice. This paper documents an explorative study of the players’ reflections on teaching and learning based on the selected and ranked cards. In this first study the data has been analysed focusing on the following two questions: What kinds of attitudes towards teaching and learning do the selected cards represent? And which cards are selected most often?
- Published
- 2018
33. The Changing Role of the University: A Discursive Analysis of Good Teaching and Positioning of Academics and Students in Improving the Quality of Teaching and Learning in Europe’s Higher Education Institutions
- Author
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McSweeney, Fiona
- Subjects
Role of university ,lcsh:Theory and practice of education ,discursive analysis ,good teaching ,positioning ,academics ,students ,ComputingMilieux_COMPUTERSANDEDUCATION ,Students ,lcsh:LB5-3640 - Abstract
Using the approach of critical discourse analysis this paper presents an examination of the notion of good teaching as constructed in the strategy document Improving the quality of teaching and learning in Europe’s higher education institutions. The aim is to draw attention to, and question how the language used in educational policy documents constructs particular meanings and purposes to concepts such as teaching and learning, as well as creating a particular version of the social relations within educational institutions. This in turn positions teachers and students in particular ways, constructing and limiting who they are and what they do. While contradictory discourses are found about the quality of teaching improvements are presented as being necessary for economic improvement. Similarly contradictory discourses are evident in relation to what good teaching is. However the need for reform is argued. Academics are positioned as passively following an institution-led research agenda, hence uninterested in teaching and in need of training, threats, incentives and monitoring to improve their teaching. Students are positioned as having one choice, to gain the knowledge and skills required for employment.
- Published
- 2017
34. Teachers' Conceptions of Education: A Practical Knowledge Perspective on 'Good' Teaching
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de Vries, Yvonne and Beijaard, Douwe
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- 1999
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35. Teachers' and Students' Perspectives on Good Teaching Using Technology in Elementary Classrooms.
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Han, Insook, Han, Seungyeon, and Shin, Won Sug
- Subjects
TEACHERS ,EDUCATIONAL technology ,INTERDISCIPLINARY education ,STUDENT teaching ,TEACHING ,COMPUTER assisted instruction - Abstract
This article describes good teaching with technology from both teachers' and students' perspectives through analyzing two distinctive cases of teaching practices with technology in K-12 settings. Data was generated from teacher interviews, classroom observation, student interviews, and student reflection journals. From the analysis of these data, the authors identified four categories of behavior that were considered emblematic of good teaching with technology: deliberate instructional design, enhanced engagement, adaptive instruction, and a respectful learning environment. In addition, while teachers restructured the curriculum and integrated technologies in a way that was more meaningful for students, teachers' beliefs were embedded in their approaches towards instructional design and teaching practices, which resulted in the seamless integration of technology with sound pedagogy in a content-specific way. The results of the study provided practical guidelines for good teaching with technology and implications on what role technology should take in teaching practices. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
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