8 results
Search Results
2. 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
3. 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
4. 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
5. 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
6. What Does Good Visual Art Teaching Look Like in a Malaysian Higher Education Setting?
- Author
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Ibrahim, Nasir and Yusoff, Syed Osman Syed
- Subjects
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
- Full Text
- View/download PDF
7. Descripción del saber didáctico en la docencia universitaria
- Author
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Oviedo Núñez, Bruno Pous, Villamizar Gómez, Diego Fernando, Cantor Cuervo, Omar, and Jaramillo Pabón, Juliana
- Subjects
Prácticas de enseñanza ,Maestría en educación - Tesis y disertaciones académicas ,Educación superior ,Namely teaching ,La buena enseñanza ,Higher education ,Docencia universitaria ,Teaching practices ,Good teaching ,Saber Didáctico - Abstract
La didáctica es una disciplina relativamente joven es su construcción y estudio epistemológico. Si bien, todos aquellos que se atreven a hablar de ella, citan a Comenio con su Didáctica Magna como la obra cumbre. Pero en los tiempos de globalización y nuevas corrientes pedagógicas y didácticas, surge la necesidad de examinar con detalle las prácticas de enseñanza con sus manifestaciones contemporáneas y más aún en los docentes universitarios, pues en esas prácticas reposa la responsabilidad social de formar profesionales y en los docentes, la grandiosa función política de ejercer su profesión con pasión, entrega, pero sobre todo con un equilibrio disciplinar y didáctico. En el presente trabajo de grado el sujeto enseñante que fue descrito en el ámbito universitario desde los referentes de la buena enseñanza, sus configuraciones didácticas y sus construcciones metodológicas para observar en detalle cómo enseñan los docentes en la universidad, sobre todo, en aquellas instituciones y facultades que se dedican a formar docentes. No cabe duda que la docencia es un entramado de manifestaciones objetivas y subjetivas, políticas, sociales, culturales, y que el aula es un escenario tan diverso como problemático. Por ello el objetivo principal de este esta investigación fue explorar y describir las acciones de enseñanza de los docentes universitarios, dejando ver la apropiación de aquel saber didáctico, que sin más, está ausente en muchas de las aulas de todos los niveles educativos del país. The teaching is a relatively young discipline is its construction and epistemological study. While all those who dare to speak of it, cite your Teaching Comenius Magna as the masterpiece. But in times of globalization and new educational trends and teaching, the need to examine in detail the teaching practices with its contemporary manifestations and even more university teachers, for in such practices social responsibility rests educate professionals and the teachers, the great political function to practice their profession with passion, commitment, and above all with a balance discipline and teaching. In this paper the subject grade teacher who was described in the university from the references of good teaching, their teaching and their configurations methodological constructions to observe in detail how teachers teach in college, especially in those institutions and powers engaged in training teachers. There is no doubt that teaching is a web of subjective and objective manifestations, political, social, cultural, and that the classroom is a diverse and challenging scenario. Therefore, the main objective of this research was to explore this and describe the actions of university teachers teaching, revealing that the appropriation of didactic knowledge, without more, is absent in many of the classrooms in all levels of education in the country. Magíster en Educación Maestría
- Published
- 2012
8. 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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Lynn Martin, Paola Borin, Philip Savage, Susan Vajoczki, and Erika Kustra
- Subjects
teaching practices ,Higher education ,business.industry ,Teaching method ,scholarship of teaching and learning ,Library science ,good teaching ,lcsh:Education (General) ,scholarly teaching ,teaching value ,Scholarship ,Teaching and Learning ,Pedagogy ,Scholarship of Teaching and Learning ,Sociology ,lcsh:L7-991 ,business - 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 bon enseignement, 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. [1] good teaching, [2] scholarly teaching, [3] scholarship of teaching and learning
- Published
- 2011
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