30 results
Search Results
2. Mentores y nivel de compromiso de docentes memorables de los Profesorados de Educación Física.
- Author
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Trueba, Sebastián Adolfo
- Abstract
Copyright of Educación y Humanismo is the property of Universidad Simon Bolivar 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
- 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. 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
5. 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
6. 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
7. 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
8. 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
9. 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
10. 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
11. A Descriptive Analysis of Good Teaching and Good Teachers from the Perspective of Preservice Teachers.
- Author
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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
12. The perception of new students to University of a good teacher: the example of ETEA (Cordoba)
- Author
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Hamer Flores, Adolfo
- Subjects
teaching qualities and abilities ,percepción de los estudiantes ,estudiantes universitarios ,cualidades y competencias docentes ,College students ,good teaching ,buenos docentes ,students’ perceptions ,lcsh:L ,lcsh:L7-991 ,+Educación%22">Ciencias Sociales > Educación ,lcsh:Education (General) ,lcsh:Education - Abstract
This paper presents the most relevant results of a research process aiming to know the perception that College students have of what characterizes an excellent teacher at the beginning of the course, in order to apply that information in the teaching-learning process. From a sample of first semester students at the University of Cordova (Bachelor in Business Administration, ETEA), this paper examines their attitudes on this issue to explore new methodological approaches and encourage existing ones. To that end, this article used a questionnaire prepared by Gargallo, Sánchez, Ros, y Ferreras (2010). After a comparative analysis, the results are consistent with other surveys carried out in Spanish and foreign population of similar level; these results, conceived as initial diagnosis, enhance teaching performance in the analyzed group. En este trabajo se presentan los resultados más relevantes de una investigación cuyo objetivo fue conocer, a comienzos del curso, la percepción que tienen los estudiantes universitarios de lo que caracteriza a un buen profesor para poder aplicar esa información en el proceso de enseñanza-aprendizaje. A partir de una muestra de estudiantes que cursan primer semestre en la Universidad de Córdoba (Grado en Administración y Dirección de Empresas, ETEA), se analizan sus actitudes en dicho campo para explorar nuevos enfoques metodológicos y favorecer los ya existentes. Para ello, este artículo emplea un cuestionario elaborado por Gargallo, Sánchez, Ros, y Ferreras (2010). Los resultados obtenidos en este caso, tras un análisis comparado, son coherentes con los mostrados por otros estudios realizados en población española y extranjera de nivel similar; unos resultados que concebidos como diagnóstico inicial, permiten mejorar la labor docente con el grupo analizado.
- Published
- 2015
13. 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
14. 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
15. 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
16. 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
-
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
17. 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."]}
- Published
- 2022
- Full Text
- View/download PDF
18. Bons professores em um terreno perigoso: rumo a uma nova visão da qualidade e do profissionalismo
- Author
-
Raewyn Connell
- Subjects
Trabalho docente ,Corporate governance ,Neoliberal policies ,Ensino de qualidade ,Intellectual structure ,Good teaching ,Ideal (ethics) ,Políticas neoliberais ,Education ,Professionalism ,Teachers work ,Pedagogy ,Servant ,Profissionalismo ,Sociology ,Form of the Good - 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
19. And Then There Was COVID-19: Do the Benefits of Cooperative Learning Disappear When Switching to Online Education?
- Author
-
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.
- Published
- 2021
- Full Text
- View/download PDF
20. Attributes of good teaching in engineering education in Indian subcontinent
- Author
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Chaubey, Aabha, Bhattacharya, Bani, and Mandal, Shyamal Kumar Das
- Published
- 2018
- Full Text
- View/download PDF
21. Research Trends on Teacher Training in Mathematics Education : Focusing on Situated Approach
- Subjects
数学教師の力量 ,よい授業 ,situated approach ,good teaching ,状況論的側面 ,mathematics teachers’ ability - Abstract
On mathematics education research in Japan, although research on “students” and “teaching materials (mathematical contents)” has been actively conducted, only a small number on “teachers” have been done. However, mathematics teacher education research should be regarded more as it is important for teachers to teach well. In this paper, we reviewed the positioning and problems of research on mathematics teacher education and how mathematics teachers’ ability is attained. We focused on themes such as a situated approach raised by Kaiser et al. (2017), “noticing” (Sherin et al., 2011) and teacher’s perception, interpretation and decision making (Blömeke et al., 2015). Then, we examined how a teacher’s knowledge (e.g., Pedagogical Content Knowledge by Shulman (1986, 1987) and Mathematical Knowledge for Teaching by Ball et al. (2008)) and views on mathematics (see, e.g., Dossey, 1992) is intrinsically linked to their mathematics teaching competence. Furthermore, we outlined the purpose and goal of mathematics education, and examined these previous studies. Finally, we concluded that “ability for mathematics teachers to teach well” was directly linked to teaching being a method “to enrich their knowledge and views on mathematics and to properly grasp the immutability and fashion of mathematics education”. Also, Ball (2011, p.xxi) put forward “Noticing is not purely neutral attention, but culturally shaped perception”. Because a situated approach depends on the culture of a country, we pointed out the necessity of considering the cultural aspects for mathematics teachers’ pre-service and in-service teacher training.
- Published
- 2019
22. 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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Erika D.H. Kustra, Lynn Martin, Paola Borin, Philip Savage, and Susan Vajoczki
- Subjects
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.
- Published
- 2011
- Full Text
- View/download PDF
23. 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
24. 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
25. Teachers' and Students' Perspectives on Good Teaching Using Technology in Elementary Classrooms.
- Author
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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
- View/download PDF
26. How are Teachers Predisposed to Future Practices with Technology? Analysis on the Inclusion of Technology in Training Courses
- Author
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Guadalupe Alvarez and Lourdes Morán
- Subjects
lcsh:LC8-6691 ,BUENA ENSEÑANZA ,lcsh:Special aspects of education ,purl.org/becyt/ford/5 [https] ,Ciencias de la Educación ,3 - Ciencias sociales::37 - Educación. Enseñanza. Formación. Tiempo libre [CDU] ,purl.org/becyt/ford/5.3 [https] ,Incorporación de TIC ,INCORPORACIÓN DE TICS ,FORMACIÓN DOCENTE ,Good teaching ,ICT inclusion ,CIENCIAS SOCIALES ,Otras Ciencias de la Educación ,Teacher formation ,lcsh:L ,lcsh:Education - Abstract
El objetivo del estudio es analizar una serie de experiencias formativas con tecnologías que se plantean a los docentes en formación inicial o continua. El corpus, analizado siguiendo los principios de la Teoría Fundamentada, está formado por diferentes cursos de formación docente. A partir del trabajo con este corpus, se construyeron categorías que permitieron generar la caracterización de los cursos en función de los diferentes grados de inclusión de las TIC en sus propuestas de enseñanza. Consideramos que el análisis de estas experiencias resulta central puesto que podría tener una gran influencia en las futuras prácticas docentes como diseñadores, realizadores y desarrolladores de propuestas de enseñanza de calidad con TIC. The aim of this paper is to analyze a series of formative experiences with technologies which are offered to teachers in initial and continuous formations. The corpus, analyzed by Grounded Theory principles, integrates a wide-ranging collection of teacher formation courses. Based on the analysis, categories are elaborated to characterize experiences regarding different levels of technology inclusion. The analysis could be central to future teacher practices with ICT. Fil: Alvarez, Guadalupe. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Nacional de General Sarmiento; Argentina Fil: Moran, Lourdes. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
- Published
- 2014
27. 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
28. 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
29. Buenas prácticas docentes en la formación del profesorado: Relatos y modelos entramados
- Author
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Álvarez, Zelmira, Porta, Luis, and Sarasa, María Cristina
- Subjects
Autobiografía ,Buena enseñanza ,Narrative ,Teacher education ,Formación del profesorado ,Good teaching ,Narrativa ,Autobiography - Abstract
Este trabajo da cuenta de algunos aspectos de la labor cumplida por el Grupo GIEEC, Facultad de Humanidades, Universidad Nacional de Mar del Plata, Argentina. La línea de investigación seguida se describe como naturalista, interpretativa, con una aproximación biográfico-narrativa. Se procede a la identificación de los buenos docentes mediante un cuestionario a estudiantes avanzados de todos los profesorados de la Facultad, aportando las características de las mejores clases vividas. Los docentes más nombrados como ejemplos de buena enseñanza son entrevistados en profundidad y sus relatos interpretados a la luz de categorías teóricas que nos ayudan a repensar los fundamentos y las prácticas de formación del profesorado. Es nuestra intención presentar aquí el caso de un buen docente del Profesorado de Inglés planteando entrecruzamientos, continuidades y discontinuidades entre las narrativas de los alumnos sobre sus buenos docentes y las de estos últimos sobre sus trayectorias, mentores y alumnos ideales., This paper summarizes some of the investigations carried our by the Education and Cultural Studies Research Group (GIEEC) at Mar del Plata State University, Argentina. The research approach adopted is naturalistic, interpretative and oriented towards biography and narrative inquiry. Good university instructors were identified by a questionnaire, administered to senior students attending Teacher Education Programs at the School of Humanities, which yielded features of good practices and good instructors. Professors who were most frequently recorded were interviewed in depth. Their narratives were theoretically reinterpreted to reexamine the foundations and practices of initial teacher education. This work presents the case of a good teacher in the ELT Education Program by interweaving this teacher’s narratives and students’ answers, trying to find continuities and changes concerning the former’s itineraries, mentors and ideal students., Grupo de Investigación FORCE (Formación Centrada en la Escuela) Universidad de Granada
- Published
- 2011
30. What are they talking about?
- Author
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Dion Rüsselbæk Hansen, Jakob Ditlev Bøje, and Steen Beck
- Subjects
education policy ,upper secondary education ,Public Administration ,Sociology and Political Science ,Denmark ,Realisation ,Discourse analysis ,media_common.quotation_subject ,Judgement ,discourse analysis ,narratives ,good teaching ,school reforms ,Psychodynamics ,Education ,Pedagogy ,Mathematics education ,Narrative ,Sociology ,Education policy ,Citation ,Autonomy ,media_common - Abstract
This paper analyses how leaders, teachers and students are realising the reform of the Danish upper secondary school. We illustrate how they articulate good teaching: what they say characterises it, and what they think can facilitate and prevent it. Our claim is that reform discourses and changes to the organisation of teaching and teacher work create new ways of talking about teaching: new values are espoused, new dilemmas, rationalities and conflicts show up. From our point of departure in discourse and actantial analysis, we show that students, teachers and school management speak differently about good teaching. They have different ways of relating to other discourses when articulating good teaching. Management takes up the reform discourse when speaking of good teaching, which is related to the realisation of self-governing teacher teams. The teachers also refer to the reform discourse. But they also speak within a ‘typical’ teacher discourse in which good teaching depends on the teacher’s autonomy to exercise individual judgement. The students, on the other hand, position themselves within a psychodynamic discourse where good teaching is related to the teacher’s personal signature. Therefore, as we will argue, realisation of the reform of Danish upper secondary school is happening in unforeseen ways. Keywords : discourse analysis, narratives, good teaching, school reforms, Denmark, education policy, upper secondary education (Published: 8 December 2014) Citation : Education Inquiry (EDUI) 2014, 5 , 23356, http://dx.doi.org/10.3402/edui.v5.23356
- Published
- 2014
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