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1.
ABSTRACT

This paper investigates the underexplored area of othering of migrant academics within their teaching context. Nine personal narratives of migrant academics’ teaching were analysed qualitatively for indications of pedagogical othering. Migrant academics indicated the need to align their own pedagogic values and practices with that of their host institutions they work in as they felt their own values and practices were considered less desirable. We argue, from a Gramsci’s hegemonic perspective, that the pedagogic adaptation by migrant academics aimed at improving student learning is not problematic in itself, but more problematic is the inequality of opportunity for migrant academics to contribute to pedagogical decisions which can meaningfully influence the departmental culture. Lack of pedagogic democracy where the ‘home’ academic environment has a monopoly of knowledge and a hegemonic position regarding learning and teaching can compromise the student-learning experience by limiting articulation of alternative pedagogical perspectives by the migrant international academics.  相似文献   

2.
ABSTRACT

In the current higher education (HE) environment, indicators of ‘teaching excellence’ (TE) are increasingly under the spotlight. The literature offers a wide range of models and perspectives, but also highlights the need for greater (comparative) scrutiny of the perceptions of those at the centre – staff teaching across the disciplines in different countries. This article aims to contribute to ongoing debates by investigating and comparing the views of 120 academic staff teaching in one of two countries – England and Australia – in an attempt to deepen our appreciation of their definitions and understandings. The findings from this two-stage enquiry using online questionnaires and interviews indicate broad commonalities in the ways in which academics define TE, centred on facilitative, interactive pedagogy related to individual professional aspirations; they also reveal widely shared reservations about the term’s legitimacy and institutional/marketised (ab)use. As such, the findings offer policy-makers and institutions useful insights at a time when TE definitions and metrics are growing global pre-occupations.

Abbreviations: teaching excellence (TE); higher education (HE)  相似文献   

3.
ABSTRACT

Background: High quality tertiary teaching is important for maximising the impact of tertiary education for students, employers and society, as well as for institutional reputation and accountability. Varied interpretations exist regarding what counts as ‘innovative’ tertiary teaching.

Purpose: This study sought to explore the deeper drivers of motivations of tertiary educators to initiate and implement teaching innovations.

Method: Drawing from the data from semi-structured interviews from a wider study into innovative teaching in a tertiary education institution in Aotearoa New Zealand, we analysed the rationale of 13 expert tertiary educators for teaching in novel ways. The framework for analysis was based on Self-Determination Theory: data were analysed in relation to three basic psychological needs known to impact on motivation and wellbeing – competence, autonomy and relatedness.

Findings: Our analysis suggests that tertiary educator motivation to innovate in their teaching is related to feelings of all three needs. Findings suggest that innovative pedagogical change was linked to educators’ need for feelings of competence in relation to subject area content, pedagogy and developing student competence. Enhancing autonomy for the educators themselves, or for their students, was also an important factor motivating innovative practice. Developing relatedness between students, between themselves and students, and between students and society were reported as motivations for innovative teaching. Some teaching innovations were motivated by the educator’s desire for greater personal or student wellbeing.

Conclusions Educators’ motivations for being innovative in their tertiary pedagogical practice encompassed content, pedagogical, personal and social dimensions. None reported that their innovation was motivated by institutional policy or expectations. The reported challenges to innovative teaching practice, including institutional structures and processes, lack of access to specific technologies, and the time needed to develop and implement changed practice, indicate that educators must be strongly committed to making change in their practice to sustain the effort required.  相似文献   

4.
ABSTRACT

There is a dearth of studies on academics’ perceptions of good teaching in transitional economies such as Uganda and the degree of parity between academics’ conceptions of good teaching and the items in the student evaluation of teaching (SET) questionnaires. Against this backdrop, the article reports on a study that explored how academics at Makerere University, Uganda, perceive good teaching and compared the resultant perceptions with the items in the SET questionnaires. The study employed a qualitative approach and data was collected by using semi-structured interviews and reviewing documents. Thematic analysis was employed to analyse the data from the interviews while the data from the documents was analysed using content analysis. The findings showed that academics perceive good teaching as: being knowledgeable; being student-centred; demonstrating good communication skills; undertaking research-based teaching; demonstrating professionalism; being approachable; and being organised. Finally, the findings demonstrated a convergence between academics’ perceptions of good teaching and most of the items in the SET questionnaires.  相似文献   

5.
ABSTRACT

This article focuses on ‘transition’ and how it is understood within higher education. Drawing on data from concept map-mediated interviews at two institutions, we examine the conceptions of transition held by academic and professional staff, who work to support students’ learning into and through higher education. We suggest that normative understandings of transition often draw upon a grand-narrative that orchestrates and reiterates a stereotypic understanding of students’ experiences. Often this narrative involves students’ interpellation into a field of discourse where the subject is constructed as both homogeneous and in deficit: ill-prepared, lacking in independence, as vulnerable and in need of support. However, this study suggests that beneath this discourse lies a more nuanced picture: one where students’ experiences can be conceptualised as diverse and fluid. Moreover, we employ the concept of pedagogic ‘frailty’ to expose the significance of the environments and wider contexts in which students ‘transition’, and to explore the impact of systemic tensions upon students’ experiences. This article further argues that future research should shift discussions away from the deficits of students, and examine how we can make underlying environmental and systemic challenges more explicit, in order to widen our understanding and discussions of these constraints.  相似文献   

6.
It is often assumed that academics working in a research intensive university are unlikely to invest in the professional development of their teaching. Institutional structures and culture tend to undermine investment in academics’ teaching role. This study, conducted at the University of Cape Town, draws on an analysis of the environment within which academics make decisions to invest in their role as teachers. While acknowledging the privileging of research embedded in the institution, a significant group of academics have found ways to assert their academic identities as teachers despite the possible consequences and risks that this position entails.  相似文献   

7.
Abstract

Amidst opportunities for universities to consider international academic staff in supporting internationalisation and innovation in academic practice, there is very little research to provide insights into their attitudes towards institutional approaches and frameworks in place to enable this. This article focuses on this research gap, suggesting that this academic community might enhance the development of internationally-informed and innovative pedagogic practice. The research reported within the article constitutes a preliminary study, set within a UK higher education case study setting. Methods included focus groups and themed in-depth interviews with a sample of 34 international academic staff from over 15 countries. The findings and discussion provide insights into the perspectives and experiences of international academic staff in relation to the Postgraduate Certificate in Teaching and Learning and other institutional practice. Innovative pedagogic practice as enabled by international academic staff is discussed, as are approaches to the internationalisation of the curricula. The findings are relevant to the UK higher education context but also to the global context: academic institutions need to consider whether curriculum and processes are limited and limiting in favour of a narrow cultural lens.  相似文献   

8.
The ways in which universities and individual academics attempt to deter and respond to student plagiarism may be based on untested assumptions about particular or primary reasons for this behaviour. Using a series of group interviews, this qualitative study gathered the views of 56 Australian university students on the possible reasons for plagiarism within their institution. The results indicate a wide and disparate range of possible contributing reasons for plagiarism, including: institutional admission criteria; student understanding of plagiarism; poor academic skills; a range of teaching and learning factors; personality factors; and external pressures. These findings are compared with other findings about reasons for student plagiarism in Australasia. The implications of these findings are considered for universities and individual academics seeking to better engage with their students to minimize or marginalize plagiarism.  相似文献   

9.
Abstract

Recent studies of academic work have identified increasing pressures on universities and academics throughout the world. These pressures relate to such factors as diminishing resources available to the higher education sector, widening diversity of the student clientele, moves for increased accountability and tensions between the research and teaching goals of academic work. Among the pressures being placed on the teaching component of academic work are the need for increased accountability of teaching performance and the need to update professional competence related to teaching. This paper reports a study of a selected group of academics — relatively junior staff who have participated in significant professional development activities related to their teaching. The data provided by the interviews with these academics allow a glimpse at their academic lives and how they fit teaching and professional development related to teaching into their working lives. The study highlights how these academics structure their work around their teaching commitments and how, although they make time available for professional development related to their teaching, this is done in response to the activities offered rather than as a proactive component of their career planning.  相似文献   

10.
ABSTRACT

Teacher education exists today in a context of rapid globalization, which affects the systems in which future teachers will work, the governance of teachers’ work, the students teachers will be teaching, as well as the policies, programs, curricula and students in teacher education itself. Several ideas recently have gained traction internationally and are shaping the working landscape of teaching and teacher education in many countries. This essay critically examines the circulation of what appear to be a small set of ‘core’ ideas that are influencing national and institutional policies of teacher education. I explore the emergence of new players in teacher education internationally, including individuals, corporations, and international bodies. Using policy documents, influential research studies, university program statements, and interviews, the essay provides a discursive analysis of the contradictory voices in what is becoming a global conversation of teacher education. In many ways, these ideas marginalize the voices of teachers and teacher educators. They tend to narrow the definitions of education and teaching. As a counterpoint to these widely circulating arguments, I explore how reciprocal teacher education exchange programs in China and the US create opportunities for alternative constructions of visions of teaching and teacher learning.  相似文献   

11.
Background: The ubiquity, availability and exponential growth of digital information and communication technology (ICT) creates unique opportunities for learning and teaching in the senior secondary school biology curriculum. Digital technologies make it possible for emerging disciplinary knowledge and understanding of biological processes previously too small, large, slow or fast to be taught. Indeed, much of bioscience can now be effectively taught via digital technology, since its representational and symbolic forms are in digital formats.

Purpose: This paper is part of a larger Australian study dealing with the technologies and modalities of learning biology in secondary schools.

Sample: The classroom practices of three experienced biology teachers, working in a range of NSW secondary schools, are compared and contrasted to illustrate how the challenges of limited technologies are confronted to seamlessly integrate what is available into a number of molecular genetics lessons to enhance student learning.

Design and method: The data are qualitative and the analysis is based on video classroom observations and semi-structured teacher interviews.

Results: Findings indicate that if professional development opportunities are provided where the pedagogy of learning and teaching of both the relevant biology and its digital representations are available, then teachers see the immediate pedagogic benefit to student learning. In particular, teachers use ICT for challenging genetic concepts despite limited computer hardware and software availability.

Conclusion: Experienced teachers incorporate ICT, however limited, in order to improve the quality of student learning.  相似文献   

12.
Background: The population of Mauritius consists of 52% females and scientific literacy is seen to be of vital importance for all young people if they are to be sufficiently equipped to meet the challenges of a fast changing world. Previous research shows, however, that science is not popular among girls. This paper explores one of many reasons why few girls opt for science subjects after compulsory schooling.

Purpose: This study investigated the approaches to teaching in four science classrooms in Mauritius, with particular emphases on the preferences of girls as they learn science.

Sample: A total of 20 student interviews and 16 teacher interviews were conducted in four schools in Mauritius. The four mixed-faith schools comprised two all-girl schools (one state, one fee-paying), and two mixed-sex schools (one state, one fee-paying), within urban, suburban and rural situations.

Design and method: 80 non-participant lessons were observed, of which 60 were science lessons while the remaining 20 non-science lessons were in economics, accounts and commerce. Group interviews with five pupils in each of the four schools were conducted and 16 individual interviews with teachers in the four schools gave an insight into the pedagogic approaches used for the teaching and learning of science.

Results: Transmissive approaches to teaching, giving little opportunity for collaborative or activity-based learning, were found to be the most important factors in alienating the girls from science.

Conclusions: There need to be radical changes in approaches to teaching to retain young girls’ interest in the sciences.  相似文献   

13.
This article will review and evaluate the response of academics working in higher education institutions (HEIs) in the UK to the experience of teaching quality review. It will do so by gathering the viewpoints and opinions of academics from a particular source over a specific time period: the Times Higher Education Supplement (THES) between January and August of 2001. Before presenting and then evaluating these viewpoints, the paper will discuss the development of teaching quality assessment methodologies in UK HE within the context of the increasing importance and embededness of quality assurance and enhancement values and processes within the practices of HEIs. It is argued that this is both a recent and contested phenomenon. The article finds that the concerns of academics with the teaching quality review exercise fall under a number of headings: (1) administrative/cost burden; (2) grade inflation/gamesmanship/ organisational learning; (3) elitist bias within the system; (4) system impact of quality review; (5) reliability of the system; and (6) philosophical objections to the system. The implications of these concerns are discussed. The article's conclusion is that if academics are not convinced of, or do not actively support, the values and methodologies associated with teaching quality review, then there is little chance that these will either produce accurate or meaningful assessments of teaching quality, or act as a spur to the quality enhancement of this aspect of individual and institutional activity. This is an important point within the context of the recent review of the Quality Assurance Agency's Subject Review methodology, and the new institutional audit methodology.  相似文献   

14.
ABSTRACT

Constructive alignment (CA) has become internationally established as an educational approach linking strategic planning and corporate policy to discipline and course teaching and learning practice. The literature to date has focused predominantly on either single institutional or specific discipline settings and curriculum level initiatives. This research study seeks to broaden the conceptual and methodological perspective on constructive alignment with a cross-institutional study from two Australian universities. The case study learnings from a top-down institutional implementation of CA at one university and the bottom-up teaching and learning approach within the other have been jointly investigated. By mapping the implementation process of constructive alignment, the key strengths and constraints for both approaches have been identified. These findings offer new insights for institutional managers as well as academics and teaching and learning professionals. In addition, a potential ‘gap in the middle’ at faculty level is highlighted. It is within this nexus that the transitions from institutional policy and targets to successful discipline-specific teaching and learning practices and outcomes are shaped. This research seeks to raise the awareness that CA design, planning and implementation should be conceptualised from the outset as a dynamic, multi-directional and iterative process, irrespective of whether a predominantly top-down or bottom-up approach for implementation is chosen.  相似文献   

15.
In this article, we utilise recent theorising on praxis and educational development to explore how academics in universities can foster public, institutional and more personal development, even as they are challenged by what are sometimes described as more ‘managerial’ and ‘neoliberal’ conditions. The research draws upon a variety of sources of data, including publicly available correspondence on the university sector in Australia, interviews with colleagues, and personal reflective journals. These data reflect three instances of educational praxis development in the Australian university context, and at three scales/levels: nationally; unit-wide (university/faculty/institute); and sub-unit/individually. The findings reveal such development in the form of: academics using mainstream media to inform the general public about the nature of university industrial relations and funding at a national level; junior and senior academics collaborating and engaging in mentoring practices to build institutional research capacity at a university/institutional level; and, individual academics meeting to develop individual teaching practice. Through explicating the characteristics and value of educational development for and as praxis, we provide resources for hope for better understanding how the work of universities, including their broader mission to inform the public, might be enacted more educationally.  相似文献   

16.
ABSTRACT

The racial mismatch between teachers and students has become a salient issue in efforts to counter the historical failure of children of Color in American (pre)schools. To address this mismatch, scholars have argued for the critical need to recruit and retain teachers of Color. In this article, we propose that to successfully prepare teachers of Color so that they remain committed to the profession, we must learn from their experiences during their preservice preparation and their first years of teaching. Against the backdrop of normative institutional discourses shaping teachers and teaching, we sought to learn from the ways in which six early career early childhood teachers of Color reconciled their preservice teacher education experiences, identities, and beliefs about education with the construction of their identities as teachers. To do so, we asked: How do the discursive spaces of early childhood teaching and teacher education shape the practices, beliefs, and identities of early childhood teachers of Color during their teacher education programs and within their three first years of teaching? Through Critical Narrative Analysis of in-depth interviews, we sought to unveil the discourses that shape and are shaped by the experiences of early career early childhood teachers of Color. Findings indicate that instead of being colonized by institutional discourses and oppressed by others' perceptions, to remain in the profession, these early career early childhood teachers challenged and appropriated institutional discourses, reauthoring them agentively. Implications underscore the responsibility of teacher education programs in preparing teachers of Color to negotiate the ever-so-normative discursive space of early childhood teaching and teacher education, if they are to enter and remain in the profession.  相似文献   

17.

It has become increasingly clear over the past decade that the question of a positive link between research and teaching has no simple or general answer. At the same time, there may well be a positive link under particular conditions. This paper argues that a positive link can be due primarily to the processes, rather than the outcomes, inherent in research and teaching, and that, in particular, student-centred teaching and learning processes are intrinsically favourable towards a positive link, while more traditional teaching methods may at best lead to a positive link for the most able students, who in the perception of traditional academics are, of course, the future university teachers. This finding, in turn, leads to a rational explanation of the persistent myth of a general positive link. Finally, it is argued that pedagogic research and its outcomes could play an important role in strengthening the link.  相似文献   

18.
Abstract

Casual academics form the backbone of learning and teaching practice in higher education in many developed countries and in many respects can be considered the norm around which academic policy and practice might be formed. Yet a narrative inquiry into the lived experience of women casual academics within Australian universities reveals that recruitment and management of casual teaching staff is generally ad hoc, and although they are committed to and enjoy teaching, casual academics rarely engage in professional and career development. Consequently, recommendations to contemporise recruitment and professional development policy for casual academics are made.  相似文献   

19.

This paper comprehensively reviews the CAL literature before reporting on a study of student and lecturer take-up of the Learning Resource Web (LRW), within the Bristol Business School. The study was multimethod, incorporating a survey of student expectations (n=394) and qualitative interviews with teaching staff (n=12). The LRW initially supported teaching in the sciences. Its implementation in the Business School raised questions about the support it might offer for active and experiential pedagogies. Lecturers tended to use the LRW as an aid to course management, but also saw it as a catalyst for pedagogic change and, in particular, the development of independent learning skills amongst undergraduates. By contrast, students welcomed the system because it appeared to provide a learning safety-net. The study highlights tentative signs that, because of this, the introduction of the LRW may be promoting the instrumentality and dependence on exposition that lecturers often seek to counteract.  相似文献   

20.

This article analyses the relationship between sexual biography and pedagogic practice. It is based on life history interviews with sex education practitioners (teachers and a school nurse) that aimed to explore elements of these individuals' sexual biographies, their experiences of learning about sex and their pedagogic practice. The article considers why the sexuality of sex educators may be important, how this manifests itself in school and, finally, some of the implications for policy and practice.  相似文献   

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