Overall it was found that stress and strain similarities between the two national groups far outweighed the differences. For instance, there were no between-group differences in strain levels, which were found to be at 'average' levels for both groups. Nevertheless, for both groups of teachers, role overload appeared to be a strong source of occupational stress.
The Strathprints institutional repository (https://strathprints.strath.ac.uk) is a digital archive of University of Strathclyde research outputs. It has been developed to disseminate open access research outputs, expose data about those outputs, and enable the management and persistent access to Strathclyde's intellectual output.The importance of epistemic cognition in student-centred learning.
The IssueWhile the higher education literature asserts that student-centred learning is desirable, the nature of the knowledge and the range of instructional practices which tutors need in order to genuinely subscribe to student-centred learning are not well understood. Nor is it clear how students themselves see student-centred learning as being best supported. Student-centred learning may provide an orienting perspective, but it does not define particular teaching practices. Thus, while the idea of student-centred learning may lead us to question the adequacy of our teaching, we are nevertheless faced with the challenge of developing practices that are consistent with such a perspective. Significant pedagogical change involves reconstituting fundamental notions of teaching and learning in addition to inventing different kinds of opportunities for learning. It was against this background that a small scale study was undertaken to analyse the extent to which students' beliefs about the role of tutorials and of tutors in gaining knowledge were consistent with assumptions underpinning studentcentred learning.
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