An Exploration of the Scholarly Foundations of Educational Development

Poole, Gary; Iqbal, Isabeau

doi:10.1007/978-94-007-0702-3_8

Cited by 5 publications

(2 citation statements)

References 59 publications

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“…The ATI consists of a set of claims that respondents are asked to consider, which can then be used to assess their level of student-centeredness and teacher-centeredness. 3 The ATI is considered to be a carefully developed instrument with good psychometric properties (Poole & Iqbal, 2011;Trigwell & Prosser, 2004), and it has been used in several studies by other researchers (e.g., Hanbury et al, 2008;Nevgi & Löfström, 2015). 4 Further studies by Prosser and Trigwell (2006) have confirmed that using the ATI for different subject areas and in different cultures, than in their original study, is, in the main, consistent with the original design of their instrument.…”

Section: Methods and Datamentioning

confidence: 85%

Teaching university teachers to become better teachers: the effects of pedagogical training courses at six Swedish universities

Ödalen

Brommesson

Erlingsson

et al. 2018

Higher Education Research & Development

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Do pedagogical training courses for university teachers have desirable effects on the participants? We set out to answer this question by following a panel of 183 university teachers from Sweden's six largest universities, who participated in pedagogical training courses. Our study reveals that the participants' selfreported confidence in their role as teachers increased slightly, and their self-assessed pedagogical skills increased notably after they had finished their courses. Even though the courses were rather short, we could also observe some changes in fundamental approaches to teaching in some of the subgroups of respondents, both toward more student-centeredness and, perplexingly, toward more teacher-centeredness. Additionally, most respondents (7 out of 10) found the courses useful or very useful. Course satisfaction was most notable among participants with less than three years of teaching experience. Considering the fact that we find the positive effects of pedagogical training courses to be present mainly in the group of participants with less than three years of teaching experience, we discuss whether a policy of making these courses mandatory for all university teachers implies an overestimation of their impact. ARTICLE HISTORY

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Section: Methods and Datamentioning

confidence: 85%

Teaching university teachers to become better teachers: the effects of pedagogical training courses at six Swedish universities

Ödalen

Brommesson

Erlingsson

et al. 2018

Higher Education Research & Development

View full text Add to dashboard Cite

show abstract

“…And, while a personal obligation to teaching and to students is identified as the primary motivation for improving teaching and learning culture, this commitment may mean shifting priorities, as SoTL research is not always recognized as equivalent to traditional disciplinary scholarship in Canadian universities and beyond (Poole & Iqbal, 2011). Compounding the lack of recognition of educational leadership is the isolated nature of classroom investigations.…”

Section: Strategic Institutionally Supported Sotl and Sotl Leadershipmentioning

confidence: 99%

Navigating the Lows to Gain New Heights: Constraints to SoTL Engagement

Webb

2019

cjsotl-rcacea

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Novice Scholarship of Teaching and Learning (SoTL) leaders making the transition from scholarly teaching to SoTL to SoTL Leadership face many challenges within higher education. Not only does traditional academic culture confine most academics to disciplinary silos, but promotion and tenure requirements encourage faculty members to conduct SoTL work “off the side of their desk,” if at all (Boyer, 1990; Dobbins, 2008; Webb, Wong, & Hubball, 2013). This paper shares some of the findings from a recent study that investigated what constrained educational leaders’ understanding of SoTL while enrolled in a SoTL Leadership program at a Canadian research-intensive university. The paper will also explore implications for the support and enrichment of educational leadership.

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Using social network analysis to measure the impact and value of work that takes us beyond institutional boundaries

Cassidy

Poole

2016

International Journal for Academic Development

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An Exploration of the Scholarly Foundations of Educational Development

Cited by 5 publications

References 59 publications

Teaching university teachers to become better teachers: the effects of pedagogical training courses at six Swedish universities

Teaching university teachers to become better teachers: the effects of pedagogical training courses at six Swedish universities

Navigating the Lows to Gain New Heights: Constraints to SoTL Engagement

Using social network analysis to measure the impact and value of work that takes us beyond institutional boundaries

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