Changing approaches to teaching: A relational perspective

Abstract

Studies of student learning have shown that students' conceptions of learning are strongly correlated with their approaches to study. Students who consider learning in quantitative terms are likely to find it very difficult to adopt a deep approach to learning. This study looks at the parallel situation for teachers. It looks at the conceptions of teaching and learning of a group of first year science lecturers, and how those conceptions relate to their approaches to teaching. The results also parallel those found for students. Strong relations are found between conceptions of teaching and approaches to teaching. Relations between conceptions of teaching and conceptions of learning were not so strong, but lecturers with highly developed conceptions of teaching differentiated between teaching and learning in quite different ways to those with less well-developed conceptions. The implications of these results for the practice and development of teaching in higher education are discussed.

Follow-up Assessment of a Faculty Peer Observation and Evaluation Program

“…Having a faculty member incorporate self-reflection about his/her teaching, as well as peer feedback, into his/her perceptions about teaching is a key element of "teacher change" (ie, faculty members making changes to how they teach). 9 Training may be needed to help peer observers understand how to elicit faculty perceptions of their role in the classroom and teaching as part of the pre-observation, as well as how to provide feedback to create a greater portion of faculty members who make changes to their teaching after meeting with their peer observer.…”

Pojetí výuky a profesní identita začínajících vysokoškolských učitelů

“…Dobrá výuka je zaměřená na studenty (student-centred ), to znamená, že vychá-zí z jejich potřeb, staví je do pozice spolutvůrců vědění a povzbuzuje jejich aktivitu, nezávislé myšlení a kritičnost (viz např. Kember & Kwan, 2000;Trigwell & Prosser, 1996). Opakem výuky zaměřené na studenty je výuka zaměřená na učitele, v níž je učitel dominantním nositelem znalostí, jež předává studentům, kteří jsou chápáni jako jejich víceméně pasivní příjemci.…”

Identidades profesionales, concepciones de enseñanza-aprendizaje y estrategias docentes del profesorado universitario

“…Los resultados obtenidos muestran que el profesorado que concibe la docencia como transmisión de información tiende a emplear estrategias centradas en el profesor. Por su parte, el profesorado que concibe la enseñanza como una forma de desarrollo y cambio del pensamiento de los estudiantes y que define su rol como facilitador de aprendizajes, suele emplear estrategias de enseñanza orientadas al estudiante (Åkerlind, 2003, 2007Gow y Kember, 1993;Kember y Gow, 1994;Kember y Kwan, 2000;Lindblom-Ylänne y otros, 2006;Prosser y Trigwell, 1998;Trigwell y Prosser, 1996a No obstante, en algunos de estos estudios también encontramos inconsistencias, pues muchos de los docentes que tienen concepciones de la enseñanza orientadas al estudiante, sin embargo, ponen en práctica estrategias de enseñanza más centradas en el contenido que en el aprendizaje de los estudiantes (Donche y Van Petegem, 2011;Fang, 1996;Murray y McDonald, 1997;Trigwell y Prosser, 1996b). Este caso podría darse en aquellos profesores que a pesar de haber recibido una formación pedagógica, ésta ha sido más teórica que práctica y, por tanto, no han sabido extrapolar su pensamiento a la acción.…”