Developing the motivation for improving university teaching

Exemplary University Teachers: Knowledge and Beliefs Regarding Effective Teaching Dimensions and Strategies

“…There is strong supporting evidence for the gap between faculty and students' perceptions of effectiveness of university teaching. Mostly the inconsistency is between faculty who consider themselves good teachers and their students who think otherwise (Berman & Skeff, 1988;Blackburn, Boberg, O'Connell, & Pellino, 1980;Cross, 1977;Feldman, 1989b).…”

Teaching behaviors in the cardiac surgery simulation environment

“…Although the expectation of educators is to teach residents in the knowledge, skills, and attitudes necessary to deliver quality health care, the focus on patient care may, by necessity, divert faculty from teaching. [1][2][3][4][5] In general, medical faculty consider teaching to be an important aspect of their role, and many express a strong desire to improve their teaching, but barriers to effective teaching exist, including faculty motivations and attitudes regarding teaching, degree of institutional support, and lack of protected time to participate in faculty development. [1][2][3][4][5][6][7][8] To improve the process of teaching in surgery, major organizations have established faculty development programs, such the Surgeons as Educators course by the American College of Surgeons 9 and the Educate the Educator course by the Joint Council on Thoracic Surgery Education.…”

“…10,11 Over the years, educators have created methods to assist medical faculty in analyzing and improving the teaching process. [1][2][3][4][5][6][7][8] Skeff and Stratos [1][2][3][4][5][6][7][8]12 at the Stanford Faculty Development Center for Medical Teachers have developed a framework consisting of 7 key categories of teaching, the purpose of which is to encourage teacher reflection and to improve the effectiveness of teaching behaviors. The categories include creating a positive learning climate, organizing control of the teaching session, communication of educational goals, promoting understanding and retention, evaluation of the learner, providing feedback, and fostering self-directed learning.…”

Professors' Perceived Barriers and Incentives for Teaching Improvement

“…This has led some researchers to assert that rewards may not be essential to motivate professors to engage in teaching improvement (Berman & Skeff, 1988). However, from an expectancy-value theory of motivation lens, expectancy of success and the subjective task value determine the choice of tasks.…”

“…In contrast, the lack of effective methods of teaching evaluations beyond student course ratings was viewed as a barrier for the improvement of teaching. Berman and Skeff (1988) have suggested that faculty members may not be aware of the strengths and weaknesses of current teaching evaluation schemes but an efficient system could inform them about possible deficiencies. Sunal et al (2001) also argue that creating cognitive conflicts are essential for the success of professional development activities because change cannot take place when professors do not experience dissatisfaction over their practice.…”