How students’ achievement goals shape their beliefs about effective teaching: A ‘build‐a‐professor’ study

Senko, Corwin; Belmonte, Kimberly; Yakhkind, Anastasyia

doi:10.1111/j.2044-8279.2011.02036.x

Cited by 24 publications

(27 citation statements)

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“…Students who rated teachers more satisfactorily also perceived them as humorous, positive, (Huang & Lin, 2014;Poraj, 2010), agreeable (Kneipp, Kelly, Biscoe, & Richard, 2010), energetic and engaging (Senko, Belmonte, & Yakhkind, 2012). Extroversion was also identified as a positive characteristic in teachers as it negatively related to burnout (Kokkinos, 2007) and emotional exhaustion (Basim, Begenirbaş, & Yalçin, 2013).…”

Section: Personality Among Teachersmentioning

confidence: 99%

Why Teach? A Project-ive Life-world Approach to Understanding What Teaching Means for Teachers

Landrum

Guilbeau

Garza

2017

QRE

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Previous literature has examined teachers' motivations to teach in terms of intrinsic and extrinsic motives, personality dimensions, and teacher burnout. These findings have been cast in the rubric of differences between teachers and non-teachers and the linear relations between these measures among teachers. Utilizing a phenomenological approach (Giorgi, 1970) to analyze data generated in structured interviews with four tenured professors from small, liberal arts universities whose central mission is teaching, this paper presents the telic or project-ive horizons of teaching -those motives aimed at what is 'not yet' (Heidegger, 1927(Heidegger, /1962. Results revealed that teaching is understood by teachers to be a dialogical enterprise between a teacher and learners across dimensions of transformation, knowledge, and personhood. This dialogue entailed an abiding tension between self and other, activity and passivity, giving and receiving, preparation and spontaneity, instructing and learning, leading and following, asserting and withdrawing. It comprised an orientation to a teachers' vision for the possible future personhood of the teacher and their students and to the character of the world which teachers and learners inhabit together. These findings are discussed in terms of the reviewed literature and as a case in point for a vital complementarity of research approaches. Keywords ResumenLa literatura ha examinado las motivaciones de los docentes para enseñar en términos de motivos intrínsecos y extrínsecos, las dimensiones de la personalidad, y el desgaste. Estos hallazgos han sido expuestos mediante diferencias entre maestros y no-maestros y las relaciones lineales de este indicativo entre los maestros. Utilizando un enfoque fenomenológico (Giorgi, 1970) para analizar los datos generados en entrevistas estructuradas con cuatro profesores titulares de una pequeña universidad de humanidades cuya misión central es la docencia, este trabajo presenta los horizontes telic o proyect-ivos de la enseñanza -esos motivos que apuntan a lo que "no es todavía" (Heidegger, 1927(Heidegger, /1962. Los resultados revelaron que la enseñanza es entendida por los maestros como una relación dialógica entre un maestro y sus estudiantes a través de dimensiones de transformación, conocimiento y personalidad. Este diálogo implicaba una tensión constante entre el yo y el otro, la actividad y la pasividad, el dar y recibir, la preparación y la espontaneidad, instruir y aprender, dirigir y seguir, afirmar y retirar. Esto comprendía una orientación de los maestros hacia su posible futura personalidad y la de sus estudiantes y sobre el carácter del mundo en el que profesores y estudiantes cohabitan. Estos hallazgos se discuten en términos de la literatura revisada y como ejemplo de una complementariedad vital de los enfoques de investigación

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Section: Personality Among Teachersmentioning

confidence: 99%

Why Teach? A Project-ive Life-world Approach to Understanding What Teaching Means for Teachers

Landrum

Guilbeau

Garza

2017

QRE

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show abstract

“…Nonetheless, all the participants alluded directly or indirectly to the importance of openness to their students' experience and perspectives and a desire to foster such reciprocal openness in their students as an important dimension of their teaching. Beyond the literature's descriptions of highly rated teachers as humorous, positive, (Huang & Lin, 2014;Poraj, 2010), agreeable (Kneipp, Kelly, Biscoe, & Richard, 2010), energetic, engaging (Senko, Belmonte, & Yakhkind, 2012), and extroverted (Kokkinos, 2007) our results spoke to an abiding sense of teachers becoming most alive and most themselves in their vocation to teach. Emily stated this succinctly, saying, "[teaching is] the best part of myself."…”

Section: Personalitymentioning

confidence: 91%

Full Issue 6(3)

Editors

2017

QRE

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To cite this article: Paterson, R. (2017). 'Because sometimes your failures can also teach you certain skills': Lecturer and student perceptions of employability skills at a transnational university. Qualitative Research in Education, 6(3), 241-275. doi:10.17583/qre.2017.2583 To link this article: http://dx.doi.org/10.17583/qre.2017.2583 PLEASE SCROLL DOWN FOR ARTICLEThe terms and conditions of use are related to the Open Journal System and to Creative Commons Attribution License (CC-BY).Qualitative Research in Education Vol.6 No.3 October 2017 pp. 241-275 (Received: 22 February 2017; Accepted: 19 September 2017; Published: 28 October 2017) AbstractThis exploratory study investigates lecturers' and students' understanding of the concepts and language underpinning higher education strategies of developing employability skills. While a solid grounding in discipline-specific knowledge and skills is what most graduate degrees aim at providing, employability skills are increasingly becoming an important factor when evaluating prospective employees. Embedding the acquisition of employability skills into higher education courses has emerged as a response to industry demands for work-ready graduates. The forces of internationalisation and globalisation mean that employers the world over are looking for graduates with additional soft skills, abilities and achievements. The context for this study is Westminster International University, Tashkent (WIUT), a transnational university in Uzbekistan. By means of a qualitative case study, the views of lecturers and students were investigated and common themes and perspectives identified. The main findings indicate that although students and lecturers share similar perspectives on the importance of employability skills, the purpose of employability focused pedagogy is not easily communicated to students. Furthermore, students feel that a more systematic approach to recognising and demonstrating employability skills would help them in their transition from education to work.Keywords: global higher education, employability skills, transnational education, employability pedagogy Qualitative Research in Education Vol.6 No.3 October 2017 pp. 241-275 ResumenEste estudio exploratorio investiga la percepción de los profesores y estudiantes de los conceptos y el lenguaje que se utilizan en las estrategias de educación superior para desarrollar las habilidades de empleabilidad. Mientras que los conocimientos disciplinarios son el objetivo de la mayoría de los posgrados, las habilidades de empleabilidad son cada vez un factor más importante al evaluar a los posibles empleados. La adquisición de habilidades de empleabilidad en la educación ha surgido como una respuesta a las demandas de la industria de graduados preparados para el mundo laboral. La internacionalización y globalización hacen que los empleadores busquen graduados con habilidades blandas, destrezas y logros adicionales. El contexto es Westminster International University, Tashkent (WIUT), una universidad trans...

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“…32 Although such impacts are well documented, little is known about how students' achievement goals might influence their preferences for teachers' qualities. 33 Senko and colleagues found that mastery-approach and performance-approach goals adopted by students did affect the qualities and traits that students wanted to see in their teachers. 33 Students who adopted a masteryapproach goal most valued teachers who challenged them intellectually and had an extensive experience in their subject areas.…”

Section: Introductionmentioning

confidence: 99%

“…33 Senko and colleagues found that mastery-approach and performance-approach goals adopted by students did affect the qualities and traits that students wanted to see in their teachers. 33 Students who adopted a masteryapproach goal most valued teachers who challenged them intellectually and had an extensive experience in their subject areas. In contrast, students who adopted a performanceapproach goal valued teachers who provided suggestions about how to gain high marks on examinations and who presented their material clearly.…”

Section: Introductionmentioning

confidence: 99%

“…Thus, our study had 3 aims: to investigate which qualities pharmacy students most preferred in their teachers; to test assumptions about how masteryapproach and performance-approach goals affect students' preferences for various teacher qualities in a pharmacy education setting; 33 and to investigate the effects of avoidance types of achievement goals (mastery avoidance and performance avoidance) on teacher qualities. To our knowledge, no study has assessed the effects of the 4 types of achievement goals on students' preferences of teacher qualities.…”

Section: Introductionmentioning

confidence: 99%

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Investigating the Relationship Between Pharmacy Students’ Achievement Goal Orientations and Preferred Teacher Qualities

Alrakaf

Sainsbury

Rose³

et al. 2014

American Journal of Pharmaceutical Education

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Objective. To investigate the relationships between pharmacy students' preferred teacher qualities and their academic achievement goal orientations. Methods. Participants completed an achievement goal questionnaire and a build-a-teacher task. For the latter, students were given a $20 hypothetical budget to purchase amounts of 9 widely valued teachers' qualities.Results. Three hundred sixty-six students participated. Students spent most of their budget on the traits of enthusiasm, expertise, and clear presentation style, and the least amount of money on interactive teaching, reasonable workload, warm personality, and intellectually challenging. In relation to achievement goals, negative associations were found between avoidance goals and preferences for teachers who encourage rigorous thinking and self-direction. Conclusion. These novel findings provide a richer profile of the ways students respond to their learning environment. Understanding the relationships between teachers' characteristics and pharmacy students' achievement goal orientations will contribute to improving the quality of pharmacy learning and teaching environments.

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How students’ achievement goals shape their beliefs about effective teaching: A ‘build‐a‐professor’ study

Abstract: The findings support emerging theorizing about how mastery and performance goals nudge students to pursue different learning agendas, with distinct consequences to their learning experience.

Cited by 24 publications

References 50 publications

Why Teach? A Project-ive Life-world Approach to Understanding What Teaching Means for Teachers

Why Teach? A Project-ive Life-world Approach to Understanding What Teaching Means for Teachers

Full Issue 6(3)

Investigating the Relationship Between Pharmacy Students’ Achievement Goal Orientations and Preferred Teacher Qualities

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