The social context of teaching and learning

Tiberius, Richard G.; Billson, Janet Mancini

doi:10.1002/tl.37219914509

Cited by 50 publications

(30 citation statements)

References 29 publications

(20 reference statements)

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“…When academics have opportunities to discuss their feedback with a knowledgeable colleague and/or educational consultant they are more likely to change their practice (Seldin, 1989;Cohen, 1980;Tiberius & Billson, 1991;Irby, 1993;Marsh & Roche, 1994;Murray, 1997). L'Hommedieu et al (1990) concluded from their meta analysis of student ratings research that when ratings are 'augmented with personal consultation' there is 'a considerably increased effect' (p. 240).…”

Section: Introductionmentioning

confidence: 96%

Teachers' approaches to teaching and responses to student evaluation in a problem‐based medical program

Hendry

Lyon

Henderson‐Smart

2007

Assessment & Evaluation in Higher Education

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Section: Introductionmentioning

confidence: 96%

Teachers' approaches to teaching and responses to student evaluation in a problem‐based medical program

Hendry

Lyon

Henderson‐Smart

2007

Assessment & Evaluation in Higher Education

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“…H owever, the effectiveness of their interaction is dependent on other factors, principally the quality of their relationship with the learners. E ffective interaction requires at least some cooperation, truthfulness, and willingness to negotiate ( Tiberius & Billson, 1991 ). Competitiveness, abusiveness, or a lack of trust will reduce the usefulness of interactions in teaching.…”

Section: H Arm Oniz Ing the Interactive R Ole Within The T Each Ing ±mentioning

confidence: 98%

“…A strong alliance between teachers and students improves the teaching effectiveness of their interaction ( Tiberius & Billson, 1991 ). D esirable qualities of supervisors include empathy, focusing on the affective concerns of the learners and tracking the students' emotional agendas and their learning issues ( Shan® eld et al, 1992 ).…”

Section: H Arm Oniz Ing the R Elational R Ole W Ithin The T Eaching ±mentioning

confidence: 99%

Meeting the Challenge of a Changing Teaching Environment: Harmonize with the System or Transform the Teacher's Perspective

Tiberius¹

2001

Education for Health: Change in Learning & Practice

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The beliefs that teachers hold about the appropriate roles and responsibilities of teachers shape the ways they teach and the ways they think about teaching. In this paper I describe four teaching roles based on a taxonomy that I've recently developed. Teachers who are guided primarily by the Content Expert Role view themselves as experts who serve as resources, like books or pictures. Teachers who are guided primarily by the Performance Role view themselves as agents who make learning happen by transmitting information or shaping students. Teachers guided primarily by the Interactive Role view themselves as guides who facilitate learning by interacting with learners. And teachers guided primarily by the Relational Role view themselves as engaged in relationships with learners for the purpose of helping them. Using examples taken from the health sciences I explain how each of the four teaching roles might succeed or fail depending upon the position that it occupies within a teaching-learning system. When teaching is viewed as part of a system, not as something a teacher does to a learner, teachers are successful if their particular contribution to the system is essential to the learning system. I also describe the process whereby teachers expand their belief system to include more roles. Such changes in belief systems are major shifts that qualify as "perspective transformations". Perspective transformations take place slowly and are typically attended by strong emotions. I end this paper with advice to teachers regarding ways they can harmonize with the educational system or face the challenge of perspective transformation.

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“…As discussed previously, special attention was given to the salient features of the social context identified by Tiberius and Billson (1991) that have been found to foster student growth and learning. Most importantly, the instructor emphasized mutual responsibility for learning and strove to facilitate a comfortable, respectful, and safe learning environment by modeling acceptance and genuine regard for students.…”

Section: Journal Of Social Work Educationmentioning

confidence: 99%

Preparing Social Workers for the Inevitable

Kramer

1998

Journal of Social Work Education

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Despite the centrality of grief as a universal response to loss, and its prevalence in the social work domain, little empirical attention has been given to the impact of grief instruction in social work courses. This article presents results of a study examining the impact of a multimethod grief course on graduate social work students' level of death acceptance and sense of preparedness to respond to personal and professional losses. A quasi-experimental, nonequivalent control group design was used. Findings suggest that the grief course assisted students to perceive greater competence in their knowledge, skills, andsense ofpreparation for working with grieving clients, and that the course increased cognitive and affective dimensions of death acceptance in students. lrnplications for future research and for social work education are discussed in light of the study limitations.

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The social context of teaching and learning

Abstract: The social context of teaching and learning is gaining recognition as an important component of teaching effectiveness. The social context is also a central feature of several major contemporary approaches to education.

Cited by 50 publications

References 29 publications

Teachers' approaches to teaching and responses to student evaluation in a problem‐based medical program

Teachers' approaches to teaching and responses to student evaluation in a problem‐based medical program

Meeting the Challenge of a Changing Teaching Environment: Harmonize with the System or Transform the Teacher's Perspective

Preparing Social Workers for the Inevitable

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