Teaching Excellence and How It Is Awarded: A Canadian Case Study

Autor/inn/en	Miller-Young, Janice; Sinclair, Melina; Forgie, Sarah
Titel	Teaching Excellence and How It Is Awarded: A Canadian Case Study
Quelle	In: Canadian Journal of Higher Education, 50 (2020) 1, S.40-52 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0316-1218
Schlagwörter	Teacher Effectiveness; Educational Quality; Awards; Professional Recognition; Higher Education; Student Centered Learning; Teaching Methods; College Faculty; Instructional Leadership; Standards; Student Attitudes; College Students; Foreign Countries; Evaluation Criteria; Comparative Analysis; Case Studies; Canada + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Quality of education; Bildungsqualität; Award; Auszeichnung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Fakultät; Instruction; Leadership; Bildung; Erziehung; Führung; Standard; Schülerverhalten; Collegestudent; Ausland; Case study; Fallstudie; Case Study; Kanada
Abstract	Quality teaching and how to assess and award it, continue to be an area of scholarship and debate in higher education. While the literature demonstrates that assessment should be multifaceted, operationalizing this is no easy task. To gain insight into how teaching excellence is defined in Canadian higher education, this empirical study collected and analysed the criteria, evidence, and standards for institutional teaching awards from 89 institutions and 204 award programs across Canada. The majority of awards included criteria such as specific characteristics of teaching performance and student-centredness; while activities that had impact outside an individual's teaching practice were also prevalent, including campus leadership, scholarship of teaching and learning, and contributions to curriculum. Lists of potential sources of evidence were heavily weighted towards student perceptions and artefacts from instructors' teaching. Recommendations for individuals and institutions wanting to foster excellence in teaching are offered along with suggestions for future research. (As Provided).
Anmerkungen	Canadian Society for the Study of Higher Education. P.O. Box 34091, RPO Fort Richmond, Winnipeg, MB R3T 5T5, Canada. Tel: 204-474-6404; Fax: 204-474-7561; e-mail: csshe@cc.umanitoba.ca; Web site: http://journals.sfu.ca/cjhe/index.php/cjhe/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01