Toward Deliberate College Teaching: A Constructivist Grounded Theory

Autor/in	Loya, Karla I.
Titel	Toward Deliberate College Teaching: A Constructivist Grounded Theory
Quelle	In: College Teaching, 70 (2022) 2, S.247-254 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Loya, Karla I.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-7555
DOI	10.1080/87567555.2021.1920880
Schlagwörter	College Instruction; Teaching Methods; Constructivism (Learning); Grounded Theory; Instructional Effectiveness; Reflective Teaching; Experimental Teaching; Teacher Attitudes; Attitude Change + Suchen Sie Ihr Suchwort? Hochschullehre; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Experimentalunterricht; Experimentelle Pädagogik; Lehrerverhalten; Attitudinal change; Einstellungsänderung
Abstract	Deliberate college teaching can empower learners and help instructors foster welcoming and inclusive classrooms for all students. Yet, despite a growing literature on effective pedagogies, college teaching practices are largely outdated and often fail to respond to students' needs. This grounded theory examined the teaching approaches of 25 instructors at an academic department in a US university. Findings show that instructors engage in a constant process of self-questioning that guides their practice. Three teaching orientations illustrate how some faculty move from adoptive to experimental to deliberate instruction. Specific recommendations for faculty and administrators to bolster deliberate teaching are presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01