Principles, structures and requirements for good teaching.

Autor/in	Jansen-Schulz, Bettina
Titel	Principles, structures and requirements for good teaching.
Quelle	Aus: Jansen-Schulz, Bettina (Hrsg.); Tantau, Till (Hrsg.): Excellent teaching. Principles, structures and requirements. Bielefeld: W. Bertelsmann Verl. (2018) S. 21-35Verfügbarkeit
Beigaben	Abbildungen 2; Literaturangaben S. 31-34
Sprache	englisch; englische Zusammenfassung
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	978-3-7639-5991-4; 978-3-7639-5992-1
Schlagwörter	Lehre; Hochschullehre; Bedingung; Qualität; Struktur; Deutschland
Abstract	Teaching in academia is linked to principles, structures and requirements that are often ambivalent for both junior and senior lecturers as well as for professors. In this chapter I take the perspective of junior researchers and junior lecturers and show what motivates them to teach, what they need and what demotivates them to teach excellently and how universities can support good teaching. Junior researchers and junior lecturers are often highly motivated to teach - just like most professors -, but German academia, which still assigns low reputation to teaching and high reputation to research, offers them few chances and little time to implement good teaching and to pursue teaching careers. This chapter describes - from the higher education perspective - the principles of structures, disciplinary cultures, terms, players and stakeholders in German academia in which junior researchers and junior lecturers act. I conclude with some ideas how to unburden the lecturers and their teaching and what higher education teaching and learning can do. CONTENTS: 1 Principles of Good Teaching (22). - 2 Higher Education Policies and Politics (22). - 3 Structures for Good Teaching (24). - 4 Discipline Cultures (25). - 5 Curricula and Modules (26). - 6 Stakeholders and Actors in the Teaching System (26). - 6.1 Dimensions of Teaching (27). - 6.2 Dimensions for Examinations (28). - 7 Requirements for Good Teaching (30). (zhb/text adopted).
Erfasst von	Zentrum für HochschulBildung - Technische Universität Dortmund
Update	2019/3