Tutor-Student Interaction in Seminar Teaching: Implications for Professional Development

Autor/in	Hardman, Jan
Titel	Tutor-Student Interaction in Seminar Teaching: Implications for Professional Development
Quelle	In: Active Learning in Higher Education, 17 (2016) 1, S.63-76 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-7874
DOI	10.1177/1469787415616728
Schlagwörter	Tutors; Professional Development; Higher Education; Active Learning; Undergraduate Study; Academic Discourse; Learner Engagement; Tutoring; Foreign Countries; Student Reaction; Discourse Analysis; Comparative Analysis; Teacher Student Relationship; Interaction; College Students; Foreign Students; Masters Programs; Observation; United Kingdom + Suchen Sie Ihr Suchwort? Förderlehrer; Lehrender; Tutor; Hochschulbildung; Hochschulsystem; Hochschulwesen; Aktives Lernen; Grundstudium; Discourse; Diskurs; Förderkonzept; Nachhilfeunterricht; Ausland; Schülerkritik; Diskursanalyse; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Collegestudent; Magister course; Magisterstudiengang; Beobachtung; Großbritannien
Abstract	While much of the recent academic literature into university seminar teaching has focused on collaborative learning involving student-student interaction, little research has been done into tutor-student interaction and how tutors interact with students during whole class, group-based and one-to-one teaching. In response to this finding, this exploratory study investigates the quality of tutor-student interaction in the teaching of an undergraduate and postgraduate engineering management class taught by the same tutor. A third-year undergraduate class of home students and a 1-year masters largely made up of international students were observed, video- and audio-recorded and analysed using a systematic interactive observation schedule and lesson transcripts. The analysis of the tutor-student discourse moves revealed the talk was largely lecturer-fronted with an emphasis on knowledge transmission and that there were few differences in the discourse practices of the tutor when teaching home and international students. In the light of the findings, the article argues for more research to be conducted into how tutors can be helped to engage in more dialogic interactions with their students in whole class, group-based and one-to-one interactions to ensure they are given the opportunity to engage in intellectually stimulating classroom talk and deep learning. The implications of the findings for the professional development of university tutors are also considered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01