Reclaiming Tutorials as Learning Spaces in the Sciences

Autor/in	Louw, Ina
Titel	Reclaiming Tutorials as Learning Spaces in the Sciences
Quelle	In: Mentoring & Tutoring: Partnership in Learning, 26 (2018) 3, S.320-335 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Louw, Ina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-1267
DOI	10.1080/13611267.2018.1511952
Schlagwörter	Tutorial Programs; Teaching Assistants; Research Universities; Tutors; Tutor Training; College Mathematics; Mathematics Instruction; College Science; Science Instruction; Foreign Countries; Agricultural Education; College Faculty; Teacher Attitudes; Educational Practices; South Africa + Suchen Sie Ihr Suchwort? Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Forschungseinrichtung; Förderlehrer; Lehrender; Tutor; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Fakultät; Lehrerverhalten; Bildungspraxis; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Tutorials/discussion classes are seen as an essential part of the teaching mix in the natural sciences, because that is where problems can be solved and course content is applied. Learning support provided by teaching assistants may free up the lecturer to do research, but are these assistants sufficiently well trained and well informed? Do tutorials offer learning spaces or merely activities to engage the willing student? In this paper I report on a study conducted in a science faculty of a research intensive university in South Africa. I collected data using interviews and questionnaires which gave insight into the many variants of tutor/teaching assistant support that exist in the faculty. Practices that seem to lead to better student learning were also foregrounded. It became evident that lecturers need to plan their tutorials as an integral part of the learning space and not as an add-on activity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01