Literaturnachweis - Detailanzeige
Autor/in | Matheson, Ruth |
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Titel | In Pursuit of Teaching Excellence: Outward and Visible Signs of Inward and Invisible Grace |
Quelle | In: Teaching in Higher Education, 25 (2020) 8, S.909-925 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Matheson, Ruth) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1356-2517 |
DOI | 10.1080/13562517.2019.1604508 |
Schlagwörter | Educational Quality; Excellence in Education; Higher Education; College Faculty; Teacher Competencies; Teaching Styles; Student Satisfaction; Measurement Techniques; Values; Teacher Behavior; Curriculum Design; Teacher Characteristics; Success; Teacher Student Relationship; Faculty Development; Scholarship; Risk; Self Evaluation (Individuals); Reflection; Relevance (Education); Authentic Learning; Student Centered Learning Quality of education; Bildungsqualität; Lernerfolg; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Lehrkunst; Lehrstil; Unterrichtsstil; Messtechnik; Wertbegriff; Teacher behaviour; Lehrerverhalten; Lehrplangestaltung; Erfolg; Teacher student relationships; Lehrer-Schüler-Beziehung; Scholarships; Stipendium; Risiko; Relevance; Relevanz; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit |
Abstract | The debate around what constitutes teaching excellence and how to measure it remains a contentious issue in higher education, with little consensus reached. Despite this, measures of teaching excellence influence university ranking league tables throughout the world. This paper explores the thinking and practice of five academics, recognised through student nominations as exhibiting teaching that students considered excellent and which promoted their learning. Through adopting the unusual methodology of 'rambling', talking whilst walking, the values, attributes and behaviours of these academics were captured. Themes emerged, which identified markers of teaching excellence and challenged current student satisfaction outcomes as a poor proxy for measuring teaching excellence. By examining the values, attributes and behaviours (practice) of these academics, we were able to identify guidance for; curriculum design that inspires, assessment that allows risk-taking, and values that need to either be challenged by/or embedded into academic development. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |