Literaturnachweis - Detailanzeige
| Autor/inn/en | Antunes, Virgínia Teixeira; Armellini, Alejandro; Howe, Robert |
|---|---|
| Titel | Beliefs and Engagement in an Institution-Wide Pedagogic Shift |
| Quelle | In: Teaching in Higher Education, 28 (2023) 6, S.1328-1348 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Antunes, Virgínia Teixeira) ORCID (Armellini, Alejandro) ORCID (Howe, Robert) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1356-2517 |
| DOI | 10.1080/13562517.2021.1881773 |
| Schlagwörter | Teacher Attitudes; Educational Change; Active Learning; Blended Learning; Educational Innovation; Beliefs; College Faculty; Foreign Countries; Teaching Methods; United Kingdom |
| Abstract | This study addresses the attitudes of academic staff towards a large-scale pedagogic shift to Active Blended Learning (ABL). Beliefs about the shift and how it is translated into practice are explored. Four main categories are derived: 'Active Innovators' who believe change is positive and apply it to their academic practice; 'Lagging Innovators' who hold positive beliefs but fail to fully implement it; 'Sceptical but obliging' who hold negative beliefs but whose practices are consistent with the new approach; and 'Sceptical and resistant' who hold negative beliefs about ABL and actively resist implementing it in their practice. This article suggests that institutions aiming to promote large-scale sustainable change, may approach the process through two routes: (1) a pragmatic route, focused on promoting change in practice (i.e. practice generates subsequent changes to beliefs); and (2) an epistemic route, aimed at promoting changes to beliefs (i.e. beliefs change first, practices follow). (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 |
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