From Content-Centered Logic to Student-Centered Logic: Can Peer Observation Shift How Faculty Think about Their Teaching?

Autor/in	Tobiason, Glory
Titel	From Content-Centered Logic to Student-Centered Logic: Can Peer Observation Shift How Faculty Think about Their Teaching?
Quelle	In: International Journal for Academic Development, 28 (2023) 3, S.287-300 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tobiason, Glory)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-144X
DOI	10.1080/1360144X.2021.2015691
Schlagwörter	Peer Evaluation; Observation; Student Centered Learning; College Faculty; Faculty Development; Teacher Attitudes + Suchen Sie Ihr Suchwort? Beobachtung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Fakultät; Lehrerverhalten
Abstract	This research investigates how peer observation programs can be designed to enhance faculty use of student-centered logic. Data include participants' self-reports (interviews) and 50 hours of recorded faculty-faculty dialogue. Findings suggest specific design features that may increase fluency in student-centered logic. The study may be useful to academic developers interested in helping faculty move beyond content-centered, lecture-based approaches to teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01