Putting Research into Practice: Pedagogy Development Workshops Change the Teaching Philosophy of Graduate Students

Autor/inn/en	White, Peter J. T.; Syncox, David; Heppleston, Audrey; Isaac, Siara; Alters, Brian
Titel	Putting Research into Practice: Pedagogy Development Workshops Change the Teaching Philosophy of Graduate Students
Quelle	In: Canadian Journal of Higher Education, 42 (2012) 1, S.98-111 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0316-1218
Schlagwörter	Teacher Effectiveness; Theory Practice Relationship; Workshops; Educational Philosophy; Graduate Students; Surveys; Student Attitudes; Memorization; Learning Strategies; Time Management; Discussion; Lecture Method; Concept Formation; Foreign Countries; Multivariate Analysis; Canada + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Theorie-Praxis-Beziehung; Lernwerkstatt; Schulung; Bildungsphilosophie; Erziehungsphilosophie; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Survey; Umfrage; Befragung; Schülerverhalten; Gedächtnistraining; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Zeitmanagement; Diskussion; Concept learning; Begriffsbildung; Ausland; Multivariate Analyse; Kanada
Abstract	Teaching competence is an important skill for graduate students to acquire and is often considered a precursor to an academic career. In this study, we evaluated the effects of a multi-day teaching workshop on graduate teaching philosophies by surveying 200 graduate students, 79 of whom had taken the workshops and 121 who had not. We found no difference between groups (workshop attendees versus non-attendees) in their beliefs that (a) it is important to focus on in-depth learning of core concepts when teaching and (b) "memorization" is a poor learning strategy for students. On average, however, respondents who had taken the workshop allocated more in-class time for student-to-student discussions (interactive engagement) and placed less emphasis on lecturing. These results suggest that graduate students are generally aware of the importance of conceptual learning, but workshop attendees have clearer ideas on how to teach for effective learning. (Contains 2 tables and 2 figures.) (As Provided).
Anmerkungen	Canadian Society for the Study of Higher Education. P.O. Box 34091, RPO Fort Richmond, Winnipeg, MB R3T 5T5, Canada. Tel: 204-474-6404; Fax: 204-474-7561; e-mail: csshe@cc.umanitoba.ca; Web site: http://www.csshe-scees.ca/cjhe.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10