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1.
This exploratory study considered Larrivee’s assessment of teachers’ reflective practice levels by using a formative, weekly, online student evaluation of teaching (SET) tool through a virtual learning environment (VLE) as a means to encourage reflective practice. In‐depth interviews were conducted with six faculty members in three departments at a university college in the UK. The study found that: (a) faculty who experienced surface‐level reflection were more likely to have a reactive reflection style; and (b) faculty who experienced higher levels of reflection were more likely to have a proactive reflection style. Overall, the tool was found to be an efficient means of encouraging reflection by all participants and demonstrated that reflective practice could come about as a result of these weekly formative SETs. The study concludes with suggestions for academic development and future research on reflection that could be conducted using SETs via a VLE.  相似文献   

2.
The use of student evaluations of teaching (SETs) to assess teaching effectiveness remains controversial. Without clear guidelines regarding how to best document effective teaching, faculty members may wonder how to convincingly demonstrate teaching effectiveness in preparation for promotion and tenure review. Based on a study that examined the relations among student grades, learning, and SETs, we identify a relatively unencumbered approach to documenting teaching effectiveness more comprehensively than through the use of SETs alone. Students enrolled in eight sections of general psychology (N = 165) completed pre‐ and post‐ measures of learning, SETs, and a brief demographic questionnaire. Results of a regression analysis provided partial support for the notion that SETs and learning measures assess distinct aspects of teaching effectiveness. In preparing documentation for promotion and tenure review, faculty members should consider including measures of student learning along with SETs in order to document teaching effectiveness more convincingly and comprehensively.  相似文献   

3.
In the last 10–15 years, many institutions of higher education have switched from paper-and-pencil methods to online methods of administering student evaluations of teaching (SETs). One consequence has been a significant reduction in the response rates to such instruments. The current study was conducted to identify whether offering in-class time to students to complete online SETs would increase response rates. A quasi-experiment (nonequivalent group design) was conducted in which one group of tenured faculty instructed students to bring electronic devices with internet capabilities on a specified day and offered in-class time to students to complete online SETs. A communication protocol for faculty members’ use was developed and implemented. A comparison group of tenured faculty who did not offer in-class time for SET completion was identified and the difference-in-differences method was used to compare the previous year’s response rates for the same instructor teaching the same course across the two groups. Response rates were substantially higher when faculty provided in-class time to students to complete SETs. These results indicate that high response rates can be obtained for online SETs submitted by students in face-to-face classes if faculty communicate the importance of SETs in both their words and actions.  相似文献   

4.
Student evaluations of teaching (SETs) are an important point of assessment for faculty in curriculum development, tenure and promotion decisions, and merit raises. Faculty members utilise SETs to gain feedback on their classes and, hopefully, improve them. The question of the validity of student responses on SETs is a continuing debate in higher education. The current study uses data from two universities (n = 596) to determine whether and under what conditions students are honest on in-class and online SETs, while also assessing their knowledge and attitudes about SETs. Findings reveal that, while students report a high level of honesty on SETs, they are more likely to be honest when they believe that evaluations effectively measure the quality of the course, the results improve teaching and benefit students rather than the administration, and when they are given at the end of the term. Honesty on evaluations is not associated with socio-demographic characteristics.  相似文献   

5.
In our pre-service department, university practicum supervisors are faculty members who offer academic, social, and personal support to teacher candidates during their year-long program. Their role is described as one designed primarily to provide formative assessment and feedback to improve classroom practice and reflection on practice. This collaborative self-study describes how two new faculty members responded to the challenges posed by the teacher candidate evaluation process. Methods used included formal tape-recorded discussions during meetings of the self-study group of newly hired faculty, email correspondence, field notes, feedback from public forums about our work, and teacher candidate insights concerning the practicum evaluation process conducted by faculty. New strategies were developed to address the tensions associated with using summative evaluations in a formative framework and to improve practice during faculty practicum supervision.  相似文献   

6.
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7.
Abstract

Faculty peer observation has seen increasing uptake in recent years, in some cases as an alternative or supplement to student teaching evaluations. While many universities encourage faculty peer observation, it is not widely used in a formal way for formative assessment. This article outlines the development of a new faculty peer observation protocol designed for formative assessment of evidence-based educational practices. The goal of the protocol is to foster reflective teaching practices. The peer observation protocol has been designed to mitigate common faculty fears of classroom observation, with detailed assessment methods for specific topic areas. Preliminary testing of the protocol at one university indicated positive faculty outcomes with regard to personal reflection: all the faculty who tested the protocol reported that the observation process had been helpful for them to reflect on their teaching.  相似文献   

8.
Using the biology faculty of one high school (n = 9) and the mathematics faculty of another (n = 16), this study tested the hypothesis that constructivist teachers play an active role within teacher communication networks (the constructivist‐teacher hypothesis). This hypothesis contrasts with the view that constructivist teachers operate alone and largely severed from communications among colleagues. Two types of representations of communication patterns among faculty members (i.e., sociographs) were created and analyzed for each faculty. One type of sociograph plotted communications concerning content/pedagogical issues while the other type plotted social/informal communications. Trained raters assessed constructivist‐teaching practices using the Reformed Teaching Observation Protocol (RTOP). Positive relationships were found between constructivist‐teaching practices and the frequency and significance of communications within both faculties—more so for content/pedagogical issues than for social/informal communications. Importantly, peers sought out constructivist teachers more often than they did traditional teachers, presumably seeking advice regarding teaching practice. Results support the constructivist‐teacher hypothesis and indicate that constructivist teachers are not isolated from their peers. Instead, they appear to play an active role, particularly when colleagues are discussing issues related to content and pedagogy. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 490–505, 2007  相似文献   

9.
As a faculty member teaching in an innovative, two-year Master's of Teaching program, I found myself reexamining my beliefs and assumptions about the role of reflection in preparing preservice teachers to become reflective practitioners. In the first semester of a four semester program, I introduced a three-part reflective framework (Loughran, 1995, Windows into the thinking of an experienced teacher. A paper presented at the annual meeting of the American Educational Research Association, San Francisco, April.) designed to guide the preservice teachers in systematically reflecting on their lessons before, during and after teaching. The preservice teachers, mentors and I practiced and used the reflective framework for three semesters. In the fourth semester, during which preservice teachers taught in a paid internship position, I conducted individual interviews with the preservice teachers (interns) to explore their understanding and use of reflection. The results of the study suggest that use of the framework helps develop preservice teachers who actively think about their practice to improve their teaching and their students’ learning. Implications for using the reflective process in teacher education programs, particularly in professional development school contexts, are discussed.  相似文献   

10.
This paper demystifies reflective practice on teaching by focusing on the idea of reflection itself and how it has been conceived by two philosophers, Plato and Irigaray. It argues that reflective practice has become a standardized method of defining the teacher in teacher education and teacher accreditation systems. It explores how practices of reflection themselves can suggest ways out of dictated pathways of reflection in teaching. Drawing on Luce Irigaray's and Plato's ideas on reflection, the paper includes a critical overview of how reflective practice can contradict its own aims and become non‐reflective, shutting off possibilities for transformations and educational differences that it has set out to achieve. Keeping up the deconstructive mood, the paper draws on Irigaray's re‐reading of Plato's parable of the cave to argue that reflective teaching that merely reflects phallogocentric educational systems and that attempts to universally reproduce standardized forms of reflective practice can never be conducive to the diversification of educational spaces.

The paper seeks to re‐think Plato's idea of reflection as mere copying and takes up Irigaray's strategic mimesis to explore ways through which reflective practice can regain its critical edge and reactivate teachers' reflective voices. It argues for the repetition of the practice of reflection by drawing on a feminist critique that challenges phallogocentric reflective tendencies in education and for mimetic strategies that engender difference.  相似文献   

11.
There is a plethora of research on student evaluations of teaching (SETs) regarding their validity, susceptibility to bias, practical use and effective implementation. Given that there is not one study summarising all these domains of research, a comprehensive overview of SETs was conducted by combining all prior meta-analyses related to SETs. Eleven meta-analyses were identified, and nine meta-analyses covering 193 studies were included in the analysis, which yielded a small-to-medium overall weighted mean effect size (r = .26) between SETs and the variables studied. Findings suggest that SETs appear to be valid, have practical use that is largely free from gender bias and are most effective when implemented with consultation strategies. Research, teaching and policy implications are discussed.  相似文献   

12.
本文针对中学教师在教学反思中存在的问题,尝试在教师培训过程中应用培养反思能力的教学策略,如根据教师不同成长时期的特点与专业需求,确定培养反思能力的重点;运用反思线索,进行个人反思和集体反思;通过完成不同类型的反思作业,从教学实践活动、个人经验、教学关系和教学理论等四个层次深刻反思;充分利用Blog的机制,在网络环境下开展反思活动等。通过教学实践表明：教师的反思意识与反思能力是可以通过培训得以提高的。但如何有效提高教师反思能力,还有许多问题有待进一步探讨与解决。  相似文献   

13.

Although part-time (p/t) faculties constitute a growing proportion of college instructors, there is little work on their level of teaching effectiveness relative to full-time (f/t) faculty. Previous work on a key indicator of perceived teaching effectiveness, student evaluation of teaching (SET), and faculty status (p/t/ vs f/t) is marked by a series of shortcomings including lack of a systematic theoretical framework and lack of multivariate statistical analysis techniques to check for possible spuriousness. The present study corrects for these shortcomings. Data consist of SETs from 175 sections of criminal justice classes taught at a Midwestern urban university. Controls are introduced for variables drawn from the literature and include ascribed characteristics of the professor, grade distribution, and structural features of the course (e.g., level, size). The results of a multivariate regression analysis indicate that even after controlling for the other predictors of SETs, p/t faculty receive significantly higher student evaluation scores than f/t faculty. Further, faculty status was the most important predictor of SETs. The results present the first systematic evidence on faculty status and SETs.  相似文献   

14.
Learning‐centred education (LCE) has the potential to meet the diverse needs and circumstances of a multidisciplinary faculty cohort enrolled in a certificate programme on teaching and learning by engaging participants in a learning community, and by drawing upon a wide range of appropriate teaching strategies to facilitate learning and development of student abilities. Action research design was employed to examine the theory‐practice relationship of LCE within the UBC Faculty Certificate Programme on Teaching and Learning in Higher Education. Research data, both quantitative and qualitative, collected over a 12‐month period, suggest that a multidisciplinary faculty cohort exhibits diverse learning styles, and that individual faculty members are at different stages in developing a scholarly approach to teaching and learning. Furthermore, data suggest that LCE can be used to organise a faculty certificate programme around teaching and learning issues relevant to university faculty and that some structuring of the LCE environment can assist in the attainment of course learning outcomes while engaging faculty as active participants in their personal developmental process.  相似文献   

15.
Recent research indicates that study processing strategies, effort, reflective thinking practice, and achievement goals are important factors contributing to the prediction of students’ academic success. Very few studies have combined these theoretical orientations within one conceptual model. This study tested a conceptual model that included, in particular, deep processing strategies, effort, mastery and performance‐approach goals, reflection, and critical thinking. We used causal modelling procedures to explore the direct and mediating effects of these theoretical orientations on students’ academic achievement and learning. Second‐ and third‐year undergraduates (n = 347; 151 women and 196 men) completed a number of inventories (e.g., the Reflective Thinking Questionnaire). LISREL 8.72 indicated an a posteriori model with direct effects of reflection and critical thinking on academic achievement and learning. Performance‐approach goals exerted a negative effect on academic achievement. Both mastery and performance‐approach goals also directed affected reflection, whereas deep processing strategies were directly affected by mastery goals and effort. Importantly, both reflection and effort were found to act as potent mediators. A one‐way MANOVA revealed no statistical difference between men and women in this theoretical framework.  相似文献   

16.
Abstract

The author demonstrated that a reflective disposition toward teaching was related to effective teaching especially in the domains of instructional behavior, classroom organization, and teacher expectation. Data used to test the hypothesis were composed of reflective disposition scores earned by teacher candidates (N = 55) and effective teaching scores given teacher candidates by their field instructors. Reflective disposition consisted of 6 components: the composite of reflective disposition and the composite of effective teaching, reflection on what teachers should know and be able to do, reflection on teaching, reflection on learning, reflection on the relationship between learning and teaching, and reflection on what it would be like to be a teacher in the classroom. Effective teaching consisted of 5 components: the composite of effective teaching, classroom management, instructional behavior, classroom organization, and teacher expectations.  相似文献   

17.
In the context of increased emphasis on quality assurance of teaching, it is crucial that student evaluations of teaching (SET) methods be both reliable and workable in practice. Online SETs particularly tend to raise criticisms with those most reactive to mechanisms of teaching accountability. However, most studies of SET processes have been conducted with convenience, small and cross-sectional samples. Longitudinal studies are rare, as comparison studies on SET methodological approaches are generally pilot studies followed shortly after by implementation. The investigation presented here significantly contributes to the debate by examining the impact of the online administration method of SET on a very large longitudinal sample at the course level rather than attending to the student unit, thus compensating for the inter-dependency of students’ responses according to the instructor variable. It explores the impact of the administration method of SET (paper based in-class vs. out-of-class online collection) on scores, with a longitudinal sample of over 63,000 student responses collected over a total period of 10 years. Having adjusted for the confounding effect of class size, faculty, year of evaluation, years of teaching experience and student performance, it is observed that the actual effect of the administration method exists, but is insignificant.  相似文献   

18.
This paper analyses the issues involved in promoting lesson study in an Indonesian university, based on a case study of the Faculty of Mathematics and Science (FMIPA) of the State University of Yogyakarta. Five points are discussed. First, conducting lesson study with schools revealed that the faculty managers noticed the ignorance about lesson study in FMIPA and decided to conduct lesson study by themselves to learn more. Second, despite using a didactic teaching approach initially, more faculty members began using group work in their lessons. Third, despite the emphasis on the importance of observing students' learning realities, most faculty members focused on teaching methodology. Fourth, in terms of reflection, they could be classified as evaluation‐minded in order to be critical about the observed lessons, and learning‐minded to appreciate the observed lessons. Fifth, the strong involvement of managers is necessary to develop lesson study as a daily teaching and learning practice.  相似文献   

19.
Using data on 4 years of courses at American University, regression results show that actual grades have a significant, positive effect on student evaluations of teaching (SETs), controlling for expected grade and fixed effects for both faculty and courses, and for possible endogeneity. Implications are that the SET is a faulty measure of teaching quality and grades a faulty signal of future job performance. Students, faculty, and provost appear to be engaged in an individually rational but socially destructive game of grade inflation centered on the link between SETs and grades. When performance is hard to measure, pay-for-performance, embodied by the link between SETs and faculty pay, may have unintended adverse consequences.  相似文献   

20.
This article explores how reflective practice may be facilitated among pre-service teachers preparing to teach in culturally diverse classrooms. The significance of the mentor teacher’s ability to reveal her/himself as a reflective practitioner in order to promote student reflection is well documented. The article specifically addresses one teacher educator’s approach to offering mentor support with a focus on reflective practices related to cultural diversity. She explores how her ethnographic doctoral study on the classroom participation of adult South Sudanese students in different Australian learning environments has informed her own practice as a teacher, and ways in which her teaching philosophy and values were influenced by the sustained reflection needed to complete the study. By making explicit an aspect of her reflective practice, she aims to add to the growing body of literature on how to engage pre-service teachers meaningfully in reflection on their own classroom practice, especially in relation to teaching to diversity.  相似文献   

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