A Study to Identify Effective Classroom Teaching Competencies for Community College Faculty.

Autor/inn/en	Hirst, Walter Allen; Bailey, Gerald D.
Titel	A Study to Identify Effective Classroom Teaching Competencies for Community College Faculty.
Quelle	(1983), (37 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Faculty; College Instruction; Community Colleges; Course Content; Questionnaires; Self Evaluation (Individuals); Student Behavior; Student Teacher Relationship; Teacher Attitudes; Teacher Behavior; Teacher Effectiveness; Teaching Methods; Teaching Skills; Teaching Styles; Two Year Colleges; Kansas + Suchen Sie Ihr Suchwort? Fakultät; Hochschullehre; Community college; Community College; Kursprogramm; Fragebogen; Student behaviour; Schülerverhalten; Lehrerverhalten; Teacher behaviour; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lehrstil; Unterrichtsstil
Abstract	A study was conducted to determine the perceptions of community college teachers in Kansas of the competencies required for effective teaching. Questionnaires were sent to a random sample of 225 full-time instructors at 19 Kansas community colleges soliciting faculty opinions of the importance of 70 teaching competencies, organized into categories dealing with course content, instructional method, instructor behavior, and student behavior, and asking them to indicate the extent to which they employed these competencies in the classroom. Study findings, based on an evaluation of each competency on a scale ranging from "highly important" to "not important," revealed: (1) 16 competencies were rated as "highly important," including 7 related to instructor behavior, 6 to course content, and 3 to student behavior; (2) the top ranked competencies were communicating respect for each student, conveying interest in the subject and its importance, and informing students of expectations at the start of the semester; and (3) discrepancies were found in instructors' ratings of the importance of 32 items in contrast to their use of the items (which involved respect and concern for students, practice of verbal techniques, use of questioning techniques, and use of set and closure techniques in the classroom). The implications of the study and the questionnaire are included in the report. (HB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC