Helping Teachers Become Better Teachers.

Autor/in	Dick, Robert C.
Titel	Helping Teachers Become Better Teachers.
Quelle	(1985), (15 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Stellungnahme; Burnout; College Faculty; Creative Teaching; Higher Education; Speech Communication; Teacher Effectiveness; Teacher Evaluation; Teacher Improvement; Teacher Motivation; Teacher Promotion; Teaching Methods; Teaching Skills + Suchen Sie Ihr Suchwort? Burn out (Psychology); Burnout-syndrom; Burnout-Syndrom; Fakultät; Creative thinking; Teaching; Kreatives Denken; Unterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher appraisal; Lehrerbeurteilung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	Since speech communication is experiencing numerous changes, it is useful to examine some of the causes of inadequate teaching in the field and various ways to solve the problems. Some causes of poor teaching are (1) the small value placed on university teaching compared to other criteria for tenure and promotion; (2) the classification or divisions existing in tenure and promotion standards (such as teaching, research or creative work, and service); (3) boredom from teaching the same material repeatedly; and (4) pressures to remain in an unchanging program. Solutions to the problems involve determining the nature and extent of the difficulty, specifically whether content expertise or delivery skills are involved. Delivery skills can be judged by student evaluations, which are most effective if not too severe. Established centers for developing teacher competence emphasize the effort to recognize and reward effective teaching as much as research is rewarded. Finally, teaching competence can be increased through workshops, instructional development programs, or from sharing suggestions with supportive, nonevaluative colleagues. (The endnotes contain 15 suggestions for establishing an effective, nonthreatening evaluation program.) (EL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01