Graduate Students' Perspectives on Effective Teaching

Autor/in	Hill, Lilian H.
Titel	Graduate Students' Perspectives on Effective Teaching
Quelle	In: Adult Learning, 25 (2014) 2, S.57-65 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-1595
DOI	10.1177/1045159514522433
Schlagwörter	Graduate Students; Instructional Effectiveness; Teacher Effectiveness; Student Attitudes; Knowledge Base for Teaching; Teacher Student Relationship; Teacher Attitudes; Teacher Competencies; Educational Practices; Student Evaluation of Teacher Performance; Pedagogical Content Knowledge; Teacher Role + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Unterrichtserfolg; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Schülerverhalten; Teaching theory; Theory of teaching; Unterrichtstheorie; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerverhalten; Lehrkunst; Bildungspraxis; Pädagogische Kompetenz; Lehrerrolle
Abstract	This study employed data collected over an 8-year period in which graduate students' perspectives on effective teaching were collected during a class exercise. The data were organized into three categories: (a) "teaching competence" (knowledge of content and teaching), (b) "relationships with students" (having the best interests of students at heart), and (c) "teacher attitudes" (with respect to teaching and learning). Students appear to concur with the literature in adult and higher education that effective teaching involves far more than presenting content and the methods used to convey that content to students. Equally important are the affective or emotional processes involved in learning, forming a relationship with students, and caring about students' learning and ability to integrate and apply new information. Therefore, adult and higher education courses that address teaching need to go further than merely addressing course design and techniques. Unless students have direct instruction in teaching and an opportunity to practice, they will often uncritically reproduce the teaching models they have experienced. This article can serve as a way to introduce information about effective teaching that emanates from a source with which students can easily identify and serve as a platform to engage students in the study of teaching. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10