The Nebulous, Essential Dimensions in Effective University Teaching: The Ethic of Care and Relational Acumen

Autor/in	Scott, Donald E.
Titel	The Nebulous, Essential Dimensions in Effective University Teaching: The Ethic of Care and Relational Acumen
Quelle	In: Journal of University Teaching and Learning Practice, 12 (2015) 2, Artikel 9 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-9789
Schlagwörter	Teaching Methods; Work Ethic; Beliefs; Instructional Design; Teacher Student Relationship; Teacher Effectiveness; Student Attitudes; Teacher Attitudes; Interviews; Questionnaires; Mixed Methods Research; Journal Writing; Instructional Effectiveness; Classroom Environment; Classroom Techniques; Caring; Synchronous Communication; Electronic Learning; Business Administration Education; Learning Experience; Administrator Attitudes; Educational Practices; College Students; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Arbeitsethos; Belief; Glaube; Lesson concept; Lessonplan; Unterrichtsentwurf; Teacher student relationships; Lehrer-Schüler-Beziehung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schülerverhalten; Lehrerverhalten; Interviewing; Interviewtechnik; Fragebogen; Zeitschriftenaufsatz; Klassenklima; Unterrichtsklima; Klassenführung; Care; Pflege; Sorge; Betreuung; Lernerfahrung; Bildungspraxis; Collegestudent; Ausland; Australien
Abstract	This paper examines the interrelationships between teaching beliefs and approaches, instructional design, relationships with students, and academics' and students' perceptions of effective teaching and learning. Mixed methodology was utilised and included interviews with academics and students, and questionnaires, inventories, and learning journals. As anticipated educationally optimal instructional design was appreciated by academics and students, however, it was not the most significant aspect in influencing students' perceptions of "good" or effective teaching. Differences were found between two teaching academics' beliefs about students and these translated into varied approaches to teaching, interactions with students, and different capacities to establish positive classroom environments and relationships. Academics' ethic of care and relational acumen were the pivotal components in students' criteria for effective teaching, which may present a quandary to academic developers. Findings indicate the importance of relational acumen and an ethic of care and may also have significance for university leaders in matching academic teaching activities to faculty strengths and potentially explaining negative student feedback in well-designed units. (As Provided).
Anmerkungen	University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: http://ro.uow.edu.au/jutlp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01