Literaturnachweis - Detailanzeige
| Autor/inn/en | Starr, Lisa J.; DeMartini, Ashley |
|---|---|
| Titel | Addressing the Needs of Doctoral Students as Academic Practitioners: A Collaborative Inquiry on Teaching in Higher Education |
| Quelle | In: Canadian Journal of Higher Education, 45 (2015) 3, S.68-83 (16 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0316-1218 |
| Schlagwörter | Graduate Students; Doctoral Programs; College Instruction; College Faculty; Teaching Methods; Inquiry; Teacher Student Relationship; Cooperation; Self Evaluation (Individuals); Teaching Assistants; Foreign Countries; Canada (Montreal) |
| Abstract | This paper presents preliminary findings from a pilot study whose purpose was to explore how we, a tenure-track faculty member and a doctoral student, understood and developed our teaching practice when engaged in a formal faculty-student relationship. Using a hybrid of collaborative inquiry and collaborative self-study--which included verbal and written dialogue, interrogation, as well as observation--we sought to understand how that formal faculty-student relationship promoted the development of strong teaching pedagogy. The motivation for this study was a commitment to fostering high-quality teaching in undergraduate courses in our faculty of education. Driving this study was the research question: How are we investigating and improving upon our practices as teachers in post-secondary education? (As Provided). |
| Anmerkungen | Canadian Society for the Study of Higher Education. P.O. Box 34091, RPO Fort Richmond, Winnipeg, MB R3T 5T5, Canada. Tel: 204-474-6404; Fax: 204-474-7561; e-mail: csshe@cc.umanitoba.ca; Web site: http://csshe-scees.ca/publications/canadian-journal-of-higher-education/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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