Developing Graduate Students' Self-Efficacy with Learner-Centred Lecturing

Autor/inn/en	Troop, Meagan; Wallar, Lauren; Aspenlieder, Erin
Titel	Developing Graduate Students' Self-Efficacy with Learner-Centred Lecturing
Quelle	In: Canadian Journal of Higher Education, 45 (2015) 3, S.15-33 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0316-1218
Schlagwörter	Graduate Students; Self Efficacy; Student Centered Learning; Student Centered Curriculum; Curriculum Development; Lecture Method; Mixed Methods Research; Case Studies; Surveys; Semi Structured Interviews; Microteaching; Student Teaching; Likert Scales; Scores; Feedback (Response); Peer Evaluation; Grounded Theory; Canada + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Self-efficacy; Selbstwirksamkeit; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Case study; Fallstudie; Case Study; Survey; Umfrage; Befragung; Teaching practice; Unterrichtspraxis; Likert-Skala; Kanada
Abstract	This paper presents the findings of a mixed-method case study conducted at the University of Guelph on the relationship between practice lecturing and graduate student self-efficacy. Building on the work of Boman (2013), and using surveys and individual interviews, we measured and characterized the perceived changes in graduate students' self-efficacy in learner-centred lecturing. Our research question was: In what ways, if any, does microteaching contribute to participants' perceived self-efficacy in learner-centred lecturing? Our results and discussion reveal that practice increases self-efficacy with respect to the design, facilitation, and assessment of learner-centred lectures, and is a vital component to graduate student teaching development programming. (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