Educational Developers' Experiences of Negative Faculty Attitudes towards Teaching and Development--An International Survey

Autor/inn/en	Ekecrantz, Stefan; Schwieler, Elias
Titel	Educational Developers' Experiences of Negative Faculty Attitudes towards Teaching and Development--An International Survey
Quelle	In: Journal of Faculty Development, 30 (2016) 3, S.21-29 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2153-1900
Schlagwörter	Teacher Attitudes; Negative Attitudes; Surveys; College Faculty; Teacher Student Relationship; Psychological Patterns; Values; Resistance to Change; Foreign Countries; Theory Practice Relationship; Security (Psychology); Classroom Techniques; Leadership; Prior Learning; Educational Change; Higher Education; United States; United Kingdom; Sweden; Australia; Canada; New Zealand; Netherlands; Denmark + Suchen Sie Ihr Suchwort? Lehrerverhalten; Negative Fixierung; Survey; Umfrage; Befragung; Fakultät; Teacher student relationships; Lehrer-Schüler-Beziehung; Wertbegriff; Ausland; Theorie-Praxis-Beziehung; Security; Psychology; Sicherheit; Klassenführung; Führung; Führungsposition; Vorkenntnisse; Bildungsreform; Hochschulbildung; Hochschulsystem; Hochschulwesen; USA; Großbritannien; Schweden; Australien; Kanada; Neuseeland; Niederlande; Dänemark
Abstract	In this article, results from an international survey on the experiences of educational developers' experiences of teachers' attitudes, emotions, and normative values in higher education are presented. Teacher-student relationships have a substantial impact on student learning and the general learning climate, but have still received relatively little attention in higher education research. In particular, an area that needs better understanding is negative attitudes regarding teaching and students. For this article, 110 veteran researchers/lecturers in eight countries currently working in educational development were asked to share their experiences of such attitudes, emotions, and normative values among staff. The results clearly suggest that educational developers need strategies to address such challenges. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01