Discourses and Practices in Teaching Methods and Assessment: Insights from an Early Career Academic

Autor/in	Gopinath, Deepak
Titel	Discourses and Practices in Teaching Methods and Assessment: Insights from an Early Career Academic
Quelle	In: SAGE Open, 5 (2015) 1, (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-2440
DOI	10.1177/2158244015573371
Schlagwörter	Beginning Teachers; College Faculty; Teaching Methods; Evaluation Methods; Reflection; Student Development; Student Projects; Active Learning; Student Centered Learning; Student Evaluation + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode; Schulprojekt; Aktives Lernen; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Schulnote; Studentische Bewertung
Abstract	Translating the purposes of education into practice is particularly challenging for those who are new or have recently entered academia. By reflecting on my first years of teaching in higher education, I discuss two key aspects of my teaching practice: shifts in choice of teaching methods and a critique of different forms of assessment. Through the discussion, I argue that a teacher needs to be reflective on both these aspects and that such reflection needs to be carried out so that the student develops into a "self-directing," "self-monitoring," and "self-correcting" individual. At the end of the discussion, the relevance of a "project-based learning" approach starts to become significant in taking my pedagogical practice forward. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01