Literaturnachweis - Detailanzeige
| Autor/in | Shivley, Jacob M. |
|---|---|
| Titel | Acquisition of Pedagogical Knowledge by Instructors of Veterinary Medicine |
| Quelle | In: Transformation in Higher Education, 4 (2019), Artikel 54 (9 Seiten)
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| Zusatzinformation | ORCID (Shivley, Jacob M.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2415-0991 |
| Schlagwörter | Pedagogical Content Knowledge; Land Grant Universities; Veterinary Medical Education; College Faculty; Teaching Styles; Reputation; Teacher Attitudes; Institutional Characteristics; Faculty Development; Teacher Workshops; Interpersonal Competence; Skill Development; Veterinary Medicine; Health Personnel; Mississippi |
| Abstract | Background: When practitioners of veterinary medicine enter academia as faculty or clinical instructors, they are asked to perform research, provide service and outreach, and educate students, yet the teaching component is a struggle for many. It has been posited that academic clinicians develop a teaching style similar to those they observed while in school but this has not been confirmed with empirical evidence. Aim: The aim of this research was to determine how veterinary instructors obtained pedagogical knowledge prior to their faculty appointment. Setting: The sample consisted of veterinary faculty at a college of veterinary medicine from the southeastern United States. The land-grant university that the veterinary school is associated with is one of only a few schools to earn both research and community engagement rankings from the Carnegie Foundation for the Advancement of Teaching. Methods: Online surveys were administered to a stratified sample of veterinary faculty and instructors. A mixed-methods approach was utilised to collect and analyse both close-ended and open-ended data. A coding process provided labels for emerging themes, concepts and examples and each research question was answered with descriptive detail. Results: Descriptive results showed that most instructors (93%) did not receive formal teacher training but derived their pedagogical knowledge from role models prior to teaching. Many faculty members (70%) attended university-sponsored workshops offered by their institutions to build upon and improve their teaching skills. Conclusion: Overarching themes reflected observational learning "in situ" and a general emphasis on non-cognitive skill development, particularly regarding interpersonal skills. (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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