Promoting and/or Evading Change: The Role of Student-Staff Partnerships in Staff Teaching Development

Autor/inn/en	Marquis, Elizabeth; Power, Emily; Yin, Melanie
Titel	Promoting and/or Evading Change: The Role of Student-Staff Partnerships in Staff Teaching Development
Quelle	In: Journal of Further and Higher Education, 43 (2019) 10, S.1315-1330 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Marquis, Elizabeth) ORCID (Yin, Melanie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2018.1483013
Schlagwörter	Teacher Student Relationship; Student Role; Faculty Development; Partnerships in Education; Foreign Countries; College Faculty; College Students; Teaching Methods; Program Design; Curriculum Development; Leadership; Teacher Attitudes; Student Attitudes; Perspective Taking; Student Participation; Feedback (Response); Canada + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Hochschulpartnerschaft; Ausland; Fakultät; Collegestudent; Teaching method; Lehrmethode; Unterrichtsmethode; Programme design; Programmaufbau; Programmplanung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Führung; Führungsposition; Lehrerverhalten; Schülerverhalten; Zukunftsperspektive; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Kanada
Abstract	While a large body of research considers factors enabling or constraining academic development in colleges and universities, comparatively little scholarship has considered the roles students might play in supporting positive change in staff teaching practices. This article explores one potential avenue by which such change might play out, considering the extent to which participation in a student-staff partnership programme supported by a central teaching and learning institute might encourage shifts in staff teaching. Drawing on data gathered via focus groups and online reflective prompts, we find that participating in pedagogical partnership can support a range of developments in staff teaching practices, though these changes might not always be pronounced or uniformly positive. Implications for future research and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01