Perceptions of Practical Knowledge of Learning and Feedback among Academic Teachers

Autor/inn/en	Thurlings, Marieke; van Diggelen, Migchiel
Titel	Perceptions of Practical Knowledge of Learning and Feedback among Academic Teachers
Quelle	In: European Journal of Engineering Education, 46 (2021) 1, S.139-160 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thurlings, Marieke) ORCID (van Diggelen, Migchiel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2019.1677559
Schlagwörter	Engineering Education; Feedback (Response); Teacher Attitudes; College Faculty; Faculty Development; Knowledge Base for Teaching; Learning Processes; Teaching Methods; Case Studies; Learning Theories; Higher Education; Constructivism (Learning); Foreign Countries; Universities; Netherlands + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Lehrerverhalten; Fakultät; Teaching theory; Theory of teaching; Unterrichtstheorie; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Learning theory; Lerntheorie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; University; Universität; Niederlande
Abstract	This study explores how engineering academic teachers perceive their practical knowledge on learning and feedback. Academic teachers and education directors of different disciplines in an engineering university were interviewed. Responses were analysed using the matrix method and cross-case analysis. Five different profiles emerged that provided insight into educators' practical knowledge on learning and feedback and the associated relations. Feedback is not only a necessary tool to foster learning but is also intrinsically interlinked to learning. Learning and feedback were observed to be dynamic during the study programme. Findings suggest that learning theories can be useful to label, describe, and interpret practical knowledge on learning and feedback. The study has practical implications for those supporting academic teachers' professional development in higher engineering education (HEE) with respect to providing feedback. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01