Literaturnachweis - Detailanzeige
| Autor/in | Aga, Kristian |
|---|---|
| Titel | Challenges and Motivation for Teachers Transitioning to Active Learning Spaces |
| Quelle | In: European Journal of Engineering Education, 48 (2023) 4, S.724-746 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0304-3797 |
| DOI | 10.1080/03043797.2023.2193552 |
| Schlagwörter | Barriers; Teaching Methods; Educational Change; Active Learning; Educational Environment; Foreign Countries; College Faculty; Mathematics Education; Statistics Education; Learner Engagement; Teacher Student Relationship; Peer Relationship; Norway |
| Abstract | Research indicates that active learning and Active Learning Spaces (ALSs) may improve student learning. Four teachers in mathematics and statistics at a Norwegian university are examined as they transition to ALSs. The teachers' experiences were analyzed using grounded theory which resulted in the three categories presenting what the teachers perceived as significant challenges to overcome when transitioning to the ALSs. The three categories are "Engaging Students," "Building Student Relations," and "Developing Teaching Strategies." These categories were examined for how the teachers addressed the challenges and their motivation for using ALSs. The teachers felt it was necessary to handle all three categories well to benefit from the ALSs, further motivating active learning and ALS use. However, poor handling of the challenges reduced the teachers' motivation. This study was guided by action research and is part of a more extensive study that looked at the student perspective. (As Provided). |
| Anmerkungen | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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