Examining the Influence of Professional Development on Tutors' Teaching Philosophies

Autor/inn/en	Cotronei-Baird, Valeria S.; Chia, Austin; Paladino, Angela; Johnston, Alexandra
Titel	Examining the Influence of Professional Development on Tutors' Teaching Philosophies
Quelle	In: Higher Education Research and Development, 42 (2023) 6, S.1338-1361 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cotronei-Baird, Valeria S.) ORCID (Paladino, Angela) ORCID (Johnston, Alexandra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2022.2146060
Schlagwörter	Faculty Development; Tutors; Educational Philosophy; Teaching Methods; Teaching Assistants; Program Effectiveness; Workshops; Peer Relationship; Mentors; Social Networks; Student Centered Learning; Business Administration Education; Foreign Countries; Attitude Change; Australia + Suchen Sie Ihr Suchwort? Förderlehrer; Lehrender; Tutor; Bildungsphilosophie; Erziehungsphilosophie; Teaching method; Lehrmethode; Unterrichtsmethode; Lernwerkstatt; Schulung; Peer-Beziehungen; Social network; Soziales Netzwerk; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Ausland; Attitudinal change; Einstellungsänderung; Australien
Abstract	This paper reports the findings of a qualitative study examining the influence of professional development (PD) on tutors' teaching philosophies. It found that tutors construe their role in three ways: as transmitter, facilitator, or reflexive practitioner. The findings suggest most tutors, prior to a PD program, hold a teacher-focused conception of teaching and learning (that is, as transmitter) but shift toward a student-oriented conception following the completion of the PD program (facilitators or reflexive practitioners). Epistemic shifts among tutors were attributed to three specific features of the PD program: workshops, peer mentoring, and peer networking. This study provides insights into PD features that cultivate student-oriented teaching philosophies reflecting contemporary pedagogical strategies that promote experiential and constructivist teaching approaches. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01