Let Me Edutain You! Practices of Student Engagement Employed by New Lecturers

Autor/inn/en	Dismore, Harriet; Turner, Rebecca; Huang, Rong
Titel	Let Me Edutain You! Practices of Student Engagement Employed by New Lecturers
Quelle	In: Higher Education Research and Development, 38 (2019) 2, S.235-249 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2018.1532984
Schlagwörter	Higher Education; Learner Engagement; Beginning Teachers; College Faculty; Teacher Attitudes; Barriers; Learning Processes; Self Efficacy; Risk; Teaching Methods; Graduate Students; Foreign Countries; Large Group Instruction; Course Content; Student Responsibility; Anxiety; Teacher Student Relationship; Teacher Education; Student Evaluation; Psychological Needs; United Kingdom + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Junior teacher; Junglehrer; Fakultät; Lehrerverhalten; Learning process; Lernprozess; Self-efficacy; Selbstwirksamkeit; Risiko; Teaching method; Lehrmethode; Unterrichtsmethode; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ausland; Kursprogramm; Angst; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerausbildung; Lehrerbildung; Schulnote; Studentische Bewertung; Großbritannien
Abstract	Over the last few years, student engagement has become a commonly used term in Higher Education across the United Kingdom, American and Australasian higher education systems. This article presents research on an area of student engagement absent from the literature, that of new lecturers' practices. Following detailed analyses of interview data after one year of teaching, the findings reveal a range of perceptions, pressures and tensions relating to student engagement which influence practice. Most lecturers described engagement as an emotional construct (the need for students to 'like' learning) as well as a cognitive construct (what they learn). However, there were tensions between the two and a need to overcome perceived barriers. We argue that lecturers can best be supported by acknowledging the time it takes to gain confidence, experiment and take risks, and appreciating their need to respond to different expectations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01