Between Knowing and Learning: New Instructors' Experiences in Active Learning Classrooms

Autor/inn/en	Phillipson, Andrea; Riel, Annie; Leger, Andy B.
Titel	Between Knowing and Learning: New Instructors' Experiences in Active Learning Classrooms
Quelle	In: Canadian Journal for the Scholarship of Teaching and Learning, 9 (2018) 1, Artikel 4 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1918-2902
Schlagwörter	College Faculty; Beginning Teachers; Active Learning; Teaching Experience; Reflective Teaching; Teacher Attitudes; Student Centered Learning; Transformative Learning; Teacher Role; Role Perception; Educational Development; Research Universities; Foreign Countries; Focus Groups; Independent Study; Attitude Change; Interviews; Canada + Suchen Sie Ihr Suchwort? Fakultät; Junior teacher; Junglehrer; Aktives Lernen; Lehrerverhalten; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Pädagogische Transformation; Lehrerrolle; Role conception; Rollenverständnis; Bildungsentwicklung; Forschungseinrichtung; Ausland; Selbststudium; Attitudinal change; Einstellungsänderung; Interviewing; Interviewtechnik; Kanada
Abstract	Over the past 20 years, interest in the impact of space on teaching and learning has grown, and higher education institutions have responded by creating Active Learning Classrooms (ALCs)--spaces designed to promote active, student-centred learning. While ALC research has explored teaching methods, student experience, and student learning, less is known about how teaching in these spaces affects instructors. We contribute to this discussion by investigating teachers' educational development in these spaces. We asked new instructors to reflect on their ALC experiences, exploring their pre-course preparation and their perceptions about themselves, their students, and teaching and learning. Their reflections revealed key differences between knowing and learning: Although all participants knew about and were dedicated to student-centred pedagogy before teaching in the ALCs, teaching in these spaces prompted transformative learning through which they shifted both their behaviours and perceptions about student learning and about their own roles in the classroom. (As Provided).
Anmerkungen	University of Western Ontario and Society for Teaching and Learning in Higher Education. Mills Memorial Library Room 504, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L6, Canada. Tel: 905-525-9140; e-mail: info@cjsotl-rcacea.ca; Web site: http://www.cjsotl-rcacea.ca/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01