思考还是谈论教学？以学生评价为契机进行教学对话或反思

IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH

Tertiary Education and Management Pub Date : 2024-09-16 DOI:10.1007/s11233-024-09140-7

Mie Kusk Søndergaard, Lise Degn, Berit Lassesen

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引用次数: 0

摘要

长期以来，将学生评教（SET）作为质量评估工具一直是高等教育教学工作者和学者们争论不休的话题。我们并不关注学生评教是否能提供可靠的质量衡量标准，而是探讨在将学生评教作为或打算作为质量发展工具时会发生什么。我们报告了一项定性研究的结果，该研究涉及高等教育教师和管理人员如何看待和使用教师教学测评，将其作为发展自身教学的一部分，并重点关注作为质量评估程序一部分的教学对话在实践中是如何实现的（或没有实现）。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

Thinking or talking about teaching? Student evaluation as an occasion for dialogue or reflection on teaching

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Thinking or talking about teaching? Student evaluation as an occasion for dialogue or reflection on teaching

Using student evaluations of teaching (SETs) as a quality assessment tool have long been a highly debated topic among both practitioners and scholars of higher education teaching. Rather than focus on whether SETs provide reliable measurements of quality, we explore what happens when SETs are implemented as or intended as quality development tools. We report from a qualitative study of how higher education teachers and managers perceive and use SETs as part of developing their own teaching, and focus on how the dialogue around teaching, which was intended as a part of the quality assessment procedure, is actualized (or not) in practice.

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来源期刊

Tertiary Education and Management EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.00

自引率

0.00%

发文量

期刊介绍： Tertiary Education and Management (TEAM) is an international, interdisciplinary and peer-reviewed journal that welcomes research contributions that reflect upon, study or question main developmental trends and practices, and address current and future challenges in higher education. The thematic focus of TEAM includes management, governance and organisation of higher education; teaching and learning in higher education; the academic profession and academic careers; higher education and the labour market; and institutional research in higher education. TEAM is jointly published by Springer and EAIR – The European Higher Education Society, and is intended to contribute to EAIR’s mission of creating a better linkage of research, policy and practice in higher education.Articles submitted should as a consequence be written for, understood by, and be relevant for a multicultural, multifaceted and international audience, consisting of both the international academic community and the field of practice within higher education. TEAM welcomes articles using a variety of approaches, methods and perspectives given that the article demonstrate the relevance of the research in a broader context whether this be in other higher education institutions, other national settings or in the international arena. Occasionally, the journal also publishes articles where personal viewpoints/experiences or political arguments are made to stimulate discussion and reflection, or to challenge established thinking in the field of higher education. Such pieces are published in a dedicated ''Forum'' section of the journal.