高等教育中的通用技能——教师的概念、教学实践和教学培训

IF 2.4 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching in Higher Education Pub Date : 2023-08-18 DOI:10.1080/13562517.2023.2248003

Tarja Tuononen, Heidi Hyytinen, Katri Kleemola, T. Hailikari, A. Toom

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引用次数: 0

摘要

教师的教学观念在其教学实践中起着至关重要的作用。以往对通用技能教学概念的研究主要是小样本的定性研究，因此需要进行更广泛的定量研究。本研究旨在探讨高等教育教师的教学通用技能观念、教学实践、教学训练与教学经验之间的关系。数据为教师问卷回答(N=286)。研究结果表明，观念与教学实践有关。此外，教学训练与观念和教学实践有着重要的关系。然而，教学经验与一般技能的概念无关，但与一些实践有关。本研究建议教师有必要加强对通用技能教学概念的认识，并强调教学培训的重要性。

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Generic skills in higher education – teachers’ conceptions, pedagogical practices and pedagogical training

Teachers’ conceptions of teaching play a key role in the pedagogical practices they apply in their teaching. Previous studies of conceptions of teaching generic skills have been mainly qualitative with small samples, and thus there is a need for a more extensive quantitative study. This study investigates the associations between higher education teachers' conceptions of teaching generic skills, pedagogical practices, pedagogical training, and teaching experience. The data consist of teachers’ survey answers (N=286). The findings indicate that conceptions were related to pedagogical practices. In addition, pedagogical training has a significant relation to conceptions and pedagogical practices. However, teaching experience did not relate to conceptions of generic skills, but it did to some of the practices. This study suggests a need for teachers to enhance their awareness of conceptions related to teaching generic skills and highlights the importance of pedagogical training.

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来源期刊

Teaching in Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.90

自引率

7.70%

发文量

期刊介绍： Teaching in Higher Education has become an internationally recognised field, which is more than ever open to multiple forms of contestation. However, the intellectual challenge which teaching presents has been inadequately acknowledged and theorised in higher education. Teaching in Higher Education addresses this gap by publishing scholarly work that critically examines and interrogates the values and presuppositions underpinning teaching, introduces theoretical perspectives and insights drawn from different disciplinary and methodological frameworks, and considers how teaching and research can be brought into a closer relationship. The journal welcomes contributions that aim to develop sustained reflection, investigation and critique, and that critically identify new agendas for research, for example by: examining the impact on teaching exerted by wider contextual factors such as policy, funding, institutional change and the expectations of society; developing conceptual analyses of pedagogical issues and debates, such as authority, power, assessment and the nature of understanding; exploring the various values which underlie teaching including those concerned with social justice and equity; offering critical accounts of lived experiences of higher education pedagogies which bring together theory and practice. Authors are strongly encouraged to engage with and build on previous contributions and issues raised in the journal. Please note that the journal does not publish: -descriptions and/or evaluations of policy and/or practice; -localised case studies that are not contextualized and theorised; -large-scale surveys that are not theoretically and critically analysed; -studies that simply replicate previous work without establishing originality.