Faculty reflect on course planning

Stark, Joan S.; Lowther, Malcolm A.; Ryan, Michael P.; Genthon, Michele

doi:10.1007/bf00992924

Cited by 29 publications

(24 citation statements)

References 9 publications

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“…With both groups reflection was primarily experience-based rather than research or theory-based, although examples of the latter were found. This resembles Stark et al's (1988) observation that ''faculty members interviewed generally seemed unaware of instructional and learning theories'' (p. 238). However, the findings also suggest that formal courses on teaching and learning begin to make a difference in this regard.…”

Section: Commonalities and Differences In The Range Of Different Indisupporting

confidence: 51%

“…Furthermore, educational goals and purposes go beyond the specific content of the course and, importantly, include more general aspects of university education. Beliefs about educational purposes, despite disciplinary variation, also play a significant role in the direction teaching efforts will take (Stark et al 1988) and for this reason alone, one might suggest, should be regularly reflected upon in all fields. Premise reflection, as was argued earlier, also serves a critical function in the development of more complex conceptual structures, which could positively inform teaching practice.…”

Section: Discussion Of Theoretical Implications and Future Researchmentioning

confidence: 98%

“…In both studies, conceptual change beliefs were found to be stronger with academics in the humanities and social sciences. Perhaps most interestingly, Stark et al (1988) found connections between the characteristics academics attribute to their discipline, their beliefs about the purposes of education and their reflections on course planning. For example, academics in the humanities and social sciences considered personal enrichment an important educational purpose more so than their colleagues in mathematics.…”

mentioning

confidence: 93%

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Reflection on teaching and epistemological structure: reflective and critically reflective processes in ‘pure/soft’ and ‘pure/hard’ fields

Kreber

Castleden

2008

High Educ

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We empirically explored whether academics from pure/soft and pure/hard fields engage in reflective practice on teaching differently and, if so, whether these differences could be partially explained by the epistemological structure of their discipline. Interview data from academics in pure/hard (N = 30) and pure/soft fields (N = 10) were deductively analyzed according to different types and domains of reflection as well as the nature of learning underlying these reflections. The greatest differences between the two groups were found with respect to reflection on core beliefs as well as within the domain of educational goals and purposes, both being more common in soft fields. Soft and hard fields engaged in instrumental, communicative as well as emancipatory learning about teaching but to different degrees. We propose that teaching expertise requires a disposition to engage in reflection on core beliefs, particularly but not exclusively within the domain of goals and purposes, the latter involving both communicative and emancipatory learning. The theoretical and practical implications of the study are discussed.

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Section: Commonalities and Differences In The Range Of Different Indisupporting

confidence: 51%

Section: Discussion Of Theoretical Implications and Future Researchmentioning

confidence: 98%

mentioning

confidence: 93%

See 1 more Smart Citation

Reflection on teaching and epistemological structure: reflective and critically reflective processes in ‘pure/soft’ and ‘pure/hard’ fields

Kreber

Castleden

2008

High Educ

View full text Add to dashboard Cite

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“…Younger students and female students wanted more vocational guidance from their tutors than older students, whereas the nature of the discipline that they are teaching. The latter beliefs in turn seem to have a direct influence on teaching practices (see Braxton & Hargens, 1996;Stark, 2000;Stark, Lowther, Bentley, & Martens, 1990;Stark, Lowther, Ryan, & Genthon, 1988). This idea would be worth exploring in the context of tutoring in distance education.…”

Section: Resultsmentioning

confidence: 99%

Student and tutor perceptions of effective tutoring in distance education

2009

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Questionnaire responses of 457 students and 602 tutors were used to investigate conceptions of a 'good tutor'. In each case, factor analysis identified scales that reflected key constructs; cluster analysis identified subgroups with different patterns of scale scores; and discriminant analysis determined the scales that contributed the most to differences among the clusters.Both sets of data yielded conceptions of tutoring that were described as task-oriented and student-oriented, respectively. The students' data yielded an additional, career-oriented conception. The tutors' data yielded two additional conceptions that were described as knowledge-oriented and impersonal, respectively. The distribution of the tutors' conceptions (but not that of the students' conceptions) varied across different faculties, suggesting that tutors from different disciplines have different beliefs about effective tutoring. The study suggests that both tutors and students would benefit from having a better appreciation of the importance of support in facilitating learning.

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“…However, surveys of teachers at institutions of higher education in the United States have found that beliefs about teaching vary markedly across different disciplines; these variations are related to the teachers' beliefs about the nature of the discipline that they were teaching and in turn have a direct influence on their teaching intentions. The local context appears to play an additional but far less important role in this process (Braxton and Hargens 1996;Stark et al 1988Stark et al , 1990; see also Stark 2000).…”

Section: Academic Disciplinementioning

confidence: 96%

Teachers’ beliefs and intentions concerning teaching in higher education

et al. 2005

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A questionnaire measuring nine different aspects of teachers' beliefs and intentions concerning teaching in higher education was distributed to teachers at four institutions in the United Kingdom, yielding 638 complete sets of responses. There was a high degree of overlap between the participants' scores on the subscales measuring beliefs and intentions, and analyses of both sets of scores yielded two factors reflecting an orientation towards learning facilitation and an orientation towards knowledge transmission. However, teachers' intentions were more orientated towards knowledge transmission than were their beliefs, and problem solving was associated with beliefs based on learning facilitation but with intentions based on knowledge transmission. Differences in teachers' intentions across different disciplines and between men and women seemed to result from different conceptions of teaching, whereas differences in teachers' intentions across different institutions and between teachers with different levels of teaching experience seemed to result from contextual factors. Teaching intentions thus reflect a compromise between teachers' conceptions of teaching and their academic and social contexts.

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Faculty reflect on course planning

Cited by 29 publications

References 9 publications

Reflection on teaching and epistemological structure: reflective and critically reflective processes in ‘pure/soft’ and ‘pure/hard’ fields

Reflection on teaching and epistemological structure: reflective and critically reflective processes in ‘pure/soft’ and ‘pure/hard’ fields

Student and tutor perceptions of effective tutoring in distance education

Teachers’ beliefs and intentions concerning teaching in higher education

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