From Perception to Practice

Abstract

Teaching culture is the product of a dynamic interplay among the embedded patterns, behaviours, values, beliefs and ideologies about teaching and learning within and across the many microcultures that make up a university. Educational researchers from across Canada developed a set of Institutional Teaching Culture Perception Surveys (ITCPS) to gain insight to an institution’s teaching culture at a particular point in time. Staff, faculty, and students from two institutions provided comments through an open-ended survey and focus groups, answering the question “What would indicate to you that teaching matters at your institution?” Aligning with the six ITCPS levers, the results identified both barriers and pathways to a strong institutional teaching culture, highlighting strategic priorities, assessment methods, effective pedagogy, supportive infrastructure, engagement opportunities and public recognition.
 
 La culture d’enseignement est le fruit d’une interaction dynamique entre les habitudes, les comportements, les valeurs, les croyances et les idéologies portant sur l’enseignement et sur l’apprentissage à travers les multiples microcultures qui composent une université. Des chercheurs en éducation de partout au Canada ont mis au point un sondage – appelé ITCPS – sur la perception de la culture d’enseignement afin de mieux comprendre une telle culture dans un établissement donné à un moment précis. Des employés, des enseignants et des étudiants provenant de deux établissements ont formulé des commentaires dans un sondage à questions ouvertes et dans des groupes de discussion. Ils ont répondu à la question suivante : « Qu’est-ce qui vous ferait penser que l’on accorde une valeur à l’enseignement dans votre établissement? » En adéquation avec les six mécanismes du sondage ITCPS, les résultats ont mis en évidence les obstacles et les voies à suivre pour atteindre à une culture d’enseignement forte en établissement, en soulignant les priorités stratégiques, les méthodes d’évaluation, la pédagogie efficace, l’infrastructure de soutien, les possibilités de participation et la reconnaissance publique.

Exploring the scholarship of teaching and learning (SoTL) landscape of academia: SoTL‐centric culture elements in institutions of faculty members who publish in SoTL‐focused journals

“…The literature on teaching culture suggests that understanding variations in teaching culture perceptions across different institutional types is crucial for improving teaching and learning. Studies such as Kustra et al (2015), who examined the perceptions of teaching culture among faculty at multiple institutions, and Shaw et al (2019), who explored institutional teaching culture, both with an intention to uncover how these can improve teaching culture, have demonstrated variations in perceptions of teaching culture across different institutional types, highlighting the importance of understanding these variations to improve teaching and learning and to support SoTL work. Similarly, Dawson et al (2019) found that there were differences in perceptions of teaching culture among different groups of faculty members, emphasizing the importance of considering the diverse perspectives of different groups of faculty members in understanding and changing teaching culture.…”

“…(2015), who examined the perceptions of teaching culture among faculty at multiple institutions, and Shaw et al. (2019), who explored institutional teaching culture, both with an intention to uncover how these can improve teaching culture, have demonstrated variations in perceptions of teaching culture across different institutional types, highlighting the importance of understanding these variations to improve teaching and learning and to support SoTL work. Similarly, Dawson et al.…”

“…A strong and supportive teaching culture is critical for faculty success in higher education (Paulsen & Feldman, 1995; Shaw et al., 2019, bib21. When a culture of teaching excellence is present, faculty members are encouraged to continuously improve their teaching practices and are provided with opportunities for professional development (Dawson et al., 2019).…”

“…When faculty members feel supported in their teaching endeavors, they are more likely to engage in the life of the institution and to invest in the success of their students (Paulsen & Feldman, 1995). Furthermore, a strong teaching culture also allows for more open dialogue and collaboration among faculty members, which can lead to innovation in teaching and learning (Kustra et al., 2015; Paulsen & Feldman, 1995; Shaw et al., 2019). In summary, a strong teaching culture in higher education is essential for the personal and professional growth of faculty members and for providing students with the highest‐quality education.…”