Fuhrman, G. Rehabilitating Information. Entropy, 2010, 12, 164-196

Fuhrman, Gary

doi:10.3390/e12030326

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“…However, during the program they developed a better appreciation for the experiences students bring to the classroom. Fuhrman et al (2010) found graduate teaching assistants believed effective teachers exhibit passion for their subjects, are knowledgeable about and care for students, use a variety of teaching strategies, and help students appreciate the relevance of information to their own context. Sprinkle (2009) tested hypotheses regarding graduate students' perceptions of effective teaching, including teachers' age, gender, personality traits, and teaching style.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Graduate students often have teaching responsibilities, and they may be "most qualified to comment on teaching and its impact on learning because they can draw from recent and current experience" (Saroyan, Dangenais, & Zhou, 2009, p. 580). While extensive literature exists about students' perceptions of teaching effectiveness in K-12 education, not as much has been written about graduate students' perspectives on the subject (Fuhrman, Fuhrman, & DeLay, 2010 et al, 2009). Given the complex task of learning to teach, identifying traits indicative of effective teaching can be a constructive first step in helping students learn to teach.…”

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Graduate Students’ Perspectives on Effective Teaching

Hill

2014

Adult Learning

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This study employed data collected over an 8-year period in which graduate students’ perspectives on effective teaching were collected during a class exercise. The data were organized into three categories: (a) teaching competence (knowledge of content and teaching), (b) relationships with students (having the best interests of students at heart), and (c) teacher attitudes (with respect to teaching and learning). Students appear to concur with the literature in adult and higher education that effective teaching involves far more than presenting content and the methods used to convey that content to students. Equally important are the affective or emotional processes involved in learning, forming a relationship with students, and caring about students’ learning and ability to integrate and apply new information. Therefore, adult and higher education courses that address teaching need to go further than merely addressing course design and techniques. Unless students have direct instruction in teaching and an opportunity to practice, they will often uncritically reproduce the teaching models they have experienced. This article can serve as a way to introduce information about effective teaching that emanates from a source with which students can easily identify and serve as a platform to engage students in the study of teaching.

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Section: Literature Reviewmentioning

confidence: 99%

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confidence: 99%