Good teaching as care in higher education

Anderson, Vivienne; Rabello, Rafaela Costa Camões; Wass, Rob; Golding, Clinton; Rangi, Ana; Eteuati, Esmay; Bristowe, Zoë; Waller, Arianna

doi:10.1007/s10734-019-00392-6

Cited by 71 publications

(48 citation statements)

References 31 publications

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“…The pedagogical practice of teachers in the 21st century has been challenged by several variables that show the complexity of the teaching phenomenon. In this sense, university teachers become professionals who act in school with a critical-reflective attitude about teaching, visualizing the possibilities that it generates in terms of transformative teaching methodologies to approach learning with meaning and significance for their students (Anderson, et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…The transformation process that education undergoes is generating constant debate about the roles teachers should have in today's society and the responsibility of universities to prepare future teachers (Anderson et al, 2020). In this scenario, there is an urgent need to update university teaching to prepare future generations of teachers that can adapt to the different scenarios and complexities of current society.…”

Section: Introductionmentioning

confidence: 99%

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Perspective of Teaching in University Professors: Case Study in A Chilean University

Merellano-Navarro¹,

Muñoz-Oyarce

Chandia³

et al. 2020

IJHE

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The present study aims to critically analyse university teaching from the perspective of the actors themselves, since the exercise of teaching allows the teacher to look at their pedagogical practice, interpret it, and recreate it, also turning it into a source of learning from a perspective of change and innovation. In methodological terms, the study is based on the interpretive paradigm which is intended to understand how teachers mean the teaching process, therefore, the methodology option is qualitative through the case study. The data have been obtained through focus groups, with the participation of 16 university professors, a question that allowed the emergence of the discourse of the investigated subjects referring to their experience in the exercise of university teaching. The results point to the importance of didactics in the learning process, the establishment of good personal relationships with their students, the deep mastery of the content of the discipline taught by the teacher, the adequate theory-practice relationship, and the primary concern for the learning in their classrooms, as factors that stand out in those teachers who transcend in the lives of their students. They also open up the opportunity for a series of questions, many of them about the role of university teachers in their capacity as trainers of trainers.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Perspective of Teaching in University Professors: Case Study in A Chilean University

Merellano-Navarro¹,

Muñoz-Oyarce

Chandia³

et al. 2020

IJHE

View full text Add to dashboard Cite

show abstract

“…By realising that complex understandings evolve, rather than manifest from a single encounter, educators can moderate expectations of student knowledge at different stages of a dental programme. Good teachers are described as people who care about their discipline, care about teaching and care about students, and can thus influence students’ engagement and aspirations for the future 32 …”

Section: Findings and Discussionmentioning

confidence: 99%

Using self‐study as a methodology for dental educators’ professional inquiry

Leadbeatter

Dracopoulos²,

Lansdown

et al. 2020

Eur J Dental Education

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Introduction Dental educators play crucial roles in dental education and in the functioning of dental schools. Whilst it is recognised that dental educators need more than relevant disciplinary expertise and that scholarly development of dental educators is important, there is a lack of knowledge about ways research can be used to promote professional development. This article aims to showcase a research methodology for professional inquiry that is widely used in teacher education to promote the view that dental education is a professional practice. Approach Self‐study methodology was employed by four dental educators to illuminate their theory‐informed practice. We chose to frame the inquiry around technology and accumulated three forms of data: individual journaling, video‐call discussions and Padlet/bricolage. Analysis of this data focused on how the learning was co‐constructed by the group. Findings and discussion Five key elements of our self‐study were constructed into narratives: understanding technology as a dental educator, being a learner and embodied scholarship, the (expanded) roles of a teacher in a technological environment, advancing our own professional identity as an educator, and possibilities and limits for self‐study in the dental education context. Conclusion Professionalisation of dental educators is critical to sustainable dental education. By educators researching their own practice, research approaches such as self‐study can perform a dual role of facilitating scholarly development and contributing to the generation of new knowledge about becoming and being a dental educator.

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“…Pedagogy of care models are evidence-based approaches to teaching and learning that embody humanism and openness and are consistent with contemporary best teaching practices (Anderson et al 2020;Papadopoulos 2017;Walker and Gleaves 2016). Using a pedagogy of care requires both the teacher and the student to be active participants in the teaching and learning process.…”

Section: Why Sotl Findings Should Be Shared With Studentsmentioning

confidence: 98%

Sharing SoTL Findings with Students: An Intentional Knowledge Mobilization Strategy

Maurer

Woolmer

Powell

et al. 2021

TLI

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This paper critically examines the reasons for and processes of sharing SoTL findings with students. Framed by our commitment to SoTL’s role to make teaching “community property,” we interpret sharing SoTL findings with students as an act of knowledge mobilization, where SoTL might be disseminated, translated, or co-created with the student as a legitimate knowledge broker. We connect these knowledge mobilization processes with four primary reasons why faculty might want to share SoTL findings with students. Finally, we provide examples of knowledge mobilization that use different “voices” found in contemporary communication settings and that reach various student audiences in micro, meso, macro, and mega contexts.

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Good teaching as care in higher education

Cited by 71 publications

References 31 publications

Perspective of Teaching in University Professors: Case Study in A Chilean University

Perspective of Teaching in University Professors: Case Study in A Chilean University

Using self‐study as a methodology for dental educators’ professional inquiry

Sharing SoTL Findings with Students: An Intentional Knowledge Mobilization Strategy

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