How Can Innovative Teaching be Taught? Insights from Higher Education

Abstract

Seeing the need to change parts of one's teaching project may be the starting point for scholars to seek inspiration and guidance from educational psychologists for innovation in their teaching. In this report, the authors address the question of how educational psychologists can assist lecturers in higher education with the implementation of innovative teaching projects. Reflection of existing teaching practices helps promote the use of innovative teaching projects. The diversity of lecturers and teaching subjects in higher education makes counselling tailored to each individual teacher essential. In the present contribution, the authors describe a course on innovative teaching projects in university education. Participants represented various disciplines and were at different stages of their academic careers. Instructors of the course were two educational psychologists who assisted participants for one complete term in planning and realizing innovative teaching concepts, and finally in evaluating their teaching projects.

Perspectives on teaching: Conceptions of teaching and epistemological beliefs of university academics and students in different domains

“…Academics’ interdisciplinary professional development initiatives hold the potential to point out which content-centred teaching situations can be reorganized to support student learning better, and thereby broaden academics’ conceptions about teaching against the background of their epistemological beliefs. Teaching methods that are suitable for ‘hard’ content such as peer learning and problem-based learning need to be fostered more strongly (Hellmann et al, 2014). For ‘hard’ faculty themselves, it could be helpful to take their students’ perspective more often and to bear in mind that active learning, rather than passive listening, promises deeper learning.…”

An Effective Practice of ICT Tools in Higher Education to Improve the Teaching Learning Process

“…The innovative teaching practices are one of the most important skills required for the teaching community [32]. Scientific research has already proven that innovative methods of teaching can enhance the student"s learning process.…”

Developmental, Relational and Facilitating (DRF) Organizational Culture Scale: An Empirical Study in Select Colleges of University of Delhi

“…The study discovered a statistically significant correlation between knowledge storage and market culture, between knowledge transfer and clan culture, between knowledge transfer and market culture, and, finally, between knowledge application and clan culture and between knowledge application and market culture. Success in higher education teaching is not exclusively reflected in better learning outcomes as seen in the learners’ reproduction or transfer of taught materials; it can also be part of a pleasant teaching experience and increased job satisfaction in the instructive role of a lecturer ( Hellmann et al, 2014 ).…”