Investigating the Effect of Teaching Aesthetic Skills to Faculty Members on Development of Their Effective Teaching Performance1

Abstract

This quasi-experimental study investigated the effect of teaching aesthetic skills to faculty members on development of their effective teaching performance through a two-group pretest-posttest design. The sample included 32 faculty members at a major Iranian university who were divided into the experimental (11 participants) and control groups (21 participants). The experimental group was taught to use aesthetic skills in the teaching and learning processes; however, no intervention was applied to the control group. To evaluate the effective teaching performance of the faculty members, a tailor-made questionnaire was used in two pretest and posttest stages, where randomly chosen students were asked to express their opinions about the faculty membersí performance. The sample size of the students was 1096 in the pretest stage and 935 in the posttest stage. Paired t-test results showed that there was no significant difference between the mean effective teaching scores of the faculty members in the control group in the pretest stage and in the posttest stage. However, the mean effective teaching scores of the faculty members in the experimental group were found to be significantly higher in the posttest. In addition, although there was no significant difference between the mean effective teaching scores of the two faculty groups in the pretest, faculty members in the experimental group outperformed their counterparts in the control group. Based on the findings, applying aesthetic skills by faculty members in the teaching and learning processes can pave the way for sustainable development of their effective teaching performance. Therefore, faculty members are recommended to acquire the required knowledge and skills to better use aesthetic skills in the teaching process.

The Mediating Effect of Job Satisfaction on the Relationship Between Team Work Skills and Work Values of Teachers

“…Also, the high level of aesthetics is indicative of the high quality of work in which one needs to have an artistic ability. This claim is in line with various authors (Eslamian et al, 2017;Ruth et al, 2021) who stated that by boosting motivation, advancing knowledge, and encouraging joy, creativity directly improves learning. Faculty members must care about aesthetics in the teaching and learning processes and should develop aesthetic teaching abilities and attitudes.…”

“…By fostering a kind, accepting environment, being present with student ideas, supporting autonomy, rewording assignments to encourage creative thinking, giving students honest feedback on their creativity, and guiding the students in determining when it is appropriate to be creative, teachers can help their students develop their creativity in the classroom (Ruth et al, 2021). It was mentioned by Eslamian et al (2017) that faculty members must care about aesthetics in the teaching and learning processes and should develop aesthetic teaching abilities and an aesthetic attitude.…”

Journal of Teacher Education for Sustainability after the UN Decade of Education for Sustainable Development: Exploring for the Future

“…Similarly as in the previous analysis, the majority of articles (49 or 75.4%) represented some type of empirical papers, 9.2% of all papers integrated both novel theoretical ideas and empirical research (e.g., -ipilova, Ostrovska, Jermolajeva, Aleksejeva, & OÔeh-noviËs, 2017; SalÓte et al, 2016), while 15.4% of papers were conceived as theoretical elaboration on different subjects (e.g., Álvarez-García et al, 2015;Miedema & Bertram-Troost, 2015). With regard to the methodological priorities in empirical studies, exactly like in preceding exploration (Pipere et al, 2015), qualitative research was produced most often (29.2% of papers) (e.g., Carbach & Fischer, 2017;Ulavere & Tammik, 2017), followed by quantitative studies (26.2%) (e.g., Biasutti, De Baz, & Alshawa, 2016;Eslamian, Jafari, & Neyestani, 2017) and mixed methods research (20%) (e.g., Briede, 2016;Jurgena, CÁdere, & Kevia, 2018), showing certain increase in comparison with the previous period of analysis (16.7%). Only four papers (6.2%) contained case studies (e.g., Lekunze & Strom, 2017) in comparison with 13.9% in the previous analysis.…”

Learning to Be: Teachers’ Competences and Practical Solutions: A Step Towards Sustainable Development

“…Considering that teachers are key elements in the educational system and play a significant role in the proper socialization of the youth for sustainable development (UNESCO, 2008), they should acquire necessary professional competencies how to teach students this pillar ìlearning to beî. Eslamian, Jafari, and Neyestani (2018), Korsun, (2017), and Reid and Hovrathora (2016) state that achieving sustainable development requires competent teachers, and that attention to improving the professional competencies of teachers is considered a step towards sustainable development. White (1959) introduced the term ëcompetencesí to describe the knowledge, abilities, skills and features of the personality necessary to perform the work qualitatively and allowing forecasting the individuals successful professional activity in the future (Boyatzis, 1982;Mitrani et al, 1992;Reynal & Rieuner, 1997;Spencer & Spencer, 1993;Spector et al, 2006;Stoof et al, 2002;UNIDO, 2002;Tigelarr et al, 2004).…”