Teacher dilemmas in challenging students in higher education

Abstract

Students need to be challenged to stimulate their learning. Applying challenge in practice however is not straightforward. Challenging students may conflict with other teacher responsibilities, creating potential dilemmas for teachers. This study discloses dilemmas teachers encounter when challenging students as well as the considerations accompanying their actual choices for action when coping with these dilemmas. Based on interviews with teachers, first, a dilemma analysis instrument was developed. Seven main categories of dilemmas were found. One of the main dilemmas encompassed maximizing challenge versus keeping all students on board. University students differ in their ability, confronting teachers with the feeling that choosing to serve one group could be detrimental to the learning of others. The diversity of choices and considerations brought forward by the teachers indicates that it matters who the teacher is, and what he or she stands for and is able to do.

Novice supervisors’ practices and dilemmatic space in supervision of student research projects

“…Previous research has indicated that teaching dilemmas influence teaching practices. In higher education specifically, teaching dilemmas may depend on teachers' sense of urgency or uncertainty in teaching practice (Scager et al 2017). Within undergraduate research supervision this uncertainty may occur when supervisors feel they have to defend the student dissertation for a second assessor or when their expertise does not match the students' interest (Malcolm 2012;Wiggins et al 2016).…”

Chemistry education student response toward general biology course: A descriptive study

“…Through assignments, it can be realized (Scager, Akkerman, Pilot, & Wubbels, 2017). In addition, assignments can also improve student engagement in the learning process (Buijs & Admiraal, 2013).…”

Qualitative Meta-Analysis of Academic Culture in Higher Education

“…The finding of the study is compiled in Table 1 below: Table 1. Findings of the study Authors Thematic pattern Research method Bektas et al, (2015) Teaching culture and students achievement Meta-analysis research Godor (2016) Teaching culture in higher education: deep and surface dichotomy Q-methodology research design Komolthiti (2017) General culture and its impact on human behavior Qualitative meta-analysis research design Scager, Akkerman, Pilot, & Wubbels(2017) The challenges of teaching Reflective practice research design Downs & Downs (2017) Culture of valuation in higher education Conceptual review paper Arvaja (2018) Teaching and professional identity Qualitative dialogical approach Virtanen & Tynjälä (2018) University students experineces in teaching culture in higher education in particular teaching and learning of generic skills A confirmatory regression analysis Vrieling, Stijnen, & Bastiaens(2018) Successful teaching in higher education: balancing self-regulation with instructional planning Conceptual review paper Fredholm et al(2019) Teaching practice thresholds Hermeneutic narrative inquiry Levander, Forsberg, Elmgren, Levander, & Forsberg(2019) Teaching and meaning making Evaluative research inquiry From Table 1 above, the findings show that the majority of thematic patterns of the academic culture relates to teaching cultures. The teaching culture covers teaching practice, teaching policy, teaching planning, teaching experiences, teaching thresholds, and successful teaching cultures.…”