Teaching Culture Perception:  Documenting and Transforming Institutional Teaching Cultures

Kustra, Erika; Doci, Florida; Gillard, Kaitlyn; Hondzel, Catharine Dishke; Goff, Lori; Gabay, Danielle; Meadows, Ken N.; Borin, Paola; Wolf, Peter; Ellis, Donna; Eiliat, Hasti; Grose, Jill; Dawson, Debra; Hughes, S

doi:10.22329/celt.v8i0.4267

Cited by 8 publications

(13 citation statements)

References 11 publications

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“…Los autores de algunos de los estudios consultados coinciden en mencionar estos mismos elementos, que son comunes y compartidos por quienes hacen parte de los espacios en los que se desarrollan los sistemas de educación superior (Cox, McIntosh, Reason & Terenzini, 2011;Krause, 2014;Kustra, Doci, Gillard, Hondzel, Goff, Gabay, Meadows, Borin, Wolf, Ellis, Eiliat, Grose, Dawson & Hughes, 2015;Szelényi & Rhoads, 2013;Yang, 2015).…”

Section: Cultura Académica: Aproximaciones Conceptualesunclassified

“…Otros autores suman a los ya mencionados, otros componentes tales como patrones de comportamiento (Kustra, Doci, Gillard, Hondzel, Goff, Gabay, Meadows, Borin, Wolf, Ellis, Eiliat, Grose, Dawson & Hughes, 2015;Rhoads & Hu, 2012), prácticas (Bailey, 2013;Hrabowski, 2014;Thomsen, 2012), y normas (Szelényi & Rhoads, 2013). En la revisión crítica de literatura, se constató que no hay un consenso sobre la definición de cultura académica entre los diferentes estudios empíricos revisados.…”

Section: Cultura Académica: Aproximaciones Conceptualesunclassified

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Cultura académica y enseñanza-aprendizaje en educación superior. Revisión de literatura

Benítez-Restrepo¹

2020

magis

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La revisión de literatura realizada con 40 artículos publicados entre 2010 y 2016, sobre la cultura académica y su relación con el proceso de enseñanza aprendizaje, en diferentes universidades y países, evidencia el interés y reconocimiento a su importancia en el quehacer universitario, en coyunturas políticas, sociales, culturales presentes en su devenir. En tal sentido, constituye un aporte al campo del conocimiento que se construye a partir de los vacíos identificados en la bibliografía y la falta de consenso evidenciada entre los autores revisados. Finalmente, se define la cultura académica con una visión más amplia y trascendental.

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Section: Cultura Académica: Aproximaciones Conceptualesunclassified

Cultura académica y enseñanza-aprendizaje en educación superior. Revisión de literatura

Benítez-Restrepo¹

2020

magis

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“…Kustra et al (2015) commented that the lack of supporting infrastructure such as limited technology to support teaching and limited spaces for cooperation, becomes constraints in realizing quality teaching cultures. Kustra et al (2015) recommended that raising awareness of quality teaching has long positive impact on students learning and outcome. In addition, Watson and Widin (2014) identified the attitudes of teacher to reject change is another constraint.…”

Section: Collaborative Culturesmentioning

confidence: 99%

Collaborative Teaching Cultures of English Lecturers in Indonesian Polytechnics

Rosmaladewi

Abduh

2017

ijole

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This paper aims to explore collaborative culture in three polytechnics in South Sulawesi. This study applied an interpretive qualitative case study of nine English lecturers using interviews, documents and observations. Drawing from Hargreaves and Fullan's (2012) collaborative cultural concept, this study finds that contrived collegiality is more dominance rather than genuine collaborative learning culture. This finding suggests that collaborative culture is structured formally and bureaucratically. This impact on the way lecturers perform their teaching, norms and their values.

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“…On the survey, these levers are made up of several items known as indicators. Indicators can help reveal the quality of an institution's teaching culture and can demonstrate the current state and the progress needed to achieve a desired outcome (Chalmers, 2008;Kustra et al, 2014;Kustra et al, 2015). Taken together, these indicators allow an institution to recognize the presence or absence of the levers, capturing the institutional teaching culture at that point in time.…”

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confidence: 99%

From Perception to Practice

Shaw¹,

Brown

Ellis³

et al. 2019

CELT

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Teaching culture is the product of a dynamic interplay among the embedded patterns, behaviours, values, beliefs and ideologies about teaching and learning within and across the many microcultures that make up a university. Educational researchers from across Canada developed a set of Institutional Teaching Culture Perception Surveys (ITCPS) to gain insight to an institution’s teaching culture at a particular point in time. Staff, faculty, and students from two institutions provided comments through an open-ended survey and focus groups, answering the question “What would indicate to you that teaching matters at your institution?” Aligning with the six ITCPS levers, the results identified both barriers and pathways to a strong institutional teaching culture, highlighting strategic priorities, assessment methods, effective pedagogy, supportive infrastructure, engagement opportunities and public recognition. La culture d’enseignement est le fruit d’une interaction dynamique entre les habitudes, les comportements, les valeurs, les croyances et les idéologies portant sur l’enseignement et sur l’apprentissage à travers les multiples microcultures qui composent une université. Des chercheurs en éducation de partout au Canada ont mis au point un sondage – appelé ITCPS – sur la perception de la culture d’enseignement afin de mieux comprendre une telle culture dans un établissement donné à un moment précis. Des employés, des enseignants et des étudiants provenant de deux établissements ont formulé des commentaires dans un sondage à questions ouvertes et dans des groupes de discussion. Ils ont répondu à la question suivante : « Qu’est-ce qui vous ferait penser que l’on accorde une valeur à l’enseignement dans votre établissement? » En adéquation avec les six mécanismes du sondage ITCPS, les résultats ont mis en évidence les obstacles et les voies à suivre pour atteindre à une culture d’enseignement forte en établissement, en soulignant les priorités stratégiques, les méthodes d’évaluation, la pédagogie efficace, l’infrastructure de soutien, les possibilités de participation et la reconnaissance publique.

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Teaching Culture Perception: Documenting and Transforming Institutional Teaching Cultures

Cited by 8 publications

References 11 publications

Cultura académica y enseñanza-aprendizaje en educación superior. Revisión de literatura

Cultura académica y enseñanza-aprendizaje en educación superior. Revisión de literatura

Collaborative Teaching Cultures of English Lecturers in Indonesian Polytechnics

From Perception to Practice

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