Examining the Influence of Professional Development on Tutors' Teaching Philosophies
In: Higher Education Research and Development, Jg. 42 (2023), Heft 6, S. 1338-1361
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Zugriff:
This paper reports the findings of a qualitative study examining the influence of professional development (PD) on tutors' teaching philosophies. It found that tutors construe their role in three ways: as transmitter, facilitator, or reflexive practitioner. The findings suggest most tutors, prior to a PD program, hold a teacher-focused conception of teaching and learning (that is, as transmitter) but shift toward a student-oriented conception following the completion of the PD program (facilitators or reflexive practitioners). Epistemic shifts among tutors were attributed to three specific features of the PD program: workshops, peer mentoring, and peer networking. This study provides insights into PD features that cultivate student-oriented teaching philosophies reflecting contemporary pedagogical strategies that promote experiential and constructivist teaching approaches.
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Examining the Influence of Professional Development on Tutors' Teaching Philosophies
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Autor/in / Beteiligte Person: | Cotronei-Baird, Valeria S. ; Chia, Austin ; Paladino, Angela ; Johnston, Alexandra |
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Zeitschrift: | Higher Education Research and Development, Jg. 42 (2023), Heft 6, S. 1338-1361 |
Veröffentlichung: | 2023 |
Medientyp: | academicJournal |
ISSN: | 0729-4360 (print) ; 1469-8366 (electronic) |
DOI: | 10.1080/07294360.2022.2146060 |
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