Session Information
10 SES 01 C, Research on Teacher Educators
Paper Session
Contribution
Many studies have been conducted to study on teaching and teacher. Some of the studies (e.g. Minor et al., 2002; Korthagen, 2004; Werbinska, 2009) have attempted to identify the concepts of effective teaching and effective teacher. Some other studies (e.g. Devlin and Samarawickrema, 2010; Northcote, 2009; Postareff and Lindblom-Ylanne, 2008; Sheeler, 2008; Parpala and Lindblom-Ylanne, 2007; Buchel and Edwards, 2005; Gibbs and Coffey, 2004; Wachtel, 1998) focused on these concepts at higher education level. According to Giovanelli (2003), for example, effective teaching consists of five components: the composite of effective teaching, classroom management, instructional behaviour, and classroom organization and teacher expectations. Other issues also were studied by different researchers. In the light of this literature review, this present study proposes to identify teacher educators’ opinions about the conceptions of effective teaching and the role of effective teacher in this context since the number of studies discussing effective teaching and effective teacher at higher education are quite limited. Therefore, this study might be different point of view in these researches on this area.From this perspective, with this study it is aimed: (1) to identify teacher educators’ perceptions on effective teaching and its componenets, and (2) to identify teacher educators’ perceptions on the role of effective teacher in this context.
Method
Expected Outcomes
References
Buchel, T.L. & Edwards, F.D. (2005) Characteristics of effective clinical teachers. Residency Education, 37(1), 30-35. Devlin, M. and Samarawickrema, G. (2010) The criteria of effective teaching in a changing higher education context, Higher Education Research & Development, 29(2), 11-124. Gibbs, G. & Coffey, M. (2004) The impact of training of university teachers on their teaching skills, their approach to teaching and the approach to learning of their students. Active Learning in Higher Education, 5 (1), 87-100. Giovannelli, M. (2003) Relationship between reflective disposition toward teaching and effective teaching The Journal of Educational Research, 96 (5), 19-24. Korthagen, F.A.J. (2004) In search of the essence of a good teacher: towards a more holistic approach in teacher education, Teaching and Teacher Education, 20, 77-97. Miles, M. B. & Huberman, A. M. (1994) An Expanded Sourcebook-Qualitative Data Analysis, London: Sage Publications. Minor, L.C., Witcher, A. E., James, T.L. & Onwuegbuzie, A. J. (2002). Preservice teachers’ educational beliefs and their perceptions of characteristics of effective teachers. The Journal of Educational Research, 96(2), 116-127. Northcode, M. (2009) Educational beliefs of higher education teachers and students: implications for teacher education, Australian Journal of Teacher Education, 34(3), 69-81. Parpala, A. & Lindblom-Ylanne, S. (2007)University teachers’ conceptions of good teaching in the units of high-quality education, Studies in Educational Evaluation, 33, 355-370. Postareff, L. & Lindblom-Ylanne, S. (2008) Variation in teachers’ descritions of teaching: Broadening the understanding of teaching in higher education, Learning and Instruction, 18, 109-120. Scheeler, M.C. (2008) Generalizing effective teaching skills: the missing link in teacher preparation. Journal of Behavioral Education, 17. Wachtel, H.K. (1998) Student Evaluation of College Teaching Effectiveness: a brief review., Assessment & Evaluation in Higher Education, 23(2), 191-204. Werbinska, D. (2009) A Profile of an effective teacher of English: a qualitative study from Poland., Hacettepe Universitesi Eğitim Fakültesi Dergisi, 36.
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