Patterns of university teachers’ approaches to teaching, professional development and perceived departmental cultures
| Autor: | Terhi Skaniakos, Päivi Tynjälä, Orsolya Kálmán |
|---|---|
| Přispěvatelé: | Oktatáselméleti Tanszék, Neveléstudományi Intézet, PhD Neveléstudományi Doktori Iskola, Alkalmazott Neveléselméleti Tanszék |
| Rok vydání: | 2019 |
| Předmět: |
perceived professional cultures
Teaching method University teachers Professional development Organizational culture opettajat Collegiality Interconnectedness korkeakouluopetus Education Individualism ammattikulttuuri ammatillinen kehitys approaches to teaching Pedagogy Sociology Faculty development university teachers’ professional development |
| Zdroj: | Teaching in Higher Education. 25:595-614 |
| ISSN: | 1470-1294 1356-2517 |
| DOI: | 10.1080/13562517.2019.1586667 |
| Popis: | Many studies have been conducted about academics’ approaches to teaching, professional development and perceived departmental culture, but their interconnectedness has been considered to a lesser extent. The research presented here examined these patterns comparatively by disciplinary fields and years of teaching experience. Three inventories were filled in by 1141 academics from one Finnish and two Hungarian universities. Based on a hierarchical cluster analysis, four patterns emerged: (1) Experimenters with diverse teaching approaches; (2) Experimenters perceiving their department’s culture as most supportive and collaborative; (3) Individualistic knowledge-focused teachers; and (4) Student-thinking oriented but professionally unintegrated teachers. About 45% of the teachers belonged to the first group. Academics in the last two groups were less open to professional development; in the third group, this was particularly true for academics working in the field of hard sciences, and in the fourth for those who had less than two years of teaching experience. peerReviewed |
| Databáze: | OpenAIRE |
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