Students and Teachers’ Perceptions of the Most Valued Teaching Actions
| Autor: | Julio Del Valle, Maria Angélica Pease, Carlos Iberico |
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| Rok vydání: | 2016 |
| Předmět: |
assessment
media_common.quotation_subject 05 social sciences 050301 education 050801 communication & media studies Education class development 0508 media and communications Value judgment higher education Perception Mathematics education teaching actions lcsh:L Psychology 0503 education lcsh:Education media_common |
| Zdroj: | Athens Journal of Education, Vol 3, Iss 2, Pp 105-120 (2016) |
| ISSN: | 2241-7958 2407-9898 |
| DOI: | 10.30958/aje.3-2-1 |
| Popis: | The aim of this study was to identify and describe students and teachers’ perceptions on the most valued teaching actions in order to learn. Two samples were used for this study: 352 university teachers and 2634 undergraduate students answered to a questionnaire on different teaching actions. Results showed that teaching actions assessed in the questionnaire were considered important by both samples, since they favor students’ learning. Teachers considered as the most valued actions presenting the class topic and linking it with reality using examples, asking questions to students to make them participate or identifying if they understood the topic and clarifying doubts. On the other hand, students gave a similar appraisal but with significantly lower scores. Some new research lines are suggested such as teachers’ beliefs on learning and assessment in higher education. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
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