Patterns of university teachers’ approaches to teaching, professional development and perceived departmental cultures
Kálmán, O., Tynjälä, P., & Skaniakos, T. (2020). Patterns of university teachers’ approaches to teaching, professional development and perceived departmental cultures. Teaching in Higher Education, 25(5), 595-614. https://doi.org/10.1080/13562517.2019.1586667
Julkaistu sarjassa
Teaching in Higher EducationPäivämäärä
2020Tekijänoikeudet
© 2019 the Authors
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.
...
Julkaisija
RoutledgeISSN Hae Julkaisufoorumista
1356-2517Asiasanat
Julkaisu tutkimustietojärjestelmässä
https://converis.jyu.fi/converis/portal/detail/Publication/28945834
Metadata
Näytä kaikki kuvailutiedotKokoelmat
Lisenssi
Samankaltainen aineisto
Näytetään aineistoja, joilla on samankaltainen nimeke tai asiasanat.
-
Professional identity in relation to vocational teachers’ work : an identity-centred approach to professional development
Vähäsantanen, Katja; Hämäläinen, Raija (Routledge, 2019)This paper reports a study on teachers’ professional identity and work in vocational education. The findings showed that vocational teachers’ work included vocational teaching within the school, developmental work, ... -
How does university teachers’ pedagogical training meet topical challenges raised by educational research? : A case study from Finland
Kärkkäinen, Katarzyna; Jääskelä, Päivikki; Tynjälä, Päivi (Elsevier BV, 2023)Through a literature review, this study identified research themes related to university pedagogy and examined how these themes appear in the curricula of university pedagogy courses and in the experiences of the participants ... -
Peer feedback in teacher teams : teachers' experiences and possibilities for development
Ahonen, Karoliina; Ylönen, Jani (University of Jyväskylä, 2024)Co-teaching has become more popular in higher education recently. Such teamwork requires a variety of competences, including an understanding of team dynamics and effective team interaction. Studies show that feedback ... -
A tale of three seasons : a cultural sport psychology and gender performativity approach to practitioner identity and development in professional football
Champ, Francesca; Ronkainen, Noora; Tod, David; Eubank, Artin; Littlewood, Martin (Routledge, 2021)The present study explored how the organisational and cultural experiences of a trainee Sport Psychology Consultant (SPC) working in professional football shaped her identity and professional development. Drawing on Cultural ... -
Teacher evaluation and teacher professional development : two case studies of international language centers in Vietnam
Tran, Chi (2018)Tran, Chi. 2018. Teacher Evaluation and Teacher professional development – Two case studies in an International Language Center in Vietnam. Master's Thesis in Education. University of Jyväskylä. Department of Education. ...
Ellei toisin mainittu, julkisesti saatavilla olevia JYX-metatietoja (poislukien tiivistelmät) saa vapaasti uudelleenkäyttää CC0-lisenssillä.