Beginning University Teachers and Their Approaches to Teaching and Professional Self-Perception

ŠVAŘÍČEK, Roman, Jeffrey Alan VANDERZIEL a Petr SUCHÁČEK. Beginning University Teachers and Their Approaches to Teaching and Professional Self-Perception. In Teaching for Learning. University Perspective. Conference in Tartu, Estonia 23 – 25 January, 2018. 2018.

Základní údaje

Originální název

Beginning University Teachers and Their Approaches to Teaching and Professional Self-Perception

Autoři

ŠVAŘÍČEK, Roman (203 Česká republika, garant, domácí), Jeffrey Alan VANDERZIEL (840 Spojené státy, domácí) a Petr SUCHÁČEK (203 Česká republika, domácí)

Vydání

Teaching for Learning. University Perspective. Conference in Tartu, Estonia 23 – 25 January, 2018. 2018

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Další údaje

Jazyk

angličtina

Typ výsledku

Prezentace na konferencích

Obor

50301 Education, general; including training, pedagogy, didactics [and education systems]

Stát vydavatele

Česká republika

Utajení

není předmětem státního či obchodního tajemství

Odkazy

Book of abstracts

Kód RIV

RIV/00216224:14810/18:00102219

Organizační jednotka

Rektorát

Klíčová slova anglicky

Higher Education

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Anotace

V originále

The aim of this presentation is to describe approaches to teaching taken by beginning teachers at Masaryk University. There are many possible answers to the question of the characteristics of quality teaching in higher education. Lowman (1995) presented a two-dimensional model of good teaching in a university environment: 1) intellectual stimulation (includes instructional clarity and the ability to stimulate focus and interest among students), 2) building interpersonal relationships with students (communicating with students in a way that increases their motivation to work and their enjoyment of learning). Hativa, Barak, and Simhi (2001) studied excellent university teachers and identi ed four key categories of quality teaching: clarity of instruction, lesson organization, stimulation of student interest, and a positive climate in the classroom. Despite the differences among all concepts of good teaching, several repeating characteristics can be traced. Primarily, all of the mentioned concepts include dealing with both content and interaction with students. Dealing with content can be associated with the intel- lectual dimension in Lowman (1995), the rst two categories in Hativa et al. (2001), and the rst two categories in Bain (2004). The presentation stems from an analysis of 19 deep semi-structured interviews with beginning teachers from various faculties. We have identi ed beginning teachers with less than 5 years of teaching experience (Berliner, 1986) and have chosen those teachers whose teaching was evaluated in students’ feedback reports as above-average. Research questions: 1) What is the teachers’ thinking of the beginning university teachers at Masaryk University? 2) What is the relationship between the concept of teaching of the teachers and their self-esteem? We speci ed different approaches to teaching, transmission of knowledge and interaction with students were emphasized as the dominant approach established by the study. We speci ed different approaches to teaching while emphasizing transmission of knowledge and interaction with students, which the study established as the dominant approach. We further identi ed three types of self-per- ception among beginning teachers: they see themselves as research-oriented or teaching-oriented or else as universal teachers who manage both. The study’s main contribution lies in its ability to connect the different types of approaches to the different types of self-perception. The presentation thus shows that researchers, teachers, and universal teachers approach their teaching differently: beginning researchers emphasize transmission of knowledge, beginning teachers emphasize that good teaching should include devoting time and energy to students, and universal teachers emphasize the practical nature of knowledge and motivate students to seek self-improvement.