ŠVAŘÍČEK, Roman, Jeffrey Alan VANDERZIEL and 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.
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Basic information
Original name Beginning University Teachers and Their Approaches to Teaching and Professional Self-Perception
Authors ŠVAŘÍČEK, Roman (203 Czech Republic, guarantor, belonging to the institution), Jeffrey Alan VANDERZIEL (840 United States of America, belonging to the institution) and Petr SUCHÁČEK (203 Czech Republic, belonging to the institution).
Edition Teaching for Learning. University Perspective. Conference in Tartu, Estonia 23 – 25 January, 2018. 2018.
Other information
Original language English
Type of outcome Presentations at conferences
Field of Study 50301 Education, general; including training, pedagogy, didactics [and education systems]
Country of publisher Czech Republic
Confidentiality degree is not subject to a state or trade secret
WWW Book of abstracts
RIV identification code RIV/00216224:14810/18:00102219
Organization unit Rector's Office
Keywords in English Higher Education
Changed by Changed by: doc. Mgr. Martin Sedláček, Ph.D., učo 23221. Changed: 21/1/2019 09:50.
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.
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