Exploring the variation of educational developers' teaching-related perceptions in higher education

被引：0

作者：

Myllykoski-Laine, Siru ^{[1
]}

Vilppu, Henna ^{[1
]}

Postareff, Liisa ^{[2
]}

Murtonen, Mari ^{[1
]}

机构：

[1] Univ Turku, Dept Teacher Educ, Turku, Finland

[2] Hame Univ Appl Sci, HAMK Edu Res Unit, Hameenlinna, Finland

来源：

INTERNATIONAL JOURNAL FOR ACADEMIC DEVELOPMENT | 2024年

关键词：

Educational developers; approaches to teaching; self-efficacy beliefs; collegial support; teaching relevance; EFFICACY;

D O I：

10.1080/1360144X.2024.2311368

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The study explored educational developers' (N = 100) teaching-related perceptions in Finnish higher education through questionnaire data. The results indicated that the higher the levels of interactive and organised approaches to teaching, combined with low levels of transmissive and uncertain approaches to teaching, the more positive the perceptions of teaching-related self-efficacy beliefs, collegial support for teaching, and the experienced relevance of teaching seemed to be. The study highlights the importance of acknowledging different elements that contribute to the practices and development of pedagogical experts working in the enhancement of learning and teaching in higher education. Paying attention to educational developers' approaches to teaching and related elements can contribute to the quality of pedagogical development initiatives in higher education.

引用

页数：15

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