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Making Meaning from Student Evaluations of Teaching (SETs)–Seeing beyond our own horizons
Teaching & Learning Inquiry: The ISSOTL Journal Pub Date : 2018-09-25 , DOI: 10.20343/teachlearninqu.6.2.10
Carina Jia Yan Zhu , , Diana White , Janet Rankin , Christina Jean Davison , , ,

Within postsecondary education, the assessment of effective teaching has largely relied upon student evaluations of teaching. However, the process through which teachers make sense of their student evaluations is unclear. A research team of six undergraduate nursing students and four nursing educators explored the research question: How do nursing educators make meaning from their student evaluations of teaching? Gadamerian hermeneutics guided unstructured interviews with nursing educators working at a Middle East campus of a Canadian university. The interview transcripts were interpreted through a process of naive readings, rereadings, interpretive dialogues, and interpretive writing that generated the following hermeneutic interpretations: Teachers make meaning of their student evaluation through generalized subjective characterizations of students and through their expressed intentions for their teacher-student relationships. Some of these characterizations and expressed intentions obscured what truths could be learned from the student evaluations of teaching. The experience of receiving critical student feedback invoked a personal response, at the same time, paradoxically, teachers worked hard to “not take it personally.” We suggest the practice of deep listening as a way to understand students’ feedback. The main takeaway message from this research is that teachers need a supportive and sustaining community of peers who are also open to listening deeply to the truths embedded in student evaluations of teaching.

中文翻译:

从学生对教学的评价 (SET) 中创造意义——超越我们自己的视野

在高等教育中,有效教学的评估很大程度上依赖于学生对教学的评价。然而,教师理解学生评价的过程尚不清楚。一个由六名护理本科生和四名护理教育工作者组成的研究小组探讨了这个研究问题:护理教育工作者如何从学生对教学的评价中获得意义?Gadamerian 诠释学指导了与在加拿大大学中东校区工作的护理教育工作者的非结构化访谈。访谈笔录通过一个简单的阅读、重读、解释性对话和解释性写作的过程进行解释,产生了以下解释性解释:教师通过对学生的广义主观特征和他们表达的师生关系意图来理解他们的学生评价。其中一些特征和表达的意图掩盖了可以从学生对教学的评估中学到的真理。收到批评性学生反馈的经历引发了个人反应,与此同时,矛盾的是,教师努力工作以“不把它当成个人”。我们建议将深度倾听作为理解学生反馈的一种方式。这项研究的主要结论是,教师需要一个支持性和持续性的同龄人社区,他们也愿意深入倾听学生对教学评价中的真理。
更新日期:2018-09-25
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