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A phenomenographic outcome space for ways of experiencing lecturing
Higher Education Research & Development ( IF 2.6 ) Pub Date : 2021-02-18 , DOI: 10.1080/07294360.2021.1872055
Scott Daniel 1
Affiliation  

ABSTRACT

After decades of increasing evidence in favour of active learning, lecturing remains the dominant face-to-face teaching mode. Just as a rigorous research approach is required to understand how to improve student learning outcomes, we also need research about how to reform teaching practice. Some initial steps in this direction have shown that successful pedagogical reforms are long-term, contextualised, and address teachers’ beliefs about teaching. It is not enough to put in place overarching policy directives about active learning, nor to simply share best practice, because these strategies do not engage with the particular teaching contexts and beliefs of individual academics. Professional development programs to shift academics away from the traditional lecture must incorporate academics’ conceptions of lecturing. Although there has been some research into conceptions of university teaching in general, there is a dearth of literature focusing on conceptions of lecturing in particular. This article addresses that gap, by using a phenomenographic approach to interview 30 academics about their lecturing experiences. From analysing the transcripts, a hierarchy of five ways of experiencing lecturing was identified: (1) Lecturing as soliloquy, (2) Lecturing as connecting meaning, (3) Lecturing as cultivating individuals, (4) Lecturing as transformatively co-creating, (5) Lecturing as enacting research. Three themes of expanding awareness framed this hierarchy: interaction, student diversity, and lecture purpose. By extrapolating these themes downwards, a zeroth category was conjectured: Lecturing as reading. Implications for educators are discussed, along with potentially fruitful avenues of future research.



中文翻译:

体验讲授方式的现象学结果空间

摘要

经过数十年越来越多的支持主动学习的证据,讲授仍然是主要的面对面教学模式。正如需要严谨的研究方法来了解如何提高学生的学习成果一样,我们也需要研究如何改革教学实践。朝着这个方向迈出的一些初步步骤表明,成功的教学改革是长期的、情境化的,并解决了教师对教学的信念。仅仅制定关于主动学习的总体政策指令,或者简单地分享最佳实践是不够的,因为这些策略不涉及特定的教学环境和个别学者的信念。将学者从传统讲座中转移出来的专业发展计划必须纳入学者的讲座概念。尽管总体上对大学教学的概念进行了一些研究,但缺乏特别关注讲授概念的文献。本文通过使用现象学方法采访了 30 位学者关于他们的演讲经历,从而解决了这一差距。通过对文字记录的分析,确定了五种体验讲授方式的等级:(1)讲授是独白,(2)讲授是连接意义,(3)讲授是培养个体,(4)讲授是变革性的共同创造,( 5)讲授作为制定研究。扩大意识的三个主题构成了这种层次结构:互动、学生多样性和讲座目的。通过向下推断这些主题,推测出第零类:缺乏特别关注演讲概念的文献。本文通过使用现象学方法采访了 30 位学者关于他们的演讲经历,从而解决了这一差距。通过对文字记录的分析,确定了五种体验讲授方式的等级:(1)讲授是独白,(2)讲授是连接意义,(3)讲授是培养个体,(4)讲授是变革性的共同创造,( 5)讲授作为制定研究。扩大意识的三个主题构成了这种层次结构:互动、学生多样性和讲座目的。通过向下推断这些主题,推测出第零类:缺乏特别关注演讲概念的文献。本文通过使用现象学方法采访了 30 位学者关于他们的演讲经历,从而解决了这一差距。通过对文字记录的分析,确定了五种体验讲授方式的等级:(1)讲授是独白,(2)讲授是连接意义,(3)讲授是培养个体,(4)讲授是变革性的共同创造,( 5)讲授作为制定研究。扩大意识的三个主题构成了这种层次结构:互动、学生多样性和讲座目的。通过向下推断这些主题,推测出第零类:通过使用现象学方法采访 30 位学者,了解他们的演讲经历。通过对文字记录的分析,确定了五种体验讲授方式的等级:(1)讲授是独白,(2)讲授是连接意义,(3)讲授是培养个体,(4)讲授是变革性的共同创造,( 5)讲授作为制定研究。扩大意识的三个主题构成了这种层次结构:互动、学生多样性和讲座目的。通过向下推断这些主题,推测出第零类:通过使用现象学方法采访 30 位学者,了解他们的演讲经历。通过对文字记录的分析,确定了五种体验演讲方式的层次结构:(1)作为独白的演讲,(2)作为连接意义的演讲,(3)作为培养个体的演讲,(4)作为变革性共同创造的演讲,( 5)讲授作为制定研究。扩大意识的三个主题构成了这种层次结构:互动、学生多样性和讲座目的。通过向下推断这些主题,推测出第零类:(5) 讲授作为制定研究。扩大意识的三个主题构成了这种层次结构:互动、学生多样性和讲座目的。通过向下推断这些主题,推测出第零类:(5) 讲授作为制定研究。扩大意识的三个主题构成了这种层次结构:互动、学生多样性和讲座目的。通过向下推断这些主题,推测出第零类:讲课当读书。讨论了对教育工作者的影响,以及未来研究的潜在富有成果的途径。

更新日期:2021-02-18
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