Teaching in Higher Education最新文献

{"title":"Generic skills in higher education – teachers’ conceptions, pedagogical practices and pedagogical training","authors":"Tarja Tuononen, Heidi Hyytinen, Katri Kleemola, T. Hailikari, A. Toom","doi":"10.1080/13562517.2023.2248003","DOIUrl":"https://doi.org/10.1080/13562517.2023.2248003","url":null,"abstract":"Teachers’ conceptions of teaching play a key role in the pedagogical practices they apply in their teaching. Previous studies of conceptions of teaching generic skills have been mainly qualitative with small samples, and thus there is a need for a more extensive quantitative study. This study investigates the associations between higher education teachers' conceptions of teaching generic skills, pedagogical practices, pedagogical training, and teaching experience. The data consist of teachers’ survey answers (N=286). The findings indicate that conceptions were related to pedagogical practices. In addition, pedagogical training has a significant relation to conceptions and pedagogical practices. However, teaching experience did not relate to conceptions of generic skills, but it did to some of the practices. This study suggests a need for teachers to enhance their awareness of conceptions related to teaching generic skills and highlights the importance of pedagogical training.","PeriodicalId":22198,"journal":{"name":"Teaching in Higher Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45754767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Faculty beliefs and the need for teaching improvement: a conceptual replication study","authors":"H. Kanuka, Erika E. Smith, Robert Luth","doi":"10.1080/13562517.2023.2244887","DOIUrl":"https://doi.org/10.1080/13562517.2023.2244887","url":null,"abstract":"","PeriodicalId":22198,"journal":{"name":"Teaching in Higher Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41328308","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"‘It’s a lot of shame’: understanding the impact of gender-based violence on higher education access and participation","authors":"P. Burke, Julia E. Coffey, J. Parker, Stephanie Hardacre, Felicity Cocuzzoli, Julia W. Shaw, Adriana Haro","doi":"10.1080/13562517.2023.2243449","DOIUrl":"https://doi.org/10.1080/13562517.2023.2243449","url":null,"abstract":"","PeriodicalId":22198,"journal":{"name":"Teaching in Higher Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48288485","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teacher experiences with online experiential legal education","authors":"Chevy van Dorresteijn, Frank Cornelissen, M. Volman","doi":"10.1080/13562517.2023.2243443","DOIUrl":"https://doi.org/10.1080/13562517.2023.2243443","url":null,"abstract":"","PeriodicalId":22198,"journal":{"name":"Teaching in Higher Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46116693","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Applying Sadler’s principles in holistic assessment design: a retrospective account","authors":"Jack Walton, Jodie L. Martin","doi":"10.1080/13562517.2023.2244439","DOIUrl":"https://doi.org/10.1080/13562517.2023.2244439","url":null,"abstract":"","PeriodicalId":22198,"journal":{"name":"Teaching in Higher Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47239175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Doctoral pathways to imagined futures in higher education: two Hong Kong cases","authors":"Xiujuan Sun","doi":"10.1080/13562517.2023.2244443","DOIUrl":"https://doi.org/10.1080/13562517.2023.2244443","url":null,"abstract":"","PeriodicalId":22198,"journal":{"name":"Teaching in Higher Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49180452","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reconfiguring environmental sustainability education by exploring past/present/future pedagogical openings with preservice teachers","authors":"T. Young, Karen Malone","doi":"10.1080/13562517.2023.2197112","DOIUrl":"https://doi.org/10.1080/13562517.2023.2197112","url":null,"abstract":"ABSTRACT This research adopts post-qualitative inquiry to trace the teachings and learnings with an environmental sustainability subject for preservice teachers at an Australian university. Humanist discourses of ‘education for sustainability’ and ‘default environmental practices’ often act to heavily stratify educational spaces, becoming obstacles for alternative perspectives. How might novice teachers connect with the personal (what they learn), the professional (what they teach) ecological literacy and what is ethical (ecological justice), whilst confronting the political and social causations of environmental concerns? In response to these questions, the authors illustrate how they disrupted dominant conceptualisations of teaching environmental sustainability in higher education with pedagogical openings that animate us to think differently. Ecological, relational and critical posthuman philosophies help to orientate co-learnings with students. By blending the familiar, whilst also experimenting with speculative practices and playful learning, we have sought to expand the potential for (re)focusing past/present/future entanglements of human and more-than-human lifeworlds.","PeriodicalId":22198,"journal":{"name":"Teaching in Higher Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49306448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching justice-based environmental sustainability in higher education: generative dialogues","authors":"Greg William Misiaszek, Cae Rodrigues","doi":"10.1080/13562517.2023.2214879","DOIUrl":"https://doi.org/10.1080/13562517.2023.2214879","url":null,"abstract":"Higher education institutions (HEIs) are not only potential sites of teaching environmental (un)sustainability but are essential sites to curb environmental injustices, planetary sustainability, and devastation to Nature, including humans. A key question is, what are the politics that support or oppose higher education’s (HE) role of critically teaching environmental sustainability for students’ praxis? Questioning also includes if this is a central role of HE. In other words, what are the influences on and from HE teaching that helps or hinders students’ critical reflexivity for acting environmentally? Criticality is essential in HE teaching because transformative actions are crucial to ending anti-environmentalism by disrupting perverted commonsense that falsely justifies acts of socio-environmental injustices and planetary unsustainability (Gadotti 2008a, 2008b; Misiaszek 2020b; Misiaszek et al. 2011; Misiaszek and Rodrigues 2023; Misiaszek and Torres 2019). Directly or indirectly, teaching environmental (un)sustainability is tethered to local-to-global politics of HE’s other roles, such as sites of knowledge production and legitimization, economics, labor, and activism. We argue that problematizing the complex and often contesting roles of HE teaching as helping or hindering environmentally sustainable praxis is essential for disrupting Nature’s demise, including our own as humans. This includes teaching to actively counter the politics upon and from HEIs and unlearn anti-environmental commonsense. To respond to this need for HE teaching worldwide, we have this Special Issue (SI) within Teaching in Higher Education (TiHE) entitled ‘Higher Education Teaching of Environmentally Just Sustainability.’ The SI was constructed rather uniquely by asking the authors to ‘dialogue’ with the questions we posed in our TiHE Points of Departure (PoD) article entitled ‘Six critical questions for teaching justice-based environmental sustainability (JBES) in higher education’ (Misiaszek and Rodrigues 2023). In the PoD, we provided key groundings for JBES but emphasized that contextualizing JBES’s definitions and framings is essential within HE teaching and research. The six questions revolve around problematizing the following themes: the ideologies of ‘development’ and ‘sustainability’ taught in HE, the politics and responsibilities of teaching JBES in HE, and the epistemological groundings of HE teaching JBES, as well as asking what epistemologies are frequently absent (e.g. epistemologies of the South, Indigenous knowledges). This last theme includes questioning if prominent epistemologies instill anthropocentrism. or not. In addition, SI authors dialogued with each other’s work by sharing several versions of their abstracts and manuscript versions between them. In addition to normal review activities as the SI editors, we also suggested possible specific connections with other papers to support dialogues between the authors. This dialogical process as an ‘","PeriodicalId":22198,"journal":{"name":"Teaching in Higher Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44510160","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The climate crisis as a driver for pedagogical renewal in higher education","authors":"T. McCowan","doi":"10.1080/13562517.2023.2197113","DOIUrl":"https://doi.org/10.1080/13562517.2023.2197113","url":null,"abstract":"ABSTRACT The planetary crisis facing humanity makes essential the incorporation of learning about climate change and sustainability in the university curriculum. Yet the ooting of climate change in values, knowledge systems and societal structures means that this incorporation must be more than just addition of knowledge content into a pre-existing curricular template. This article argues that the shifts required in a deep treatment of the climate crisis serve a broader purpose in driving positive change in university teaching and learning. Even within the confines of existing disciplinary divisions and mainstream epistemologies, possibilities exist for deepening critical reflection, pushing boundaries and opening imagination. The article explores this potential through an assessment of three spheres of enquiry: the ontological, epistemological and axiological. The teaching of these areas should be underpinned by the complimentary pedagogical foundations of critical questioning and deliberation, leading to a virtuous cycle of deepening of understanding and connection.","PeriodicalId":22198,"journal":{"name":"Teaching in Higher Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43994325","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A slippery cousin to ‘development’? The concept of ‘impact’ in teaching sustainability in design education","authors":"D. Meth, Claire Brophy, S. Thomson","doi":"10.1080/13562517.2023.2198638","DOIUrl":"https://doi.org/10.1080/13562517.2023.2198638","url":null,"abstract":"ABSTRACT In design, aspirations of ‘development’ and ‘innovation’ are now scrutinised to redress persistent market-led practice. Socially and environmentally responsive pedagogies can shift students’ mindsets to consider the impacts of design practices on the planet’s complex systems and societies. At the Queensland University of Technology, Australia, four transdisciplinary experiential ‘Impact Lab’ design units actively address this within a reimagined degree. Qualitative action research explores students’ interpretations of ‘impact,’ and results reveal their interpretations are diverse, despite theoretically strong grounds, reflecting only an emergent understanding of the wider sustainability and design justice agenda. The argument is made that ‘impact’ as a loaded term in our context may inadvertently restrict the development of such understandings. This endorses the need for ongoing critical interpretation and usage of the term, and urges that caution be exercised in how it manifests through pedagogies and curricula.","PeriodicalId":22198,"journal":{"name":"Teaching in Higher Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41267112","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}