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Teaching in Higher Education最新文献

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‘To be honest, it’s complicated’: training postgraduate students to work with emotions in qualitative research “说实话，这很复杂”:训练研究生在定性研究中处理情绪
IF 2.6 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Teaching in Higher Education
Pub Date : 2023-05-16 DOI: 10.1080/13562517.2023.2212609
Joanna Ferrie, S. Greenwood
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引用次数: 0
‘You don‘t get taught that’ – how ‘safe’ classrooms can hinder learning “你没人教过这些”——“安全”的教室会如何阻碍学习
IF 2.6 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Teaching in Higher Education
Pub Date : 2023-04-20 DOI: 10.1080/13562517.2023.2201675
Helen Williams, Sheila Quaid
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引用次数: 0
Teaching-learning in virtual learning environments: a matter of forced compromises away from student-centredness? 虚拟学习环境中的教与学:一种与以学生为中心的被迫妥协?
IF 2.6 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Teaching in Higher Education
Pub Date : 2023-04-19 DOI: 10.1080/13562517.2023.2201674
Ida Naimi-Akbar, Maria Weurlander, Linda Barman
In this phenomenographic study, we contribute with a critical view on teachers' understanding of the use of digital technology in education is at the core. By analysing engineering teachers in Sweden's qualitative different ways of experiencing teaching-learning in virtual learning environments (VLEs) pre-COVID-19 pandemic, we found three different approaches: (A) increased transmission possibilities, (B) outlined trail and (C) forced compromises. Based on our findings, the tensions between the possibilities in the virtual learning environment and teachers' teaching-learning intentions are discussed, and teachers' decreased room for action to design for learning is problematised. Notably, teachers with an increased breadth of awareness of teaching-learning appear to experience the greatest tensions, forcing them to compromise their student-centred intentions. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
在这一现象研究中，我们对教师理解数字技术在教育中的使用是核心的批判性观点做出了贡献。通过分析瑞典工程教师在covid -19大流行前在虚拟学习环境(VLEs)中体验教学的定性不同方式，我们发现了三种不同的方法:(A)增加传播可能性，(B)概述路径和(C)强制妥协。基于我们的研究结果，讨论了虚拟学习环境中的可能性与教师的教与学意图之间的紧张关系，并提出了教师减少为学习而设计的行动空间的问题。值得注意的是，对教与学的认识越来越广泛的教师似乎经历了最大的紧张，迫使他们妥协以学生为中心的意图。©2023作者。由Informa UK Limited出版，以Taylor & Francis Group的名义进行交易。
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引用次数: 0
‘We couldn’t share who we are without being able to draw on this “twoness”’: lessons for higher education in integrating linguistic and racial justice in the United States “如果不能利用这种“二性”，我们就无法分享我们是谁：美国高等教育在整合语言和种族正义方面的经验教训
IF 2.6 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Teaching in Higher Education
Pub Date : 2023-04-19 DOI: 10.1080/13562517.2023.2192345
Manka M. Varghese, R. Bhansari, Patricia Venegas-Weber, Renee Shank, G. Gonzales, Cristina Betancourt, Teddi Beam-Conroy, Patricia Ferreyra
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引用次数: 0
Decolonising or anti-racism? Exploring the limits of possibility in higher education 去殖民化还是反种族主义？探索高等教育中可能性的极限
IF 2.6 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Teaching in Higher Education
Pub Date : 2023-04-19 DOI: 10.1080/13562517.2023.2201676
Richard Hall, Lucy Ansley, P. Connolly
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引用次数: 0
Observational feedback literacy: designing post observation feedback for learning 观察反馈素养:为学习设计观察后反馈
IF 2.6 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Teaching in Higher Education
Pub Date : 2023-03-31 DOI: 10.1080/13562517.2023.2191786
M. Heron, H. Donaghue, Kieran Balloo
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引用次数: 0
Reshaping teaching in higher education through a mandala of creative pedagogies 通过创造性教学法的曼陀罗重塑高等教育教学
IF 2.6 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Teaching in Higher Education
Pub Date : 2023-03-27 DOI: 10.1080/13562517.2023.2193665
I. G. A. P. Eka Putri, Helen Widdop Quinton, Mark Selkrig
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引用次数: 0
Formative feedback in a multicultural classroom: a review 多元文化课堂中的形成性反馈:综述
IF 2.6 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Teaching in Higher Education
Pub Date : 2023-03-09 DOI: 10.1080/13562517.2023.2186169
Eloy Gálvez-López
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引用次数: 0
The student voice for social justice pedagogical method 学生为社会正义发声的教学方法
IF 2.6 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Teaching in Higher Education
Pub Date : 2023-03-09 DOI: 10.1080/13562517.2023.2183770
Carla Briffett Aktaş, K. Wong, Wing Fun Oliver Kong, Choi Pat Ho
To create a socially just teaching method in higher education (HE), we used Fraser’s social justice framework to create a new pedagogical method called student voice for social justice (SVSJ). SVSJ emphasizes student voice and empowerment by developing a co-constructed learning space where students can influence the procedure and content of the class. Applying a participatory action research (PAR) methodology, we explore the skill development of students engaged in SVSJ. Students highlighted five primary learning outcomes (self-learning, critical thinking, knowledge generation, cognitive development, and expression of voice) in the interviews as well as challenges in implementing the model. By employing SVSJ, students’ recognition and representation of their identity groups are enhanced, and the knowledge held by them is redistributed to peers and the lecturer through active participation. In addition, they are equipped with skills that can empower them in their education and future life.
为了在高等教育中创造一种社会公正的教学方法，我们使用Fraser的社会公正框架创建了一种新的教学方法——学生为社会公正发声（SVSJ）。SVSJ通过开发一个共同构建的学习空间来强调学生的声音和赋权，学生可以在这里影响课堂的程序和内容。应用参与式行动研究（标准杆数）方法，我们探讨了从事SVSJ的学生的技能发展。学生们在访谈中强调了五个主要学习成果（自我学习、批判性思维、知识生成、认知发展和声音表达），以及实施该模型的挑战。通过使用SVSJ，学生对其身份群体的认可和代表性得到了增强，他们所掌握的知识通过积极参与重新分配给同龄人和讲师。此外，他们还掌握了能够在教育和未来生活中增强能力的技能。
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引用次数: 0
Problematizing constructive alignment in higher education in gulf cooperation council countries 海湾合作委员会国家高等教育建设性结盟问题分析
IF 2.6 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Teaching in Higher Education
Pub Date : 2023-02-20 DOI: 10.1080/13562517.2023.2180729
M. Romanowski, H. Alkhateeb, Youmen Chaaban
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引用次数: 0
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