Care and Quality in Educational Development by Understanding Teachers’ Beliefs

Tribelhorn, Thomas (24 November 2016). Care and Quality in Educational Development by Understanding Teachers’ Beliefs (Unpublished). In: ICED 2016 Conference. Cape Town [ZA]. 24.11.2016.

When Don Quixote attacked the ferocious giants he had some trouble to see what his squire Sancho Pansa saw – just ordinary windmills. Occasionally educational developers may suffer from similar issues to those of Don Quixote when it comes to ‘fight for better teaching’ at universities. Teachers’ beliefs influence their teaching practices (Korthagen 2004). Opinions about what «good teaching and learning» is can drift apart (Entwistle et al. 2000). Conceptions of novice and expert teachers may differ widely (Dunkin 2002), but other factors influence relevant conceptions too. It is crucial for educational developers do understand teachers’ challenges they face every day. To find a common language is the starting point of a true co-operation allowing new ideas. Within the scope of a further education programme for HE teachers at a Swiss university participants have been asked to submit short reports of challenges in their everyday teaching practice. Assembling and analysing more than 200 descriptions led to conclusions about typical troubles and difficulties teachers tackle. Results lead to a better understanding and help educational developers to detect windows of opportunity for specific support, considering that effective educational development must be understood as a mutual process of development-teams and those being affected by the change.

Item Type:

Conference or Workshop Item (Abstract)

Division/Institute:

09 Interdisciplinary Units > Centre for University Continuing Education

UniBE Contributor:

Tribelhorn, Thomas

Subjects:

100 Philosophy > 150 Psychology
300 Social sciences, sociology & anthropology > 370 Education

Language:

English

Submitter:

Thomas Tribelhorn

Date Deposited:

25 Apr 2017 10:49

Last Modified:

25 Apr 2017 10:49

Uncontrolled Keywords:

educational development, teachers beliefs, Quality in higher education

URI:

https://boris.unibe.ch/id/eprint/92860

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