Tuesday, December 3, 2013

Approaches to teaching

Lindblom-Ylänne, S., et al. "How Approaches to Teaching are Affected by Discipline and Teaching Context." STUDIES IN HIGHER EDUCATION 31.3 (2006): 285-98.

On Sept 30, 2013, I wrote that I wanted to read the reference above from the article by Feixas, Mònica. "Enfoques y Concepciones Docentes En La Universidad. [Teaching Approaches and Conceptions Taken by University Faculty]." Revista Electrónica de Investigación y Evaluación Educativa 16.2 (2010): 1-27.

I found that the Lindblom-Ylänne article wasn't really applicable to my papers except to validate that faculty from "hard" disciplines (e.g., physics, chemistry, biology, including applied fields such as medicine) tend to be more teacher-focused and those from "soft" disciplines (everything else) tend to be more student-centered. One useful quote on p. 288, which may pertain to Uni de Ibagué: "it seems to take at least a year for the positivie effects of pedagogical training to emerge. Shorter training periods seem to make teachers more uncertain about themselves as teachers. These results imply that self-efficacy belifs, and approaches to teaching, change slowly."

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