Enhancing learning experiences to improve outcomes through sessional tutor conceptual expansion

Toomas Truuvert

Research output: Chapter in Book/Report/Conference proceedingConference proceeding contribution

Abstract

Tutor conceptions about teaching vary, reflecting a range of awareness about learning. Overall variability in teaching practices on any given unit increases with the number of tutors, which in turn tends to diminish students learning experiences. This is an issue that is amplified in first-year and introductory units. An in-depth study describes the operation of a teaching development program that uses the Third Party Observation of Teaching (TPOT) method to review in-class teaching practices. The Marton and Booth (1997) awareness and learning theory informs the program design. Results show noticeable improvements in specific Course Evaluation Questionnaire (CEQ) measures, which support the view that less variability in teaching practices enhances learning experiences and may ultimately improve outcomes. The program extends across disciplines. Moreover, it is suitable for both early career tutors and experienced tutors, and even for experienced tutors teaching in a particular subject for the first time.
Original languageEnglish
Title of host publicationConference proccedings
Subtitle of host publication13th Pacific Rim First Year in Higher Education (FYHE) Conference 2010
EditorsJason Thomas
PublisherQUT Publications
Number of pages10
ISBN (Print)9781741072822
Publication statusPublished - 2010
EventPacific Rim First Year in Higher Education (FYHE) Conference (13th : 2010) - Adelaide
Duration: 27 Jun 201030 Jun 2010

Conference

ConferencePacific Rim First Year in Higher Education (FYHE) Conference (13th : 2010)
CityAdelaide
Period27/06/1030/06/10

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