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 language | English |
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Title of host publication | Conference proccedings |
Subtitle of host publication | 13th Pacific Rim First Year in Higher Education (FYHE) Conference 2010 |
Editors | Jason Thomas |
Publisher | QUT Publications |
Number of pages | 10 |
ISBN (Print) | 9781741072822 |
Publication status | Published - 2010 |
Event | Pacific Rim First Year in Higher Education (FYHE) Conference (13th : 2010) - Adelaide Duration: 27 Jun 2010 → 30 Jun 2010 |
Conference
Conference | Pacific Rim First Year in Higher Education (FYHE) Conference (13th : 2010) |
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City | Adelaide |
Period | 27/06/10 → 30/06/10 |