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. Marton and Booth’s (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 |
|---|---|
| Title of host publication | Research and development in higher education |
| Subtitle of host publication | reshaping higher education |
| Editors | M. Devlin, J. Nagy, A. Lichtenberg |
| Place of Publication | Milperra, NSW |
| Publisher | Higher Education Research and Development Society of Australasia |
| Pages | 609-619 |
| Number of pages | 11 |
| Volume | 33 |
| ISBN (Print) | 0908557809 |
| Publication status | Published - 2010 |
| Event | HERDSA Annual International Conference (33rd : 2010) - Melbourne Duration: 6 Jul 2010 → 9 Jul 2010 |
Conference
| Conference | HERDSA Annual International Conference (33rd : 2010) |
|---|---|
| City | Melbourne |
| Period | 6/07/10 → 9/07/10 |
Keywords
- sessional tutor teaching
- student learning experiences and outcomes
- peer and third party observation