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ERIC Number: ED529412
Record Type: Non-Journal
Publication Date: 2011
Pages: 7
Abstractor: As Provided
Reference Count: 17
ISBN: N/A
ISSN: ISSN-1548-6613
Leading Part-Time Teaching Staff to Achieve Excellent Teaching
Kabouridis, Georgios
Online Submission, US-China Education Review A 6 p872-878 2011
The paper points out the significance of hourly-waged tutors to the quality of the teaching-learning procedure in Mechanical Engineering Department. Existing research shows that higher education faces many challenges in its attempt to keep pace with the needs of students' body for effective learning. The changing nature of higher education is presenting many real challenges within academic practice. Therefore, the discourse of performatives is pervasive. A recent study has concluded that very much part of what it means to be an excellent teacher are: individual attributes of the teachers, their ability to deal with complex human interactions and relationships, a concern for "weaker" students, a commitment to student-centered methodologies and a commitment to ongoing professional development. In 2009, 30 hourly-waged tutors completed self-reflective written statements, based on van Manen's framework to explore the reflective processes of teachers. Once hourly-waged tutors had completed the statements, they attended a development session where they shared and discussed their experiences and then collated anonymous data. The contents of the teaching material and the teaching methodology are discussed based on the hourly-waged tutors' self-reflection process. Effective teaching is both a relational and an intellectual practice. The department, based on the findings of this study, must design and provide a professional development program addressed to part-time tutors. (Contains 4 tables.)
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Greece