ERIC Number: EJ1119966
Record Type: Journal
Publication Date: 2016
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0729-4360
EISSN: N/A
Higher Education Teachers' Descriptions of Their Own Learning: A Large-Scale Study of Finnish Universities of Applied Sciences
Töytäri, Aija; Piirainen, Arja; Tynjälä, Päivi; Vanhanen-Nuutinen, Liisa; Mäki, Kimmo; Ilves, Vesa
Higher Education Research and Development, v35 n6 p1284-1297 2016
In this large-scale study, higher education teachers' descriptions of their own learning were examined with qualitative analysis involving application of principles of phenomenographic research. This study is unique: it is unusual to use large-scale data in qualitative studies. The data were collected through an e-mail survey sent to 5960 teachers at universities of applied sciences in Finland. The number of respondents was 1622. Four hierarchically structured categories of learning were found: individual learning, collegial learning, team learning and innovative partnership learning. The role of teachers in higher education demands innovative partnership learning: being active at the societal level with workplaces and international partners.
Descriptors: Higher Education, College Faculty, College Students, Technology, Foreign Countries, Qualitative Research, Teacher Surveys, Teacher Collaboration, Partnerships in Education, Teacher Role, College Outcomes Assessment, College Science, Science Instruction, Science Teachers
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Finland
Grant or Contract Numbers: N/A