Název: Pojetí výuky a profesní identita začínajících vysokoškolských učitelů
Variantní název:
- Beginning university teachers and their approaches to teaching and professional self-perception
Zdrojový dokument: Studia paedagogica. 2016, roč. 21, č. 1, s. [9]-34
Rozsah
[9]-34
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2016-1-2
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/135154
Type: Článek
Jazyk
Licence: Neurčená licence
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
V této studii se zabýváme otázkou, jaké je pojetí výuky u začínajících učitelů na Masarykově univerzitě. Vycházíme z analýzy 19 hloubkových polostrukturovaných rozhovorů se začínajícími učiteli z různých fakult. Identifikujeme různá pojetí výuky, mezi nimiž dominuje důraz na předávání znalostí a interakci se studenty. Vedle toho rozlišujeme různá sebepojetí vysokoškolských učitelů – někteří se definují především jako vědci, jiní jako učitelé, poslední skupina se chápe jako univerzální, vyrovnaně propojující vědu a výzkum. Za hlavní přínos této studie považujeme skutečnost, že se podařilo propojit sebepojetí a pojetí výuky – vědci,učitelé a univerzálové pojímají svoji výuku různě. Respondenti-vědci se soustředí především na předávání poznatků, respondenti-učitelé chápou dobrou výuku jako energii a čas věnovaný studentům a respondenti-univerzálové zdůrazňují praktičnost vědění a cíl motivovat studenty, aby na sobě pracovali sami.
The aim of this paper is to describe approaches to teaching taken by beginning teachers at Masaryk University.The paper stems from an analysis of 19 deep semi-structured interviews with beginning teachers from various faculties. The paper specifies different approaches to teaching while placing emphasis on transmission of knowledge and interaction with students, which it establishes as dominant among them. The paper further identifies three types of self-perception among beginning teachers who see themselves as either research-oriented or teaching-oriented or else as universal teachers who manage both. The main contribution of the paper lies in its ability to connect the different types of approaches to the different types of self-perceptions. The paper thus shows that researchers, teachers and universal teachers approach their teaching differently: beginning researchers emphasise transmission of knowledge, beginning teachers emphasise that good teaching should include the devoting of time and energy to students, while universal teachers emphasise the practical nature of knowledge and motivate students to work on themselves.
Reference
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[3] Austin, A. E. (2002). Preparing the next generation of faculty: Graduate school as socialization to the academic career. The Journal of Higher Education, 73(1), 94–122. | DOI 10.1353/jhe.2002.0001
[4] Bain, K. (2004). What the Best College Teachers Do. Cambridge: Harvard University Press.
[5] Bak, H. J., & Kim, D. H. (2015). Too much emphasis on research? An empirical examination of the relationship between research and teaching in multitasking environments. Research in Higher Education, 56(8), 843–860. | DOI 10.1007/s11162-015-9372-0
[6] Berliner, D. C. (1986). In pursuit of the expert pedagogue. Educational Researcher, 15(7), 5–13. | DOI 10.3102/0013189X015007007
[7] Berliner, D. C. (2000). A personal response to those who bash teacher education. Journal of Teacher Education, 51(5), 358–371. | DOI 10.1177/0022487100051005004
[8] Brew, A. (2010). Imperatives and challenges in integrating teaching and research. Higher Education Research & Development, 29(2), 139–150. | DOI 10.1080/07294360903552451
[9] Day, C. (1999). Developing Teachers. The Challenges of Lifelong Learning. London: Falmer Press.
[10] Devlin, M., & Samarawickrema, G. (2010). The criteria of effective teaching in a changing higher education context. Higher Education Research & Development, 29(2), 111–124. | DOI 10.1080/07294360903244398
[11] Dreyfus, H. L., & Dreyfus, S. E. (1986). Mind over Machine. The Power of Human Intuition and Expertise in the Era of the Computer. Oxford: Blackwell.
[12] Dvořáčková, J., Pabian, P., Smith, S., Stöckelová, T., Šima, K., & Virtová, T. (2014). Politika a každodennost na českých vysokých školách. Praha: Sociologické nakladatelství.
[13] Dytrtová, R. (2008). Začínající učitel: Výsledky výzkumů realizovaných v rámci pregraduální přípravy učitelů. Brno: Tribun EU.
[14] Elton, L. (1986). Research and teaching: Symbiosis or conflict. Higher Education, 15 (3–4), 299–304. | DOI 10.1007/BF00129218
[15] Eraut, M. (1994). Developing Professional Knowledge and Competence. London: Falmer.
[16] Galbraith, C. S., & Merril, G. B. (2012). Faculty research productivity and standardized student learning outcomes in a university teaching environment: A Bayesian analysis of relationships. Studies in Higher Education, 37(4), 469–480. | DOI 10.1080/03075079.2010.523782
[17] Geschwind, L., & Broström, A. (2015). Managing the teaching–research nexus: Ideals and practice in research-oriented universities. Higher Education Research & Development, 34(1), 60–73. | DOI 10.1080/07294360.2014.934332
[18] Golde, C. M. (2008). Applying lessons from professional education to the preparation of the professoriate. New Directions for Teaching and Learning, 113(1), 17–25. | DOI 10.1002/tl.305
[19] Hativa, N. (1997). Teaching in a Research University: Professors' Conceptions, Practices, and Disciplinary Differences. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
[20] Hativa, N., Barak, R., & Simhi, E. (2001). Exemplary university teachers: Knowledge and beliefs regarding effective teaching dimensions and strategies. The Journal of Higher Education, 72(6), 699–729. | DOI 10.2307/2672900
[21] Hattie, J., & Marsh, H. W. (1996). The relationship between research and teaching: A meta-analysis. Review of Educational Research, 66(4), 507–542 | DOI 10.3102/00346543066004507
[22] Healey, M. (2005). Linking research and teaching to benefit student learning. Journal of Geography in Higher Education, 29(2), 183–201. | DOI 10.1080/03098260500130387
[23] Hemer, S. R. (2014). Finding time for quality teaching: An ethnographic study of academic workloads in the social sciences and their impact on teaching practices. Higher Education Research & Development, 33(3), 483–495. | DOI 10.1080/07294360.2013.841647
[24] Henry, M. A. (1994). Differentiating the Expert and Experienced Teacher: Quantitative Differences in Instructional Decision Making. Paper presented at the Annual Meeting of American Educational Research Association.
[25] Iglesias-Martínez, M. J., Lozano-Cabezas, I., & Martinez-Ruiz, M. A. (2014). Listening to the voices of novice lecturers in higher education: A qualitative study. International Journal of Teaching and Learning in Higher Education, 26(2), 170–181.
[26] Juklová, K. (2013). Začínající učitel z pohledu profesního vývoje. Hradec Králové: Gaudeamus.
[27] Kember, D., & Kwan, K. (2000). Lecturers' approaches to teaching and their relationship to conceptions of good teaching. Instructional Science, 28(5), 469–490. | DOI 10.1023/A:1026569608656
[28] Kvale, S. (1996). InterViews. An Introduction to Qualitative Research Interviewing. Thousand Oaks: Sage Publications, Inc.
[29] Kyvik, S. (2013). The academic researcher role: Enhancing expectations and improved performance. Higher Education, 65(4), 525–538. | DOI 10.1007/s10734-012-9561-0
[30] Lowman, J. (1995). Mastering the Techniques of Teaching. San Francisco: Jossey-Bass.
[31] Mägi, E., & Beerkens, M. (2015). Linking research and teaching: Are research-active staff members different teachers? Higher Education, 4, 1–18.
[32] Návrh koncepce rozvoje pedagogických kompetencí akademických pracovníků Masarykovy univerzity. (2015). (Interní dokument Masarykovy univerzity) Brno: Masarykova univerzita.
[33] Oleson, A., & Hora, M. T. (2014). Teaching the way they were taught? Revisiting the sources of teaching knowledge and the role of prior experience in shaping faculty teaching practices. Higher Education, 68(1), 29–45. | DOI 10.1007/s10734-013-9678-9
[34] Pataraia, N., Margaryan, A., Falconer, I., & Littlejohn, A. (2015). How and what do academics learn through their personal networks. Journal of Further and Higher Education, 39 (3), 336–357. | DOI 10.1080/0309877X.2013.831041
[35] Podlahová, L. (2002). Ze studenta učitelem: Student – praktikant – začínající učitel. Olomouc: Univerzita Palackého v Olomouci.
[36] Podlahová, L. (2004). První kroky učitele. Praha: Triton.
[37] Píšová, M. (1999). Novice Teacher. Pardubice: Univerzita Pardubice.
[38] Shulman, L. S. (2005). Signature pedagogies in the professions. Daedalus, 134(3), 52–59. | DOI 10.1162/0011526054622015
[39] Smith, E., & Smith, A. (2012). Buying-out teaching for research: The views of academics and their managers. Higher Education, 63(4), 455–472. | DOI 10.1007/s10734-011-9452-9
[40] Šeďová, K., & Švaříček, R. (2010). Angažovanost žáků ve výukové komunikaci na druhém stupni základní školy. Pedagogická orientace, 20(3), 24–48.
[41] Šima, K., & Pabian, P. (2013). Ztracený Humboldtův ráj: Ideologie jednoty výzkumu a výuky ve vysokém školství. Praha: Sociologické nakladatelství.
[42] Šimoník, O. (1994). Začínající učitel. Brno: Masarykova univerzita.
[43] Švaříček, R., & Šeďová, K. et al. (2007). Kvalitativní výzkum v pedagogických vědách. Pravidla hry. Praha: Portál.
[44] Tierney, W. G. (1997). Organizational socialization in higher education. Journal of Higher Education, 68(1), 1–16. | DOI 10.2307/2959934
[45] Tmej, K. (1980). Uvádění začínajících učitelů základních a středních škol do praxe. Praha: SPN.
[46] Trigwell, K. (2005). Teaching-research relations, cross-disciplinary collegiality and student learning. Higher Education, 49(3), 235–254. | DOI 10.1007/s10734-004-6665-1
[47] Trigwell, K., & Prosser, M. (1996). Changing approaches to teaching: A relational perspective. Studies in Higher Education, 21(3), 275–284. | DOI 10.1080/03075079612331381211
[48] Van Waes, S., Van den Bossche, P., Moolenaar, N. M., De Maeyer, S., & Van Petegem, P. (2015). Know-who? Linking faculty's networks to stages of instructional development. Higher Education, 70(5), 807–826. | DOI 10.1007/s10734-015-9868-8