Perceptions and Approaches to Teaching of Award-Winning Teachers at Research Intensive Universities Internationally

Diane J. Salter (Kwantlen Polytechnic University, Canada)
Copyright: © 2013 |Pages: 25
EISBN13: 9781466644007|DOI: 10.4018/978-1-4666-3661-3.ch001
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This chapter provides an overview of a research project conducted with award-winning teachers at research-intensive universities to investigate a number of areas including approaches to teaching and learning and the use of technology in teaching, as well as views on staff development to enhance teaching quality and the recognition of teaching in promotion and tenure. In an analysis of data, the predominant approach taken by the award-winning teachers in this study was an approach that has been described as a conceptual change/student-focused approach to teaching versus an information transmission/teacher-focused approach. The former approach is consistent with students taking a deeper approach to learning. It was also found that the use of technology in teaching in this group of award-winning teachers extended beyond content delivery to provide opportunities for active pre, post, and in class learning. Examples of how technology affordances were used is provided. In addition, their views and suggestions on staff development programs and the research/teaching nexus are discussed.
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