Promoting student-centred forms of learning across an entire university
By David Kember. 2009
261 citations recorded by the source corpus.
Many academics see themselves primarily as experts in their discipline and hold content-oriented conceptions of teaching. It can then be difficult to persuade them to adopt forms of teaching incorporating active student engagement, even though there is evidence for the effectiveness of such forms of learning. This article describes a university-wide initiative to promote student-centred forms of teaching and learning. The campaign included: models of good practice from award-winning teachers, compulsory teachers training courses for new junior teachers and teaching assistants, projects funded by teaching development grants, a diagnostic programme-level survey accompanied by counselling over results and programme reviews. Evidence of impact comes from the overall university-level results of the programme survey, which showed marked increases, over a 2 year period, on each of the nine scales used to obtain feedback on the quality of the teaching and learning environment.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/2670473bcc2f1b320a51dafba97d0b3095ec23c0
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In Education
Citations in the corpus
- Closing the gap between the theory and practice of teaching: implications for teacher education programmes in Hong Kong (2010, background): “Teachers’ conceptions of teaching influence their choice of teaching approaches (Kember 2009).”
- Student-centred learning: the role and responsibility of the lecturer (2014, background): “The readiness of teachers is pivotal and research has identified common difficulties, including limited preparation, competing timetables, resistance from other staff, student reluctance and lack of confidence (Blackie, Case, and Jawitz 2010; Kember 2009; Gilis et al. 2008).”