Academics’ Perceptions of Their Teaching Practices

Year 2024, Volume: 6 Issue: 1, 60 - 85, 27.06.2024

Gözde Dinçer Eda Toklu Raşit Çelik

Abstract

This study investigates academics’ perceptions of their teaching practices.To collect data,a sample size of 38 voluntary academics is included with demographics. A group of 9academics is then selected for semi-structured interviews to obtain data from varioussamples. Data from the interviews are analysed through percentages and frequenciesand discussed thematically. Accordingly, academics perceive their teaching practices as mainly shaped by their methodology, roles and responsibilities, and relational elements. Most academics consider learner-centred strategies as a positive contribution to their teaching practices. However, they seem to be inclined to use teacher-centred practices more. As a result, they struggle to find their own way to combine both focuses. In addition academics prioritize gaining skills over gaining knowledge. Opposingly, most academics prefer to focus on the curriculum content strictly and transfer knowledge in the first place. Researchers, hence, agreethat making use of teaching perceptions, especially over prolonged engagement in thinking and a periodical renovation coming out of self-evaluation to reach a personally valued direction are recommendable.

Keywords

Academics' Perception, Knowledge transfer, Learner-centered teaching

Supporting Institution

Tübitak

Project Number

121K056

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