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Academics’ Perceptions of Their Teaching Practices

Yıl 2024, Cilt: 6 Sayı: 1, 60 - 85, 27.06.2024

Öz

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.

Destekleyen Kurum

Tübitak

Proje Numarası

121K056

Kaynakça

  • Amparo, A.R., Smith, G., & Friedman, A. (2018). Gender and persistent grade performance differences between online and face-to-face undergraduate classes. In T. Bastiaens, J. Van Braak, M. Brown, L. Cantoni, M. Castro, R. Christensen, G. Davidson-Shivers, K. DePryck, M. Ebner, M. Fominykh, C. Fulford, S. Hatzipanagos, G. Knezek, K. Kreijns, G. Marks, E. Sointu, E. Korsgaard Sorensen, J. Viteli, J. Voogt, P. Weber, E. Weippl & O. Zawacki-Richter (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology (pp. 1935-1939). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/184430/.
  • Armstrong, D. A. (1968). Materialist theory of mind. Routledge & Kegan Paul. http://library.lol/main/5DB1BAD6A8BC706E6E7775D044F3C599 Bantwini, B. D. (2010). How teachers perceive the new curriculum reform: Lessons from a school district in the Eastern Cape Province. International journal of educational development, 30(1), 83-90. https://www.researchgate.net/publication/222367042_How_teachers_perceive_the_new_curriculum_reform_Lessons_from_a_school_district_in_the_Eastern_Cape_Province_South_Africa
  • Brodie, K. (2006). Teaching Mathematics for Equity: learner contributions and lesson structure. African Journal of Research in Mathematics, Sciences and Technology Education, 10(1), 13–24.
  • Glaser, B., & Strauss, A. (1967). The Discovery of Grounded Theory: Strategies for Qualitative Research. Sociology Press.
  • Glesne, C. (2016). Becoming qualitative researchers: An introduction. 5th ed. Pearson Education.
  • Golding, C. (2013) The Teacher as Guide: A conception of the inquiry teacher. Educational Philosophy and Theory, 45:1, 91-110, DOI: 10.1080/00131857.2012.715387
  • Gulliksen, M. S., & Hjardemaal, F. R. (2016). Choosing content and methods: Focus group interviews with faculty teachers in Norwegian pre-service subject teacher education in design, art, and crafts. Scandinavian Journal of Educational Research, 60(1), 1-19. https://www.tandfonline.com/doi/pdf/10.1080/00313831.2014.967809?needAccess=true
  • Hinchman & Lalik (2000). Power-knowledge formations in literacy teacher education: Exploring the perspectives of two teacher educators. The Journal of Educational Research:93,3,182-191.https://doi.org/10.1080/00220670009598706
  • Honan, E., & Mitchell, E. (2016). "Preparing teachers of English and literacy: conflicting expectations." Literacy Learning: The Middle Years, vol. 24, no. 3, Oct. 2016, pp. 19+Gale Academic OneFile, link.gale.com/apps/doc/A468771611/AONE?u=anon~85068a4b&sid=googleScholar&xid=77a3ac0b. Accessed 24 Oct. 2022.
  • Kalaycı, N., Watty, K., & Hayırsever, F. (2012). Perceptions of quality in higher education: a comparative study of Turkish and Australian business academics. Quality in Higher Education, 18(2), 149-167. https://www.researchgate.net/publication/254334857_Perceptions_of_quality_in_higher_education_A_comparative_study_of_Turkish_and_Australian_business_academics
  • Kober, N. (2015). Reaching students: What research says about effective instruction in undergraduate science and engineering. In available from The National Academies Press at http://www.nap.edu/catalog.php?record_id=18687. https://doi.org/10.17226/18687
  • Klemm, W. R. (2007). What good is learning if you don’t remember it? The Journal of Effective Teaching,7(1), 61-73. https://files.eric.ed.gov/fulltext/EJ1055665.pdf Lunenburg, F.C., & Ornstein, A.O. (2008). Educational Administration: Concepts and Practices. Wadsworth, Thousand Oaks.
  • Marsh, C. J., & Willis, G. (2003). Curriculum: Alternative approaches, ongoing issues. Pearson Merrill Prentice Hall. http://mehrmohammadi.ir/wp-content/uploads/2021/08/Curriculum_-Alternative-Approac-Colin-J.-Marsh.pdf
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. 2nd ed. SAGE Publications. http://library.lol/main/F3B942234A4F871DABBBCE6AC7CA928E
  • Mji, A. (2003). A three-year perspective on conceptions of and orientations to learning mathematics of prospective teachers and first-year university students. International Journal of Mathematical Education in Science and Technology, 34(5), 687–698. https://www.researchgate.net/publication/250891422
  • Myers, J., & Paulick, J. (2020). Examining Decision Making in Higher Education: A Study of Teacher Educators’ Choices within Writing Methods Courses. The Excellence in Education Journal, 9(1), 5-31. https://eric.ed.gov/?id=EJ1246798
  • Nyaumwe, L., Bappoo, R., Buzuzi, G., & Kasiyandima, O. (2004). Students’ perceptions of factors and gender differences that influence their achievement in ‘O’ level Mathematics in
  • Mashonaland Central Region. The Zimbabwe Bulletin of Teacher Education, 13(1), 21–39.
  • Organisation for Economic Co-operation and Development. (2005). OECD Annual Report. Paris: OECD Publishing. https://doi.org/10.1787/annrep-2005-en Snow, C. E., Griffin, P., & Burns, M. S. (2005). Yet Another Report About Teacher Education? In C. E. Snow, P. Griffin, & M. S. Burns (Eds.), Knowledge to support the teaching of reading:
  • Preparing teachers for a changing world. CA: Jossey-Bass. https://eric.ed.gov/?q=ED498541&id=ED498541
  • Walters, K., Smith, T. M., Leinwand, S., Surr, W., Stein, A., & Bailey, P. (2014). An Up-Close Look at Student-Centered Teaching. Nellie Mae Education Foundation, 1–8.
  • Weibelzahl, S. & Kelly, D. (2005). Adaptation to Motivational States in Educational Systems. 80-84. In Conference: Lernen, Wissensentdeckung und Adaptivität (LWA) 2005, GI
  • Workshops, Saarbrücken, October 10th-12th, 2005. https://www.researchgate.net/publication/221147080_Adaptation_to_Motivational_States_in_Educational_Systems

Academics’ Perceptions of Their Teaching Practices

Yıl 2024, Cilt: 6 Sayı: 1, 60 - 85, 27.06.2024

Öz

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.

Proje Numarası

121K056

Kaynakça

  • Amparo, A.R., Smith, G., & Friedman, A. (2018). Gender and persistent grade performance differences between online and face-to-face undergraduate classes. In T. Bastiaens, J. Van Braak, M. Brown, L. Cantoni, M. Castro, R. Christensen, G. Davidson-Shivers, K. DePryck, M. Ebner, M. Fominykh, C. Fulford, S. Hatzipanagos, G. Knezek, K. Kreijns, G. Marks, E. Sointu, E. Korsgaard Sorensen, J. Viteli, J. Voogt, P. Weber, E. Weippl & O. Zawacki-Richter (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology (pp. 1935-1939). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/184430/.
  • Armstrong, D. A. (1968). Materialist theory of mind. Routledge & Kegan Paul. http://library.lol/main/5DB1BAD6A8BC706E6E7775D044F3C599 Bantwini, B. D. (2010). How teachers perceive the new curriculum reform: Lessons from a school district in the Eastern Cape Province. International journal of educational development, 30(1), 83-90. https://www.researchgate.net/publication/222367042_How_teachers_perceive_the_new_curriculum_reform_Lessons_from_a_school_district_in_the_Eastern_Cape_Province_South_Africa
  • Brodie, K. (2006). Teaching Mathematics for Equity: learner contributions and lesson structure. African Journal of Research in Mathematics, Sciences and Technology Education, 10(1), 13–24.
  • Glaser, B., & Strauss, A. (1967). The Discovery of Grounded Theory: Strategies for Qualitative Research. Sociology Press.
  • Glesne, C. (2016). Becoming qualitative researchers: An introduction. 5th ed. Pearson Education.
  • Golding, C. (2013) The Teacher as Guide: A conception of the inquiry teacher. Educational Philosophy and Theory, 45:1, 91-110, DOI: 10.1080/00131857.2012.715387
  • Gulliksen, M. S., & Hjardemaal, F. R. (2016). Choosing content and methods: Focus group interviews with faculty teachers in Norwegian pre-service subject teacher education in design, art, and crafts. Scandinavian Journal of Educational Research, 60(1), 1-19. https://www.tandfonline.com/doi/pdf/10.1080/00313831.2014.967809?needAccess=true
  • Hinchman & Lalik (2000). Power-knowledge formations in literacy teacher education: Exploring the perspectives of two teacher educators. The Journal of Educational Research:93,3,182-191.https://doi.org/10.1080/00220670009598706
  • Honan, E., & Mitchell, E. (2016). "Preparing teachers of English and literacy: conflicting expectations." Literacy Learning: The Middle Years, vol. 24, no. 3, Oct. 2016, pp. 19+Gale Academic OneFile, link.gale.com/apps/doc/A468771611/AONE?u=anon~85068a4b&sid=googleScholar&xid=77a3ac0b. Accessed 24 Oct. 2022.
  • Kalaycı, N., Watty, K., & Hayırsever, F. (2012). Perceptions of quality in higher education: a comparative study of Turkish and Australian business academics. Quality in Higher Education, 18(2), 149-167. https://www.researchgate.net/publication/254334857_Perceptions_of_quality_in_higher_education_A_comparative_study_of_Turkish_and_Australian_business_academics
  • Kober, N. (2015). Reaching students: What research says about effective instruction in undergraduate science and engineering. In available from The National Academies Press at http://www.nap.edu/catalog.php?record_id=18687. https://doi.org/10.17226/18687
  • Klemm, W. R. (2007). What good is learning if you don’t remember it? The Journal of Effective Teaching,7(1), 61-73. https://files.eric.ed.gov/fulltext/EJ1055665.pdf Lunenburg, F.C., & Ornstein, A.O. (2008). Educational Administration: Concepts and Practices. Wadsworth, Thousand Oaks.
  • Marsh, C. J., & Willis, G. (2003). Curriculum: Alternative approaches, ongoing issues. Pearson Merrill Prentice Hall. http://mehrmohammadi.ir/wp-content/uploads/2021/08/Curriculum_-Alternative-Approac-Colin-J.-Marsh.pdf
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. 2nd ed. SAGE Publications. http://library.lol/main/F3B942234A4F871DABBBCE6AC7CA928E
  • Mji, A. (2003). A three-year perspective on conceptions of and orientations to learning mathematics of prospective teachers and first-year university students. International Journal of Mathematical Education in Science and Technology, 34(5), 687–698. https://www.researchgate.net/publication/250891422
  • Myers, J., & Paulick, J. (2020). Examining Decision Making in Higher Education: A Study of Teacher Educators’ Choices within Writing Methods Courses. The Excellence in Education Journal, 9(1), 5-31. https://eric.ed.gov/?id=EJ1246798
  • Nyaumwe, L., Bappoo, R., Buzuzi, G., & Kasiyandima, O. (2004). Students’ perceptions of factors and gender differences that influence their achievement in ‘O’ level Mathematics in
  • Mashonaland Central Region. The Zimbabwe Bulletin of Teacher Education, 13(1), 21–39.
  • Organisation for Economic Co-operation and Development. (2005). OECD Annual Report. Paris: OECD Publishing. https://doi.org/10.1787/annrep-2005-en Snow, C. E., Griffin, P., & Burns, M. S. (2005). Yet Another Report About Teacher Education? In C. E. Snow, P. Griffin, & M. S. Burns (Eds.), Knowledge to support the teaching of reading:
  • Preparing teachers for a changing world. CA: Jossey-Bass. https://eric.ed.gov/?q=ED498541&id=ED498541
  • Walters, K., Smith, T. M., Leinwand, S., Surr, W., Stein, A., & Bailey, P. (2014). An Up-Close Look at Student-Centered Teaching. Nellie Mae Education Foundation, 1–8.
  • Weibelzahl, S. & Kelly, D. (2005). Adaptation to Motivational States in Educational Systems. 80-84. In Conference: Lernen, Wissensentdeckung und Adaptivität (LWA) 2005, GI
  • Workshops, Saarbrücken, October 10th-12th, 2005. https://www.researchgate.net/publication/221147080_Adaptation_to_Motivational_States_in_Educational_Systems
Toplam 23 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Programları ve Öğretim (Diğer)
Bölüm Makaleler
Yazarlar

Gözde Dinçer

Eda Toklu

Raşit Çelik

Proje Numarası 121K056
Yayımlanma Tarihi 27 Haziran 2024
Gönderilme Tarihi 29 Ocak 2024
Kabul Tarihi 2 Mayıs 2024
Yayımlandığı Sayı Yıl 2024 Cilt: 6 Sayı: 1

Kaynak Göster

APA Dinçer, G., Toklu, E., & Çelik, R. (2024). Academics’ Perceptions of Their Teaching Practices. Kahramanmaraş Sütçü İmam Üniversitesi Eğitim Dergisi, 6(1), 60-85.

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