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Through Experiences, from Interactions, and by Choices over Time: How Professors at a Research University Understand and Explain the Factors That Have Influenced Their Teaching
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| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | Through Experiences, from Interactions, and by Choices over Time: How Professors at a Research University Understand and Explain the Factors That Have Influenced Their Teaching. |
| 개인저자 | Steele, Gregory John. |
| 단체저자명 | Michigan State University. Higher, Adult, and Lifelong Education - Doctor of Philosophy. |
| 발행사항 | [S.l.]: Michigan State University., 2019. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2019. |
| 형태사항 | 138 p. |
| 기본자료 저록 | Dissertations Abstracts International 81-04A. Dissertation Abstract International |
| ISBN | 9781085687614 |
| 학위논문주기 | Thesis (Ph.D.)--Michigan State University, 2019. |
| 일반주기 |
Source: Dissertations Abstracts International, Volume: 81-04, Section: A.
Advisor: Renn, Kristen. |
| 이용제한사항 | This item must not be sold to any third party vendors. |
| 요약 | The intent of this study was to understand professors at a research university, and how the environments and individuals they interact with influenced them and their teaching. The primary research question for this study was, "How do professors at a research university understand and explain the factors that have influenced their teaching?" The secondary research question was intended to focus on the institutional factors that had the most influence on a professor and their teaching: "What are the most influential factors that affect a professor's teaching at a research institution?"I interviewed 15 award-winning professors from Michigan State University (MSU) about how they had been prepared, supported, and recognized for their work as teachers. My analysis showed how little preparation the professors received about teaching at a research university, how they relieved more on experience and trusted peers than any of the available campus resources, and how they tended to find personal student recognition more rewarding than their prestigious teaching awards. My results showed how institutional deficiencies (the lack teaching preparation, applicable resources, and sufficient recognition) created obstacles for the professors to overcome as they progressed and developed as teachers. To lessen or remove the institutional obstacles, I recommend research universities better assess and recognize a professor's teaching, faculty developers localize their available resources to the individual colleges and departments, and professors utilize their peers and self-reflection as a way to meet their needs and expectations as teachers. Professors at research universities are expected to prioritize their teaching and scholarship, but the importance of the former can become complicated when institutions place a greater emphasis on the latter (via the tenure process, promotions, raises, and rewards). This study extends previous scholarship which shows that professors at research universities are not sufficiently prepared, supported, or recognized for their work as teachers. If the individual institutions do not properly prepare their professors as teachers, then there is uncertainty as to how, where, and why the individual professors succeed and develop as teachers. |
| 일반주제명 | Higher education. Instructional design. Teacher education. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
