Click here to download

Excellences and critical aspects: teachers’point of view about teaching in higher education
Journal Title: EXCELLENCE AND INNOVATION IN LEARNING AND TEACHING 
Author/s: Debora Aquario, Cristina Mazzucco 
Year:  2016 Issue: Language: Italian 
Pages:  20 Pg. 85-104 FullText PDF:  570 KB
DOI:  10.3280/EXI2016-001006
(DOI is like a bar code for intellectual property: to have more infomation:  clicca qui   and here 


The aim of the present paper is to illustrate the first results deriving from the qualitative analysis of open questions included in PRODID (Teacher professional development and academic educational innovation) Question¬naire. The questions have been formulated in order to collect the point of view of teachers about excellences and innovations, perceived critical aspects in their teaching practice and the need of support for the improvement of teaching. The analysis has been realized through the use of software Atlas.ti. In particular, the analysis has been developed in order to underline strengths and weaknesses as well as the necessary support for the improvement of teaching and teacher professionalism. Findings are presented illustrating the distributions based on the School (context in which the single course is realized) as well as the thematic issues emerged from teachers’ answers. Thematic issues are then discussed on the basis of the related scientific literature.
Keywords: Teaching in higher education; good teaching; qualitative research.

  1. Black, P., McCormick, R., James, M., Pedder, D. (2006). Learning how to learn and Assessment for Learning: A Theoretical Inquiry. Research Paper in Education, 21, 2, 119-132.
  2. Black, P., Wiliam, D. (2009). Developing the Theory of Formative Assessment. Educational Assessment, Evaluation and Accountability, 21, 1, 5-31.
  3. Dochy, F., Segers, M., Sluijsmans, D. (1999). The Use of Self-, Peer and Co-assessment in Higher Education. A Review. Studies in Higher Education, 24, 3, 331-350.
  4. Domenech, F., Descals, A. (2003). Evaluation of the University Teaching/Learning Process for the Improvement of Quality in Higher Education. Assessment and Evaluation in Higher Education, 28, 2, 165-178.
  5. Freeman, R., Dobbins, K. (2013). Using the Principles of Assessment for Learning to Enhance Course Evaluation. Assessment and Evaluation in Higher Education, 38, 2, 142-151.
  6. Kearney, S. (2013). Improving Engagement: The Use of “Authentic Self and Peer Assessment for Learning” to Enhance the Student Learning Experience. Assessment and Evaluation in Higher Education, 38, 7, 875-891.
  7. Kekäle, J. (2000). Quality Assessment in Diverse Disciplinary Settings. Higher Education, 40, 4, 465-488.
  8. Sambell, K., McDowell, L., Montgomery C. (2013). Assessment for Learning in Higher Education. Abingdon, Oxon: Routledge.
  9. Semeraro, R. (2006a). La valutazione della didattica universitaria. Paradigmi scientifici, rivisitazioni metodologiche, approcci multidimensionali. Milano: Franco Angeli.
  10. Semeraro, R. (a cura di) (2006b). La valutazione della didattica universitaria. Docenti e studenti protagonisti in un percorso di ricerca. Milano: Franco Angeli.
  11. Topping, K.J. (2003). Self and Peer Assessment in School and University: Reliability, Validity and Utility. In Segers, M., Dochy, F., Cascallar, E. (eds.). Optimising New Modes of Assessment: In Search of Qualities and Standards (55-87). Dordrecht: Springer.

Debora Aquario, Cristina Mazzucco, Excellences and critical aspects: teachers’point of view about teaching in higher education in "EXCELLENCE AND INNOVATION IN LEARNING AND TEACHING" 1/2016, pp. 85-104, DOI:10.3280/EXI2016-001006

   

FrancoAngeli is a member of Publishers International Linking Association a not for profit orgasnization wich runs the CrossRef service, enabing links to and from online scholarly content