Using Instructional Consultation to Support Faculty in Learner-Centered Teaching
Saved in:
| Title: | Using Instructional Consultation to Support Faculty in Learner-Centered Teaching |
|---|---|
| Language: | English |
| Authors: | Kebaetse, Masego B., Sims, Rod |
| Source: | Journal of Faculty Development. Fall 2016 30(3):31-40. |
| Availability: | New Forums Press, Inc. P.O. Box 876, Stillwater, OK 74076. Tel: 405-372-6158; Fax: 405-377-2237; e-mail: info@newforums.com; Web site: http://www.newforums.com |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2016 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Teacher Effectiveness, Consultation Programs, Qualitative Research, Student Centered Learning, Curriculum Design, Models, Reflection, Coaching (Performance), Scaffolding (Teaching Technique), Semi Structured Interviews, College Faculty |
| Geographic Terms: | Pennsylvania, New Jersey, Delaware |
| ISSN: | 2153-1900 |
| Abstract: | Consultation has been found to improve teaching effectiveness, have benefits on teaching effectiveness for both young and older faculty members, and have persistent benefits beyond the consultation process. In light of the prevalent use of consultation in educational development, this qualitative study explored how educational developers facilitate and support learner-centered teaching, particularly course design, during instructional consultation. The findings suggest three interrelated components or phases of consultation: exploration, modelling, and reflection facilitated through coaching and scaffolding. Additionally, developers use scaffolding tools and techniques (simplifying the task, providing feedback, providing options and explanations, and using probing questions) to guide the faculty members' learning process. From the findings and existing literature, we propose a process for using instructional consultation as a proactive approach to support learner-centered teaching, particularly course design. |
| Abstractor: | As Provided |
| Number of References: | 47 |
| Entry Date: | 2017 |
| Access URL: | https://www.ingentaconnect.com/contentone/nfp/jfd/2016/00000030/00000003/art00004 |
| Accession Number: | EJ1133579 |
| Database: | ERIC |
| Abstract: | Consultation has been found to improve teaching effectiveness, have benefits on teaching effectiveness for both young and older faculty members, and have persistent benefits beyond the consultation process. In light of the prevalent use of consultation in educational development, this qualitative study explored how educational developers facilitate and support learner-centered teaching, particularly course design, during instructional consultation. The findings suggest three interrelated components or phases of consultation: exploration, modelling, and reflection facilitated through coaching and scaffolding. Additionally, developers use scaffolding tools and techniques (simplifying the task, providing feedback, providing options and explanations, and using probing questions) to guide the faculty members' learning process. From the findings and existing literature, we propose a process for using instructional consultation as a proactive approach to support learner-centered teaching, particularly course design. |
|---|---|
| ISSN: | 2153-1900 |
