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Using Instructional Consultation to Support Faculty in Learner-Centered Teaching

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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
FullText Text:
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  Data: Using Instructional Consultation to Support Faculty in Learner-Centered Teaching
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  Data: <searchLink fieldCode="AR" term="%22Kebaetse%2C+Masego+B%2E%22">Kebaetse, Masego B.</searchLink><br /><searchLink fieldCode="AR" term="%22Sims%2C+Rod%22">Sims, Rod</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Faculty+Development%22"><i>Journal of Faculty Development</i></searchLink>. Fall 2016 30(3):31-40.
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  Data: 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
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  Data: 10
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Consultation+Programs%22">Consultation Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Qualitative+Research%22">Qualitative Research</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Centered+Learning%22">Student Centered Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Design%22">Curriculum Design</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Reflection%22">Reflection</searchLink><br /><searchLink fieldCode="DE" term="%22Coaching+%28Performance%29%22">Coaching (Performance)</searchLink><br /><searchLink fieldCode="DE" term="%22Scaffolding+%28Teaching+Technique%29%22">Scaffolding (Teaching Technique)</searchLink><br /><searchLink fieldCode="DE" term="%22Semi+Structured+Interviews%22">Semi Structured Interviews</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink>
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– Name: Abstract
  Label: Abstract
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  Data: 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.
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  Data: 2017
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
        StartPage: 31
    Subjects:
      – SubjectFull: Teacher Effectiveness
        Type: general
      – SubjectFull: Consultation Programs
        Type: general
      – SubjectFull: Qualitative Research
        Type: general
      – SubjectFull: Student Centered Learning
        Type: general
      – SubjectFull: Curriculum Design
        Type: general
      – SubjectFull: Models
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      – SubjectFull: Reflection
        Type: general
      – SubjectFull: Coaching (Performance)
        Type: general
      – SubjectFull: Scaffolding (Teaching Technique)
        Type: general
      – SubjectFull: Semi Structured Interviews
        Type: general
      – SubjectFull: College Faculty
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      – SubjectFull: Pennsylvania
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      – SubjectFull: New Jersey
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      – SubjectFull: Delaware
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    Titles:
      – TitleFull: Using Instructional Consultation to Support Faculty in Learner-Centered Teaching
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