Expressions of Trust: How University STEM Teachers Describe the Role of Trust in Their Teaching
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| Title: | Expressions of Trust: How University STEM Teachers Describe the Role of Trust in Their Teaching |
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| Language: | English |
| Authors: | Kathryn A. Sutherland, Rachel Forsyth, Peter Felten |
| Source: | Teaching & Learning Inquiry. 2024 12. |
| Availability: | University of Calgary. Libraries & Cultural Resources, 410 University Court NW, Calgary, Alberta, T2N 1N4, Canada. Tel: 403-220-7175; e-mail: TLI@ucalgary.ca; Web site: https://journalhosting.ucalgary.ca/index.php/TLI/index |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Faculty, Science Teachers, Mathematics Teachers, Teacher Attitudes, Teacher Role, Trust (Psychology), STEM Education, Teacher Student Relationship, Large Group Instruction, Peer Relationship, Self Concept, Foreign Countries |
| Geographic Terms: | Canada, New Zealand, Sweden, United States |
| ISSN: | 2167-4779 2167-4787 |
| Abstract: | Positive teacher-student and student-student relationships are among the most significant factors contributing to learning, motivation, wellbeing, and graduation rates in higher education. Trust is commonly understood as a key element for the development and sustenance of positive educational relationships, yet relatively little empirical research investigates trust in higher education classrooms. In this study, we explore how science, technology, engineering and mathematics (STEM) teachers (n=29) from universities in four countries (Canada, New Zealand, Sweden, and USA) describe their intentions and actions related to trust in one of the large enrollment courses they teach. We consider the ways that teachers understand and value trust in their teaching, and what this might suggest about how they approach trust-building with and among their students. We report on four broad approaches to trust expressed by teachers in this study, framed as teacher statements to students: "trust me," "trust yourself," "trust each other," and "I trust you." This research has implications for teachers, SoTL scholars, and academic developers in higher education. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1460094 |
| Database: | ERIC |
| Abstract: | Positive teacher-student and student-student relationships are among the most significant factors contributing to learning, motivation, wellbeing, and graduation rates in higher education. Trust is commonly understood as a key element for the development and sustenance of positive educational relationships, yet relatively little empirical research investigates trust in higher education classrooms. In this study, we explore how science, technology, engineering and mathematics (STEM) teachers (n=29) from universities in four countries (Canada, New Zealand, Sweden, and USA) describe their intentions and actions related to trust in one of the large enrollment courses they teach. We consider the ways that teachers understand and value trust in their teaching, and what this might suggest about how they approach trust-building with and among their students. We report on four broad approaches to trust expressed by teachers in this study, framed as teacher statements to students: "trust me," "trust yourself," "trust each other," and "I trust you." This research has implications for teachers, SoTL scholars, and academic developers in higher education. |
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| ISSN: | 2167-4779 2167-4787 |
