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• W2968388980 abstract "InColombia, as in the US, higher education institutions are charged with thetwofold responsibility of training well-rounded professionals and pushing theboundaries of knowledge. Faculty enact this dual responsibility through theirteaching and research duties, among other job-related functions. Also like inthe US, research has increasingly become the foremost function of faculty at mostprominent Colombian universities. As the emphasis on research increased,teaching became regarded as a simpler activity that requires less effort andresources. Moreover, while discussions about the importance of quality teachingand the need to better train faculty to enact their teaching function arecommon, promotion and rewards systems at Colombian universities fail to reflecta real commitment to quality teaching. Research has taken precedence overteaching, and often is perceived as the only scholarly function of faculty.While this continued perception cannot be attributed to a single reason, Ihypothesize that how faculty conceive of their teaching role impacts ourability to make a compelling case for the scholarly nature of teaching. Testingthis hypothesis requires a systematic approach to exploring faculty’sconceptions of teaching within a context. To that aim, I pose this researchquestion: What are conceptions of teaching held by Colombian engineeringfaculty interested in improving their teaching? I advance a framework forexploring conceptions of teaching drawing from Bandura’s Social CognitiveTheory and previous scholarly works on faculty’s conceptions and beliefs aboutteaching. Drawing upon this framework, I explore the beliefs, practices, andcontextual factors of Colombian engineering faculty at three institutions.While these faculty members differ in terms of their disciplinary backgrounds,teaching experience, and research activity—both disciplinary and educational,they all share an interest in improving their teaching practice. Thisexploration first takes an analytic approach to identify the pieces thatconstitute participants’ conceptions of teaching, and then knits those piecestogether to look at participants as wholes.Theliterature on conceptions of teaching has usually classified them betweentraditional teacher-centered to more sophisticated student-centered views. However,I believe that there is a continuum worth exploring defined by these extreme views.In fact, I argue that there are multiple continua—or dimensions—that meritexploration. Such dimensions include perceptions about the role of teachers,the role of students, the nature of knowledge, the purpose and means of assessment,and the outcomes of education—previously explored in the relevant literature—andviews of the interaction between college teaching and research—a dimensiondistinctive of the present study. My findings suggest that while the role ofthe teacher and of students, and the nature of knowledge can be described by theteacher- to student-center and knowledge-transmission to knowledge-constructioncontinua, the latter three dimensions are better described along different scales.Moreover, while there are certain correlations between these dimensions (e.g., perceptionsof the role of the teacher as a guide correlate with perceptions of a moreactive role of the students) none of them alone can accurately describe thenuances of an individual’s conception of teaching. Conceptionsof teaching uncovered and characterized in this multidimensional way can informprofessional development programs that go beyond the diffusion of pedagogicalinnovations to a perspective transformation among participants. Specifically, myfindings corroborate that changes in faculty views of assessment toward more formativestances foster positive transformations in faculty’s overall conception oftheir teaching role and duties. My findings also suggest that faculty members intrinsicallyinterested in improving their teaching constitute the seed to start educationalreform. Community-building efforts to bring together these faculty should, inthe long term, help transform the views of academic administrators, thusfostering lasting reform in the perception and recognition of teaching as ascholarly function of faculty." @default.
• W2968388980 created "2019-08-22" @default.
• W2968388980 creator A5012459697 @default.
• W2968388980 date "2019-08-15" @default.
• W2968388980 modified "2023-09-25" @default.
• W2968388980 title "Conceptions of teaching among Colombian engineering faculty: An exploratory study" @default.
• W2968388980 cites W2007254456 @default.
• W2968388980 cites W2138614839 @default.
• W2968388980 doi "https://doi.org/10.25394/pgs.8289533.v1" @default.
• W2968388980 hasPublicationYear "2019" @default.
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