n South African Journal of Higher Education - Accounting for undergraduates' teaching perspectives in a scholarly teaching encounter
|Article Title||Accounting for undergraduates' teaching perspectives in a scholarly teaching encounter|
|© Publisher:||Higher Education South Africa (HESA)|
|Journal||South African Journal of Higher Education|
|Affiliations||1 Vaal University of Technology, 2 Vaal University of Technology and 3 Vaal University of Technology|
|Publication Date||Jan 2014|
|Pages||1358 - 1375|
|Keyword(s)||Critical Collaborative Inquiry, Personal Situated Inquiry, Scholarly teaching, Students' evaluation of teaching and Teaching|
In the extant research, students' feedback has mostly involved either face-to-face or online questionnaires administered by agencies outside actual classroom experiences. Increasingly, students' feedback is forming part of scholarly focus on teaching and is organised as part of improving students' learning. This marks a shift from using students' feedback as a satisfaction measuring tool similar to customer satisfaction surveys or as mechanisms to measure teachers' performance (a quality-oriented perspective). In scholarly teaching, students' feedback forms part of a larger inquiry into the teacher's practices. It involves students' reaction to teaching and teacher's reaction to students' feedback guided by societal trends and the need to improve students' learning. We report, in this article, on an exploratory study that focused on guided self-study inquiry into one teacher's practices guided by changing workplace dynamics. Through focus group interviews, final-year Labour Relations students' experiences of teaching were elicited and factored into the developing scholarly teaching mechanism aimed at improving learning.
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