Centres for Teaching and Learning across Canada: What's Going On?

Autor/inn/en	Forgie, Sarah E.; Yonge, Olive; Luth, Robert
Titel	Centres for Teaching and Learning across Canada: What's Going On?
Quelle	In: Canadian Journal for the Scholarship of Teaching and Learning, 9 (2018) 1, Artikel 9 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1918-2902
Schlagwörter	Foreign Countries; Teacher Centers; Educational Development; Faculty Development; Research Directors; Qualitative Research; Semi Structured Interviews; Coding; Educational Objectives; Educational Trends; College Administration; College Faculty; Postsecondary Education; Educational Change; Strategic Planning; Technology Uses in Education; Teaching (Occupation); Teacher Improvement; Educational Practices; Credibility; Budgets; Research Universities; Canada + Suchen Sie Ihr Suchwort? Ausland; Teacher centres; Lehrerzentrum; Bildungsentwicklung; Forschungsleitung; Qualitative Forschung; Codierung; Programmierung; Educational objective; Bildungsziel; Erziehungsziel; College administrators; Hochschulverwaltung; Fakultät; Post-secondary education; Tertiäre Bildung; Bildungsreform; Strategy; Planning; Strategie; Planung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching; Lehrberuf; Bildungspraxis; Glaubwürdigkeit; Finanzhaushalt; Forschungseinrichtung; Kanada
Abstract	Post-secondary institutions, especially those with a research focus, face a challenge in ensuring consistent and high-quality teaching, in part because many members of the teaching faculty have backgrounds in research instead of teaching. A common part of meeting this challenge is the presence of Centres for Teaching and Learning (CTLs) on university campuses. This study examines the situations of CTL directors at research and teaching-intensive post-secondary institutions across Canada, with an aim to develop an understanding of the current context in which Canadian CTLs are operating, as well as the experiences of those who lead the CTLs. The qualitative study consisted primarily of 60- to 90-minute individual semi-structured interviews. The findings of these interviews were coded into four main categories: the evolving purpose of CTLs, key drivers of change, common challenges, and future trends. The implications for this research are two shifts: one mirroring a shift in education development to embracing Boyer's work and secondly moving from a service to a leadership orientation. A thriving CTL is an indication of a university culture that values teaching, learning and scholarship. (As Provided).
Anmerkungen	University of Western Ontario and Society for Teaching and Learning in Higher Education. Mills Memorial Library Room 504, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L6, Canada. Tel: 905-525-9140; e-mail: info@cjsotl-rcacea.ca; Web site: http://www.cjsotl-rcacea.ca/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01