Reflective teaching: Interpreting the results of pedagogical surveys at higher education

dc.contributor.authorJesus-Silva, Natacha
dc.contributor.authorSantos-Pereira, Carla
dc.contributor.authorDurão, Natércia
dc.contributor.authorSá, S.
dc.contributor.authorCosta-Lobo, Cristina
dc.date.accessioned2019-01-10T15:42:37Z
dc.date.available2019-01-10T15:42:37Z
dc.date.issued2018
dc.description.abstractObtaining feedback from students is an essential requirement of reflective teaching, allowing teachers to refine their practice. In the scope of the student evaluation of teaching effectiveness at higher education, in this article they are analyzed the constituent axes and the results of satisfaction survey in a Portuguese private institution of higher education, with the purpose of measure teaching effectiveness. The quantitative study was based on pedagogical surveys, one survey for each curricular unit attended by students at one Portuguese private higher education institution. A performance evaluation of a set of 68 teachers was made, in a full-time working regime, by students. Teaching activity is evaluated according to nine items using a 7-level Likert scale, in which level 1 represents the lowest and the 7 the highest. The following characteristics were also included in the study: gender, department, years of service in the institution, professional category, academic degree, work area, number of courses taught and annual school service, in number of hours. In this work are presented the results of exploratory and inferential analysis of student’s answers to the survey applied in the year 2015-2016. Analyzes were made with the intention of verify if teacher's professional category, gender and years of service have influence on any of the items representatives of pedagogical skills. It is emphasized that whatever the semester, the professional category does not influence the pedagogical skills; gender and years of service of the teacher has no influence on the ability of the teacher to create conditions for the active participation of the students nor about the ability of the teacher to create a favorable climate for learning. This impact was evaluated for the two semesters in the 2015/2016 school year, using ANOVA one-way, MANOVA one-way and two-way parametric, correlation analysis-Pearson correlation and Reliability Analysis (Cronbach's Alpha). It is noteworthy, in the results, that the better the pedagogical skills, the better are their relationships with students. The results are discussed presenting contributions to the field of Institutional Management in Higher Education.pt_PT
dc.identifier.citationJesus-Silva, N., Santos-Pereira, Carla, Durão, N., Sá, S., & Costa-Lobo, C. (2018). Reflective teaching: Interpreting the results of pedagogical surveys at higher education. In Proceedings of ICERI2018 Conference, Seville, Spain, 12th-14th nov.2018 (pp. 5936-5943). Disponível no Repositório UPT, http://hdl.handle.net/11328/2525pt_PT
dc.identifier.isbn978-84-09-05948-5
dc.identifier.urihttp://hdl.handle.net/11328/2525
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.relation.publisherversionhttps://library.iated.org/publications/ICERI2018pt_PT
dc.rightsopen accesspt_PT
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/pt_PT
dc.subjectReflective teachingpt_PT
dc.subjectTeaching effectivenesspt_PT
dc.subjectPedagogical surveyspt_PT
dc.subjectInstitutional Management in Higher Educationpt_PT
dc.titleReflective teaching: Interpreting the results of pedagogical surveys at higher educationpt_PT
dc.typeconferenceObjectpt_PT
degois.publication.firstPage5936pt_PT
degois.publication.lastPage5943pt_PT
degois.publication.locationSeville, Spainpt_PT
degois.publication.titleICERI2018 Conferencept_PT
dspace.entity.typePublicationen
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