Good Teachers, Scholarly Teachers and Teachers Engaged in Scholarship of Teaching and Learning: A Case Study from McMaster University, Hamilton, Canada

dc.creator	Erika D.H. Kustra
dc.creator	Lynn Martin
dc.creator	Paola Borin
dc.creator	Philip Savage
dc.creator	Susan Vajoczki
dc.date	2011-09-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:29:13Z
dc.date.available	2015-08-12T11:29:13Z
dc.identifier	http://dx.doi.org/10.5206/cjsotl-rcacea.2011.1.2
dc.identifier	1918-2902
dc.identifier	https://doaj.org/article/8376b9b7b5f24fe69b16cf05818496a4
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/30803
dc.description	This paper defines and operationalizes definitions of good teaching, scholarly teaching and the scholarship of teaching and learning in order to measure characteristics of these definitions amongst undergraduate instructors at McMaster University. A total of 2496 instructors, including all part-time instructors, were surveyed in 2007. A total of 339 surveys were returned. Indices of good teaching, scholarly teaching and scholarship of teaching and learning were developed. The data illustrated a strong correlation between good teaching and scholarly teaching and between scholarly teaching and scholarship of teaching and learning. The perceived value placed upon teaching varied across the different Faculties. New instructors and those engaged in scholarly teaching and scholarship of teaching and learning perceived teaching to be more valued than their peers.Le présent article définit et opérationnalise les définitions d’enseignement efficace[1], d’enseignement érudit[2] et de la publication sur l'enseignement supérieur[3] afin de mesurer les caractéristiques de ces définitions chez les enseignants de premier cycle de l’Université McMaster. Au total, 2 496 enseignants, y compris tous ceux qui travaillent à temps partiel, ont été sondés en 2007 et 339 questionnaires ont été retournés. Les chercheurs ont élaboré des indices d’un bon enseignement, d’un très bon enseignement et d’un excellent enseignement. Les données illustrent une forte corrélation entre un bon enseignement et un très bonenseignement, de même qu’entre un très bon enseignement et un excellent enseignement. La valeur perçue accordée à l’enseignement variait selon les différentes facultés. Les nouveaux enseignants pratiquant un très bon enseignement et un excellent enseignement trouvaient l’enseignement plus utile que leurs pairs.
dc.language	English
dc.language	French
dc.publisher	Society for Teaching and Learning in Higher Education
dc.relation	http://ir.lib.uwo.ca/cjsotl_rcacea/vol2/iss1/2
dc.relation	https://doaj.org/toc/1918-2902
dc.source	Canadian Journal for the Scholarship of Teaching and Learning , Vol 2, Iss 1 (2011)
dc.subject	good teaching
dc.subject	scholarly teaching
dc.subject	scholarship of teaching and learning
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Good Teachers, Scholarly Teachers and Teachers Engaged in Scholarship of Teaching and Learning: A Case Study from McMaster University, Hamilton, Canada
dc.type	article