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Can Graduate Pedagogy Classes Promote Lasting Scholarly Approaches to Classroom Teaching? Lessons Learned from Medical Sciences. Valerie O'Loughlin, Katherine Kearns and Mark Braun
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Can Graduate Pedagogy Classes Promote Lasting Scholarly Approaches to Classroom Teaching? Lessons Learned from Medical Sciences. Valerie O'Loughlin, Katherine Kearns and Mark Braun
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Previous
research indicates that graduate courses in pedagogical methods,
which typically are designed to prepare future faculty for teaching,
produce specific teaching behaviors in the short term. However,
little assessment has been done to examine how teaching behaviors
and attitudes endure over time. Assessments of pedagogy courses can
and should be based on changes in graduate students' understanding
of the teaching and learning process, observations of teaching
behaviors, perceptions of self-efficacy, and measures of
undergraduate learning. Further, assessment of these measures should
continue well past the completion of the course, in order to
determine the persistence and ongoing development of the students'
perceptions of teaching and learning. (
