Instructional development for teachers in higher education: effects on students' learning outcomes

被引：31

作者：

Stes, Ann ^{[1
]}

De Maeyer, Sven ^{[1
]}

Gijbels, David ^{[1
]}

Van Petegem, Peter ^{[1
]}

机构：

[1] Univ Antwerp, Inst Educ & Informat Sci, B-2020 Antwerp, Belgium

来源：

TEACHING IN HIGHER EDUCATION | 2012年 / 17卷 / 03期

关键词：

teachers' instructional development; higher education; students' learning outcomes; effects;

D O I：

10.1080/13562517.2011.611872

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Evidence regarding the impact of teachers' instructional development on student learning in higher education is scarce. In this study, we investigate the impact of an instructional development program for beginning university teachers on students' learning outcomes. We also explore whether this impact is dependent on class size and student level. Quantitative data were gathered from more than 1000 students at pre- and post-tests, using a quasi-experimental design. A multi-level analysis was conducted in which five models were estimated. The results show limited effects of teachers' instructional development. Several interpretations and perspectives for further research are discussed.

引用

页码：295 / 308

页数：14

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