University teachers' needs of support for designing and preparation of courses: A focus on differences by academic discipline and rank

Fumiko Konno, Takashi Mitsuishi

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

In order to clarify the specific support needs of university teachers for the design and preparation of courses, and to incorporate these fundamental data into developing effective and practical programs or ICT tools for Professional Development, this paper analyses differences according to the academic ranks and disciplines of survey respondents. The authors conducted a university-wide survey in 2012 targeting faculty members at Tohoku University. Results show that the need for orientation sessions, seminars, and counseling is higher among teachers in their early career phases, such as for Lecturers and Assistant Professors. On the other hand, teachers regardless of their academic rank or discipline have certain needs such as "Digitization of teaching materials" and "Classroom observations of other teachers' lessons (by video)". Although the percentage is not high, the need for "Reflection or reviewing of own teaching" is considered common across all academic ranks and disciplines. In contrast, a need for "Classroom observations of other teachers' lesson (by video)" is less needed by Professors. It is expected that Professors might already have enough experience in teaching and prefer learning from their own practice rather than from others in seminars or teaching observations. These differences are considered to have a relation to a teacher's approach to course design. It is necessary to consider these differences and commonalities among teachers when we develop practical support systems or programs for university teachers.

Original languageEnglish
Title of host publicationProceedings of the 22nd International Conference on Computers in Education, ICCE 2014
EditorsHiroaki Ogata, Lara Lomicka-Anderson, Ching-Sing Chai, Regine Hampel, Yusuke Hayashi, Julita Vassileva, Chen-Chung Liu, Wenli Chen, Jack Hsu, Yu-Ju Lan, Jon Mason, Masanori Yamada, Hsin-Yih Shyu, Amali Weerasinghe, Ying-Tien Wu, Li Zhang, Kinshuk, Yukihiro Matsubara, Yongwu Miao, Hiroaki Ogata, Siu Cheung Kong, Maiga Chang, Morris S. Y. Jong, Rita Kuo, Robby Robson, Barbara Wasson, Akihiro Kashihara, Ulrike Cress, Marc Jansen, Jun Oshima, Chengjiu Yin, Jianwei Zhang, Clark Chinn
PublisherAsia-Pacific Society for Computers in Education
Pages1005-1010
Number of pages6
ISBN (Electronic)9784990801410
Publication statusPublished - 2014 Jan 1
Event22nd International Conference on Computers in Education, ICCE 2014 - Nara, Japan
Duration: 2014 Nov 302014 Dec 4

Publication series

NameProceedings of the 22nd International Conference on Computers in Education, ICCE 2014

Conference

Conference22nd International Conference on Computers in Education, ICCE 2014
CountryJapan
CityNara
Period14/11/3014/12/4

Keywords

  • Faculty development
  • Professional development
  • Teacher needs
  • Teacher support

ASJC Scopus subject areas

  • Computer Science(all)
  • Education

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