In a study of perceptions of teaching and teaching improvement, data was collected from 68 CEGEP and university faculty members. Content analysis revealed that faculty members and faculty developers have different perceptions of the need for and the nature of teaching improvement, and that their improvement activities grow out of their perceptions of the critical variables, their controllability and stability. / Most faculty members reported doing some work on improving their teaching, but they were likely to engage in these activities only when they saw a problem and felt it was solvable; they used improvement services only when those services were seen as relevant and necessary to the solution (which was rare). / It was demonstrated that attribution theory and adult learning theory provide the theoretical bases for interpreting professors' descriptions of (a) the factors which limit their teaching effectiveness, (b) their own past and future improvement efforts and the usefulness of formal improvement strategies.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:QMM.71927 |
| Date | January 1984 |
| Creators | Smith, Ronald Albert. |
| Publisher | McGill University |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Format | application/pdf |
| Coverage | Doctor of Philosophy (Department of Educational Psychology and Counselling.) |
| Rights | All items in eScholarship@McGill are protected by copyright with all rights reserved unless otherwise indicated. |
| Relation | alephsysno: 000191095, proquestno: AAINK66670, Theses scanned by UMI/ProQuest. |
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