« Marsh 2007 » : différence entre les versions
| (Une version intermédiaire par le même utilisateur non affichée) | |||
| Ligne 16 : | Ligne 16 : | ||
--> | --> | ||
* '''Auteur(s)''' : | * '''Auteur(s)''' : [[Herbert Marsh]] | ||
<!-- Remettre ici le ou les auteurs au format Prénom Nom, entre doubles crochets, afin de pouvoir retrouver les publications par auteur.--> | <!-- Remettre ici le ou les auteurs au format Prénom Nom, entre doubles crochets, afin de pouvoir retrouver les publications par auteur.--> | ||
| Ligne 42 : | Ligne 42 : | ||
* [[enseignant]] | * [[enseignant]] | ||
* [[expérience]] | * [[expérience]] | ||
* [[évaluation de l'enseignement]] | |||
<br> | <br> | ||
Dernière version du 16 mars 2017 à 15:51
Do University Teachers Become More Effective With Experience?
1. Références
- Référence complète APA : Marsh, H.W. (2007). Do University Teachers Become More Effective With Experience? A Multilevel Growth Model of Students' Evaluations of Teaching Over 13 Years. Journal of Educational Psychology, 99, 4, p. 775-790.
- Auteur(s) : Herbert Marsh
2. Copies
- Copie en ligne :
- Copie locale :
- Copie physique :
3. Mots-clés
4. Abstract
Do university teachers, like good wine, improve with age? The purpose of this methodological/substantive study is to apply a multiple-level growth modeling approach to the long-term stability of students' evaluations of teaching effectiveness (SETs). For a diverse cohort of 195 teachers who were evaluated continuously over 13 years (6,024 classes, an average of 30.9 classes per teacher), there was little evidence that teachers became either more or less effective with added experience. This stability of SETs generalized reasonably well over undergraduate- and graduate-level courses, early career teachers, and teachers who differed substantially in terms of their teaching effectiveness overall. Whereas there were substantial individual differences between teachers in terms of their teaching effectiveness, these individual differences were also highly stable over time. Although highly supportive of the use of SETs for many purposes, the results provide a serious challenge for existing programs that assume that SET feedback alone is sufficient to improve teaching effectiveness.
5. Résumé (facultatif)
6. Voir aussi
- Marsh Hocevar 1991 se base sur les mêmes données.
- Même résultat chez Carle_2009 pour plus de 10.000 cours de 1120 enseignants de collège aux EU, mais sur une durée de 3 ans seulement.