Abstract
Graduate students in higher education need pedagogical strategies that prepare them with knowledge and critical thinking for their careers. Research conducted in this area concluded that teaching students how to integrate knowledge into the real-world continues to be a challenge for educators across various disciplines in higher education. While scholars have studied effective teaching practices for decades, a broad definition has not been determined. Graduate students’ perceptions of professor pedagogical content knowledge, transformational teaching, student deep learning, and age were compared to determine the behaviors that influence deep learning in business and education programs in the United States and internationally. A survey was administered to 137 students. Findings show that non-traditional learners did not feel as strongly about individualized consideration as traditional learners. The findings suggest that graduate students perceive humor, learning struggles, and relatable content differently.
Highlights
Students need pedagogical approaches that prepare them with information and skills to be successful in their professional fields (McGuire, Lay, & Peters, 2009)
Result 3.1 Research Question How do graduate students’ perceptions of professor pedagogical content knowledge, individualized consideration, and Student-Professor Engagement in Learning, professor intellectual stimulation, and student deep learning differ based on age among all graduate students and within graduate-level business and education programs? Question three was analyzed using independent samples t tests to contrast the groups
4.1 Course Syllabus and Graduate Students of All Ages There was a significant difference between all graduate students on individualized consideration according to age, even though students’ ages 21-30 years old and 31 years old or older both reported similar levels of agreement
Summary
Students need pedagogical approaches that prepare them with information and skills to be successful in their professional fields (McGuire, Lay, & Peters, 2009). Kane, Sandretto, and Heath (2004) found common attributes among lecturers, these may include but not limited to (a) subject knowledge; (b) skills; (c) interpersonal relationships; (d) teaching research connection; (e) personality and (f) reflective practice These were regarded as 23 useful models for development and understanding of effective teaching. Professors have to be willing to validate the perspectives of their students to improve the learning quality in their courses, which can lead to better interactions in the classroom, and enhance teaching effectiveness (Husband, 2013). This is what determined the effect on individuals’ learning outcomes where self-confidence is built. A five-point Likert scale with the possible responses accompanied the statements (Economos, 2013; Economos, 2014)
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