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Student Expectations of Academic Teachers Contributions to their Learning
Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström, Physical Chemistry.
2015 (English)Conference paper, Abstract (Refereed)
Abstract [en]

Student responses to introduction of pedagogical initiatives, such as adoption of research-based educational practices, can be very influential on the future of such initiatives (National Research Council, 2012). To inform this type of introduction processes, we present results from an investigation on beginner student's expectations of how academic teachers will contribute to their learning.

Enrolling students in science and technology were asked the following open question as part of a web-based survey: "How do you expect your teachers to contribute to your learning?" 553 of about 880 students in the surveyed population choose to respond. Their answers were coded and iteratively sorted in a grounded theory approach (Robson, 2011).

The three most common themes found in the answers were providing lectures, answering questions and providing information and structure. 58% of the students focussed on information transfer from the teachers, whereas 27% focussed on pedagogical approaches and student centred practices. The remaining 15% were too vague to be classified. A small minority of the student described contributions to learning that could be expected from a teacher inspired by the scholarship of teaching and learning. Some themes show statistically significant differences depending on student background factors, such as gender, programme affiliation and parents education. As an example, students from non-academic families to a larger extent expect teachers to be accessible for providing support.

Our findings provide valuable insights into expectations of teachers from a heterogeneous student population. They also have important implications for how to introduce and motivate research-based teaching approaches to the whole student population.



National Research Council (2012). Discipline-Based Educational Research: Understanding and Improving Learning in Undergraduate Science and Engineering. National Academy Press, Washington D. C., p. 180-181.

Robson, C. (2011). Real world research: a resource for users of social research methods in applied settings. (pp. 146-150) Chichester: Wiley.

Place, publisher, year, edition, pages
Keyword [en]
Expectations Teaching Culture
National Category
Pedagogical Work
Research subject
Physics with specialization in Physics Education
URN: urn:nbn:se:uu:diva-262204OAI: oai:DiVA.org:uu-262204DiVA: diva2:852707
EuroSoTL 2015: Bridging Boundaries through the Scholarship of Teaching & Learning
Available from: 2015-09-09 Created: 2015-09-09 Last updated: 2016-02-23

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Andersson, StaffanAndersson Chronholm, JannikaElmgren, Maja
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