{"id":19831,"date":"2019-07-03T14:57:11","date_gmt":"2019-07-03T05:57:11","guid":{"rendered":"https:\/\/rihe.hiroshima-u.ac.jp\/?p=19831"},"modified":"2019-07-04T09:56:15","modified_gmt":"2019-07-04T00:56:15","slug":"rihe-open-seminar-student-evaluation-of-teaching-and-faculty-development-a-french-study-24-july-2019","status":"publish","type":"post","link":"https:\/\/rihe.hiroshima-u.ac.jp\/en\/2019\/07\/rihe-open-seminar-student-evaluation-of-teaching-and-faculty-development-a-french-study-24-july-2019\/","title":{"rendered":"RIHE Open Seminar \u201cStudent evaluation of teaching and faculty development: A French study\u201d\/ 24 July 2019"},"content":{"rendered":"
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Click to enlarge<\/p><\/div>\n

The open seminar will be held as follows:<\/p>\n

\u25a0Date
\n16:00-17:30, Wednesday, July 24th, 2019<\/p>\n

\u25a0Theme
\nStudent evaluation of teaching and faculty development: A French study<\/p>\n

\u25a0Venue
\nRoom No. 112, RIHE, Hiroshima University<\/p>\n

\u25a0Lecturers
\nNathalie Youn\u00e8s, Universit\u00e9 Clermont-Auvergne<\/p>\n

\u25a0Abstract
\nWhile Student evaluation of teaching (SET) is more and more used in the French universities, its impact is still questioning. After a short presentation of the French institutional context, I will present the results of a qualitative research based in two French universities. Interviews have been conducted with 45 professors and associate professors who experienced SET. We studied both the variations in the teachers\u2019 attitudes regarding SET and the changes in their teaching methods, in relation to their approach of teaching and their professional environment. The data enable us to propose a typology that distinguishes the various behaviours of the teachers when they are confronted with student\u2019s feedback\u2013 with the relationship between \u201ccan do\u201d and \u201cwant to do\u201d defining the extent of the consequent changes to teaching methods. Even though some teachers have a negative vision of SET, students\u2019 evaluations can have an effect on the pedagogic approach. However, in general, its impact remains limited and rarely goes much further. The actual impact of SET on pedagogic practices is not a mechanical phenomenon and it is dependent on a delicate relationship between the individual and his or her context. These variations demonstrate that the relationship between the SET approach\u2019s formative dimension, teachers\u2019 point of view regarding SET, and the teaching approach is not linear and fixed. It is a productive dynamic since a positive or negative impact of the SET may result in a critical reflection, albeit limited, regarding the teaching. A real doubt, however, persists concerning the possible extent of SET\u2019s formative effect. Without a continuous critical analysis \u2013 both individual and collective \u2013 this approach seems to be imprisoned inside its limitations. The effects produced are often real but limited.<\/p>\n

\u25a0Language
\nEnglish<\/p>\n

[trust-form id=19690]<\/p>\n","protected":false},"excerpt":{"rendered":"

The open seminar will be held as follows: \u25a0Date 16:00-17:30, Wednesday, July 24th, 2019 \u25a0Theme Student evaluation of teaching and faculty development: A French study \u25a0Venue Room No. 112, RIHE, Hiroshima University \u25a0Lecturers Nathalie Youn\u00e8s, Universit\u00e9 Clermont-Auvergne \u25a0Abstract While Student evaluation of teaching (SET) is more and more used in the French universities, its impact is still questioning. After a short presentation of the French institutional context, I will present the results of a qualitative research based in two French universities. Interviews have been conducted with 45 professors and associate professors who experienced SET. We studied both the variations in the teachers\u2019 attitudes regarding SET and the changes in their […]<\/p>\n","protected":false},"author":4,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"footnotes":"","vk-ltc-link":"","vk-ltc-target":"0"},"categories":[19],"tags":[],"class_list":["post-19831","post","type-post","status-publish","format-standard","hentry","category-center-news-en"],"acf":[],"_links":{"self":[{"href":"https:\/\/rihe.hiroshima-u.ac.jp\/en\/wp-json\/wp\/v2\/posts\/19831","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/rihe.hiroshima-u.ac.jp\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/rihe.hiroshima-u.ac.jp\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/rihe.hiroshima-u.ac.jp\/en\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/rihe.hiroshima-u.ac.jp\/en\/wp-json\/wp\/v2\/comments?post=19831"}],"version-history":[{"count":0,"href":"https:\/\/rihe.hiroshima-u.ac.jp\/en\/wp-json\/wp\/v2\/posts\/19831\/revisions"}],"wp:attachment":[{"href":"https:\/\/rihe.hiroshima-u.ac.jp\/en\/wp-json\/wp\/v2\/media?parent=19831"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/rihe.hiroshima-u.ac.jp\/en\/wp-json\/wp\/v2\/categories?post=19831"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/rihe.hiroshima-u.ac.jp\/en\/wp-json\/wp\/v2\/tags?post=19831"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}