A better understanding of the role of classroom teaching practices in the success of university students - presentation of an observation tool and initial results

Jacquemart, Justine;De Clercq, Mikaël;Galand, Benoît
(2024) EER seminars — Location: École Polytechnique Fédérale de Lausanne (Suisse) (21.March.2024)

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Abstract
A convincing theoretical and conceptual model of higher education (HE) classroom teaching practices is not available yet. Nor is there an assessment tool to analyze the effects of classroom teaching practices on the students’ transition or success. The aim of this study is therefore to test and validate an instrument for the observation of teaching practices in the university classroom. Rooted in a theoretical models of secondary education, the results of an initial theoretical analysis made it possible to distinguish four key categories of classroom teaching practices: classroom management, social-emotional support, structuring of learning activities and cognitive activation. In order to validate the observation tool: 96 teachers were observed during lectures. The results of this empirical study will be used to check the psychometric properties of the tool (reliability, validity, EFA, CFA…). The presentation will also discuss the results of the study with regard to the role of the teachers in student’s transition to Higher Education and to future perspectives to better address this role in further research.
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Jacquemart, J., De Clercq, M., & Galand, B. (2024). A better understanding of the role of classroom teaching practices in the success of university students - presentation of an observation tool and initial results. EER seminars, École Polytechnique Fédérale de Lausanne (Suisse). https://hdl.handle.net/2078.5/31517