Understanding classroom teaching practices in higher education: a conceptual framework

Understanding classroom teaching practices in higher education: a conceptual framework

• Justine Jacquemart, Université catholique de Louvain, Belgique

• Mikaël De Clercq, Université catholique de Louvain, Belgique

• Benoît Galand, Université catholique de Louvain, Belgique

doi : https://dx.doi.org/10.18162/fp.2023.861

Résumé

Teaching practices are still relatively unexplored in higher education research, especially when it comes to observing practices. This study provides a framework for the development of a theoretical model of teaching practices into HE classroom. It will enable future research to explore the concrete role of teaching practices in student success. A narrative analysis was conducted of two models of teaching practice from compulsory education, with strong theoretical and empirical foundations, in order to transfer them to the HE context. The results identified four key categories of practice.

Abstract

Teaching practices are still relatively unexplored in higher education research, especially when it comes to observing practices. This study provides a framework for the development of a theoretical model of teaching practices into HE classroom. It will enable future research to explore the concrete role of teaching practices in student success. A narrative analysis was conducted of two models of teaching practice from compulsory education, with strong theoretical and empirical foundations, in order to transfer them to the HE context. The results identified four key categories of practice.