Social Cognition and Executive Functions As Key Factors for Effective Pedagogy in Higher Education.
Social Cognition and Executive Functions As Key Factors for Effective Pedagogy in Higher Education.
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DOI：
10.3389/fpsyg.2017.02016
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发表时间：
2017
影响因子：
3.8
通讯作者：
Navarrete G
中科院分区：
文献类型：
--
作者：
Correia R;Navarrete G
高等教育（HE）面临着应对日益多样化的挑战。在此背景下，与学生学习正相关的教师和教学技能受到更多关注。除了被认为是有效教师的关键组成部分的知识之外，教师还需要能够阐明学生的想法和信念，以及他们如何适应新信息。更重要的是，教师需要能够根据受众的需求调整自己的教学。对于学习者来说，社会认知（SC）与更好地接受不同的师生互动有关。由于这些互动是双向的，SC 还可以帮助解释教师对反馈情况下可用信息的接受程度。然而，人们对 SC 与高等教育中教师发展以及教学效果的关系知之甚少。此外，与 SC 密切相关的执行功能 (EF) 可以在自我调节教学以更好地满足学生新兴需求的能力方面发挥关键作用。尽管有大量证据表明 EF 与高要求环境中的绩效之间存在关联，但据我们所知，还没有研究探索高等教育中教师的 EF 与教学效果之间的关系。在教学效果和这些社会认知功能之间建立积极的联系可能是设计专业发展计划的第一步，这些计划可以提高高等教育学者理解和关心学生思想和情感的能力，最终使他们的教学适应学生更好学习的需求。
Higher education (HE) faces the challenge of responding to an increasing diversity. In this context, more attention is being paid to teachers and teaching skills positively related to students learning. Beyond the knowledges identified as key components of an effective teacher, teachers also need to be capable of unraveling what their students think and believe, and how they accommodate the new information. More importantly, teachers need to be able to adapt their own teaching to their audience’s needs. In learners, social cognition (SC) has been related to a better receptivity to the different teacher-student interactions. Since these interactions are bidirectional, SC could also help to explain teachers’ receptiveness to the information available in feedback situations. However, little is known about how SC is related to teacher development, and therefore teaching effectiveness, in HE. In addition, executive functions (EFs), closely related to SC, could play a key role in the ability to self-regulate their own teaching to better answering their students emerging needs. Although there is wide evidence regarding the association of EFs to performance in high demanding settings, as far as we know, there are no studies exploring the relationship between teachers’ EFs and teaching effectiveness in HE. Establishing a positive association between teaching effectiveness and these socio-cognitive functions could be a promising first step in designing professional development programs that promote HE academics’ ability to understand and care about students thoughts and emotions, to eventually adapt their teaching to their students needs for a better learning.
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