Building Trust in the Classroom : A Conceptual Model for Teachers, Scholars, and Academic Developers in Higher Education
Sutherland, Kathryn A. ; Felten, Peter and Forsyth, Rachel LU
(2023)
In Teaching and Learning Inquiry
11.
- Abstract
The quality of student-teacher classroom interactions is important to learning, belonging, and success, particularly for students from groups that have been historically excluded from or marginalized in higher education. The literature commonly asserts that one necessary part of high-quality educational interactions (whether in person or online) is trust, but several scholars note that trust has not been systematically explored by scholars of higher education teaching and learning. In this paper, we propose a conceptual framework for identifying and describing teacher-initiated “trust moves” in the classroom, based on both the literature and interviews with teaching faculty in varied contexts. In doing this, we hope to provide a... (More)
The quality of student-teacher classroom interactions is important to learning, belonging, and success, particularly for students from groups that have been historically excluded from or marginalized in higher education. The literature commonly asserts that one necessary part of high-quality educational interactions (whether in person or online) is trust, but several scholars note that trust has not been systematically explored by scholars of higher education teaching and learning. In this paper, we propose a conceptual framework for identifying and describing teacher-initiated “trust moves” in the classroom, based on both the literature and interviews with teaching faculty in varied contexts. In doing this, we hope to provide a practical resource for teachers to reflect on possible approaches for building trust with students in their own classrooms—and for scholars and academic developers who wish to study or support these efforts.
(Less)
- author
- Sutherland, Kathryn A.
; Felten, Peter
and Forsyth, Rachel
LU
- organization
- publishing date
- 2023
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- conceptual model, trust, university teaching
- in
- Teaching and Learning Inquiry
- volume
- 11
- publisher
- Indiana University Press
- external identifiers
-
- scopus:85168083349
- ISSN
- 2167-4779
- DOI
- 10.20343/TEACHLEARNINQU.11.20
- project
- Trust in higher education teaching and learning
- language
- English
- LU publication?
- yes
- additional info
- Publisher Copyright: © 2023 University of Calgary. All rights reserved.
- id
- c366fd0a-90a5-43fd-9f9b-525f74c0511f
- date added to LUP
- 2023-08-30 08:31:34
- date last changed
- 2024-03-08 08:40:17
@article{c366fd0a-90a5-43fd-9f9b-525f74c0511f,
abstract = {{<p>The quality of student-teacher classroom interactions is important to learning, belonging, and success, particularly for students from groups that have been historically excluded from or marginalized in higher education. The literature commonly asserts that one necessary part of high-quality educational interactions (whether in person or online) is trust, but several scholars note that trust has not been systematically explored by scholars of higher education teaching and learning. In this paper, we propose a conceptual framework for identifying and describing teacher-initiated “trust moves” in the classroom, based on both the literature and interviews with teaching faculty in varied contexts. In doing this, we hope to provide a practical resource for teachers to reflect on possible approaches for building trust with students in their own classrooms—and for scholars and academic developers who wish to study or support these efforts.</p>}},
author = {{Sutherland, Kathryn A. and Felten, Peter and Forsyth, Rachel}},
issn = {{2167-4779}},
keywords = {{conceptual model; trust; university teaching}},
language = {{eng}},
publisher = {{Indiana University Press}},
series = {{Teaching and Learning Inquiry}},
title = {{Building Trust in the Classroom : A Conceptual Model for Teachers, Scholars, and Academic Developers in Higher Education}},
url = {{http://dx.doi.org/10.20343/TEACHLEARNINQU.11.20}},
doi = {{10.20343/TEACHLEARNINQU.11.20}},
volume = {{11}},
year = {{2023}},
}