Document Type

Article

Source of Publication

Teaching and Learning Inquiry

Publication Date

1-1-2018

Abstract

© 2018 University of Calgary. All Rights Reserved. Within postsecondary education, the assessment of effective teaching has largely relied upon student evaluations of teaching. However, the process through which teachers make sense of their student evaluations is unclear. A research team of six undergraduate nursing students and four nursing educators explored the research question: How do nursing educators make meaning from their student evaluations of teaching? Gadamerian hermeneutics guided unstructured interviews with nursing educators working at a Middle East campus of a Canadian university. The interview transcripts were interpreted through a process of naive readings, rereadings, interpretive dialogues, and interpretive writing that generated the following hermeneutic interpretations: 1. Teachers make meaning of their student evaluation through generalized subj ective characterizations of students and through their expressed intentions for their teacher-student relationships. 2. Some of these characterizations and expressed intentions obscured what truths could be learned from the student evaluations of teaching. 3. The experience of receiving critical student feedback invoked a personal response, at the same time, paradoxically, teachers worked hard to "not take it personally." We suggest the practice of deep listening as a way to understand students' feedback. The main takeaway message from this research is that teachers need a supportive and sustaining community of peers who are also open to listening deeply to the truths embedded in student evaluations of teaching.

ISSN

2167-4779

Publisher

University of Calgary

Volume

6

Issue

2

First Page

127

Last Page

142

Disciplines

Education

Keywords

Hermeneutics, Listening, Nursing education, Student evaluations of teaching, Student feedback

Scopus ID

85062220731

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

Indexed in Scopus

yes

Open Access

yes

Open Access Type

Gold: This publication is openly available in an open access journal/series

Included in

Education Commons

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