Survey of doctoral students' university teaching skills

Caution: JavaScript execution is disabled in your browser or for this website. You may not be able to answer all questions in this survey. Please, verify your browser parameters.

This survey is part of the training programme "Innovative teaching methods in higher education", run by La Rochelle University for Eu-Conexus doctoral students. Its aim is to identify training needs in university teaching and help us adapt the training programme. The needs inventory in which you take part complies with the usual ethical rules.

Before answering, please note that the results will be used strictly for this training project.

The survey includes questions about your training in university teaching, your experience and your interest in being a teacher. For statistical analysis purposes, some socio-demographic questions will be asked at the end of the questionnaire.

Please read each question carefully and choose the answer(s) that that apply to your situation. There are no right or wrong answers.

Thank you for your confidence!

There are 18 questions in this survey.

Questions about your teaching experience

For each one of the following activities related to university teaching, estimate your level of feeling of competence.

	Not competent at all	Low competence	Quite competent	Highly competent
Organise course content	Not competent at all	Low competence	Quite competent	Highly competent
Identify content (objectives, training intentions, knowledge, skills, etc.)	Not competent at all	Low competence	Quite competent	Highly competent
Link educational research, teaching content and teaching methods	Not competent at all	Low competence	Quite competent	Highly competent
Plan all teaching and learning situations	Not competent at all	Low competence	Quite competent	Highly competent
Link teaching and learning situations with other learning outcomes (past, present and future) courses	Not competent at all	Low competence	Quite competent	Highly competent
Plan students' tasks and assignments	Not competent at all	Low competence	Quite competent	Highly competent
Observe learning progress	Not competent at all	Low competence	Quite competent	Highly competent
Prepare assessment tools and criteria	Not competent at all	Low competence	Quite competent	Highly competent
Prepare feedback tools	Not competent at all	Low competence	Quite competent	Highly competent
Use standard language appropriate to the context	Not competent at all	Low competence	Quite competent	Highly competent
Encouraging everyone to take actively part in discussions	Not competent at all	Low competence	Quite competent	Highly competent
Use information and communication technologies for teaching (ICTE) to achieve the learning outcomes.	Not competent at all	Low competence	Quite competent	Highly competent
Introduce the activities and instructions	Not competent at all	Low competence	Quite competent	Highly competent
Guide students through learning activities	Not competent at all	Low competence	Quite competent	Highly competent
Manage interpersonal relations in the classroom	Not competent at all	Low competence	Quite competent	Highly competent
Use a variety of relevant teaching and learning strategies	Not competent at all	Low competence	Quite competent	Highly competent
Offer a variety of learning strategies based on student differences	Not competent at all	Low competence	Quite competent	Highly competent
Value individual differences in motivations, interests and strengths	Not competent at all	Low competence	Quite competent	Highly competent
Collaborate with students	Not competent at all	Low competence	Quite competent	Highly competent
Collaborate with colleagues	Not competent at all	Low competence	Quite competent	Highly competent
Collaborate with institutional bodies	Not competent at all	Low competence	Quite competent	Highly competent

Do you have any teaching responsibilities at present (or in the past)?

How long have you been in this position (teaching assistant, lecturer, professor) ?

How many hours do you spend teaching ?

What were your concerns when you first started teaching ?

	Not concerned at all	Little concerned	Quite concerned	Very concerned
Preparing the course syllabus and structure	Not concerned at all	Little concerned	Quite concerned	Very concerned
Mastering course content	Not concerned at all	Little concerned	Quite concerned	Very concerned
The extent of the subject to be covered	Not concerned at all	Little concerned	Quite concerned	Very concerned
Building relationships with students (keeping them interested and motivated)	Not concerned at all	Little concerned	Quite concerned	Very concerned
Organising student participation	Not concerned at all	Little concerned	Quite concerned	Very concerned
Being able to adapt to different levels of student	Not concerned at all	Little concerned	Quite concerned	Very concerned
Worrying about making a wrong decision / not knowing how to answer questions	Not concerned at all	Little concerned	Quite concerned	Very concerned
Being clear about learning outcomes	Not concerned at all	Little concerned	Quite concerned	Very concerned
Time management	Not concerned at all	Little concerned	Quite concerned	Very concerned
Learning assessment	Not concerned at all	Little concerned	Quite concerned	Very concerned
Student assessment of your teaching	Not concerned at all	Little concerned	Quite concerned	Very concerned

Do you have any other concerns about your role as a teacher ?

Would you be interested in carrying out a teaching position during your doctoral training and/or afterwards?

What are the reasons ?

Socio-demographic questions

First and last name

Your email address

Please confirm you want to clear your response?