期刊名称：Tourismos : An International Multidisciplinary Journal of Tourism
印刷版ISSN：1790-8418
出版年度：2007
卷号：2
期号：02
页码：11-11
出版社：University of the Aegean
摘要：Ability to participate and communicate in different social settings is
considered to be very important qualities for tourism graduates.
Tourism educators are supposed to inculcate these qualities in the
students and one the finest means of training for which is to make the
classroom sessions more interactive. Yet, educators, especially those
who belong to the ‘old school’ find it difficult to forego the teacherdominant
one-way lecture method. Thus, ‘student-centered learning’
and ‘teacher-as-facilitator’ are some of the vital-most values that are
aimed to be imparted through training programs for in-service
academic staff in tourism. Resource persons who handle tourism
teacher training program sessions believe that these objectives could
best be achieved by rewarding with higher grades those participants
who interact more during the sessions. The basic assumption behind
this approach is that encouraging teacher-participants who interact
more shall instill in them the spirit of the aforesaid values, which they
shall later enact in their professional lives as tourism teachers. The
present study conducted in India critically examines this assumption
and establishes that rewarding teacher-participants for their interaction
might in fact defeat the very same purpose for which the scheme was
primarily introduced. The astonishing finding is that those teacherparticipants
who participate more during the sessions of the in-service
training programs constitute the most ‘dictatorial’ ones in their regular
teaching roles along with their least participating colleagues. Those
who participated moderately were noted to be the best tourism educators in terms of their facilitating student participation and
encouraging student centered learning.
