Equipping Educational Developers for Inclusive International Programs in Higher Education

2020 ◽  
pp. 21-40
Author(s):  
Davinia Sánchez-García ◽  
Emma Dafouz
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Continuing Professional Development ◽  
Specific Reference ◽  
Teacher Education Programs ◽  
International Programs ◽  
Teacher Professional

Given the internationalization process of higher education across the globe, continuing professional development (CPD) of academic staff is vital to ensure the quality of teaching and learning. Under such scenario, the European Erasmus+ project “Educational Quality at Universities for Inclusive International Programmes” (EQUiiP) identifies the role of the internationally-oriented educational developer (ED) as crucial to higher education institutions (HEIs) and provides these institutions with the means to support academic staff and hereby enhance the quality of internationalized programs taught in international classrooms. Consequently, this chapter provides the conceptual rationale behind the EQUiiP project, delves into the needs of teacher education programs and the role played by the EDs, and describes the EQUiiP project and its outcomes by providing concrete examples of its inclusive CPD program. Finally, some implications and recommendations for teacher professional development, with specific reference to the Spanish setting, are offered.

scholarly journals Support for teachers in challenging situations as a factor of change: reflections from a continuing professional development programme in Guinea-Bissau

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Rui Da Silva ◽  
Joana Oliveira
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
School Principals ◽  
Continuing Professional Development ◽  
Study Data ◽  
Specific Reference ◽  
Guinea Bissau ◽  
Field Notes ◽  
The Impact

This article focuses on the experience of a bilateral educational aid project concerning a continuing professional development (CPD) programme for teachers with specific reference to Guinea-Bissau. The author was keen to understand how teachers and school principals perceived the impact of this CPD programme on the quality of teaching and learning. In this qualitative study data from teachers and school principals were collected by means of interviews, focus groups, field notes and documental analysis. The article argues that the programme improved the language skills of the teachers and impacted positively on scientific, pedagogical and didactic content.

Professional Development In Kosovo – Research Of Training Programs And Tests

2021 ◽  
Author(s):  
Bekim Samadraxha ◽  
Veton Alihajdari ◽  
Besim Mustafa ◽  
Ramë Likaj
Keyword(s):  
Professional Development ◽  
Workforce Development ◽  
Teaching And Learning ◽  
Training Programs ◽  
Continuing Professional Development ◽  
Added Value ◽  
Factors Affecting ◽  
Career Structure ◽  
Teacher Professional ◽  
And Training

Vocational Education Teachers are one of the main important assets for workforce development. This study of the workforce of VET teachers in selected partner countries has two main goals. The aim of this research is to evaluate the level of teacher’s development and training programs and test as well, to inform national policymakers about the situation and the needs of the VET teachers and, secondly, to help monitoring the implementation and the change of the teacher professional development. The methodology to be used is based on qualitative research methods, including interviews und surveys. A major focus of the survey is to enable policy makers to understand what is required to bring along improvements in the Continuing Professional Development (CPD) quality, effectiveness and responsiveness, as well as factors affecting teacher effectiveness in general, such as their motivation and career structure. Professional development for teachers and trainers is widely recognized as a vital tool for the educational reform (Bicaj, 2013). Research shows that the professional development can enduring improve the quality of teaching and learning, enhancing the effectiveness of education and training and providing added value to students, teachers and employers. There is no doubt about the importance of the Continuing Professional Development of VET teachers. Kosovo has for many years developed extensive policies to address this issue, and currently these policies are being implemented.

scholarly journals Institutional Accreditation and the Professionalisation of Teaching in the HE Sector

2021 ◽  
Author(s):  
Lucy Spowart ◽  
Rebecca Turner
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Survey Data ◽  
Teaching And Learning ◽  
Professional Standards ◽  
Institutional Accreditation ◽  
League Tables ◽  
The Uk ◽  
The Impact

Institutional accreditation is an integral part of moves to professionalise teaching and learning in higher education (HE). Despite this growing trend, there is a paucity of literature which examines the benefits and challenges of institutional accreditation. In this chapter we draw on survey data collected in 2020 from 55 HE institutions globally which are accredited by Advance HE to award Fellowships. These teaching Fellowships are aligned to the UK Professional Standards Framework for Teaching and Supporting Learning (UKPSF). Findings show that institutional accreditation supports the career development of teaching-focused academics and impacts on teaching and learning in a number of ways. These impacts include providing an external benchmark, raising the profile and quality of teaching and encouraging teaching-related professional development, including engagement with scholarship in teaching and learning. Accreditation was also found to align with neoliberal agendas of quality, league tables and marketization. The perennial issue of how to evaluate the impact on student learning is something respondents continue to grapple with. Finally, these data demonstrate there is a clear need to develop a more systematic and embedded approach to evaluation that captures the outcomes of teaching-related professional development.

RU Centre for Higher Education Research Teaching and Learning

2020 ◽  
Author(s):  
Rhodes University, CHERTL
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Academic Departments ◽  
Higher Education Research ◽  
Professional Educators ◽  
Research On Teaching ◽  
Short Courses

<p>The work of CHERTL involves the development of academic staff as professional educators, the promotion and assurance of quality in teaching and learning, and the development of student learning in conjunction with academic departments, the latter more directly through the work of the <a href="https://www.ru.ac.za/teachingandlearning/esu/#d.en.173783">Extended Studies Unit</a> (ESU). In addition, CHERTL also functions as an academic department of Rhodes University focused on Higher Education as a field of study and the development of teaching and learning in higher education. The Centre conducts research on teaching and learning in higher education and offers formal programmes in Higher Education Studies contributing to the development of quality teaching and learning. The Centre is also responsible for promoting service-learning within the institution, for the administration and development of the Next Generation of Academics (nGAP), for enhancing the quality of short courses and supporting tutor coordinators.</p>

Integrating Technology in the Postgraduate Certificate in Higher Education in Namibia

2018 ◽  
pp. 115-131
Author(s):  
Katherine Carter ◽  
Michelle Maree ◽  
Geoffrey Shakwa
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Qualitative Approach ◽  
Development Programs ◽  
Interpretive Paradigm ◽  
Impact Of Technology

Few studies have examined the use and impact of technology in professional development programs in higher education. The purpose of this chapter is to explore the significance of technology as a tool for professional development in a postgraduate program in higher education in Namibia. Framed in the interpretive paradigm, the study adopted a qualitative approach. Data were collected through an open-ended qualitative questionnaire distributed to participants in the first four weeks of the postgraduate program and a second time six months afterwards. The findings reveal that the use of the flipped classroom approach and the use of the reflective e-portfolio enhance the quality of teaching and learning in the delivery of the postgraduate program as well as in the participants' teaching practice.

Reflections on Personal Experiences of Staff Training and Continuing Professional Development for Academic Staff in the Development of High Quality Support for Disabled Students in Higher Education

2014 ◽  
pp. 1301-1318
Author(s):  
Alan Hurst
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Staff Development ◽  
Academic Staff ◽  
Continuing Professional Development ◽  
High Quality ◽  
Disabled Students ◽  
Personal Experiences ◽  
The Uk ◽  
Made In

Despite the progress made in the development of policy and provision for disabled students in Higher Education since the issue first received attention in the UK in 1974, there is still some way to go before a state of genuine inclusion is reached. The key to further improvement and enhancement of quality is seen to lie in training for staff. After presenting evidence showing the need for more and better training, a number of issues relating to initial training and continuing professional development are discussed. A number of sample tasks for inclusion in staff development sessions are described.

scholarly journals Preparing teachers for emergency remote teaching: A professional development framework for teachers in higher education

2021 ◽  
Vol 18 (5) ◽  
pp. 52-72
Author(s):  
Ishaq Al-Naabi ◽  
◽  
Jo-Anne Kelder ◽  
Andrea Carr ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Learning Approaches ◽  
Delivery Modes ◽  
Development Framework ◽  
Emerging Themes ◽  
Inductive Thematic Analysis ◽  
Selection Of

COVID-19 has significantly impacted teaching and learning in higher education, leading institutions to embrace Emergency Remote Teaching (ERT) in response to school and university closure. A systematic review research methodology was used to identify, analyse and synthesise literature on professional development in higher education published between 2010 and 2020. Following an inductive thematic analysis, the authors identified four themes that represent the literature: learning approaches, delivery modes, design features and institutional support. Based on the emerging themes and the analysis of the selection of studies, a framework for professional development is proposed to prepare teachers in higher education for ERT. The use of the framework is recommended to guide higher education institutions in best assisting their academic staff during an ERT context.

scholarly journals The Teachers’ Assessment Knowledge and Practice: Contribution of the Past-Time Experiences to the Present-Time Decision

2020 ◽  
Author(s):  
Ummi Rasyidah ◽  
Novita Triana ◽  
Ali Saukah
Keyword(s):  
Higher Education ◽  
Student Teacher ◽  
Teaching And Learning ◽  
The Body ◽  
Local Context ◽  
Specific Reference ◽  
Assessment Practice ◽  
Teacher Professional ◽  
Knowledge And Practice ◽  
Teacher's Knowledge

It is interesting to scrutinize that many variables contribute to a teacher’s assessment knowledge and practice. The teacher’s knowledge is required to comprise not only those of the subject matter and general pedagogy but also that of students. What the teacher experienced as a student-teacher in higher education context likely transformed into her knowledge of teaching, intertwining with her insights of the current development in teaching and learning as well as technology. Using narrative inquiry as its method, the present study highlights a female Indonesian teacher’s assessment knowledge and practice within the context of higher education. The essentials of having a complete story about what she experienced as a student and what she did as a teacher provide an insight on how the experiences shaped her knowledge in making decision regarding the classroom assessment. The qualitative analysis about the content and the nature of assessment knowledge and practice come up with three findings related to time, place, and social. First, current assessment practice was affected by her experiences as a student-teacher. Second, her awareness of the advancement in technology enable her to bring assessment practice to occur in three places: inside, outside, and virtual. Third, her assessment knowledge and practice are influenced by her knowledge and assumptions about learning. Regardless of the findings which are limited to a local context, it is expected that the discussion of this study contributes to the body of knowledge on teacher professional development with specific reference to assessment knowledge and practice.

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