Changes, Longings, and Potentials for Future Pedagogical Practices: Investigating University Teachers’ Experiences During the Spring 2020 Lockdown

2022 ◽  
pp. 318-333
Author(s):  
Liv Nøhr ◽  
Emil Bøgh Løkkegaard ◽  
Ruth Horak ◽  
Maria Hvid Stenalt ◽  
Morten Misfeldt
Keyword(s):  
Pedagogical Practices ◽  
University Teachers ◽  
Teachers Experiences

University teachers' experiences of academic leadership and their approaches to teaching

2007 ◽  
Vol 17 (2) ◽  
pp. 140-155 ◽  
Author(s):  
Paul Ramsden ◽  
Michael Prosser ◽  
Keith Trigwell ◽  
Elaine Martin
Keyword(s):  
Academic Leadership ◽  
Approaches To Teaching ◽  
University Teachers ◽  
Teachers Experiences

Teaching Writing to Tertiary EFL Large Classes: Challenges and Prospects

2021 ◽  
Vol 4 (6) ◽  
pp. 28-35
Author(s):  
Lalla Meriem Ouahidi
Keyword(s):  
Higher Education ◽  
Classroom Management ◽  
Teaching And Learning ◽  
Teaching Writing ◽  
Structured Interviews ◽  
Large Classes ◽  
Teachers Perceptions ◽  
University Teachers ◽  
Teachers Experiences ◽  
Large Groups

The rapid population growth, the excessive demand for higher education, and the increasing interest in English are behind the appearance of large classes at the Moroccan Departments of English in higher education institutions. The current study sheds light on teachers' experiences and probes into the challenges they encounter in teaching writing to large groups. Additionally, it seeks to provide some insights into how teachers approach this thorny issue. To achieve this end, the researcher opted for semi-structured interviews as a qualitative tool to cast light on teachers' perceptions of this issue and disclose the strategies they deploy to make teaching and learning of the writing skill conducive to productive outcomes. The findings reveal that university teachers face various problems in over-sized cohorts, including feedback, assessment, and classroom management. In the light of the findings, some suggested strategies will be set so that teachers working in similar contexts can implement them successfully.

scholarly journals University Teachers and Open Educational Resources: Case Studies from Latin America

2019 ◽  
Vol 20 (1) ◽  
Author(s):  
Virginia Rodés ◽  
Adriana Gewerc-Barujel ◽  
Martín Llamas-Nistal
Keyword(s):  
Latin America ◽  
Latin American ◽  
Social Representations ◽  
Educational Practice ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Pedagogical Practices ◽  
University Teachers ◽  
Prevailing Paradigm ◽  
Using Data

The Open Education movement has made efforts to systematise experiences and to evaluate the adoption of Open Educational Resources (OER). However, OER adoption is not part of the prevailing paradigm in higher education, both at the global level and in Latin America. This paper describes results of a study that analysed the social representations regarding the development, use, and reuse of OER by university teachers in their pedagogical practices. We conducted a study of 12 cases from Latin American universities using data analysis based on Grounded Theory. The results show that the use and reuse of OER lacks of public and institutional policies. The main agents are teachers organised in teams that support OER adoption. The reasons that encourage the creation of OER are mainly intrinsic, such as the pleasure derived from contributing and sharing, as well as external and related to professional development needs from the reflection on one’s own educational practice. Educators consider it essential to evaluate the resources created so that they can be reused in continuous improvement processes. Commercial use and misappropriation of the works are two of the main tensions identified. The community factor of teaching guides most behaviours in OER adoption in educational institutions and is presented as an inherent part of the development and transformation of the curriculum.

scholarly journals Automatic Assessment of University Teachers’ Critical Thinking Levels

2019 ◽  
Vol 12 (3) ◽  
pp. 46
Author(s):  
Antonella Poce ◽  
Francesca Amenduni ◽  
Maria Rosaria Re ◽  
Carlo De Medio
Keyword(s):  
Critical Thinking ◽  
Pilot Study ◽  
Critical Evaluation ◽  
Pedagogical Practices ◽  
Automatic Assessment ◽  
Multiple Choice Questions ◽  
Online Questionnaire ◽  
University Teachers ◽  
Basic Language ◽  
Project Model

<p class="0abstract"><span lang="EN-US">The present work describes the structure of a pilot study which was addressed to test a tool developed to automatically assess Critical Thinking - CT Levels through language analysis techniques. Starting from Wikipedia database and lexical analysis procedures based on n-grams, a new approach aimed at the automatic assessment of the open-ended questions, where CT can be detected, is proposed. Automatic assessment is focused on four CT macro-indicators : basic language skills, relevance, importance and novelty. The pilot study was carried out through different workshops adapted from Crithinkedu � EU Erasmus + Project model aimed at training university teachers in the field of CT. The workshops were designed to support the development of CT teaching practices at higher education level and enhance University Teachers’ CT as well. The two-hour workshops were conducted in two higher educational institutions, the first in the U.S.A (CCRWT Berkeley College NYC, 26 university teachers) and the second in Italy (Inclusive memory project - University Roma Tre, 22 university teachers). After the two workshops, data were collected through an online questionnaire developed and adapted in the framework of the Erasmus + Crithinkedu project. The questionnaire includes both open-ended and multiple choice questions. The results present CT level shown by university teachers and which kind of pedagogical practices they intend to promote after such an experience within their courses. In addition, a comparison between the values inferred by the algorithm and those calculated by domain human expert is offered. Finally, following up activity is shown taking into consideration other sets of macro-indicators: argumentation and critical evaluation.</span></p>

scholarly journals INNOVATIVE TEACHING AND BEST PRACTICES: UKRAINIAN UNIVERSITIES

2020 ◽  
pp. 1-68
Author(s):  
Nataliia Morze ◽  
Svitlana Vasylenko
Keyword(s):  
Higher Education ◽  
Pedagogical Practices ◽  
Digital Competence ◽  
University Leadership ◽  
Innovative Teaching ◽  
University Teachers ◽  
University Departments ◽  
Educational Culture ◽  
Leadership Support ◽  
Current Assessment

The purpose of this study was to identify the most used, popular innovative technologies, best pedagogical practices; comparison with the experience of EU universities and the creation of recommendations that will enable Ukrainian partners in the future to prepare applicants for higher education competitive in the labor market. This study was conducted to implement one of the goals of the project - effective cooperation between the pedagogical sector of higher education in Ukraine and the EU, school teachers and their associations. The Ukrainian participants of the project faced the task: to formulate an understanding of the necessary aspects for creating a profile of student competence in new disciplines, to build profiles of digital competence of teachers and lecturers based on the exchange of knowledge gained from EU partners. As part of the project tasks, an analysis of the level of educational programs and best pedagogical practices, issues of community importance, exchange of pedagogical experience between university teachers and university departments, technological features of university leadership support for teachers' innovation, student involvement in research and project activities, use of technical means by teachers of Ukrainian universities - project partners, current assessment systems and priority areas of educational culture.

scholarly journals The Experience of Co-Teaching for Emergent Arabic-English Literacy

2019 ◽  
Author(s):  
Anna Dillon ◽  
Kay Gallagher
Keyword(s):  
Public Schools ◽  
Classroom Management ◽  
United Arab Emirates ◽  
Classroom Practice ◽  
Cultural Context ◽  
Administrative Support ◽  
Pedagogical Practices ◽  
Effective Components ◽  
Teachers Experiences ◽  
English Literacy

In this paper we explore teachers’ experiences of co-teaching within a new bilingual (Arabic/ English) model in public Kindergarten schools in the United Arab Emirates. The main objective was to understand teachers’ experiences with intercultural teaching for biliteracy in this context. We interviewed six pairs of co-teachers. These co-teachers represent six of the nationalities of teachers working in public Kindergartens in Abu Dhabi, thereby representing a cross-section of the cultural context of teaching in the reformed public schools. The data highlight teachers’ varied co-teaching practices and point to aspects such as classroom management and translanguaging as aspects of classroom practice which are enhanced by co-teaching. Teachers’ experience of co-teaching and well-formed co-teaching relationships can contribute to the development of sound pedagogical practices while a lack of administrative support can create conditions which are not conducive to co-teaching. The data also show that supportive bilingual scaffolding and flexible translanguaging are seen as effective components of co-teaching to support emergent biliteracy.

University teachers’ experiences of change in their understanding of the subject matter they have taught

2005 ◽  
Vol 10 (2) ◽  
pp. 251-264 ◽  
Author(s):  
Keith Trigwell ◽  
Michael Prosser ◽  
Elaine Martin ◽  
Paul Ramsden
Keyword(s):  
Subject Matter ◽  
University Teachers ◽  
Teachers Experiences ◽  
The Subject

scholarly journals Constructivism in the Pedagogical Practices of the University Faculty

2019 ◽  
Vol IV (I) ◽  
pp. 172-180
Author(s):  
Hukam Dad Malik ◽  
Marium Din ◽  
Samra Afzal
Keyword(s):  
Factor Analysis ◽  
Higher Order Thinking ◽  
Pedagogical Practices ◽  
Demographic Differences ◽  
Student Centered ◽  
Student Centered Learning ◽  
University Teachers ◽  
Significant Difference ◽  
The University ◽  
Constructivist Practices

The present research is aimed at assessing the extent to which university teachers employ student-centered learning, independent learners, higher order thinking, usability in real world and a conducive learning environment. Demographic differences like gender, age, experience and position differences in teachers’ usage of constructivist practices are explored. Six dimensions of the constructivist practices questionnaire are sorted through the use of exploratory factor analysis. It is identified that many teachers use the constructivist pedagogical practices at a moderate level. No significant difference is found in the use of constructivist practices of gender and experience strata, while significant difference is present in the constructivist practices of teachers in age and position strata.

scholarly journals El modelo pedagógico dialógico crítico en la educación

Respuestas ◽  
2014 ◽  
Vol 19 (2) ◽  
pp. 81-92 ◽  
Author(s):  
Henry De Jesús Gallardo-Pérez
Keyword(s):  
Continuous Process ◽  
Pedagogical Practices ◽  
Classroom Activity ◽  
Pedagogical Model ◽  
Content Areas ◽  
University Teachers ◽  
Human Interactions ◽  
Communicative Actions ◽  
The University ◽  
Modelo Pedagógico

 Antecedentes: La Universidad Francisco de Paula Santander en su Proyecto Pedagógico Institucional define un enfoque pedagógico dialógico crítico que tiene su origen, por una parte, en los diálogos socráticos y se basa en las teorías de Freire y Habermas, entre otros, entendiendo el diálogo como una forma de expresar el pensamiento, las acciones comunicativas como forma de generar conocimiento y la educación como un proceso que involucra a todos los actores para promover interacciones humanas que propendan por la transformación tanto de quien enseña como de quien aprende, y por otra, en la escuela de Frankfurt que sustenta la teoría crítica de la sociedad, comprendiendo la educación como un proceso que involucra a todos los actores, y tiene como propósito motivar una reflexión permanente por parte de la comunidad docente de la Universidad sobre sus prácticas pedagógicas. Objetivo: Reflexionar sobre los fundamentos ontológicos, epistemológicos, teóricos y contextuales del modelo pedagógico institucional. Métodos: Para la realización del artículo se procedió en primer lugar a la consulta de producción bibliográfica de los autores más reconocidos y la revisión de diversos artículos de investigación relacionados con el tema, y posteriormente al análisis teórico y contrastación académica con la actividad docente en la UFPS. Conclusión: Los profesores de la Universidad desarrollan prácticas pedagógicas que orienten la labor docente a un ejercicio permanente de cambio incorporando los últimos avances científicos y la actualización de contenidos temáticos contextualizados a la solución de problemas del entorno social. La docencia en la UFPS no es una actividad reducida a la enseñanza en el aula, es todo un sistema que a su vez está constituido por una serie de subsistemas, que interactúan para contribuir al mejoramiento continuo de su calidad y productividad en un proceso continuo de apropiación por parte de los docentes del enfoque pedagógico dialógico-crítico en los procesos de formación de sus estudiantes.Palabras clave: Crítico-Dialógico, Educación, Modelo Pedagógico Abstract  Background: The Francisco de Paula Santander University in its Institutional Education Project defines a critical dialogical pedagogical focusing that originates, first, in the Socratic dialogues and is based on the theories of Freire and Habermas, among others, understanding the dialogue as a way of expressing the thought, communicative actions as a way of generating knowledge and education as a process that involves all stakeholders to promote human interactions which foster the transformation of both who taught as part of the learner, and secondly, in the Frankfurt School critical theory underpinning of society, comprising education as a process involving all stakeholders, and aims to encourage ongoing reflection by the faculty of the University community about their pedagogical practices. Objective: Reflecting on the ontological, epistemological, theoretical and institutional context of the pedagogical model. Methods: To achieve the article was first proceeded to query bibliographic production of the most renowned authors and review of various research articles related to the topic, and then the theoretical analysis and academic teaching activities contrasting with the UFPS. Conclusion: University teachers develop pedagogical practices that orient teaching activity in a permanent change incorporating the latest scientific advances and updating content areas contextualized problem solving social environment. Teaching in the UFPS is not reduced to teaching in the classroom activity, it is an entire system which in turn consists of a number of subsystems, which interact to contribute to the continuous improvement of quality and productivity of teaching in a continuous process appropriation by teachers of critical dialogical processes of formation of its students pedagogical approach.Keywords: Critical-Dialogic, Education, Pedagogical Model.

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