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 Personalization and learning: innovative approaches to teaching for e-learning

2007 ◽  
Vol 11 (spe) ◽  
pp. 93-101
Author(s):  
Ray Webster ◽  
Fay Sudweeks
Keyword(s):  
Higher Education ◽  
Conceptual Change ◽  
Knowledge Society ◽  
Approaches To Teaching ◽  
Learning And Teaching ◽  
University Teachers ◽  
E Learning ◽  
Innovative Approaches

This paper suggests that for academics to be good teachers, especially in the context of e-Learning, they need to understand learning. This is especially important with the associated changes in higher education as we move towards the knowledge society. E-Learning is embedded in learning and, without an understanding of what learning encompasses, it can be difficult for academics to develop into good teachers. It is suggested that, although this may appear to be a simple aim, it is not necessarily understood or applied by university academics in their teaching. One inference is that university teachers need to develop a theory of learning and teaching. Academics may have a 'philosophy of teaching', but in many cases even this may not be consciously held or successfully implemented. A program for promoting conceptual change in academics' approaches to teaching is outlined.

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 Upgrading qualifications as a means of professional advancement and success

2020 ◽  
Vol 87 ◽  
pp. 00095
Author(s):  
Elena Makeeva ◽  
Yulia Lopukhova ◽  
Josef Spaubeck
Keyword(s):  
Foreign Language ◽  
Teaching Skills ◽  
Personal Goals ◽  
State Technical ◽  
Professional Advancement ◽  
University Teachers ◽  
Staff Members ◽  
Teachers Experiences ◽  
Training Programmes ◽  
The University

The aim of this study was to find out whether upgrading university teachers’ qualifications would enhance their professional advancement and success. To address these issues, this paper presents a research held in Samara State Technical University for three years. The participants of the study were 15 university teachers who were staff members of the Department of Linguistics, Intercultural Communication and Russian as a Foreign Language. These teachers were given an opportunity to obtain new competencies aimed at implementing the university strategy by taking additional training programmes and upgrading qualifications courses. This paper aims explores these teachers experiences and outcomes and demonstrates that professional development is not always connected with mastering teaching skills but can serve as a means of promoting university strategy and achieving personal goals.

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