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.

scholarly journals NEW TASKS AND FUNCTIONS OF THE TEACHER OF INNOVATIVE TYPE IN THE PREPARATION OF THE COMPETENT DOCTOR

2018 ◽  
Author(s):  
Yaroslava Kulbashna ◽  
Elena Tkachuk ◽  
Valeriia Zakharova
Keyword(s):  
Foreign Language ◽  
Medical School ◽  
Knowledge Acquisition ◽  
High Quality ◽  
University Teachers ◽  
Educational Establishment ◽  
Personal Changes ◽  
The University ◽  
Medical University ◽  
Language Competencies

The article reveals the roles and functions of the modern teacher of higher medical educational establishment (instructor, trainer, tutor, mentor, coach, facilitator, manager, researcher) in creating high-quality experience for students and ensuring conditions for their knowledge acquisition, competencies and skills. It was substantiated the necessity of updating the pedagogical paradigm in the higher medical school according to evolutionary personal changes of the modern youth generation. It is also established that future doctors’ healthcare and foreign language competencies formation are not evaluated adequately among the university teachers’ functions. The key tasks of the modern medical university teachers, which are interrelated and interdependent with each other, are determined.

What are Tutors' Experiences with Online Teaching?

2016 ◽  
Vol 8 (1) ◽  
pp. 18-33 ◽  
Author(s):  
Cvetanka Walter
Keyword(s):  
Foreign Language ◽  
Online Teaching ◽  
Asynchronous Communication ◽  
Online Course ◽  
Methodological Framework ◽  
Teaching English ◽  
Teaching Online ◽  
University Teachers ◽  
University Curriculum ◽  
The University

This study seeks an understanding of how tutors perceived the online part of a blended learning course in the context of teaching English as a foreign language at a German university. To gain knowledge about the ways in which the tutors experienced the phenomenon, a phenomenographic methodological framework was employed. Identified were four different ways of conceiving the online course as: A) a one-way street of communication: to provide students with extra materials to practice individually and for asynchronous communication, B) an add-on to on-campus classes; C) a distant relationship between students and online tutors; and D) an opportunity for tutor's professional development and team communication. The phenomenographic approach allowed to reveal variations of tutors' perceptions of teaching online with a view of enhancing the university curriculum. The findings may have implications for university teachers and educational designers.

scholarly journals Factors of Job Stress among university teachers in Pakistan A conceptual review

2014 ◽  
Vol 1 (2) ◽  
pp. 28-30 ◽  
Author(s):  
Anwar Khan ◽  
Rosman Bin Md Yusoffa ◽  
Kamran Azam
Keyword(s):  
Job Stress ◽  
Academic Staff ◽  
University Teaching ◽  
University Teachers ◽  
Staff Members ◽  
Organizational Environments ◽  
Working Performance ◽  
Potential Factors ◽  
The University ◽  
Conducive Environment

University teaching is universally known for its stressful nature. The university teachers are exposed to various stressors at work as a result of which their working performance is affected. The current study has conceptually reviewed the different factors of Job Stress among university teachers in Pakistan by using non-systematic narrative review technique. Following review of existing literature, the findings of current study revealed nine potential factors as determinants of Job Stress among university teachers in Pakistan. These factors were related to both intra and extra organizational environments of universities in Pakistan. This study concludes that university teaching is a stressful profession in Pakistan. The problem of Job Stress should be managed both at individual and institutional levels. Individually the academic staff members should get awareness about causes and consequences of Job Stress. At institutional level the management of universities should provide Stress free conducive environment, so that university teachers could be saved from the devastating effects of Job Stress. 

scholarly journals DEVELOPMENT OF A SCALE TO MEASURE UNIVERSITY TEACHERS’ ASSESSMENT LITERACY IN OSUN STATE

2021 ◽  
pp. 424-434
Author(s):  
Adediwura, Alaba Adeyemi ◽  
Ajayi, Oyedokun Samuel
Keyword(s):  
Survey Design ◽  
Academic Staff ◽  
Teacher Burnout ◽  
Sampling Technique ◽  
Internal Consistency Reliability ◽  
Assessment Literacy ◽  
Validity And Reliability ◽  
University Teachers ◽  
Staff Members ◽  
The University

The study developed a scale for measuring assessment literacy of university teachers and determined the validity and reliability of the scale. This is with a view of improving university teachers’ assessment literacy. The study adopted the survey design. The population comprised all lecturers working in universities within Osun State. The sample consisted of 549 university teachers that were not in training position (lecturer II and above) from different disciplines selected using convenient sampling technique in all the eight accredited universities within Osun state. The study made use of three instruments namely; University Teachers Assessment Literacy Scale (UTALS), Teacher Self-Efficacy Scale (TSES) and Teacher Burnout Scale (TBS). The results showed that the 60- item UTALS was reduced to 43 items after the psychometric procedure of item retention and deletion were applied. Scree plot and eigen value methods showed that the final UTALS construct validity had seven factors of university teachers’ assessment literacy that accounted for 86.46% of the total scale variance and it significantly converge and diverge with the Teacher Efficacy Scale (r = 0.75) and Teacher Burnout Scale (0.52) respectively. The internal consistency reliability of the scale was 0.96 (Guttman), 0.90 (Cronbach), and 0.96 (Spearman). The study concluded that the university teacher’s assessment literacy scale developed in this study had adequate psychometric characteristics and is suitable for measuring assessment literacy of university teachers in Osun State. It was therefore recommended that the University Teacher’s Assessment Literacy Scale be adopted by institutions of higher learning for the assessment of new and old academic staff members’ assessment competency in order to help in the improvement of assessment standard of the institutions

scholarly journals International Academic Exchange of Students and Teaching Staff in Human Geography Study Field: The Case of Klaipėda University / Visuomeninės geografijos studijų krypties studentų ir dėstytojų tarptautiniai akademiniai mainai: Klaipėdos universiteto atvejis

2017 ◽  
Vol 5 ◽  
pp. 91-103
Author(s):  
Daiva Verkulevičiūtė - Kriukienė ◽  
Angelija Bučienė
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Academic Staff ◽  
Teaching Staff ◽  
Cultural Environment ◽  
University Teachers ◽  
Academic Exchange ◽  
Foreign Countries ◽  
The University ◽  
Foreign Universities

The participation in Erasmus and Erasmus+ programmes is the most popular form of mobility among the university teachers and other academic staff as well as students. The geographers of Klaipėda University can study in more than 20 universities of different regions of Europe, and the geography of studies expands from year to year. While studying in foreign countries, they not only deepen their knowledge, but also broaden the geographic scope, acquaint with new people and cultures, strengthen the knowledge of foreign language. From the other side, the students of foreign universities, having been chosen the geographic modules at Klaipėda University, have a possibility to see and learn about the nature of Western Lithuania, social and economic objects, the cultural environment. According to the foreign students, the studies are organized so, that academic staff is able to collaborate with each student immediately, and the atmosphere of studies is very good. Besides the foreign students, Klaipėda University receives also the foreign academic staff, organizes the international practices, develops the projects, and the academic staff of Klaipėda university has a possibility to visit the universities of foreign countries. Those visits give the invaluable benefit to the teachers, because one can receive more experience, and the newly adopted methods may be applied at Klaipėda University.

scholarly journals Development of cross-border education in regional University

2019 ◽  
Vol 70 ◽  
pp. 02007
Author(s):  
Alexander Legkonogikh ◽  
Galina Mezinova ◽  
Svetlana Popova ◽  
Christina Karimova
Keyword(s):  
International Education ◽  
Teaching Staff ◽  
State Technical ◽  
University Teachers ◽  
Cross Border ◽  
Regional University ◽  
Regional Universities ◽  
Technical University ◽  
Effective Development ◽  
The University

The purpose of the article is to substantiate the relevance of the development of cross-border education in regional university as an integral part of the innovative development of these universities and compliance with the trends of global globalization, including in higher education. The author’s position is based on the results of monitoring of the teaching staff of the Don State Technical University (Rostov on Don), which confirmed that the University teachers positively assess the situation in this University, its professional, technical and communication resources for the development of cross-border education, but are not ready to fully integrate into this process due to the lack of qualification and motivated focus of the University on the effective development of international education. The article discusses different points of view on the trends in cross-border education in the Don State Technical University, reveals the reasons for the low penetration of cross-border education in regional universities.

scholarly journals THE UNIVERSITY TEACHERS’ PERCEPTIONS OF PEER OBSERVATION

2021 ◽  
pp. 4-9
Author(s):  
F. Akhmedova ◽  
R. Rozikova
Keyword(s):  
Quantitative Method ◽  
Faculty Members ◽  
Educational Institutions ◽  
Teaching Skills ◽  
Survey Questionnaire ◽  
Peer Observation ◽  
Process Data ◽  
Teachers Perceptions ◽  
University Teachers ◽  
The University

Teachers’ belief, attitude and experience of peer observation considerably affect their willingness to observe their colleagues or be observed by other faculty members. Peer observation is regarded as a sensitive practice in many higher educational institutions due to its overshadowed values and teachers’ intimidation of being judged by their colleagues. This study reveals how peer observation is perceived and employed by university teachers examining their attitude towards the process. Data was collected based on a quantitative method; a survey questionnaire was distributed among 230 teachers of local and international universities in Uzbekistan. The findings show that most teachers treat peer observation as a compulsory part of the annual workload (appraisal). Based on the results, the researchers provide recommendations for educators to benefit from this vital tool to improve their teaching skills. 

scholarly journals Towards an Insertion of Technologies: The Need to Train in Digital Teaching Competence

2021 ◽  
Vol 10 (3) ◽  
Author(s):  
Isabel María Gómez-Trigueros ◽  
Santiago Ponsoda López de Atalaya ◽  
Rocío Díez Ros
Keyword(s):  
Primary Education ◽  
Experimental Methodology ◽  
Teaching Staff ◽  
Teaching Skills ◽  
Positive Perception ◽  
Digital Competence ◽  
University Teachers ◽  
Teaching Competence ◽  
Education Degree ◽  
The University

The purpose of this study is to analyze the perception of the digital teaching competences of the students of the Degree in Pre-School Education, Degree in Primary Education and Master in Teacher Training for Secondary Education. Additionally, this paper includes the students’ perception of their teachers’ digital competence. A mixed non-experimental methodology has been used with 428 the University of Alicante students participating. The results show a positive perception of the students about their digital teaching competence with contrasts with a deficient evaluation in relation to the digital teaching training of their teaching staff. Based on these results, the need to apply an improvement in the manipulative and didactic technological training of university teachers is corroborated as well as an adaptation of the teaching skills to the needs of the ICS in order to be able to carry out the correct preparation of the teaching staff in training.

scholarly journals Interactivity in digital teaching of a foreign language (on the example of Don State Technical University)

2020 ◽  
Vol 210 ◽  
pp. 18036
Author(s):  
Galina Radchenko ◽  
Svetlana Pervukhina
Keyword(s):  
Foreign Language ◽  
Educational Process ◽  
Digital Learning ◽  
Distance Teaching ◽  
State Technical ◽  
Digital Medium ◽  
Digital Education ◽  
On Line ◽  
Technical University ◽  
The University

The article discusses the issues of methods of teaching a foreign language using digital technologies, taking into account their development in the Rostov region on the basis of the Don State Technical University. Attention is focused on the creation of information and educational environment at the university and the features of such an important didactic property of digital learning as interactivity. The types of interactivity, their differentiation, functioning, and interaction in the educational process are considered in detail. The authors observe such directions of digital education as blended learning, distance learning, and mass public on-line courses. To create a digital medium, the university organized a digital portal SKIF. The authors describe this portal and its opportunities for distance teaching. The advantages of digital education in comparison with traditional ones are noted, and the problems of transition from reproductive to creative-problematic type of teaching a foreign language are considered. The authors also note usage of gamification and augmented reality in the digital educational process.

scholarly journals Gendered perceptions of professional development in academia: evidence from a Ukrainian university

2020 ◽  
Vol 18 (1) ◽  
pp. 394-404
Author(s):  
Svitlana Tsymbaliuk ◽  
Lina Kurchenko ◽  
Volodymyr Tokar ◽  
Oksana Vinska ◽  
Tetiana Shkoda
Keyword(s):  
Professional Development ◽  
Development Strategy ◽  
University Teachers ◽  
Staff Members ◽  
Perceptions And Attitudes ◽  
National Economic ◽  
Degree Of Satisfaction ◽  
Significant Divergence ◽  
The University ◽  
The Impact

The aim of the article is to study the impact of gender on the professional development of university teachers and their motivation for professional advancement. The article analyzes gendered perceptions of the professional development in the Ukrainian academic sector based on the survey of teachers from Kyiv National Economic University named after Vadym Hetman (KNEU) (Ukraine). The respondents provided their assessment of conditions that support or destroy their academic careers. The findings showed significant divergence in gendered perceptions and attitudes toward motives, conditions and results of professional development at the university. Although all staff members were unanimously confident in their professionalism, the degree of satisfaction, perception of fairness and willingness to engage in management through initiatives was significantly lower among women. Female academics expressed a greater need for mentoring, while men showed greater interest in material incentives. Impressively, 11% of women versus 0% of men believe that their gender is an obstacle to their career. The study findings require the inclusion of gender aspects in the university’s development strategy and ensuring equal opportunities at all stages of HR management in academia.

Sign in / Sign up

Export Citation Format

Share Document