Classroom teaching or academic publishing? An investigation of Philippine doctoral academics’ beliefs

2021 ◽  
pp. 003452372110246
Author(s):  
Mark B Ulla ◽  
Veronico N Tarrayo
Keyword(s):  
Community Service ◽  
Teaching Experience ◽  
Research Data ◽  
Doctoral Degrees ◽  
Classroom Teaching ◽  
Academic Publishing ◽  
Classroom Teachers ◽  
Teaching And Research ◽  
Years Of Teaching Experience ◽  
Teaching Research

Classroom teaching, academic publishing, and community service may be considered the primary responsibilities among academics in higher education institutions (HEIs). While there have been a number of studies that explored the teaching–research nexus in different contexts, little is known about the perceived roles of HEI academics with regard to teaching and research. This article explores Philippine HEI doctoral academics’ (academics with doctoral degrees) views of their roles in teaching and research. Data were obtained from interviews with 53 doctoral academics who had 11–25 years of teaching experience. Findings revealed that doctoral academics viewed themselves as classroom teachers, which undermined the teaching–research nexus due to their inadequate training and exposure to research and publication when they were pursuing their doctoral degrees. This article argues that academic orientation plays a key role toward academics’ perceptions of teaching and research in HEIs. Such findings suggest the need to revisit both national and institutional policies on teaching and research pedagogy among Philippine HEIs.

scholarly journals Obtaining a faculty position at a primarily undergraduate institution (PUI)

2021 ◽  
Vol 15 (S2) ◽  
Author(s):  
Christina King-Smith ◽  
Caroline Lund Dahlberg ◽  
Blake Riggs
Keyword(s):  
Department Chair ◽  
Teaching Experience ◽  
Application Process ◽  
Faculty Position ◽  
Teaching And Research ◽  
Informal Mentoring ◽  
Contract Negotiations ◽  
Diversity And Inclusion ◽  
Teaching Research ◽  
Probationary Period

AbstractScientists who hope to obtain a faculty position at a primarily undergraduate institution (PUI) need a distinct skill set and outlook on their future teaching and research career. To obtain a position at a PUI, candidates should 1) design a strategy for obtaining a faculty position that suits each individual’s career goals and aspirations, 2) prepare for the application process, on-campus interview, and contract negotiations, and 3) plan a strategy for the probationary period leading up to tenure and promotion. Given the different types of PUIs, candidates need to consider whether they seek a position that consists of all or mostly all teaching, or both teaching and research. Candidates should educate themselves on the expectations at PUI’s, including current thought, practice, and aspirations for science pedagogy, and gain teaching experience prior to seeking a suitable position. If the candidate’s goal is a position with both teaching and research, it is important to discuss with the current research mentor what projects the candidate can take with them to their new position. The candidate should also consider what types of projects will be successful with undergraduate student researchers in a PUI research environment. Importantly, candidates should clearly demonstrate a commitment to diversity and inclusion in their teaching, research, and outreach, and application materials should demonstrate this. On interviews, candidates should be knowledgeable about the mission, values, and resources of the institution and how the candidate will contribute to that mission. Once hired, new faculty should discuss a formal or informal mentoring plan during the probationary period that includes peer evaluations on a regular basis, and maintain communication with the department chair or designated mentor regarding teaching, research, and service activities.

scholarly journals Penentuan Dosen Berprestasi Menggunakan Metode Analytical Network Process

2018 ◽  
Vol 2 (2) ◽  
pp. 159
Author(s):  
Indah Purnamasari ◽  
Karnita Afnisari
Keyword(s):  
Higher Education ◽  
Community Service ◽  
Doctoral Degrees ◽  
Analytical Network Process ◽  
National Education ◽  
Faculty Teaching ◽  
Teaching Research ◽  
Network Process ◽  
The Republic ◽  
The Relationship

  Higher education is a subsystem that includes a program of national education diploma, bachelor, masters, specialist and doctoral degrees held by college both academy, high school and university. College are obliged to provide education, research and community service. One element in the administration of higher education are the lecturer. Lecturers are academic personnel responsible for planning and executing the learning process, assess learning outcomes, conduct coaching and training, and conduct research and community service. Based on the Law of the Republic of Indonesia Number 14 Year 2005 on Teachers and Lecturers, Article 51 Paragraph (1) Item b, the professor is entitled to promotions and awards in accordance with academic performance. This study used the ANP method (Analytical Network Process). By using Superdecision software. The criteria used in this study is the teaching, research and community service The results of this research is the relationship between teaching, research and community service related to the outstanding faculty in the election where the percentages in selecting outstanding faculty teaching performance at the first level = 22%, Personality = 18%, Teaching = 21%, 21% Research = , Devotion community = 16%

scholarly journals Obtaining a Faculty Position at a Primarily Undergraduate Institution (PUI)

2020 ◽  
Author(s):  
Christina King-Smith ◽  
Lina Dahlberg ◽  
Blake Riggs
Keyword(s):  
Department Chair ◽  
Teaching Experience ◽  
Application Process ◽  
Faculty Position ◽  
Teaching And Research ◽  
Informal Mentoring ◽  
Contract Negotiations ◽  
Diversity And Inclusion ◽  
Teaching Research ◽  
Probationary Period

Scientists who hope to obtain a faculty position at a primarily undergraduate institution (PUI) need a distinct skill set and outlook on their future teaching and research career. To obtain a position at a PUI, candidates should 1) design a strategy for obtaining a faculty position that suits each individual’s career goals and aspirations, 2) prepare for the application process, on-campus interview, and contract negotiations, and 3) plan a strategy for the probationary period leading up to tenure and promotion. Given the different types of PUIs, candidates need to consider whether they seek a position that consists of all or mostly all teaching, or both teaching and research. Candidates should educate themselves on the expectations at PUI’s, including current thought, practice, and aspirations for science pedagogy, and gain teaching experience prior to seeking a suitable position. If the candidate’s goal is a position with both teaching and research, it is important to discuss with the current research mentor what projects the candidate can take with them to their new position. The candidate should also consider what types of projects will be successful with undergraduate student researchers in a PUI research environment Importantly, candidates should clearly demonstrate a commitment to diversity and inclusion in their teaching, research, and outreach, and application materials should demonstrate this. On interviews, candidates should be knowledgeable about the mission, values, and resources of the institution and how the candidate will contribute to that mission. Once hired, new faculty should discuss a formal or informal mentoring plan during the probationary period that includes peer evaluations on a regular basis, and maintain communication with the department chair or designated mentor regarding teaching, research, and service activities.

History Teacher Readiness in Applying Historical Thinking Skills in Secondary School

2017 ◽  
Vol 1 (2) ◽  
pp. 113
Author(s):  
Khairunnajwa Binti Samsudin ◽  
Mohd Mahzan Bin Awang ◽  
Anuar Bin Ahmad
Keyword(s):  
Secondary School ◽  
Quantitative Methods ◽  
Procedural Knowledge ◽  
Teaching Experience ◽  
Historical Thinking ◽  
Thinking Skills ◽  
Pedagogical Knowledge ◽  
History Teachers ◽  
Significant Difference ◽  
Years Of Teaching Experience

This article aims to study on the readiness of history teachers to inculcate historical thinking skills among students. This study focused on four aspects which includes 1) Procedural Knowledge, and 2) Pedagogical Knowledge. Thus, to achieve the purpose of the study, quantitative methods are used. Questionnaires were distributed to 30 history teachers in a secondary school in Batu Pahat district. The results showed that there were no significant differences between teachers who were trained to teach History and those who are not. However, there was a significant difference between teachers with ten years of teaching experience with the readiness of history teachers.

Science Teachers’ Beliefs about Teaching and Learning Implementing Inquiery-based Learning - A Case in Qatar Government Primary Schools

2020 ◽  
Author(s):  
Alshaima Saleh Alyafei
Keyword(s):  
Science Teachers ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Traditional Approach ◽  
Teaching Experience ◽  
Web Based ◽  
Years Of Teaching Experience ◽  
Teachers Beliefs ◽  
Beliefs About Teaching ◽  
Voluntary Basis

The current study investigates the beliefs held by science teachers on constructivism and a traditional approach in Qatar government primary schools. More specifically, it aims to investigate the challenges that science teachers experience during inquiry-based learning implementation. A web-based survey was conducted in order to collect data from grades 4 to 6 science teachers. A total of 112 science teachers responded and completed the survey on a voluntary basis. The results indicate that science teachers hold a higher beliefs in constructivism than traditional approach. A T-test and ANOVA analysis have showed that there is no significant differences between the beliefs of science teachers’ and their gender, level of education, and years of teaching experience. In addition, science teachers faced challenges in lesson planning, assessment, and teacher support.

Thermodynamics in Geochemistry

1993 ◽  
Author(s):  
Greg M. Anderson ◽  
David A. Crerar
Keyword(s):  
Teaching Experience ◽  
Graduate Level ◽  
Years Of Teaching Experience ◽  
The Subject ◽  
First Time

This textbook and reference outlines the fundamental principles of thermodynamics, emphasizing applications in geochemistry. The work is distinguished by its comprehensive, balanced coverage and its rigorous presentation. The authors bring years of teaching experience to the work, and have attempted to particularly address those areas where other texts on the subject have provided inadequate coverage. A thorough review of the necessary mathematics is presented early on, both as a refresher for those with a background in university calculus, and for the benefit of those coming to the subject for the first time. The text is written for students in advanced undergraduate or graduate-level geochemistry as well as for all researchers in this field.

scholarly journals Mapping Instructional Barriers during COVID-19 Outbreak: Islamic Education Context

Religions ◽  
2021 ◽  
Vol 12 (1) ◽  
pp. 50
Author(s):  
Akhmad Habibi ◽  
Amirul Mukminin ◽  
Lalu Nurul Yaqin ◽  
Lalu Parhanuddin ◽  
Rafiza Abdul Razak ◽  
...  
Keyword(s):  
Mother Tongue ◽  
Teaching Experience ◽  
Islamic Education ◽  
Educational Systems ◽  
Structured Interviews ◽  
Financial Barriers ◽  
Instructional Activities ◽  
Years Of Teaching Experience ◽  
Technological Barriers

Coronavirus disease 2019 (COVID-19) is currently the most potent threat to educational systems, a crisis that may become disastrous. For the current study, a qualitative design within a case study tradition was implemented to investigate instructional barriers during COVID-19 faced by Indonesian teachers in Islamic boarding schools (Pesantren). Within this study, we applied a purposeful convenient sampling in which the access was obtained through communication with the principals of two Pesantren. Seven invited participants with more than ten years of teaching experience agreed to participate. Semi-structured interviews were addressed for data collection; each interview lasted from 40 to 50 min. The interviews were conducted in the participants’ mother tongue to provide an in-depth understanding of their perceptions, ideas, and arguments regarding instructional barriers during the COVID-19 outbreak. The thematic analysis revealed three major findings regarding the barriers; technological barriers, financial barriers, and pedagogical barriers affecting instructional activities in the two Pesantren. Based on the three themes, the development of a qualitative conceptual map of teachers’ instructional barriers was finalized. Recommendations are also proposed by the participants and the study for the betterment of Indonesian Islamic education facing future similar outbreaks.

Biofluid Mechanics

2021 ◽  
Author(s):  
James B. Grotberg
Keyword(s):  
Fluid Mechanics ◽  
Teaching Experience ◽  
Worked Examples ◽  
Normal Function ◽  
Student Understanding ◽  
Core Concept ◽  
Biofluid Mechanics ◽  
Years Of Teaching Experience ◽  
Clinical Correlations ◽  
Maple Code

Condensing 40 years of teaching experience, this unique textbook will provide students with an unrivalled understanding of the fundamentals of fluid mechanics, and enable them to place that understanding firmly within a biological context. Each chapter introduces, explains, and expands a core concept in biofluid mechanics, establishing a firm theoretical framework for students to build upon in further study. Practical biofluid applications, clinical correlations, and worked examples throughout the book provide real-world scenarios to help students quickly master key theoretical topics. Examples are drawn from biology, medicine, and biotechnology with applications to normal function, disease, and devices, accompanied by over 500 figures to reinforce student understanding. Featuring over 120 multicomponent end-of-chapter problems, flexible teaching pathways to enable tailor-made course structures, and extensive Matlab and Maple code examples, this is the definitive textbook for advanced undergraduate and graduate students studying a biologically-grounded course in fluid mechanics.

STUDENT TEACHERS PERCEPTION TOWARDS TEACHING PRACTICUM PROGRAMME

2014 ◽  
Vol 2 (10) ◽  
pp. 121-130
Author(s):  
NORMAH YUSOF ◽  
AKMAH YUSOF ◽  
AZAHARI B MD ALI ◽  
CHE MOHD NAZRIN B CHE MOHD YUSOFF ◽  
MOHD NUR SHAFIQ B MOHD FARZA ◽  
...  
Keyword(s):  
Classroom Management ◽  
Student Teachers ◽  
School Environment ◽  
Qualitative Methodology ◽  
Teaching Experience ◽  
Classroom Teachers ◽  
Teaching Practicum ◽  
And Linguistics

One of the requirements to qualify as a teacher is to undergo a teaching practicum during which one gains teaching experience. This practicum is considered as the most significant way in helping student teachers to become effective classroom teachers. This study investigates UniSZA student teachers perception towards teaching practicum and the challenges encountered by them. 45 Diploma in Teaching of English (TESL) Semester 5 students at the Faculty of Languages and Linguistics (FLL), Universiti Sultan Zainal Abidin (UniSZA) were chosen as respondents. The research employed qualitative methodology with questionnaire administered to examine the respondent’s answer for every question asked. The findings indicated that the student teachers have different perception and expectation regarding teaching practicum but most of them looked forward to it. The result of this study also highlighted two prominent challenges encountered by the student teachers that were to adapt with the school environment and the classroom management. Findings of this study would provide a deeper understanding on the Teaching Practicum organized by the Faculty of Languages and Communication.

Creation, implementation, and evaluation of a values-based training program for sport coaches and physical education teachers in Singapore

2017 ◽  
Vol 12 (6) ◽  
pp. 795-806 ◽  
Author(s):  
Koon Teck Koh ◽  
Martin Camiré ◽  
Gordon A Bloom ◽  
CKJ Wang
Keyword(s):  
Physical Education ◽  
Training Program ◽  
Thematic Analysis ◽  
Teaching Experience ◽  
Physical Education Teachers ◽  
Individual Interview ◽  
Years Of Teaching Experience ◽  
Teaching Values ◽  
Sport Coaches

The purpose of the study was to create, implement, and evaluate a values-based training program for sport coaches and physical education teachers in Singapore. Four sport coaches with two to eight years of coaching experience ( M = 5.0, SD = 1.4) and four physical education teachers with two to nine years of teaching experience ( M = 5.25, SD = 3.3) took part in three 2-h training workshops focusing on the teaching of values to athletes and students. Following the workshops, the participants took part in an individual interview to document their perspectives of the values-based training program. Results of the thematic analysis revealed many benefits of the values-based training program, including an increased awareness of the importance of systematically teaching values through physical education and sport. Further, the participants felt better equipped to work with parents and other teachers in helping athletes and students transfer values.

Sign in / Sign up

Export Citation Format

Share Document