Heterogeneity in the conceptions of intelligence of university teaching staff

2020 ◽  
pp. 1354067X2093692
Author(s):  
Jose Antonio Matias-Garcia ◽  
Rosario Cubero-Pérez
Keyword(s):  
Teacher Training ◽  
Cultural Psychology ◽  
University Teaching ◽  
Systematic Sampling ◽  
Teaching Staff ◽  
Structured Interviews ◽  
University Teachers ◽  
Category System ◽  
Contradiction Analysis ◽  
Different Parts

Using Cultural Psychology as a framework, this research project aims to measure and analyze the heterogeneity of university teachers’ conceptions of intelligence. To this end, we have developed a new method of analysis: Heterogeneity by Contradiction Analysis (HCA). We conducted semi-structured interviews with 20 university teachers, presenting them with a series of short cases or vignettes depicting different facets of intelligence. Based on the discourse elicited, we first created a category system. Then, we pre-defined a series of possible contradictions among pairs of categories. Using these pre-defined contradictions, a systematic sampling of theoretical contradictions could be obtained from the discourse. Finally, a researcher reviewed these sampled contradictions in order to find and code real contradictions, which were later analyzed. 85% of all participants presented at least some heterogeneity in their discourse by expressing an idea and its opposite in different parts of the interview. The content of the discourse and its context are analyzed in the expression of heterogeneity, which yields future implications for research, intervention, and teacher training.

scholarly journals “Einstein Worked his Socks off”. Conceptions of Intelligence in University Teaching Staff

2020 ◽  
Vol 9 (2) ◽  
pp. 161
Author(s):  
Jose Antonio Matias-Garcia ◽  
Rosario Cubero-Perez
Keyword(s):  
Implicit Theories ◽  
Teaching Experience ◽  
University Teaching ◽  
Teaching Staff ◽  
Structured Interviews ◽  
Implicit Theories Of Intelligence ◽  
University Teachers ◽  
Theories Of Intelligence ◽  
Relevant Variables ◽  
And Gender

There is vast amount of research that links implicit theories of intelligence with several learning-relevant variables in both learners and teachers alike. However, there is a gap in the literature, as there is almost no research done with university teachers.   Furthermore, most scientific research polarizes incremental and fixed views of intelligence in spite of data that show there is heterogeneity in participants’ views.  This study explores the implicit theories of intelligence of university teachers (N = 20), employing a category system for the analysis of semi-structured interviews designed to capture heterogeneity. Participants were asked to express their opinion about several small vignettes regarding intelligence. The number of participants’ explanations related to intelligence and the complexity in their argumentation was considered.  Results show differences in both measures among different fields of knowledge and gender, but not in relation to years of teaching experience. Future implications for research, intervention, and implicit theories measurement are discussed.

Narcissism as a Determinant of Job Satisfaction Among University Teaching Staff in India

2020 ◽  
Vol 12 (3) ◽  
pp. 60-78
Author(s):  
Pawan Kumar Chand ◽  
Rahul Dhiman ◽  
Amit Mittal ◽  
Deepika Jhamb
Keyword(s):  
Job Satisfaction ◽  
Structural Equation ◽  
University Teaching ◽  
Equation Modeling ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Public And Private ◽  
University Teachers ◽  
Set Up ◽  
The Relationship

This study is an attempt to understand the relationship between narcissism and job satisfaction in the context of teachers in a university set-up. Previous research has considered narcissism as a personality disorder and considers it unhealthy for organizations and individuals. In order to understand the construct of narcissism, and how it impacts on job satisfaction, 560 university teachers out of which187 females and 373 males were chosen from public and private higher educational institutions of India. The data was collected by administering a standardized questionnaire and the results were analyzed using structural equation modeling. The findings of the study suggest that extreme narcissism and healthy narcissism lead to a significant increase in job satisfaction.

scholarly journals University teaching staff as learners of the pedagogical use of ICT

Seminar.net ◽  
2007 ◽  
Vol 3 (1) ◽  
Author(s):  
Erika Löfström ◽  
Anne Nevgi
Keyword(s):  
Teaching And Learning ◽  
Learning Experience ◽  
University Teaching ◽  
Teaching Staff ◽  
Web Based ◽  
Student Collaboration ◽  
University Teachers ◽  
Pedagogical Skills ◽  
Information And Communication ◽  
Collegial Interaction

The aim of the article is to increase the understanding of how university teachers think about pedagogy in web-based teaching. The orientation to pedagogy that teachers have in their instruction is evident from their thoughts about student learning. The focus of this study is on the pedagogy that the teachers displayed in their collegial interaction during a web-based staff training course. The objective of this course was to enhance the teachers’ pedagogical skills in their web-based teaching. The qualitative data consisting of the teachers’ web-based discussions provides insight into their conceptions of what constitutes good teaching and learning. These conceptions can be understood in light of the theoretical model of meaningful learning (Jonassen, 1995). Furthermore, deepening a teacher’s understanding by taking the learner’s position appears to be a powerful tool in understanding the prerequisites for the successful use of information and communication technology (ICT) in teaching. The results show that teachers were more focused on how to facilitate student collaboration in their web-based teaching and less on how to contextualise the content or how to facilitate the transferability of the content taught into other contexts and situations. The teachers’ own experiences of what it means to be a learner in a web-based environment may be an essential learning experience through which they realise that when teaching in web-based environments, it is necessary that every choice they make be justifiable in terms of pedagogy.

Supporting English competence development in university teachers: Principles and practices

2019 ◽  
Vol 6 (1) ◽  
pp. 256-268
Author(s):  
Irina V. Kulamikhina ◽  
Zhanbota B. Esmurzaeva ◽  
Dinara G. Vasbieva ◽  
Aleksei Yu Alipichev
Keyword(s):  
Classroom Management ◽  
Language Learning ◽  
Communicative Competence ◽  
Real Life ◽  
Competence Development ◽  
University Teaching ◽  
Teaching Staff ◽  
Visual Thinking ◽  
University Teachers ◽  
Content Design

In today’s world, the English language communicative competence is a major soft skill of university teachers which is needed for personal and professional fulfilment and career development. This study aimed at the design and practical realisation of the 72-hour English course stimulating the teaching staff’s engagement in language learning and English communicative competence development at the Omsk State Agrarian University. The authors have discussed the principles and approaches to the course content design and efficacy of four classroom management strategies: the use of real life communication situations, making presentations, visual thinking strategy and short-film-based discussions for developing EFL communicative competence in university teachers. The situational approach to the content design introduced ‘real-life’ communicative situations serving as a teaching method and an assessment tool. The participants of the course took an online test: ‘Evaluation of Readiness for The Certificate Exam in English’, developed by the Tomsk Polytechnic University, at the beginning, in the middle and at the end of the course. Keywords: Communicative competence, adult language learning, university teaching staff, visual thinking, situational approach, communicative environment.

scholarly journals Perceptions about the Future of Integrating Emerging Technologies into Higher Education—The Case of Robotics with Artificial Intelligence

Computers ◽  
2021 ◽  
Vol 10 (9) ◽  
pp. 110
Author(s):  
Janika Leoste ◽  
Larissa Jõgi ◽  
Tiia Õun ◽  
Luis Pastor ◽  
José San Martín López ◽  
...  
Keyword(s):  
Artificial Intelligence ◽  
Higher Education ◽  
Teaching Practice ◽  
Emerging Technologies ◽  
University Teaching ◽  
Teaching Staff ◽  
Strong Impact ◽  
Negative Effects ◽  
University Teachers ◽  
University Level

Emerging technologies (ETs) will most likely have a strong impact on education (starting with higher education), just like they have already had in so many economic and social areas. This paper is based on the results obtained in the project “My Future Colleague Robot”, an initiative that aimed to improve the competence of university teaching staff regarding the introduction of ETs in teaching practices at university level. In this paper, we identified the strengths and weaknesses, opportunities, and threats that are related to the adoption in higher education of the combination of two ETs: robotics together with artificial intelligence (AI). Additionally, we analyzed the perceptions of university-level teaching staff about the potential of introducing ETs in education. The empirical data presented here were collected using written essays from 18 university teachers and students. Deductive and inductive approaches with thematic analysis were used for the data analysis. The findings support the idea that previous ET-related experience can support positive attitudes and the implementations of ETs in university teaching; in this study, university teachers had optimistic expectations towards ETs, accepting them as part of teaching practice development, while discussion about the negative effects of ETs was negligible.

scholarly journals Relevancia del profesorado universitario en la formación pedagógica/ Relevance of university teaching staff in pedagogical training

2020 ◽  
pp. 419-432
Keyword(s):  
Teacher Training ◽  
Essential Element ◽  
University Teaching ◽  
Teaching Staff ◽  
Future Teachers ◽  
University Professors ◽  
Pedagogical Training ◽  
Depth Study ◽  
The University

Resumen La formación de profesores constituye un determinante estructural del progreso de los países y de las oportunidades de las personas. A su vez, la calidad del cuerpo académico universitario es un elemento fundamental que explica los procesos formativos. En este contexto, el objetivo de la investigación consiste en analizar la relevancia del profesorado universitario, específicamente, en los procesos de formación inicial docente. La investigación es de naturaleza cualitativa descriptiva que a través de una entrevista a 20 actores clave, emplea la teoría fundamentada y el análisis axial para un estudio en profundidad de las relaciones subyacentes entre las dimensiones en evaluación. Los resultados muestran que la calidad de los profesores universitarios es de la mayor importancia, en tanto los estudiantes tienen desventajas en su preparación de origen y, más aún, cuando los educadores tienen la responsabilidad de la preparación integral de sus alumnos y son el modelo sobre el que se proyecta el desempeño de los futuros docentes. Se concluye, que la calidad del cuerpo académico constituye un elemento esencial en la preparación intelectual, profesional y valórica de quienes ejercerán como futuros profesores, por cuanto los primeros son la principal referencia que los estudiantes tienen en su proceso formativo. Abstract Teacher training constitutes a structural determinant of the progress of countries and of people's opportunities. In turn, the quality of the university academic body is a fundamental element that explains the training processes. In this context, the objective of the research is to analyze the relevance of university teaching staff, specifically, in the processes of initial teacher training. The research is qualitative and descriptive in nature that, through an interview with 20 key actors, uses grounded theory and axial analysis for an in-depth study of the underlying relationships between the dimensions under evaluation. The results show that the quality of university professors is of the utmost importance, as students have disadvantages in their preparation of origin and, even more so, when educators have the responsibility of the integral preparation of their students and are the model on which is projected the performance of future teachers. It is concluded that the quality of the academic body constitutes an essential element in the intellectual, professional and value preparation of those who will act as future teachers, since the former are the main reference that students have in their training process.

scholarly journals Teaching in Higher Education: Theories, Realities and Future Controversies

2021 ◽  
Vol 9 (6) ◽  
pp. 1
Author(s):  
Katerina R. Toka ◽  
Labrina Gioti
Keyword(s):  
Higher Education ◽  
Teaching Practice ◽  
Learning Theories ◽  
Teaching Staff ◽  
Structured Interviews ◽  
Student Centered ◽  
Learning And Teaching ◽  
University Teachers ◽  
Teacher Student ◽  
Teaching In Higher Education

The purpose of this paper is to investigate the field of University Pedagogy and specifically the relationship between theory (learning theories university teachers adopt) and practice (actual teaching) in Higher Education Institutions. To this end, we conducted a mixed methodology research (triangulation) by implicating both the students and the university teachers of post graduate programs of the former Alexander Technological Educational Institute–ATEI-of Thessaloniki (current International Hellenic University-IHU). The data collection methods were:7 semi-structured interviews with the teaching staff, student questionnaires (n=98) and non-participatory observation. Results show that teachers’ views about learning and teaching are consistent mostly with person-centered humanistic learning theories and cognitive constructivism. Learning is viewed as a dynamic process revolving around students and their needs. Their student-centered approach and the theories they embrace are consistent with their teaching practice to a satisfactory degree (role, climate, teacher-student relationship, objectives, connection to reality). However, an issue detected is the relatively limited use of the most active teaching techniques.

scholarly journals Staff Development Needs In Pakistan Higher Education

2011 ◽  
Vol 8 (1) ◽  
Author(s):  
Muhammad Hameed Ullah ◽  
Muhammad Naeem Ullah Khan ◽  
Ali Murtaza ◽  
Muhammad Naseer Ud Din
Keyword(s):  
Higher Education ◽  
Staff Development ◽  
Classroom Management ◽  
Philosophy Of Education ◽  
University Teaching ◽  
Learning Theories ◽  
Teaching Staff ◽  
University Teachers ◽  
Professional Attitude ◽  
The University

Staff development is very significant for the achievement of overall goals of higher education in Pakistan. The success of innovations depends largely upon the skills of instructors; but in Pakistan, the people with a simple masters degree (without any pedagogical training) are  inducted as teaching staff at the university level, so it is time to explore whether or not the inducted teachers feel the need for training. Further to be explored are areas in which they are interested in being trained. Therefore, the objectives of study were 1) to explore the training needs for university teaching staff, 2) to identify the areas in which development is needed by the teaching staff of the universities in Pakistan, and 3) formulation of recommendations for staff development in Pakistan to improve education at the higher level.  The sample comprised of 20% randomly-selected teaching staff of ten selected universities, degree-awarding institutions from the public sector, and 40% teaching staff of ten selected universities from the private sector. A self-developed questionnaire, consisting of 41 items to be responded to on a five-point Likert scale and two open-ended questions, was used to collect data.  The principal researcher approached all the respondents personally by repeated visits and got the completed questionnaires, so this questionnaire also served the purpose of an interview. The analysis of data revealed that the university teachers need training in the following areas: philosophy of education, Islamic philosophy of education, educational psychology, research techniques, professional trends, professional competencies, professional attitude, professional ethics ,global innovations in teaching strategies, classroom management, counselling and guidance, student discipline, communication skills, learning theories, and supervision. Therefore, it is recommended that they may be included in the training curriculum of university teachers.

scholarly journals The Absence and Discrimination of Women in the Education of History and Social Sciences Teachers

2018 ◽  
Vol 23 (1) ◽  
Author(s):  
Jesús Marolla-Gajardo
Keyword(s):  
Social Sciences ◽  
Teacher Training ◽  
Critical Theory ◽  
Social Science ◽  
Queer Theory ◽  
Pedagogical Practices ◽  
Teaching Staff ◽  
Structured Interviews ◽  
Gender Theories

The problem of violence and discrimination based on gender is an aspect we must take in charge as a society. In this line, the objectives of this research have been framed in the reflection on problems and obstacles that arise in teacher training, as well as on possibilities and advantages of including and working with women and their history. The research is a case study that had five participants. The participants were teachers of social science teaching who work in different establishments in Santiago, Chile. The instruments to collect information consisted of semi structured interviews, and the techniques to analyze it took into account the critical theory, poststructuralism, gender theories, and queer theory. Regarding the main findings, it is possible to point out that, for the teaching staff of didactics, there are multiple possibilities to include women and their history in teacher training, as well as in teaching practices. However, for this, spaces that favor the inclusion of women’s problems should be promoted. The participating teachers recommended, as conclusions, that women and other groups that have been invisibilized, marginalized, and have suffered violence in different contexts should reflect on their own pedagogical practices to generate spaces and transformations in face of inequalities, prejudices, stereotypes, and the oppressive roles that women have been given for reasons of gender.

scholarly journals The Development of Digital Competences for University Tourism Teachers

2021 ◽  
Vol 20 (6) ◽  
pp. 403-425
Author(s):  
Derling José Mendoza Velazco ◽  
Magda Francisca Cejas Martínez ◽  
Mercedes Navarro Cejas ◽  
María Hipatia Delgado Demera ◽  
Silvia Marieta Aldaz Hernández
Keyword(s):  
Information And Communication Technologies ◽  
Sample Selection ◽  
University Teaching ◽  
Teaching Staff ◽  
Research Approach ◽  
University Teachers ◽  
Medium Level ◽  
Information And Communication ◽  
Level Of Understanding ◽  
High Level

The aim of the research was to determine the virtual competences of Ecuadorian tourism teachers during the A-2021 cycle. A mixed research approach was used. A quantitative analysis was applied first, followed by a qualitative analysis. The sample selection was participatory and non-probabilistic. The sample consisted of 1003 active university teachers in Ecuador. A questionnaire comprising 106 questions divided into four variables was designed. A multivariate analysis of variance (MANOVA) and the Kruskal-Wallis test were carried out. The findings indicate the applicability of virtual competences by university teachers. These competences are of a medium level and do not comply with the comprehensive competences of student care. The technological training level of university teaching staff is low. Regarding the use and knowledge of technology, respondents indicated a high level of understanding. Attitudes towards and methodology use in information and communication technologies showed weaknesses in usage and accessibility. In conclusion, a matrix of virtual competences for university tourism teachers is presented. The application of this methodology considers the competences in a comprehensive and problem-oriented manner.

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