scholarly journals Inserção profissional docente no ensino superior

2017 ◽  
Vol 25 ◽  
pp. 78
Author(s):  
Tatiana Pinheiro de Oliveira ◽  
Giseli Barreto da Cruz
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Identity Construction ◽  
Institutional Culture ◽  
Structured Interview ◽  
Public University ◽  
Qualitative Approach ◽  
Public Institution ◽  
Education Policies ◽  
Teaching Identity

The article presents the results of a research project developed with 15 new entrant teachers between 2012 and 2015 at the Institute of Education of a public university located in the State of Rio de Janeiro. This project aimed to investigate the process of professional insertion and teaching identity construction, as well as to analyze conceptions of teacher education in higher education. The research used a qualitative approach to privilege the understanding of the object from the perspective of the investigated subjects, with a semi-structured interview as the preferred strategy for collecting information. Based on the works of Huberman, Formosinho, Marcelo, Vaillant, Dubar, Pimenta, Almeida, and Anastasiou, aspects related to insertion, teaching identity, institutional culture and formative paths were analyzed. The results show the importance of teacher education policies for the higher education, with special attention to the process of professional insertion in a public institution with exclusive dedication, offering important clues to the elaboration of principles and/or training guidelines for professional induction, through creation, implementation and evaluation of institutional programs to accompany teachers.

scholarly journals Tertiary teachers' motivation for choosing and remaining in teaching in a public university in Cambodia

2021 ◽  
Author(s):  
◽  
Dinath Kim
Keyword(s):  
Higher Education ◽  
Qualitative Methodology ◽  
Empirical Studies ◽  
Structured Interview ◽  
Public University ◽  
Motivating Factors ◽  
Extrinsic Factors ◽  
Intrinsic Factors ◽  
University Teachers ◽  
Teaching Careers

<p>The motivation of tertiary teachers in Cambodian higher education has not received much attention over the years. Specifically, very little is known about factors that motivate and de-motivate Cambodian tertiary teachers in choosing and remaining in their teaching careers. The purpose of the study is to investigate: 1) the factors which influenced teachers to choose teaching careers, 2) motivating and de-motivating factors associated with their teaching, and 3) motivations which may lead them to leave or stay in their teaching careers. It is important to examine the motivational factors that are influential for Cambodian university teachers in order to increase their teaching productivity so that the institutional effectiveness can be enhanced which will lead to improvement in the quality of Cambodia higher education. This research used a single exploratory case study within a qualitative methodology. The study was conducted at two departments in a typical public university in Cambodia. The data was collected through the implementation of one questionnaire that attracted 36 respondents and one semi-structured interview held with each of 8 volunteer participants. Thematic analysis was used to analyse interview data and open-ended questionnaire data. The findings of the study reveal that intrinsic factors were more important than extrinsic factors in influencing teacher motivation in becoming and remaining in teaching. However, extrinsic factors were de-motivating teachers in their teaching and may lead them to leave the profession. The findings are discussed in the context of some theories of motivation and previous empirical studies. Recommendations are made regarding strategies to be used and what further research can be undertaken to address the problem.</p>

Toward an integrated reporting framework in higher education institutions: evidence from a public university

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Guler Aras ◽  
Ozlem Kutlu Furtuna ◽  
Evrim Hacioglu Kazak
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Public University ◽  
Public Institution ◽  
Integrated Reporting ◽  
Content Type ◽  
Reporting Practices ◽  
Study Approach ◽  
Reporting Framework ◽  
Technical University

Purpose The main purpose of this paper is to evaluate to what extent a public university, named Yildiz Technical University, integrated report provides disclosure on International Integrated Reporting Council (IIRC) content elements, suggesting the presence of integrated thinking, and whether higher education institutions’(HEIs) characteristics could affect the level of disclosure on that framework. Additionally, the purpose of this paper is to identify whether the Yildiz Technical University follows the IIRC framework and how integrated reporting can enhance the value creation for HEIs’ stakeholders in the context of voluntary reporting. Design/methodology/approach To conduct integrated reporting framework in HEIs specifically from a public university perspective, this paper has used a case study approach. Research data have been triangulated through interviews, questionnaires and finally, documents and archival records. Findings This paper gives insights into the reporting practices from a public institution, specifically from HEIs. Delivering high-quality services in an economically, environmentally and socially sustainable manner is significant to public accountability and transparency. The Yildiz Technical University has been the best example in disclosing non-financial information to its stakeholders and enhancing the accountability tool. Practical implications This paper can be a leading practice and can be considered as an integrated reporting framework for HEIs willing to follow the same path. Originality/value To the best of the authors’ knowledge, this paper is the first to investigate the integrated reporting framework in a developing country, under HEIs and specifically for a public university.

The rebirth of the Chinese higher education: analysis of higher education policies from the economic reform to date

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Wangqian Fu ◽  
Frank Okai Larbi
Keyword(s):  
Higher Education ◽  
Cultural Revolution ◽  
Document Analysis ◽  
Structured Interview ◽  
Chinese Higher Education ◽  
Education Policies ◽  
Content Type ◽  
Higher Education Policies ◽  
Global Impacts ◽  
World Class

PurposeThere have been regular policy enactment and dynamism to ensure progress and sustainability in the development of higher education (HE) in China after the Cultural Revolution. This study was purposed to reveal the processes of the Chinese higher education (CHE) development through series of policy implementations from the epoch of economic reformation and opening-up policy.Design/methodology/approachThe authors employed document analysis, and selected and critically analyzed documents that include published articles and books, the official website of the Chinese Ministry of Education, and historical documentaries of the Chinese Cultural Revolution and their HE aftermath. Again, a semi-structured interview was utilized with a sample size of 20 academics vested in the CHE history. Five academics from four universities in China were interviewed to analyze the historical events of the CHE transformation and current policies about the CHE development.FindingsThe authors established that enrollment in the CHE has increased since the economic reformation; there has been the enhancement of the CHE internationalization in recent decades and the emergence of world-class universities and programs in the CHE as a result of the world class policies and projects. For consistency of the innovative programs toward HE development, the authors have posited some challenges, future goals and the global impacts of the CHE development and its sustainability.Originality/valueThe utilization of document analysis cements the claims by the interviewees, which enriches the value of the results. This study would provide literature guidance to international researchers to critically concoct theoretical assumptions from the findings to critically investigate the developmental policy pattern of HE institutions.

scholarly journals Vozes ameríndias na universidade pública inclusiva / Amerindian voices in inclusive public university

2017 ◽  
Vol 6 (2) ◽  
pp. 15
Author(s):  
Daniela Bueno de Oliveira Américo de Godoy ◽  
José Francisco Miguel Henriques Bairrão
Keyword(s):  
Higher Education ◽  
Affirmative Action ◽  
Indigenous People ◽  
Public University ◽  
Qualitative Approach ◽  
Access To Higher Education ◽  
Political Strategy ◽  
Indigenous Students ◽  
Western Education ◽  
The University

A lei de cotas é um marco rumo à universidade pública inclusiva. Todavia, seu modelo pode não contemplar especificidades culturais. O objetivo deste trabalho é apresentar vozes indígenas sobre o assunto. Visa-se dar ouvidos às comunidades e lideranças indígenas no acompanhamento dessa política. Utilizou-se uma abordagem qualitativa, própria à etnopsicologia, que consistiu em explicitar comparações implícitas entre as culturas ameríndias e a ocidental. Analisaram-se as falas de palestrantes indígenas nas três edições do Encontro Nacional dos Estudantes Indígenas (ENEI). Os resultados mostram que acessar o ensino superior é uma estratégia política e que o território é o principal articulador conceitual. A universidade é vivida de modo peculiar, sem necessariamente corresponder aos moldes da formação ocidental. Os contrastes epistemológicos, pedagógicos e ontológicos por eles evidenciados sustentam propostas em direção à intercientificidade e à interculturalidade (CAPES).Palavras-chave: indígenas, políticas de ações afirmativas, ensino superior, etnopsicologia. ABSTRACT: The Quota Law is a milestone towards inclusive public university. However, this model may not contemplate cultural specificities. This paper aims to present Amerindian voices about this subject by listening to communities and indigenous leaders in monitoring this policy. We used a qualitative approach specific to Ethnopsychology methodology which consists of explicit implicit comparisons between the Amerindian cultures and Western cultures. The speeches of indigenous speakers in the three editions of the National Indigenous Students Meeting were analyzed. The results show that the access to higher education is a political strategy and that the territory is the main conceptual articulator. The university is experienced in a special way, without necessarily matching to the mold of Western education. The epistemological, pedagogical and ontological contrasts highlighted by them support proposals towards interscientism and interculturalism.Keywords: Indigenous people, affirmative action, higher education, ethnopsychology.

scholarly journals Teachers’ Perceptions of Gender Inclusive Language in the Classroom

2021 ◽  
Vol 4 (3) ◽  
pp. 110-116
Author(s):  
JAMAICA VIZCARRA-GARCIA
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Teacher Education Program ◽  
Structured Interview ◽  
The Body ◽  
Teachers Perceptions ◽  
Body Of Knowledge ◽  
Inclusive Language ◽  
Adequate Understanding ◽  
Promote Gender Equality

There is a meager investigation of teachers’ views about gender-inclusive language. Considering this gap in the body of knowledge, this qualitative study sought to investigate the collective perception of higher education teachers particularly those in the teacher education program on the adoption of gender inclusive language in the classroom. Nine teachers participated in a semi-structured interview, which was recorded, transcribed and analyzed. Two themes emerged particularly (1) Communicating Instruction through Unbiased Parlance and (2) Favoring the Adoption of Gender Inclusive Language. Overall, the teachers showed an adequate understanding of gender inclusive language and unanimous support to its adoption inside the classroom as strengthened by their belief that it will promote gender equality and sensitivity among their students. Moreover, it will establish a sense of inclusivity thereby increasing student participation. Lastly, the participants believed that gender inclusive language is an evident trend in education that they cannot overlook. Hence, it is one of their responsibilities to adopt and integrate it into instruction.

A Qualitative Approach to Convergence of Higher Education Policies in Europe

2014 ◽  
pp. 341-369
Author(s):  
Simona Vasilache
Keyword(s):  
Higher Education ◽  
Qualitative Approach ◽  
The State ◽  
University Management ◽  
Snowball Sampling ◽  
Education Policies ◽  
Research Papers ◽  
Bologna Declaration ◽  
Higher Education Policies ◽  
European Higher Education

This chapter analyzes the state of convergence in European higher education, in the Bologna framework (as set in the Bologna declaration of 1999), based on the indicators of national policies. The authors analyzed the research papers dedicated to the topic in mainstream literature, and on that basis, they proposed a set of models for discussing policies and select relevant indicators. These indicators were debated with 10 knowledgeable experts in the field of higher education and university management, and stemming from the discussions, a questionnaire was drafted. The questionnaire was then sent out to 500 people in the HE system (following a snowball sampling). The authors received 109 valid questionnaires, which were qualitatively analyzed in the study. Thus, they find and discuss the most suitable indicators for characterizing the convergence of policies in higher education.

scholarly journals Resilience in higher education: A conceptual model and its empirical analysis

2021 ◽  
Vol 29 ◽  
pp. 156
Author(s):  
Samuel de Oliveira Durso ◽  
Luís Eduardo Afonso ◽  
Susan Beltman
Keyword(s):  
Higher Education ◽  
Public University ◽  
Academic Resilience ◽  
Self Control ◽  
Personal Health ◽  
Education Students ◽  
Education Policies ◽  
Protective Mechanisms ◽  
High Burden ◽  
Future Education

This research analyzes how the resilience of higher education students is shaped during the undergraduate program by personal and contextual factors. In this research, the resilient student is one who faces a high burden of stress and/or adversity during their undergraduate course but manages to reach the end of the program satisfied and/or committed to the chosen career. Based on the literature review, we developed the Academic Resilience Model (ARM), which explains the sources of stress and/or adversity, as well as the protective mechanisms and/or factors that affect students throughout the program. We empirically test this model by conducting a phenomenology-based qualitative study at a public university in Brazil. The results of ARM validation indicate that the main sources of stress and/or adversity and protective mechanisms and/or factors come from individual, academic and external systems. Examples of sources of stress/adversity were the low initial motivation for the program, personal health problems, faculty didactic-pedagogical deficiency, difficulties in relationships with peers, and competing professional demands. On the other hand, the main protective mechanisms/factors identified were the capacity of adaptability, self-control, personal organization, good relationships with the faculty, integration with peers, and support of family. The research enabled identification of how resilience helps students to overcome barriers in higher education, generating important results for future education policies.  

scholarly journals The pedagogical training for nutrition professors from two higher education institutions in Goiânia

2017 ◽  
Vol 16 (34) ◽  
Author(s):  
Karla Siqueira Lottermann ◽  
Ana Luiza Lima Sousa ◽  
Paulo César Veiga Jardim
Keyword(s):  
Higher Education ◽  
Quantitative Study ◽  
Higher Education Institutions ◽  
Structured Interview ◽  
Faculty Training ◽  
Public Institution ◽  
Training Process ◽  
The Public ◽  
Pedagogical Training ◽  
Undergraduate Programs

To describe how the nutritionist faculty training process is organized in undergraduate programs in Nutrition. A descriptive qualitative quantitative study, conducted with nutritionist faculty at two universities. Were used: a questionnaire and a semi-structured interview. Most of those surveyed trained as teachers through live experience, and most did not have initial didactic-pedagogical training. The obstacles mentioned were related to the absence of such training, having repercussions on how to deal with students and with the respondents' own internal difficulties. Those working in the Public Institution of Higher Education have an exclusive commitment, more qualifications, are more involved in activities related to education, and recognize that prior didactic-pedagogical training would facilitate the educator's practice.

scholarly journals Tertiary teachers' motivation for choosing and remaining in teaching in a public university in Cambodia

2021 ◽  
Author(s):  
◽  
Dinath Kim
Keyword(s):  
Higher Education ◽  
Qualitative Methodology ◽  
Empirical Studies ◽  
Structured Interview ◽  
Public University ◽  
Motivating Factors ◽  
Extrinsic Factors ◽  
Intrinsic Factors ◽  
University Teachers ◽  
Teaching Careers

<p>The motivation of tertiary teachers in Cambodian higher education has not received much attention over the years. Specifically, very little is known about factors that motivate and de-motivate Cambodian tertiary teachers in choosing and remaining in their teaching careers. The purpose of the study is to investigate: 1) the factors which influenced teachers to choose teaching careers, 2) motivating and de-motivating factors associated with their teaching, and 3) motivations which may lead them to leave or stay in their teaching careers. It is important to examine the motivational factors that are influential for Cambodian university teachers in order to increase their teaching productivity so that the institutional effectiveness can be enhanced which will lead to improvement in the quality of Cambodia higher education. This research used a single exploratory case study within a qualitative methodology. The study was conducted at two departments in a typical public university in Cambodia. The data was collected through the implementation of one questionnaire that attracted 36 respondents and one semi-structured interview held with each of 8 volunteer participants. Thematic analysis was used to analyse interview data and open-ended questionnaire data. The findings of the study reveal that intrinsic factors were more important than extrinsic factors in influencing teacher motivation in becoming and remaining in teaching. However, extrinsic factors were de-motivating teachers in their teaching and may lead them to leave the profession. The findings are discussed in the context of some theories of motivation and previous empirical studies. Recommendations are made regarding strategies to be used and what further research can be undertaken to address the problem.</p>

scholarly journals Prácticas tutorales en un dispositivo de formación universitario en México

2015 ◽  
Vol 23 ◽  
pp. 117
Author(s):  
Viridiana Aydee León Hernández ◽  
Elisa Lugo Villaseñor
Keyword(s):  
Higher Education ◽  
Public University ◽  
Qualitative Approach ◽  
Educational Institutions ◽  
Self Directed Learning ◽  
Training Models ◽  
Mentoring Practices ◽  
Directed Learning

This work presents the results of a study on the mentoring practices of the academics from an institution of higher education around mentoring and its relation to the construction of autonomous and autodidactic subjectivities in the students. This is a qualitative approach involving interviews with public university tutors. This focus on educational actors allows for the recognition of certain tutoring practices associated mainly with guidelines of a political and educational nature. Linked to the recognition of an increase in student desertion and the incorporation of training models focused on the student and learning, this approach underscores the need to integrate mentoring in educational institutions. Tutors acknowledge that their practices have modified partially with these new practices; however, the figure of the "tutor" was not yet assumed to promoting autonomy, self-directed learning, and self-training in students. From the scenario described above, we could recognize that the issue of mentoring in higher education and its ethical/educational dimension has been underserved in institutional programs, which tend to focus on retention indicators. 

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