scholarly journals Kompetence vysokoškolských učitelů pro udržitelný rozvoj – analýza situace v regionu střední a východní Evropy

Envigogika ◽  
2015 ◽  
Vol 10 (1) ◽  
Author(s):  
Jana Dlouhá ◽  
Jiří Dlouhý
Keyword(s):  
Professional Development ◽  
Central And Eastern Europe ◽  
Good Practice ◽  
National Policy ◽  
Academic Culture ◽  
Point Of View ◽  
European Countries ◽  
University Teaching ◽  
Transdisciplinary Approach ◽  
The University

Debates relevant to sustainability oriented teaching at higher education level anticipate the necessary transitions in curricula. In order to depict the overall ESD related transformation of university teaching, the authors examined (pre–requisites for the development of) university educators’ competences in 13 countries of the Central and Eastern Europe, and compared these findings with those from other European countries (similar in some aspects). The situation was analysed in a survey where national policy conditions for ESD at HE level were examined, and competences were outlined within good practice case studies according to the UNECE framework. The results show some deficits in professional development of university educators, where attention to competences is missing in general, and in the field of ESD in particular. In consequence, ESD approaches and principles are applied less frequently in this part of Europe.From a broader point of view it was observed that opportunities for competence development at HE level exist but are unevenly distributed across countries. For support of professional development of university educators in the field of ESD competences, understanding of environmental education versus ESD is an important factor, and also acceptance of an inter– or transdisciplinary perspective. The authors argue that disciplinarianism is a deeply rooted part of academic culture in all post–socialist CEE countries, while for sustainability a transdisciplinary approach and the wider involvement of stakeholders is crucially needed. The context of the presented research is the University Educators for Sustainable Development (UE4SD) project where 53 partners from 33 European countries collaborate to identify the best ways to develop university educators’ competences in sustainability teaching. The outcomes of this project are briefly introduced in the article.

scholarly journals The effectiveness of talent management strategies in the development of human resources teaching from the point of view of the leaders and members of the faculty of Taibah University

2019 ◽  
Vol 3 (15) ◽  
Author(s):  
Badrya Abdullah Al-Skran
Keyword(s):  
Professional Development ◽  
Human Resources ◽  
Human Resource Development ◽  
Human Resource ◽  
Management Strategies ◽  
Resource Development ◽  
Talent Management ◽  
Point Of View ◽  
The University ◽  
Open Question

The study aimed to identify the effectiveness of talent management strategies in human resource development at the University of Taibah, And to develop the necessary scientific solutions and recommendations, which can contribute to enhancing the effectiveness of talent management strategies in human resource development. Using the descriptive approach, study sample consisted of 67 leader, the leader of the 95 representing the entire community of the original study, and88member of the faculty members out of 365. The study relied on questionnaire tool, included thirty-eight parts, distributed over four axes, polarization, the discovery, the professional development, and the retention. In addition to an open question. The study found a range of results, which are; The general grade of the effectiveness of talent management strategies in human resources development at the University of Taibah from the perspective of leaders and members of the faculty average, is a mean 3.13.The polarization strategy is the most effective in the talent management in the development of human resources at the University of Taibah, a mean 3.35. The second was professional development with an average (3.17) and third discovery with an average of (3.09) The retention strategy came to be the least strategy in the talent management effectiveness in human resource development at the University of Taibah, a mean 2.93.In light of the results , a number of recommendations and suggestions.

OUTLIERS OF ACTION RESEARCH – THE IDENTITY CONSTRUCT OF FUTURE TEACHERS

2019 ◽  
Vol 1 ◽  
pp. 290
Author(s):  
Jiří Kropáč ◽  
Štefan Chudý
Keyword(s):  
Action Research ◽  
Identity Construction ◽  
Teaching And Learning ◽  
Good Practice ◽  
Teaching Profession ◽  
Point Of View ◽  
Future Teachers ◽  
Educational Preparation ◽  
University Environment ◽  
The University

Queries, activities and those sufficient solutions of teaching and learning situations are daily bread of the teaching profession. Thus, in learning of future teachers exist possibilities how to influence the progress of the teachers’ identity construction with self-creative and critical tools which are connected to the complexity of the personality. However, action research helps to deeply understand techniques which are behind the line of the traditional point of view and helps to understand the situations from the pragmatic way of natural learning in the process of preparation at the university. The research aim is focused on the support of integration of the action research as a tool for the teachers’ preparation in the good practice of the university environment. Mixed research methods are based on the narrative corpus which consists of the coded interviews and specific tasks connected to the educational preparation. Results reflect the current various ways of developing future teachers and their impact on future teachers‘ identities.  

scholarly journals Transfer of Non-Academic Skills in Academic Context: towards a Sustainable Employability

2018 ◽  
pp. 399-409
Author(s):  
Maria Luisa Iavarone ◽  
Fausta Sabatano
Keyword(s):  
Curriculum Design ◽  
Planning Process ◽  
Good Practice ◽  
Well Being ◽  
Point Of View ◽  
Social Needs ◽  
Academic Education ◽  
Academic Context ◽  
The University ◽  
Didactic Planning

This essay is an element of dialogue between educational practices acquired in territorial education contexts and the University. In particular, starting from the 10-year long experience consolidated in three educational centres operating in border areas of the Province of Naples, a series of ‘key competences’ have been highlighted that are indispensable to the containment of social risk disadvantage in an inclusion (Bertolini 1977; Freire 2004; Rossi 2014; Sabatano 2015a, 2015b) and well-being project (Iavarone 2007, 2009) from an educational point of view. Such competencies have become subject of a ‘participatory didactic planning’ between expert educators working in these contexts and a university course on ‘Pedagogy of relationships’ within the Department of Motor Science and Well-Being at the University of Naples Parthenope. The participatory planning practice has set the most ambitious goal of achieving a ‘system methodology’ to be used in the curriculum-design of the university courses in order to make the academic education offer a proper link element between the educational demand of young people, the demand for professional skills in the territory and the emerging social needs in order to improve employability processes. The main results that this experience has highlighted can be deducted from the student’s satisfaction survey, as well as from the data collected and processed by the University Assessment Team, in the Department’s Joint Commission Reports, which show a clear and overall improvement of the communication processes between non-academic institutions collaborating with the University for the conduct of internships, training sessions and placement-targeted activities. The empirical evidence and the positive results obtained provide substantial comfort in considering that the experience gained can be a ‘good practice’ to be included in the didactic planning process of the courses, even in relation to the need to improve the educational and didactic offer with reference to the new quality assurance parameters (QA) for the periodic accreditation of the CdS according to the AVA-ANVUR legislation in force

scholarly journals Non-Natural Born lecturers: How to survive teaching in Dutch higher education

2018 ◽  
Author(s):  
Charlotte Oude Alink ◽  
Alberto Martinetti ◽  
Armağan Karahanoğlu ◽  
Marije Hahnen-Florijn
Keyword(s):  
Higher Education ◽  
Qualitative Evaluation ◽  
Training Programme ◽  
Point Of View ◽  
Educational Quality ◽  
University Teaching ◽  
International Level ◽  
The University ◽  
Teaching In Higher Education ◽  
Development Perspective

Teaching in Higher Education Institutions (HEI) requests training and skills as researching. Unfortunately, on an international level the teaching training programme is not always crystal and clear, or even worse, not requested. Often researchers are asked to provide lectures without receiving proper formation. This approach creates sensible depletion in the educational quality. Offering an overview on how the Dutch HEIs are tackling the problem, the aim of this study is twofold: (i) presenting the University Teaching Qualification (UTQ) from a career development perspective and (ii) giving a qualitative evaluation of the entire process from the point of view of UTQ supervisors and lecturers. Finally concluding the relevance of such a professionalization programme.

scholarly journals Construction of the foundations of the PLE and PLN for collaborative learning

Comunicar ◽  
2014 ◽  
Vol 21 (42) ◽  
pp. 35-43 ◽  
Author(s):  
Victoria Marín-Juarros ◽  
Francisca Negre-Bennasar ◽  
Adolfina Pérez-Garcias
Keyword(s):  
Collaborative Learning ◽  
Learning Environments ◽  
Good Practice ◽  
Point Of View ◽  
Personal Learning ◽  
Common Goals ◽  
Personal Learning Network ◽  
La Red ◽  
The University ◽  
Aprendizaje Colaborativo

In this article we approach the topic of collaborative learning by means of the creation and maintenance of personal learning environments and networks (PLE and PLN) and their integration within institutional virtual learning environments (VLE) as strategies to enhance and foster collaborative learning. We take an educational point of view: the student learns independently and carries out activities in groups to achieve common goals. Our aim is to experiment with didactical methodologies of integration between the institutional VLE and PLE, and to analyze the university students’ construction of PLE. Due to its importance in facilitating and fostering collaborative learning, special emphasis is placed on the construction of the personal learning network. We performed a design-based research on an academic course for Primary teachers. The results show that the students construct their PLE and PLN using newly acquired knowledge and that an appropriate methodological integration takes place between these environments and the institutional VLE for integrated learning. As conclusion, we propose an integrative methodological model for collaborative learning as a good practice. El aprendizaje colaborativo se puede afrontar desde diferentes estrategias. En este artículo contemplamos la creación y mantenimiento de entornos y redes personales de aprendizaje (PLEs y PLNs) y su integración en entornos virtuales institucionales de aprendizaje (EVEA) como estrategias que facilitan y promueven el aprendizaje colaborativo, siempre desde una visión educativa en la que el alumno es autónomo en su propio aprendizaje y trabaja para el logro de metas comunes mediante la realización de actividades de forma conjunta en grupos, existiendo interdependencias positivas. Los objetivos de este trabajo son experimentar con metodologías didácticas de integración del EVEA y los PLEs, y analizar la construcción del PLE por parte de los alumnos universitarios, haciendo especial énfasis en la construcción de la red personal de aprendizaje. Para ello se empleó una metodología de diseño y desarrollo, en una asignatura universitaria de los estudios de maestro de Primaria. Los resultados de la experiencia apuntan a que los alumnos construyen sus PLEs y PLNs en base a sus nuevos conocimientos adquiridos y se produce una adecuada integración metodológica entre esos entornos y el EVEA para el aprendizaje integrado. Como conclusión proponemos un modelo de organización metodológica de integración para el aprendizaje colaborativo a modo de buena práctica.

scholarly journals Características del mentoring en un Programa de innovación educativa con profesorado universitario

2016 ◽  
Vol 1 (1) ◽  
pp. 521
Author(s):  
Nagore Guerra Bilbao ◽  
Clemente Lobato Fraile
Keyword(s):  
Professional Development ◽  
Basque Country ◽  
Comparative Method ◽  
Point Of View ◽  
Desarrollo Profesional ◽  
Innovación Educativa ◽  
Analyse Data ◽  
Teachers Professional Development ◽  
Level Of Experience ◽  
The University

ResumenEn el área de desarrollo profesional de los docentes de la Universidad, el mentoring se lleva a cabo por profesionales con un mayor nivel de experiencia y competencia. La investigación ha demostrado que el mentoring es una estrategia eficaz en el desarrollo profesional de otros colegas en la misma universidad. El siguiente artículo explora las características del mentoring ejecutado con aquellos profesores que participan en el Programa de Capacitación en  Metodologías Activas realizado en la Universidad del País Vasco. Desde un punto de vista cualitativo, el método comparativo constante se ha utilizado con el fin de analizar los datos. Los resultados destacan que los mentores han cumplido las expectativas de los participantes y han estado siempre a su disposición. Además, han ayudado a diseñar y poner en práctica la metodología activa que se utiliza. La comunicación y elfeed-back han sido claves para el éxito de todo el proceso de tutoría.Palabras Clave: Mentoring, Educación Superior, Profesorado Universitario, Desarrollo profesional, Formación continua. AbstractIn the area of professional development of teachers at the University, mentoring is carried out by those professionals with a higher level of experience and competence. Research has shown that mentoring is an effective strategy in the professional development of other colleagues at he same university. The following article explores the characteristics of the mentoring executed with those teachers participating in the Development of Active Methodology program held at the University of Basque Country. From a qualitative point of view, the Constant comparative method has been used in order to analyse data. Results highlight that mentors have met the expectations of participants and have been always at their disposal. In addition, they have helped to design and implement the active methodology being used. Communication and feedback has been a key to the success of the overall mentoring process.Keywords: Mentoring, Higher Education, University Teachers, Professional development, Lifelong Learning. 

THE APPROACH OF THE REPRESENTATIVES OF THE Z GENERATION TO THEIR OWN DEVELOPMENT AND FUTURE PROFESSIONAL CAREER – STUDENT PERSPECTIVE

2019 ◽  
Vol 20 (4) ◽  
pp. 45-63
Author(s):  
Sylwia Stachowska
Keyword(s):  
Professional Development ◽  
Young People ◽  
Point Of View ◽  
Student Perspective ◽  
Professional Work ◽  
Professional Career ◽  
Job Offers ◽  
Questionnaire Method ◽  
The University

Another generation of young people, after Y generation, who is currently standing at the threshold of their careers, and for employers - a new quality of employees, with specific attitudes, aspirations and expectations towards work and professional development, is the Z generation. Recognizing and understanding the attitude of the representatives of the Z generation to matters related to professional work is important from the point of view of constructing motivational job offers and building the involvement of young employees in organizations. The main goal of the research presented in this study was to identify the approach of the representatives of the Z generation to their own development and future career and their expectations related to work. The research aimed at achieving the above goal was carried out using the questionnaire method. It was conducted among students of the Faculty of Economic Sciences of the University of Warmia and Mazury in Olsztyn, who represented the Z generation.

scholarly journals Open Educational Practices in Australia: A First-phase National Audit of Higher Education

2018 ◽  
Vol 19 (3) ◽  
Author(s):  
Adrian Stagg ◽  
Linh Nguyen ◽  
Carina Bossu ◽  
Helen Partridge ◽  
Johanna Funk ◽  
...  
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Good Practice ◽  
National Policy ◽  
Educational Practice ◽  
Open Educational Resources ◽  
Accessible Information ◽  
Open Educational Practices ◽  
Open Educational Practice ◽  
Australian Universities

For fifteen years, Australian Higher Education has engaged with the openness agenda primarily through the lens of open-access research. Open educational practice (OEP), by contrast, has not been explicitly supported by federal government initiatives, funding, or policy. This has led to an environment that is disconnected, with isolated examples of good practice that have not been transferred beyond local contexts.This paper represents first-phase research in identifying the current state of OEP in Australian Higher Education. A structured desktop audit of all Australian universities was conducted, based on a range of indicators and criteria established by a review of the literature. The audit collected evidence of engagement with OEP using publicly accessible information via institutional websites. The criteria investigated were strategies and policies, open educational resources (OER), infrastructure tools/platforms, professional development and support, collaboration/partnerships, and funding.Initial findings suggest that the experience of OEP across the sector is diverse, but the underlying infrastructure to support the creation, (re)use, and dissemination of resources is present. Many Australian universities have experimented with, and continue to refine, massive open online course (MOOC) offerings, and there is increasing evidence that institutions now employ specialist positions to support OEP, and MOOCs. Professional development and staff initiatives require further work to build staff capacity sector-wide.This paper provides a contemporary view of sector-wide OEP engagement in Australia—a macro-view that is not well-represented in open research to date. It identifies core areas of capacity that could be further leveraged by a national OEP initiative or by national policy on OEP.

scholarly journals KNOWLEDGE, ATTITUDES AND PRACTICE AMONG HEALTHCARE WORKERS TOWARDS COVID 19 PREVENTIVE MEASURES AT WOMEN AND NEW BORN HOSPITAL OF THE UNIVERSITY TEACHING HOSPITALS IN LUSAKA ZAMBIA

2021 ◽  
Author(s):  
Joyce Nambela Shampile ◽  
Godfrey Lingenda ◽  
Mowa Zambwe ◽  
Peter J. Chipimo
Keyword(s):  
Healthcare Workers ◽  
Preventive Measures ◽  
Good Practice ◽  
University Teaching ◽  
Teaching Hospitals ◽  
Attitude Score ◽  
New Born ◽  
Attitudes And Practices ◽  
The University ◽  
University Teaching Hospitals

Objective: To assess the knowledge, attitude and Practices among healthcare workers towards covid 19 preventive measures at Women and New-born Hospital of the University Teaching Hospitals in Lusaka. Methods: Cross-sectional study conducted at WNH-UTH, Lusaka. Convenient sample of 264 frontline healthcare workers responded to self-administered questionnaire to determine their knowledge, attitudes and practices on COVID 19 preventive measures. Results: Majority (31.9%) of the respondents were aged 25 : 29 years. The study revealed that 63.4% had a good knowledge, 60.3% had positive attitudes and 59.9% had a good practice. Attitude was positively related with practice (r = 0.524, p < 0.001) and knowledge (r = 0.469; p < 0.001). Further, knowledge was positively correlated with practice (r = 0.51; p < 0.001). Bivariate analysis results showed that only high knowledge score (75.6%; p < 0.001) and high attitude score (77.6%; p < 0.001) was associated with an increase in good practice among healthcare workers towards Covid 19 preventive measures. Conclusion: The study showed the need for continued assessment of Knowledge Attitude and Practice among healthcare workers towards Covid 19 preventive measures. It further showed the need of designing interventions aimed at encouraging sustained compliance to preventive measures among healthcare workers to prevent COVID 19 transmission.

scholarly journals University teaching in prison in the university penitentiary system of Sassari: practices, research and developments during the pandemic

2021 ◽  
Vol 21 (3) ◽  
pp. 69-87
Author(s):  
Luisa Pandolfi ◽  
Emmanuele Farris
Keyword(s):  
Field Research ◽  
Public Institutions ◽  
Point Of View ◽  
University Teaching ◽  
Organizational Impact ◽  
Allo Studio ◽  
The Subject ◽  
The Right ◽  
The University ◽  
The Impact

This paper derives from the activities of the University Penitentiary Center of the University of Sassari and aims to explore the impact of the Covid 19 pandemic on university teaching in prison. The subject of penitentiary university teaching is innovative and relevant for educational research and brings into play different skills, professionals, services and institutions. The theoretical framework describes how the right to study in prison is declined on a methodological level. The field research carried out in Sardinia has tried to give the student's voice in prison and the point of view of educators on the educational and organizational impact on university study paths during the pandemic; it is a voice that returns the complexity of a difficult moment, but which also offers useful ideas and stimuli for a more aware restart of the limits and challenges to be faced, as well as good practices to be developed, particularly at the interface between different public institutions as the University and the Penitentiary Administration are.   La didattica universitaria in carcere nell’ambito del Polo Universitario Penitenziario di Sassari: pratiche, ricerca e sviluppi ai tempi della pandemia.   Il presente contributo nasce nell’ambito dell’attività del Polo Universitario Penitenziario dell’Università di Sassari e si propone di esplorare l’impatto della pandemia da Covid 19 sulla didattica universitaria in carcere. Il tema della didattica universitaria penitenziaria è innovativo e rilevante per la ricerca educativa e chiama in gioco diverse competenze, professionalità, servizi e istituzioni. Il quadro teorico e normativo di riferimento traccia le coordinate in cui si inserisce il diritto allo studio in carcere e ne declina i significati e le implicazioni sul piano metodologico. La ricerca sul campo realizzata in Sardegna ha cercato di dar voce agli studenti detenuti e agli educatori in merito alle ricadute a livello educativo ed organizzativo sui percorsi di studio durante la pandemia; una voce che restituisce la complessità di un momento difficile, ma che offre anche spunti e stimoli utili per una ripartenza più consapevole dei limiti e delle sfide da affrontare, così come delle buone prassi da sviluppare soprattutto all’interfaccia tra istituzioni pubbliche, quali sono l’Università e l’Amministrazione Penitenziaria.

Sign in / Sign up

Export Citation Format

Share Document