scholarly journals PÉDAGOGIE UNIVERSITAIRE RÉNOVÉE À L’ÉPOQUE DE LA PANDÉMIE : COMMENT PASSER DE L’AUTRE CÔTÉ DE L’ÉCRAN ?

Neofilolog ◽  
2021 ◽  
pp. 249-264
Author(s):  
Jolanta Sujecka-Zając
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
The State ◽  
University Teaching ◽  
University Teachers ◽  
Virtual Classes ◽  
Pedagogie Universitaire ◽  
The University

The 2020/2021 pandemic year has been difficult for teachers at all levels of education including higher education. There was a need to switch quickly to another type of education that would achieve the same objectives as before. How did the university teachers face this challenge? What consequences have been drawn for university teaching in general? We propose to take a global perspective of the state of current university pedagogy to highlight the need to renovate its approaches and to put the learner at the center of the process so to provide pedagogical support in his learning. We will analyze the results of three surveys concerning remote teaching and learning in Poland and in Europe. Finally, we will show what tools can be used to better monitor students` learning in virtual classes. 

scholarly journals What do university teachers do all day (and often into the night)?'

2010 ◽  
Vol 7 (1) ◽  
pp. 5-23
Author(s):  
Josie Arnold ◽  
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Personal Narrative ◽  
University Research ◽  
Learning Activities ◽  
University Teaching ◽  
University Teachers ◽  
Definition Of ◽  
The University ◽  
The Impact

Teaching and the student experience are interlocked. This paper takes a personal look at the pleasures and pressures of teaching in contemporary higher education. In doing so it adds to the definition of teachers’ work in higher education, surveys some of the creative and positive sides of University teaching and shines a light upon the impact of increased commercialisation and managerial approaches upon academic work. It focuses upon the teaching and learning activities that academics undertake in the service of the university, including the research that adds to and updates their own knowledge, and hence underpins their teaching, so as to enable and enrich the learning journeys of their students. This paper has been written as a personal narrative, as what I have come to call a ‘subjective academic narrative’. The ‘subjective’ refers to acknowledgement of the inevitability of the personal being an integral part of research; the ‘academic’ refers to the analytical and the intellectual ambience in which university research takes place; and the ‘narrative’ refers to the story, that is, the way in which we re-tell all of our research. Above all, this paper contributes to a sense of understanding some of the elements of teaching that are involved in student engagement.

scholarly journals Communication and didactics, the difficult but needful symbiosis in higher education systems

2019 ◽  
Vol 2 (2) ◽  
pp. 1-13
Author(s):  
Stefano Mustica
Keyword(s):  
Higher Education ◽  
European Commission ◽  
Teaching And Learning ◽  
Practical Knowledge ◽  
University Teaching ◽  
University Teachers ◽  
Equal Importance ◽  
The Individual ◽  
Teaching Learning ◽  
The University

Abstract The first purpose of the university system is to deliver qualitative education through solid didactics/educational, but not many university structures seem really interested in the subject. Sets of laws, measures, rules, and prescriptions of all kinds are in fact relegating it to a corner, making it less and less central and effective while also increasing the difficult to decipher, update and innovate it. As a matter of fact, the issue of modernization of teaching methods has been tackled decisively by the European Commission, which has placed it among the priorities of its agenda. By acting in this way, EU is manifesting the conviction that a better quality for higher education will determine a growth in development and competitiveness not only for the Union itself but also for the individual universities that will define a strategy to improve the level of their teaching and learning and to give equal importance to research and teaching. In its report on the theme of modernization and quality of teaching and learning, the European Commission summarizes its conclusions in 16 recommendations, including: - the need for adequate teaching training for teachers; - the need for the merits of teachers who make a significant contribution to improving teaching and learning methods to be recognized and rewarded. But in order to achieve such quality prospects, it is necessary for university teachers to combine the knowledge of their discipline with specific communicative, cognitive and, more generally, relational skills. All this must become a principle of the university teaching of the future. However, on a practical level, it is not uncommon to meet teachers who are not sufficiently attentive to these dimensions of the teaching-learning dynamic, failing to identify the “language” capable of transferring their theoretical/practical knowledge in the function of real learning of the student.

Enhancing university teaching and learning through mentoring

2015 ◽  
Vol 4 (2) ◽  
pp. 107-125 ◽  
Author(s):  
Gabriela Pleschová ◽  
Lynn McAlpine
Keyword(s):  
Higher Education ◽  
Cognitive Abilities ◽  
Teaching And Learning ◽  
Educational Development ◽  
University Teaching ◽  
Pedagogical Practice ◽  
Transfer Of Knowledge ◽  
Development Programs ◽  
Content Type ◽  
University Teachers

Purpose – Mentoring has been increasingly used in educational development to facilitate transfer of knowledge from programs for higher education teachers to their pedagogic practice. However, studies are missing which would critically assess the outcomes of mentoring in programs for university teachers. The purpose of this paper is to systematically review existing research on mentoring in the context of educational development in higher education. Design/methodology/approach – Using a careful search strategy, 17 relevant scholarly sources were selected and analyzed to document the results of mentoring at individual, departmental and institutional levels. Findings – Among the striking findings was the lack of clarity or definition surrounding mentoring and similar terms, coaching and tutoring and the lack of methodological rigour in many studies. However, those methodologically more advanced studies suggest that mentoring can become a valuable component of educational development programs. As reported by previous research, mentoring can: enhance university teachers’ cognitive abilities, beliefs and attitudes; improve the effectiveness of teaching; increase teachers’ capability to research teaching and learning; enhance mentoring skills; and improve the overall teaching climate at universities. Practical implications – Categorization of different types of outcomes of mentoring in educational development can help the practitioners engaged in introducing or re-designing educational development programs with a mentoring element. Originality/value – This is the first systematic review of the studies discussing the process, value and outcomes of teacher mentoring to improve pedagogical practice at the university level.

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 University Teachers’ Opinions about Higher Education Pedagogical Training Courses in Slovenia

2016 ◽  
Vol 6 (4) ◽  
pp. 141-161
Author(s):  
Katarina Aškerc Veniger
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Formal Education ◽  
Teaching Practice ◽  
Positive Impact ◽  
University Teaching ◽  
Present Survey ◽  
University Teachers ◽  
Pedagogical Training ◽  
Training Courses

Pedagogical training courses (PTCs) for university teachers have often been discussed and have become a widespread trend in recent years in many countries. Many university teachers consider pedagogical training (PT) as a valuable tool in their teaching practice. In Slovenia, however, there is little evidence of teachers’ opinions and beliefs regarding PTCs.2Many authors consider the effect of PTCs in higher education (HE) on teaching questionable, but there is also evidence of the positive impact of PTCs on university teaching. The results of the present survey show that there are statistically significant differences in teachers’ opinions on initial and sustained PTCs. Formal education for teaching in primary and/or secondary schools is often considered as appropriate for teaching in HE. The respondents with higher titles attributed the lowest importance to sustained PTCs. Those involved in (short) PTCs attributed less importance to PT, as well as to the certificate of participation in PT in comparison to the respondents who were not involved in PTCs. On the other hand, the respondents with the highest participation in PT (51 hours and more) are more in favour of PTCs, which confirms the preliminary findings that courses of longer duration provide more opportunities to affect teachers’ pedagogical thinking and conceptions of teaching and learning in comparison to shorter courses.

scholarly journals Integrating Emerging Technologies into Higher Education – The Future Perceptions

2021 ◽  
Author(s):  
Janika Leoste ◽  
Larissa Jõgi ◽  
Tiia Õun ◽  
Luis Pastor ◽  
José San Martín López ◽  
...  
Keyword(s):  
Higher Education ◽  
Teaching Practices ◽  
Teaching Practice ◽  
Emerging Technologies ◽  
University Teaching ◽  
Negative Effects ◽  
University Teachers ◽  
Positive Attitudes ◽  
Teachers And Students ◽  
The University

Emerging technologies have a potential future impact on the developments in higher education and teaching practices at the universities. The paper is based on the project “My future colleague robot” that aims to improve the competence of university teachers in the implementation of Emerging Technologies (ETs) in the teaching practices at the university. In this paper, we identified the strengths and weaknesses, opportunities and threats that are related to the adoption of two ETs, robotics and Artificial Intelligence (AI), in higher education. Additionally, we analyzed the perceptions of faculty about these ETs. The empirical data was 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 experience related to ETs can support positive attitudes and the implementations of ET in university teaching. 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 Evaluación de la universidad. Criterios de calidad

10.14201/2809 ◽  
2009 ◽  
Vol 10 ◽  
Author(s):  
Gonzalo Vázquez Gómez ◽  
Antoni J. Colom Cañellas ◽  
Jaime Sarramona López
Keyword(s):  
Higher Education ◽  
Quality Assessment ◽  
Quality Criteria ◽  
Scientific Productivity ◽  
University Teaching ◽  
University Teachers ◽  
Institutional Evaluation ◽  
Quality In Higher Education ◽  
The University

RESUMEN: En este estudio se analizan tres cuestiones básicas: los precedentes y el modelo de la evaluación institucional de la universidad española y europea, una propuesta de evaluación de la calidad de la docencia del profesorado universitario y la evaluación de la productividad científica de los profesores de universidad. El conjunto del artículo responde a un enfoque sistèmico. Se pretende vincular la evaluación a la innovación y a la gestión de la calidad del conjunto de la organización universitaria.ABSTRACT: Three questions are analyzated in this study: the origins and the model of institutional evaluation of University in Spain and in Europe, a proposal of evaluation of quality of the university teaching, and the quality assessment of the scientific productivity of the university teachers. The study responds to a systemic approach of the quality in higher education. It proposes to connect the quality criteria with the innovation, and the management of quality inside of the university institution.

scholarly journals Islam and the University Curriculum

2014 ◽  
Vol 31 (3) ◽  
pp. 153-156
Author(s):  
Muhammed Haron
Keyword(s):  
Higher Education ◽  
New York ◽  
Teaching And Learning ◽  
Sociology Of Religion ◽  
University Teaching ◽  
Cultural Backgrounds ◽  
Muslim Students ◽  
Religious Traditions ◽  
The United Kingdom ◽  
The University

This special academic event was organized by the Sociology of Religion(Socrel) Study Group of the British Sociological Association in London on December7, 2013. One of its main objectives was to discuss, in the light of negativepublicity and the increasing number of Muslim students pursuing certainprofessions, whether “Islam” as a module or a course has been adequatelywoven and integrated into the university teaching and learning contexts.The organizers, Socrel chair Abby Day (Department of Sociology, Goldsmiths,University of London) and Sarah-Jane Page (School of Languages andSocial Sciences, Aston University), sought answers to the following questions:To what extent are higher education institutions responding to this relationship?How do Muslim students feel that Islam is represented in higher education?Does a Christianized curriculum still dominate the way these courses are designed?How do non-Muslim students respond to the content of courses thatmainly deal with Islam and Muslims? How do teachers respond to a more diversestudent body that hails from various socio-cultural backgrounds?Sociologists of religion have realized the importance of reflecting criticallyupon the study and teaching of religion. Publications such as Robert Orsi’s editedThe Cambridge Companion to Religious Studies (New York: CambridgeUniversity Press, 2012) has paid attention to these and related aspects. A qualitativeshift of scholary endeavors has been noted; scholars and researchershave now turned their lenses to specific religious traditions that have comeunder the spotlight because of their adherents’ apparent “violent” acts. Since9/11, Islam and Muslims have naturally become one of the targeted traditions(see “The Muslim World after 9/11,” Rand report at www.rand.org).This scholarly attention has resulted in the spread of Islamophobia in westernEurope and elsewhere, not to mention the gradual securitization of Muslimcommunities. This latter development seems to have enormous implicationsfor the academic arena where courses/modules on aspects of “Muslim extremism”in countries such as the United Kingdom have been closely watched and ...

scholarly journals La importancia de la actitud del docente universitario: validación de una escala para su consideración.

2021 ◽  
Vol 24 (1) ◽  
Author(s):  
Juan Pablo Hernández Ramos ◽  
Fernando Martínez Abad
Keyword(s):  
Higher Education ◽  
Reliability Index ◽  
University Teaching ◽  
Psychometric Analysis ◽  
Content Validation ◽  
University Teachers ◽  
Professional Category ◽  
Enseñanza Superior ◽  
The University ◽  
Acceptable Reliability

El estudio de la calidad y la mejora de la docencia universitaria se basa en la mayoría de las ocasiones en la formación del docente, dejando a un lado otros factores transcendentales como puede ser la actitud. Considerada como el comportamiento del docente en base a sus conocimientos y experiencias, este trabajo presenta la validación de una escala de actitud hacia la docencia en base a 3 dimensiones: personal, docente y profesional. Tras una validación de contenido por jueces, se aplica la escala a una muestra, representativa por rama de conocimiento y categoría profesional, de 161 profesores universitarios de la Universidad de Salamanca. El análisis psicométrico de la escala, formada por 13 ítems tipo Likert con cinco opciones de respuesta, muestra correlaciones ítem total medias-bajas, un índice de fiabilidad aceptable (α de Cronbach=.75) y una estructura factorial clara y consistente donde se confirma la existencia de los tres factores. Así mismo, se destaca la mayor distinción de las dimensiones docente (.854) y profesional (.885), frente a la investigadora (.553). Se concluye incidiendo en la importancia de considerar las actitudes del profesorado como indicador relevante de estudio en la enseñanza superior, empleando escalas válidas y fiables como la que se ofrece en este artículo. Como líneas de investigación futuras, queda abierta la puerta a una nueva validación del instrumento en nuevos contextos de enseñanza universitaria. The study of the quality and improvement of university teaching is mostly based on teacher training, leaving aside other transcendental factors such as attitude. Considered as the behavior of the teacher based on their knowledge and experiences, this work shows the validation of a scale of attitude towards teaching based on 3 dimensions: personal, teaching and research. After content validation by judges, the scale is applied to a representative sample, by branch of knowledge and professional category, of 161 university teachers at the University of Salamanca. The psychometric analysis of the scale, made up of 13 Likert type items with five answer possibilities, shows correlations between average and low total items, an acceptable reliability index (α de Cronbach=.75) and a clear and consistent factor structure where the existence of the three factors is confirmed. In addition, there is a greater distinction between the teaching (.854) and professional (.885) dimensions, as opposed to the researcher (.553). It concludes by stressing the importance of considering the attitudes of teachers as a relevant indicator of study in higher education, using valid and reliable scales such as that offered in this article. As future lines of research, the door remains open to a new validation of the instrument in new contexts of higher education.

scholarly journals INTEGRATION OF EMOTIONAL INTELLIGENCE IN TEACHING PRACTICE AMONG UNIVERSITY TEACHERS IN HIGHER EDUCATION

2021 ◽  
Vol 18 (No.2) ◽  
pp. 69-102
Author(s):  
Norul Hidayah Mamat @ Muhammad ◽  
Nik Ahmad Hisham Ismail
Keyword(s):  
Higher Education ◽  
Emotional Intelligence ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Structured Interviews ◽  
Descriptive Case Study ◽  
University Teachers ◽  
Key Points ◽  
Five Phases ◽  
The University

Purpose – Emotional intelligence abilities of university teachers are more likely to establish suitable emotional teaching and learning environments through their teaching practice, thus promoting learning motivation and engagement among students. Despite the emphasis on the importance of teachers’ emotional intelligence abilities in teaching, it continues to be under-acknowledged and underdeveloped. This is evidenced in a few studies reported on the relationship between emotional intelligence and teaching practice particularly in higher education. Guided by the Four-Branch Emotional Intelligence Ability Model, this study aimed to explore the integration of emotional intelligence in teaching practice among university teachers in higher education. Method – A qualitative design of a descriptive case study was applied on 10 university teachers recruited through purposeful sampling. The data gathered from semi-structured interviews conducted with the university teachers was analyzed through five phases of analysis namely; raw categorization of individual interviewees, group categorization of interviewees, raw key points, refined key points and themes. The credibility and trustworthiness of the data were achieved through prolonged engagement, member check, and interrater reliability. Results – Seven themes namely implementation of structured teaching flow, empathetic pedagogical approach, fostering student learning engagement, consideration of students’ emotions, reflection of university teachers’ characteristics, mutual teaching and learning sessions and meaningful learning sessions were generated. Significance – The study demonstrated the importance of developing emotional intelligence abilities among university teachers as these abilities directly influence teaching and learning processes. In fact, these abilities are subconsciously embedded and demonstrated through teaching practice. Thus training on emotional intelligence needs to be developed by including it as one of the competencies required for university teachers.

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