scholarly journals PROFESSIONAL DEVELOPMENT OF UNIVERSITY TEACHERS IN CONDITIONS OF UKRAINE'S INTEGRATION INTO THE EUROPEAN HIGHER EDUCATION AREA

2020 ◽  
Vol 1 ◽  
pp. 397
Author(s):  
Olena Kirdan
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Service Learning ◽  
Centers Of Excellence ◽  
University Teachers ◽  
State Pedagogical ◽  
E Learning ◽  
Research Goal ◽  
Culture Of Teaching ◽  
Teaching Learning

The purpose of the article is to substantiate the main directions of professional development of university teachers and to ensure the excellence of teaching. The achievement of the research goal made it possible to use general theoretical methods: analysis, synthesis, specification, generalization and empirical methods: surveys and questionnaires. Results of the research. The main directions of the professional development of university teachers and ensuring the excellence of teaching are outlined: mentoring and tutoring of young teachers; creation of centers of excellence, support and development of teaching skills; development of e-learning in the centers of educational and innovative technologies etc. The experience of the Center professional development of teachers of the Pavlo Tychyna Uman State Pedagogical University is analyzed. On the basis of the conducted questionnaire of the heads of departments the peculiarities of creating a culture of support and stimulation of quality teaching, creation of an environment of professional development, promotion and recognition of best practices, etc. were established. The importance of introducing the concept of service learning pedagogy at educational programs of all levels in higher education institutions of Ukraine is emphasized; the formation of the values social responsibility of universities; policies to enhance the culture of teaching, learning and assessment.

Building a Culture of Completers by Understanding the Etiology of Adult Learning Deficits Stemming from Childhood

2017 ◽  
pp. 784-798
Author(s):  
Theresa D. Neimann ◽  
Uta M. Stelson ◽  
Stefan J. Malecek
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Service Learning ◽  
Transformational Learning ◽  
Teaching Practice ◽  
Achievement Gaps ◽  
Transformational Theory ◽  
Transformational Teaching ◽  
Conference Attendance ◽  
Teaching Learning

Statistics about achievement gaps and college non-completion have been published in journals geared to inform administrators of higher education, such as the Chronicles of Higher Education and publications by the Community College Research Center (see, for example: Bailey, Jeong & Cho (2008). While the focus is usually on cognitive or systemic remedies, many educators and administrators fail to see the connection between psychological development during childhood and college non-completion as one of the possible problems. Chronic exposure to stress hormones, whether it occurs during the prenatal period, infancy, or childhood has long term effects in adulthood learning. While many educators in higher education have spent hours on professional development processes, many shy away from transformational teaching/learning because a certain amount of vulnerability or unfamiliar paradigms are involved. Concurrently, many administrators fail to see the need to inform their faculty about new teaching modalities, such as transformational teaching, and also fail to allocate funding for professional development in this area, whether in the form of in-service learning opportunities or external conference attendance. The authors suggest that both teachers and educational managers at both the college and state levels, particularly at the level of adult education, need to understand the ramifications of Maslow's Hierarchy of Human Needs on students' ability to learn and adopt an approach to transformational teaching/learning whereby they can help to offset the gloomy statistics in achievement gaps. In transformational learning the educator becomes a facilitator that enables students to learn through activities that are shared by educators and students. This platform has the potential to empower students and educators to re-examine their roles, beliefs, and assumptions, and ultimately helps to reform teaching practice in teaching environments to the benefit of both educators and their learners. Training of educators to adopt a transformational teaching approach can come at the level of each college, but can also come through statewide trainings conducted by educational managers within each State's Department of Education or Department of Community Colleges and Workforce Development. Thus, the authors seek to encourage educators as well as educational managers to re-consider their philosophy of teaching from the perspective of transformational theory.

scholarly journals Social and personal orientation of learning activity as the basis for students’ professional development

2021 ◽  
Vol 7 (Extra-A) ◽  
pp. 141-147
Author(s):  
Elena L. Mitsan ◽  
Elena A. Ovsyannikova ◽  
Irina V. Samarokova ◽  
Svetlana V. Kharitonova ◽  
Alexey G. Ivanov ◽  
...  
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Higher Learning ◽  
Learning Activity ◽  
Professional Orientation ◽  
University Teachers ◽  
Individual Consideration ◽  
The Subject ◽  
Personal Orientation ◽  
Development Of Students

The present article discusses the problem of development of students’ professional orientation. The article presents an author’s complex of pedagogical conditions that facilitate students’ professional development in institution of higher learning. The complex embraces the following: revelation and formation of students’ values; creation of an educational environment in an institute of higher education that promotes self-realization of an individual; consideration of the subject experience of students; development of pedagogical abilities of future teachers; development of professional skills of university teachers as the basis for formation of professional orientation. Moreover, the article describes the results of experimental work which has confirmed the effectiveness of the developed complex of pedagogical conditions that ensure the development of students’ professional orientation in an institute of higher education based on personality orientation of academic work.

scholarly journals Benchmarking of University teachers’ professional development: successful European, Chinese, and Russian practices

2021 ◽  
Vol 99 ◽  
pp. 01004
Author(s):  
Tatiana Tregubova
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teaching Practice ◽  
Effective Practices ◽  
Teaching Activities ◽  
University Teachers ◽  
European Universities ◽  
Teachers Professional Development ◽  
Higher Education Organizations ◽  
The University

In the context of socio-pedagogical transformations of higher education organizations, the modernization of the system of teachers’ professional development becomes an integral component of the reforms. Today university teachers have to be ready for continuous development and advanced training throughout their lives. Thus, the study of the problem of university teachers’ professional development in Russia and abroad is very relevant and timely as a response to the modern requirements of civil society for the personality of the teacher. The need for professional development among university teachers is closely related to his (her) desire for more successful indicators in teaching activities. To do this, it is necessary to fulfill several pedagogical conditions, including the teacher's own awareness of the need for professional development; the interest of the university administration and the availability of resources to organize an effective professional development system, etc. The purpose of the article is to show some successful practices of the teachers’ professional development in Russian, Chinese and European universities which the author observed while visiting those universities within the realization the project “Enhancing teaching practice in the universities of Russia and China”. The article presents the possibilities of benchmarking in higher education, in particular, the use of the benchmarking technology as a method of studying the effective practices of organizing the teachers’ professional development in a modern university.

Demonstrating Positive, Learner-Centred Assessment Practice in Professional Development Programmes

2020 ◽  
pp. 880-894
Author(s):  
Patrick Baughan
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Pedagogical Issues ◽  
Assessment Practice ◽  
Good Assessment ◽  
Seven Principles ◽  
Teaching Learning ◽  
Almost All ◽  
Distinctive Role

The purpose of this chapter is to examine the role that professional development programmes for higher education lecturers and teachers can play in promoting positive, learner-centred assessment practice. Whilst they vary in their coverage, these programmes address a broad range of teaching, learning and other pedagogical issues, and almost all include assessment and good assessment practice as a key component of their curriculum. Therefore, this chapter is used to explain and argue that professional development programmes can and should have a key and distinctive role in developing and sharing innovative assessment practice. The argument is supported by drawing on series of seven principles and ideas, as well as a single-institution case study. Points and arguments are also supported with a range of theory, literature and examples, as well as the experience of the author in working on one programme of this type.

Cloud Based e-Learning Platform: An Effective Virtual Learning Environment for Higher Education Institutions

2020 ◽  
Vol 17 (9) ◽  
pp. 4585-4592
Author(s):  
Nidhi Gupta ◽  
Neeraj Sharma ◽  
Sanjay Sood
Keyword(s):  
Higher Education ◽  
Cloud Computing ◽  
Developed Countries ◽  
Virtual Learning Environment ◽  
Learning System ◽  
Education Standards ◽  
Web Based ◽  
Learning Platform ◽  
E Learning ◽  
Teaching Learning

The teaching-learning process, especially in higher education has always been a matter of great concern in developing countries as it makes the nation’s youth capable and is a mainstay towards its development. With the introduction of ICT, it has become even more important to change the learning methodology using the latest technologies like e-Learning, m-Learning, Cloud Computing etc., to match with the education standards of developed countries. This aim of this paper is to provide an insight about the use of e-Learning and cloud computing in HEIs. The paper also discusses the various cloud based adoption technologies used for HEIs and illustrates the comparative analysis of the web based and cloud based e-Learning system.

scholarly journals Learning to Teach in Higher Education for Sustainable Professional Development

2020 ◽  
Vol 6 (1) ◽  
pp. 33-41
Author(s):  
Bibi Haroon ◽  
N. B. Jumani ◽  
Kehkashan Arouj
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Knowledge Exchange ◽  
Sampling Technique ◽  
Professional Status ◽  
Chi Square ◽  
University Teachers ◽  
Academic Management ◽  
Chi Square Test

The role of teacher in higher education is very complex. It is recognized that academicians have a greater responsibility to pursue excellence in several directions including leadership, academic management, teaching skills, pursuing scholarships, research and knowledge exchange, supervision, and many more to maintain their professional status.  Academic practice is a term to encompass all these sides. The main objective of the study is to take the views of the teachers about the participation in different learning opportunities and to see their effect for sustainable professional development of university teachers. All the teachers of public sector universities in Islamabad and Rawalpindi encompass the population of the study. Using purposive sampling technique, data was collected through questionnaires. Chi-square test through SPSS was applied to analyze the data.  Data was presented in the form of tables, percentage with graphs and the results were interpreted accordingly.

scholarly journals The Role of a Pedagogical University in the System of Mentoring Young Teachers: the Results of Approbation of Model of Double Full-Time and Distance Mentoring and Methodological Support of Young Teachers of Moscow City University in 2017–2020

2020 ◽  
pp. 135-141
Author(s):  
Tatyana Vladimirovna Sherbakova
Keyword(s):  
Higher Education ◽  
Educational Institution ◽  
Full Time ◽  
Face To Face ◽  
University Teachers ◽  
State Pedagogical ◽  
Distance Model ◽  
Moscow City ◽  
Young Teacher ◽  
Young Teachers

This paper reveals the results of the research “Im-plementation models of mentoring and methodolog-ical support for young teachers in the practice of Moscow schools of the State Autonomous Educa-tional Institution of Higher Education of Moscow State Pedagogical University (MCU) in 2019–2020”. This article presents a description of a dual face-to-face and distance model of mentoring for a young teacher with the participation of a pedagogical uni-versity as a platform and organizer of mentoring. This model ensures the integration of a novice spe-cialist into the educational environment of the me-tropolis as a whole, not limited to intra-school men-toring. The elements of the model are the digital platform “MGPU-your mentor”, personal mentoring, full-time system of thematic meetings and discus-sions of young teachers with experts of the modern education system, master classes of university teachers, a club of young teachers, methodological and thematic consulting, refresher courses. The methodological foundations of the mentoring model are determined. The study was carried out as part of the organizational and methodological work “Im-plementation of models of mentoring and methodo-logical support for young teachers in the practice of Moscow schools in the Main Educational Institution of Higher Education MSPU in 2019–2020”. The basis for the work is the Moscow state program “Devel-opment of education in the city of Moscow (“Capital education”)” for 2012–2020.

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