scholarly journals Investigating Intercultural Teaching Competence among Moroccan Teachers in Tertiary Education

2019 ◽  
Vol 4 (1) ◽  
Author(s):  
Mouhssine Echcharfy
Keyword(s):  
Intercultural Competence ◽  
Tertiary Education ◽  
Central Element ◽  
Decision Makers ◽  
Intercultural Learning ◽  
Negative Attitudes ◽  
Teaching Competencies ◽  
University Teachers ◽  
Teaching Competence ◽  
The University

<p><em>Intercultural learning is a new pedagogy that encourages learners to establish relationships between their own culture and the other culture, managing dysfunctions and mediating differences. These skills and others will enable learners to develop intercultural competence and help them become intercultural speakers/mediators (Byram, 1997). However, learners’ intercultural competence cannot be developed without an appropriate intervention and guidance on the part of the teacher who represents a central element in the intercultural learning process. Thus, the issue at stake is the degree to which teachers demonstrate knowledge of skills and competencies they need for the development of students’ intercultural competence and awareness. In this respect, the present study is an attempt to </em><em>explore the extent to which </em><em>the teachers’ competencies and skills meet the specifications formulated in the literature regarding intercultural teaching competence</em><em>. It included 25 Moroccan university teachers who have already taught culture at the university. In line with the objective of the study, a five-point Likert scale questionnaire was adopted as a major data collection procedure. The results revealed that the majority of Moroccan university teachers demonstrated negative attitudes towards and lack of awareness regarding the intercultural teaching competencies provided. It also turned out that the majority of teachers’ competencies do not meet the specifications formulated in the literature, regarding intercultural teaching competence. In light of the results obtained, several implications are derived from the study for decision makers and teachers.</em></p>

scholarly journals Show Them How, but Don’t Intrude: Autonomy Support Promotes EFL Classroom Attendance and Achievement, Teacher Control Hinders It

2020 ◽  
Vol 44 (3) ◽  
pp. 3
Author(s):  
W. L. Quint Oga-Baldwin
Keyword(s):  
Learning Environment ◽  
Autonomy Support ◽  
Tertiary Education ◽  
Teaching Styles ◽  
Education Students ◽  
University Teachers ◽  
Teacher Control ◽  
Course Grades ◽  
University Level ◽  
The University

Moving from secondary to tertiary education, students in Japan often need extra support to become accustomed to the more autonomous learning environment of university. In order to document the influence university teachers may have on this process, I investigated how teachers support or thwart students’ autonomy, and the effects of these practices on attendance and achievement. 250 students from 4 universities completed surveys on their instructors’ teaching styles. Students who perceived more support from their teachers showed higher attendance and achievement, while students who perceived more intrusive teaching had lower attendance and course grades. Implications for teaching at the university level are discussed. 中等教育から高等教育へ移る中で、学生は、より自律した学習環境に慣れる為のサポートがしばしば必要になる。この論文では、大学教員の学生に対する自律の支援または自律へのお節介な介入が出席率や学習達成度に及ぼす影響を検討するため、四校の大学から250名の学生を調査し、教員による自律への支援・介入の授業スタイルについてアンケートを実施した。アンケートの結果、自律支援が学生の出席率と学習達成度を高める一方、自律への介入を感じた学生は出席率と学習達成度が低くなったことがわかった。この調査結果がもたらす高等教育現場への影響を論じる。

scholarly journals Sustainability and Digital Teaching Competence in Higher Education

2021 ◽  
Vol 13 (22) ◽  
pp. 12354
Author(s):  
Pilar Colás-Bravo ◽  
Jesús Conde-Jiménez ◽  
Salvador Reyes-de-Cózar
Keyword(s):  
Higher Education ◽  
Systematic Review ◽  
Sources Of Information ◽  
Digital Competence ◽  
Scientific Software ◽  
Teaching Competencies ◽  
University Environment ◽  
Teaching Competence ◽  
Qualitative Systematic Review ◽  
The University

This article examines the research that explores the relationship between sustainability and digital teaching competence in the university environment, through a qualitative systematic review, which covers 2011 to 2021. It is intended to identify how sustainability is applied in higher education through teaching experiences linked to the use of ICT, where the digital teaching competence is specified and put into practice. In other words, it is about responding to the following questions: What digital skills are being applied to develop educational sustainability in higher education? In which aspects of educational and pedagogical sustainability are they projected? As a work methodology, the PRISMA protocol is applied as the technique of systematic review, using the Scopus and WOS databases as sources of information. Subsequently, a qualitative analysis of the selected articles is carried out using the ATLAS.ti scientific software, using the DigCompEdu model as the basis for the analysis of the information. The results shed light on the panorama of research on digital competence and sustainability and the evolution of scientific production over ten years, as well as the methodology applied in these studies. The DigCompEdu model is found to be useful for registering the modalities of teaching competencies put into practice, manifesting a primacy of pedagogical digital competences over those of professional development and student empowerment. Sustainability development areas are also identified, linked to teaching digital competence, such as inclusion, educational quality or lifelong learning.

scholarly journals Towards an Insertion of Technologies: The Need to Train in Digital Teaching Competence

2021 ◽  
Vol 10 (3) ◽  
Author(s):  
Isabel María Gómez-Trigueros ◽  
Santiago Ponsoda López de Atalaya ◽  
Rocío Díez Ros
Keyword(s):  
Primary Education ◽  
Experimental Methodology ◽  
Teaching Staff ◽  
Teaching Skills ◽  
Positive Perception ◽  
Digital Competence ◽  
University Teachers ◽  
Teaching Competence ◽  
Education Degree ◽  
The University

The purpose of this study is to analyze the perception of the digital teaching competences of the students of the Degree in Pre-School Education, Degree in Primary Education and Master in Teacher Training for Secondary Education. Additionally, this paper includes the students’ perception of their teachers’ digital competence. A mixed non-experimental methodology has been used with 428 the University of Alicante students participating. The results show a positive perception of the students about their digital teaching competence with contrasts with a deficient evaluation in relation to the digital teaching training of their teaching staff. Based on these results, the need to apply an improvement in the manipulative and didactic technological training of university teachers is corroborated as well as an adaptation of the teaching skills to the needs of the ICS in order to be able to carry out the correct preparation of the teaching staff in training.

scholarly journals Intercultural Learning: A Promising Pedagogy in the New Millennium

2019 ◽  
Vol 4 (3) ◽  
pp. 361
Author(s):  
Mouhssine Echcharfy
Keyword(s):  
Language Learning ◽  
Intercultural Competence ◽  
Cultural Difference ◽  
Intercultural Learning ◽  
Efl Learners ◽  
Language Pedagogy ◽  
The Common ◽  
The University ◽  
Globalized World ◽  
Target Culture

<p><em>In a multicultural context, most of the common problem among individuals is that people hold an ethnocentric perspective, as they tend to idealize their own culture and ignore cultural difference. In this regard, interculturalism has come into play as it encourages ethno-relative perspective in that it stresses the importance of openness to and acceptance of different beliefs, values and customs (e.g., Coulby, 2006; Lentin &amp; Titley, 2011; O’Cinneide, 2012; Jokikokko &amp; Karikoski, 2016).This intercultural trend has led to the emergence of a new language pedagogy called “Intercultural Learning” that aims at promoting intercultural competence in EFL classrooms and prepare EFL learners to meet the challenges of such a globalized world. The thrust of the argument in this paper is that culture courses should not be a place where learners are exposed only to the target culture; it should rather be a place where learners can experience cross-cultural situations, reflect on their experience, and act as intercultural speakers/mediators with the ability to communicate and interact appropriately and effectively in different intercultural situations. It offers insights into the <em>challenges that lead to the emergence of intercultural learning. </em>It also gives an account of the importance of culture in language learning. The paper discusses intercultural learning pedagogy, as it defines the notion of intercultural learning, discusses its principles and explains the key element of intercultural learning “experiential learning” and how it is implemented. It also provides implications for teachers at the university level. </em></p>

Validation of an Instrument to Evaluate the Development of University Teaching Competences in Ecuador

2018 ◽  
Vol 19 (1) ◽  
pp. 19-36
Author(s):  
Rocío Serrano Rodríguez ◽  
María Isabel Amor Almedina ◽  
Ángel Guzman Cedeño ◽  
José Guerrero-Casado
Keyword(s):  
Theoretical Model ◽  
University Teaching ◽  
University Teachers ◽  
Teaching Competence ◽  
Competence Scale ◽  
Valid Instrument ◽  
The University

This study is to design and validate an instrument to evaluate the level of development of teaching competences (academic, social, personal, and instrumental) of the university teachers. Exploratory and confirmatory analyses are applied to validate the theoretical model. The results confirm that the University Teaching Competence Scale is a valid instrument to evaluate this set of competences.

Evaluation of the Academic Setting in Spain 1This study was financed by the University of Oviedo.

1995 ◽  
Vol 11 (2) ◽  
pp. 133-137 ◽  
Author(s):  
Juan Fernández ◽  
Miguel A. Mateo ◽  
José Muñiz
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Social Climate ◽  
Three Dimensions ◽  
Academic Setting ◽  
Teaching And Research ◽  
Evaluation Questionnaire ◽  
University Teachers ◽  
The University

The conditions are investigated in which Spanish university teachers carry out their teaching and research functions. 655 teachers from the University of Oviedo took part in this study by completing the Academic Setting Evaluation Questionnaire (ASEQ). Of the three dimensions assessed in the ASEQ, Satisfaction received the lowest ratings, Social Climate was rated higher, and Relations with students was rated the highest. These results are similar to those found in two studies carried out in the academic years 1986/87 and 1989/90. Their relevance for higher education is twofold because these data can be used as a complement of those obtained by means of students' opinions, and the crossing of both types of data can facilitate decision making in order to improve the quality of the work (teaching and research) of the university institutions.

Sharing of Worldwide Spread Knowledge Using Hypermedia Facilities & Fast Communication Protocols (Mosaic and World Wide Web): The Example of ExPASy

1995 ◽  
Vol 34 (01/02) ◽  
pp. 75-78 ◽  
Author(s):  
R. D. Appel ◽  
O. Golaz ◽  
Ch. Pasquali ◽  
J.-C. Sanchez ◽  
A. Bairoch ◽  
...  
Keyword(s):  
World Wide Web ◽  
World Wide ◽  
Relevant Literature ◽  
Communication Protocols ◽  
Laboratory Data ◽  
Central Element ◽  
University Hospital ◽  
New Information ◽  
The University ◽  
Link Information

Abstract:The sharing of knowledge worldwide using hypermedia facilities and fast communication protocols (i.e., Mosaic and World Wide Web) provides a growth capacity with tremendous versatility and efficacy. The example of ExPASy, a molecular biology server developed at the University Hospital of Geneva, is striking. ExPASy provides hypermedia facilities to browse through several up-to-date biological and medical databases around the world and to link information from protein maps to genome information and diseases. Its extensive access is open through World Wide Web. Its concept could be extended to patient data including texts, laboratory data, relevant literature findings, sounds, images and movies. A new hypermedia culture is spreading very rapidly where the international fast transmission of documents is the central element. It is part of the emerging new “information society”.

Hope and Positive Development in the Third Decade of Life. A Theoretical Perspective on Tertiary Education Students in Cameroon

2020 ◽  
Author(s):  
Fariha Azalea
Keyword(s):  
Emerging Adults ◽  
Tertiary Education ◽  
Theoretical Perspective ◽  
Positive Development ◽  
Education Students ◽  
The Third ◽  
Academic Activities ◽  
Transition Into Adulthood ◽  
Sub Saharan ◽  
The University

University is relatively considered a stressful moment in the life of students due to numerous academic workloads and academic activities. The situation is further aggravated by the fact that some university students are in emerging adulthood, a developmental period which is psychologically fraught with uncertainty, instability and identity issues among others. Added to these, the context of most universities like Cameroon which is marred with political, economic and social turbulence common to other developing societies in the sub Saharan region makes life unbearable. Looking at the challenges that confront tertiary education students in the third decade of life, increases possibilities of fears that they will founder thus narrowing the route to a blossomed transition into adulthood and through the university from home into the world of work. However, observations reveal that some have remained hopeful as they continuously believe in themselves and their worth. As such, they have resiliently shrugged off the vast burden placed on them by the adult society as they struggle intentionally with continuous efforts to succeed. Being hopeful and self-efficacy beliefs are observed to be some of the effective drivers that pull emerging adults through the storms of university transition thus facilitating positive development into subsequent life stages. Unfortunately just a paucity of literature albeit theoretically actually narrates via scholarly corridors the monumental successes recorded by students as they sail flourishingly through university in the midst of storms an in the third decade of life. This paper examines and addresses the foregoing through the lenses of some theories.

Visión social de la estrategia de formación de la competencia investigativa en el profesor universitario

2017 ◽  
Vol 2 (3) ◽  
Author(s):  
Concepción Elizabeth Marcillo García
Keyword(s):  
World Economy ◽  
Research University ◽  
University Teaching ◽  
Social Approach ◽  
University Teachers ◽  
Research Competence ◽  
Research Fields ◽  
University Professor ◽  
Relevant Topic ◽  
The University

El momento que viven las universidades ecuatorianas, se caracteriza por la búsqueda de una mejora significativa en el campo académico, investigativo y de vinculación con la comunidad. La intervención de algunas universidades por parte del CES, ha sido una medida que se constituye en oportunidad para lograr cubrir las expectativas de la sociedad y de las instancias superiores encargadas de velar por el desarrollo de la Academia. Las deficiencias encontradas develaron las causas principales que aquejan a estas comunidades: el pobre desarrollo de la investigación. En este marco, el presente trabajo se constituye en un tema pertinente, al proyectar una propuesta que se sustenta en la necesidad de formación de la docencia universitaria en el ámbito de la investigación. El análisis que se realiza a la propuesta, tiene un enfoque social pensado en función del servicio que presta la Universidad a la colectividad en aras de responder a la sociedad que concomitante al progreso mundial, apuntala su economía en el desarrollo del conocimiento. Considerar una estrategia para el desarrollo de las competencias investigativas en los docentes universitarios, ayudará a fortalecer la función investigativa, consecuentemente, se generará y crearán condiciones que permitan transferir tecnologías tendientes a mejorar las condiciones de vida del sector.  Palabras claves: Docencia universitaria, competencia investigativa, investigación, universidad, estrategia  Social view of the strategy for the formation of the research competence in the university professor    Abstract  The Ecuadorian universities are changing today and that is characterized by the search for a significant improvement in the academic and research fields and the link with the community. The intervention of some universities by the CES has been a measure which constitutes an opportunity to meet the society’s expectations and those of the higher level authorities to ensure the development of the university. The deficiencies found uncovered the main causes affecting these communities: the poor development of research. In this context, the present work constitutes a relevant topic, to project a proposal that is based on the need for training in the field of researching the university teachers. The analysis of the proposal has a social approach, which functions through the service provided by the University to the community in order to respond to the global society concomitant progress that seeks the development of knowledge while developing the world economy. To consider a strategy for the researching competence development in university teachers will help strengthening the researching function. Consequently, it will generate and create conditions for transferring technologies aimed at improving the living conditions of the teachers.  Keywords: University teaching, research competence, research, university, strategy

What is the Business with AI? Preparing Future Decision Makers and Leaders

2020 ◽  
Author(s):  
Helena S. Wisniewski
Keyword(s):  
Data Science ◽  
Decision Makers ◽  
Management Skills ◽  
Business Courses ◽  
College Of Business ◽  
College Of Engineering ◽  
Investment Firm ◽  
Business Curricula ◽  
The University ◽  
The Impact

With companies now recognizing how artificial intelligence (AI), digitalization, the internet of things (IoT), and data science affect value creation and the maintenance of a competitive advantage, their demand for talented individuals with both management skills and a strong understanding of technology will grow dramatically. There is a need to prepare and train our current and future decision makers and leaders to have an understanding of AI and data science, the significant impact these technologies are having on business, how to develop AI strategies, and the impact all of this will have on their employees’ roles. This paper discusses how business schools can fulfill this need by incorporating AI into their business curricula, not only as stand-alone courses but also integrated into traditional business sequences, and establishing interdisciplinary efforts and collaborative industry partnerships. This article describes how the College of Business and Public Policy (CBPP) at the University of Alaska Anchorage is implementing multiple approaches to meet these needs and prepare future leaders and decision makers. These approaches include a detailed description of CBPP’s first AI course and related student successes, the integration of AI into additional business courses such as entrepreneurship and GSCM, and the creation of an AI and Data Science Lab in partnership with the College of Engineering and an investment firm.

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