University Teachers’ Motivation and Challenges: A Gender Perspective on Professional Development

Depth Interview ◽

Participation In Higher Education ◽

This article has attempted to explore motivation for female teachers in the classroom and to find out the affecting factors in the process of becoming a successful teacher in the university. This study is theoretically based on motivation theory and critical theory. The female teachers' professional challenges have persisted for many years. In this study, motivation for the female teachers and their challenges that focus on the participation of all strata of gender, race, ethnicity and other aspects are two sides of teachers’ professional identity. Therefore, motivation for female teachers in higher education is an urgent need for improving teaching and learning environment and for job security. This article includes a narrative inquiry based on an in-depth interview that includes three female teachers of the university. The thematic content analysis of this study is based on primary sources of data and theoretical observations. This study concludes that the female participation in higher education in Nepal is satisfactory, but they have not been able to improve their situation though they are capable of encouraging motivation for students to learn and face challenges in higher education.

From Banking Model to Critical Pedagogy: Challenges and Constraints in the University Classrooms

UMT Education Review ◽

10.32350/uer.31.02 ◽

2020 ◽

Vol 3 (1) ◽

pp. 25-44

Author(s):

Sadia Kalsoom ◽

Nazia Kalsoom ◽

Rafia Javaid Mallick

Keyword(s):

Critical Pedagogy ◽

Teaching And Learning ◽

Small Scale ◽

Cluster Sampling ◽

Student Interest ◽

University Teachers ◽

Mixed Methods Case Study ◽

Teachers And Students ◽

Critical pedagogy, contrary to the banking concept of education, seeks to empower learners to think critically to transform their living conditions. This mixed-methods case study aims at exploring the actual teaching practices of the university teachers in order to demystify the challenges and constraints impeding the implementation of critical pedagogy in the universities of Punjab, Pakistan. Women University in Multan was the selected case and exploratory sequential design the method selected for this study. The researchers personally collected data using a small-scale survey with 100 students using cluster sampling, and in-depth interviews with ten teachers purposively selected from various departments of the university, ensuring equal representation. The study concluded that large class size, lack of needed resources and trained personnel, lengthy and fixed syllabus, and lack of student interest and motivation were the reasons for continuing with the 'banking method.' Based on the findings, the researchers recommend that for the critical pedagogy to take root in Pakistan, the teachers and students should be cognizant of the utility of critical pedagogy, and adequate resources must supplant the teaching and learning environment to enjoy best outcomes.

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

Journal of University Teaching and Learning Practice ◽

10.53761/1.7.1.2 ◽

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.

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

Geopolitical Social Security and Freedom Journal ◽

10.2478/gssfj-2019-0011 ◽

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 ◽

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.

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

Neofilolog ◽

10.14746/n.2021.57.2.6 ◽

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 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.

NEWER TECHNOLOGIES FOR THE DELIVERY AND MANAGEMENT OF DISTANCE AND E-LEARNING

International Journal of Advanced Academic Research ◽

10.46654/ij.24889849.e611301 ◽

2020 ◽

pp. 19-25

Author(s):

Idris Bello ◽

Abdulraheem Zakari

Keyword(s):

Higher Education ◽

Distance Learning ◽

Teaching And Learning ◽

University Of Kansas ◽

School Closures ◽

Higher Education System ◽

The Past ◽

E Learning ◽

Distance learning through e-learning courses has become the most important and commonly requested mode of learning in the higher education system over the past decade. Many aspects of our lives have been upended by COVID-19 including education. Distance education became a requirement at lightning speed, due to the pandemic and worldwide shutdown. According to the University of Kansas, at the height of the COVID-19 outbreak in early April, more than 1.5 billion students, or 91.3 percent of global enrolment, were directly affected by school closures. The question of whether or not to migrate from physical classroom is no more the priority but how quick and efficiently we can adopt distance learning. This paper evaluates the incorporation of the emerging technologies into the concepts of distance learning in terms of efficiency in the teaching and learning environment at universities, polytechnics and colleges.

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

Malaysian Journal of Learning and Instruction ◽

10.32890/mjli2021.18.2.3 ◽

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 ◽

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.

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

European Journal of Psychological Assessment ◽

10.1027/1015-5759.11.2.133 ◽

1995 ◽

Vol 11 (2) ◽

pp. 133-137 ◽

Cited By ~ 1

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 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.

A CUSTOMISED FRAMEWORK FOR EFFECTIVE PODCAST INTEGRATION IN A SOUTH AFRICAN HIGHER EDUCATION ENVIRONMENT

Progressio South African Journal for Open and Distance Learning Practice ◽

10.25159/0256-8853/729 ◽

2016 ◽

Vol 38 (1) ◽

pp. 14-32

Author(s):

Shane Pachagadu ◽

Liezel Nel

Keyword(s):

Higher Education ◽

Conceptual Framework ◽

South African ◽

Teaching And Learning ◽

Education Environment ◽

University Of Technology ◽

African Higher Education ◽

South African Higher Education ◽

Effective Integration

Numerous studies have explored the potential of podcast integration in teaching and learning environments. This paper first presents and organises perspectives from literature in a conceptual framework for the effective integration of podcasting in higher education. An empirical study is then discussed in which the guidelines presented in the framework were evaluated for applicability in a selected course at a South African University of Technology. Since the results of the study revealed a number of aspects not accounted for in the conceptual framework, the framework was customised to make it more applicable for the particular higher education environment. The customised framework identifies four principles and a series of related guidelines for the effective integration of podcasts in a South African higher education teaching and learning environment. This framework can become a valuable resource for effective podcast integration in similar environments.

Balancing Technology, Pedagogy and the New Normal: Post-pandemic Challenges for Higher Education

Postdigital Science and Education ◽

10.1007/s42438-021-00249-1 ◽

2021 ◽

Author(s):

Chrysi Rapanta ◽

Luca Botturi ◽

Peter Goodyear ◽

Lourdes Guàrdia ◽

Marguerite Koole

Keyword(s):

Higher Education ◽

Online Teaching ◽

Teaching And Learning ◽

Strategic Decision ◽

Expert Advice ◽

Social Agents ◽

Learning And Teaching ◽

University Teachers ◽

Learning Tasks ◽

Science And Education

AbstractThe Covid-19 pandemic has presented an opportunity for rethinking assumptions about education in general and higher education in particular. In the light of the general crisis the pandemic caused, especially when it comes to the so-called emergency remote teaching (ERT), educators from all grades and contexts experienced the necessity of rethinking their roles, the ways of supporting the students’ learning tasks and the image of students as self-organising learners, active citizens and autonomous social agents. In our first Postdigital Science and Education paper, we sought to distil and share some expert advice for campus-based university teachers to adapt to online teaching and learning. In this sequel paper, we ask ourselves: Now that campus-based university teachers have experienced the unplanned and forced version of Online Learning and Teaching (OLT), how can this experience help bridge the gap between online and in-person teaching in the following years? The four experts, also co-authors of this paper, interviewed aligning towards an emphasis on pedagogisation rather than digitalisation of higher education, with strategic decision-making being in the heart of post-pandemic practices. Our literature review of papers published in the last year and analysis of the expert answers reveal that the ‘forced’ experience of teaching with digital technologies as part of ERT can gradually give place to a harmonious integration of physical and digital tools and methods for the sake of more active, flexible and meaningful learning.

The Higher Education Sustainability before and during the COVID-19 Pandemic: A Spanish and Ecuadorian Case

Sustainability ◽

10.3390/su13116363 ◽

2021 ◽

Vol 13 (11) ◽

pp. 6363

Author(s):

Johanna Andrea Espinosa-Navarro ◽

Manuel Vaquero-Abellán ◽

Alberto-Jesús Perea-Moreno ◽

Gerardo Pedrós-Pérez ◽

Pilar Aparicio-Martínez ◽

...

Keyword(s):

Higher Education ◽

Information And Communication Technologies ◽

Online Teaching ◽

Communication Technologies ◽

University Teachers ◽

Qualitative Survey ◽

Information And Communication ◽

Older Teachers ◽

Teachers Perspectives ◽

Information and communication technologies (ICTs) are key to create sustainable higher education institutions (HEIs). Most researchers focused on the students’ perspective, especially during the online teaching caused by COVID-19; however, university teachers are often forgotten, having their opinion missing. This study’s objective was to determine the factors that contribute to the inclusion of ICTs. The research based on a comparative study through an online qualitative survey focused on the inclusion and use of ICTs in two HEIs and two different moments (pre-and post-lockdowns). There were differences regarding country and working experience (p < 0.001), being linked to the ICTs use, evaluation of obstacles, and the role given to ICTs (p < 0.05). The COVID-19 caused modifications of the teachers’ perspectives, including an improvement of the opinion of older teachers regarding the essentialness of ICTs in the teaching process (p < 0.001) and worsening their perception about their ICTs skill (p < 0.05). Additionally, an initial model focused only on the university teachers and their use of ICTs has been proposed. In conclusion, the less experienced university teachers used more ICTs, identified more greatly the problematic factors, and considered more important the ICTs, with the perception of all teachers modified by COVID-19.