scholarly journals Relevancy and Effectiveness of In-Service Training with Professional Needs of University Teachers in Curriculum Development and Instruction

2021 ◽  
Vol 9 (3) ◽  
Author(s):  
Jam Muhammad Zafar ◽  
Muhammad Asif ◽  
Muhammad Akram ◽  
Muhammad Aslam
Keyword(s):  
Curriculum Development ◽  
Time Management ◽  
Major Purpose ◽  
Global Trends ◽  
University Teachers ◽  
Professional Needs ◽  
Post Test ◽  
Service Training ◽  
University Level ◽  
The University

The major purpose of the study was to critically analyze the relevancy and effectiveness of the training contents and process of the workshop, to assess the training needs of university teachers in terms of conceptualizing new meaning and scope of curriculum development. The population of the study consisted of thirty-nine teachers from different departments of the Khawaja Fareed University of Engineering and Information Technology Rahim Yar Khan and resource person. Pre and Post tests were developed as a research tool. A pre-test was to be delivered to the trainees for assessing their previous knowledge about curriculum development. At the end of the workshop, a post-test was conducted to evaluate the outcomes of the workshop. Researchers also observed the resource persons’ role, participants’ performance, and instructional material, time management, venue, and refreshment. The collected data through pre-test and post-test was filtered and analyzed critically. In the light of the analysis of the research study, it was found that trainees of the workshop gained enough knowledge about the concepts, models, roles, global trends in the 21st century, principles, and main factors of curriculum development. It was concluded that the workshop was effective and healthy practice for the participants in the perspectives of curriculum development at the university level.

scholarly journals Formation of communicative competence in a professionally-oriented foreign language course in higher education: issues and recommendations

2020 ◽  
Vol 100 (4) ◽  
pp. 167-172
Author(s):  
G Urazbayeva ◽  
◽  
A Kabdiyeva ◽  
Keyword(s):  
English Language ◽  
Communicative Competence ◽  
Course Completion ◽  
Postgraduate Students ◽  
University Teachers ◽  
Classroom Activities ◽  
Survey Results ◽  
University Level ◽  
Authentic Environment ◽  
The University

The aim of a professionally-oriented English language course is to develop students’ communicative compe-tence, English language linguistic competence, in particular, that supports students’ professional expertise. In this paper, the main issues of the formation of communicative competence in a professionally — oriented English language course at the university level are discussed. The data is drawn from the survey conducted among undergraduate and postgraduate students in Nur-Sultan, Kazakhstan (N=48, mean age 26.5) who have taken the course. The survey results revealed that although students hold a positive attitude towards the course, they did not show some sufficient improvement of linguistic skills after the course completion, and more than 33 % of respondents rarely or almost never used the acquired English language skills for their fur-ther professional development. In this paper, I argue that to reach the intended learning objectives of the course, there is a need for university teachers to create a more «authentic» environment in order to involve students in creative and engaging classroom activities.

scholarly journals The Challenge of Curriculum Integration for Islamic Universities: Setting the Principles of Curriculum Integration

2016 ◽  
Vol 4 (1) ◽  
pp. 46-77
Author(s):  
Saheed Ahmad Rufai
Keyword(s):  
Curriculum Development ◽  
Educational System ◽  
Analytical Method ◽  
Curriculum Integration ◽  
Philosophical Foundations ◽  
The World ◽  
Professional Requirements ◽  
University Level ◽  
Curriculum Making ◽  
The University

The Muslim world  has witnessed remarkable developments in its educational system in the last four decades. Such developments include the founding of schools, establishment of universities, publication of journals, and organization of conferences and production of books, for the purpose of Islamization. It is obvious that knowledge is central to all these Islamizing initiatives as its integration is fundamental to the entire process of Islamization. Consequently, there are contributors to the curriculum integration level of Islamization by Muslim scholars across the world who have attempted to Islamize knowledge in their various areas. However, there is little attention to the professional requirements for integration of knowledge for Islamization especially at the university level.  That informed the question, whose job is it to integrate the curriculum for Islamic universities? The purpose of this paper is to address this question. Utilizing a combination of the analytical method and creative synthesis, this paper is grounded in the scholarship of pragmatist philosophical foundations of the curriculum.  It is hoped to provide guiding principles to the practice of integrating knowledge for Islamization. Such principles for curriculum development for Islamic universities, may also curb the growing trend of curriculum integration without the requisite professional curriculum-making considerations, portraying the Islamization of Knowledge (IOK) project as unsystematic.

scholarly journals Effect of Scholarships on Students’ Social Development at University Level

2020 ◽  
Vol 1 (3) ◽  
pp. 180-187
Author(s):  
Shabeena Shaheen ◽  
Dr. Ziarab Mahmood ◽  
Dr. Nazir Haider Shah
Keyword(s):  
Social Development ◽  
Private Universities ◽  
Sampling Technique ◽  
Survey Method ◽  
Major Purpose ◽  
Public And Private ◽  
The Public ◽  
University Level ◽  
Public And Private Sector ◽  
The University

The major purpose of the study was to measure the effect of scholarships on students’ social development at the university level. The study was descriptive, and the survey method was applied for the collection of data. The population consisted of all teachers and students of public and private universities of Rawalpindi and Islamabad. The total population of teachers in the public and private universities were 4073 and students were 101968. A stratified random sampling technique was applied for selecting the study sample. The researcher selected 525 teachers from public and private universities as well as 900 students from public and private universities. The researcher developed two questionnaires using a five-point Likert scale on the foundation of related literature and with the help of the supervisor. The validity of the instruments was checked by two experts in the field. The reliability of these instruments was determined through Cronbach’s alpha which was 0.832. Mean, standard deviation, t-test, and regression analysis were used for analyzing the data. It was found that scholarships are available at the public and private sector universities. It was also found that there was a significant effect of scholarships on students’ development. Therefore, it is recommended that scholarships may be spread on the university website, to guarantee students successful learning, higher education institutions will have to meet the challenges of student’s problems.

scholarly journals The Role of Self-Management Practices, Competency, and Time Management Practices of the University Undergraduates on Their Success: A Conceptual Model Development

2020 ◽  
Vol 5 (8) ◽  
pp. 236-240
Author(s):  
T. L. Sajeevanie
Keyword(s):  
Conceptual Model ◽  
Undergraduate Students ◽  
Time Management ◽  
Management Practices ◽  
National Level ◽  
Model Development ◽  
Self Management ◽  
Secondary School Education ◽  
University Level ◽  
The University

Most of the university undergraduate students are having very good academic results at their secondary school education. However, when they enter to the university, very little amount of students pay more attention compared with their previous studies, very limited number of students continue their studies as previously. Majority of the students pay less attention compared with their Advance level. In addition, the most serious issue is there are some students who does not pay considerable level of attention for their university studies and them very unsuccessful at the university level. Some of they cannot get at least general pass at the desired time. Another important factor is majority of them do not have clear life plan. Hence, the major outcome of this study is to develop a conceptual model to test the importance of having proper self-management practices and time management practices. In addition, this study has identified the importance of identify the methods of how to disseminate the knowledge of self-management and time management practices. And this study suggest for future researchers to conduct research studies on how to disseminate the knowledge and enhancing the selfmanagement competency, initially at the university level and ultimately at the national level.

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 Faculty Perspectives on Narrowing the Success Gap Between Online and Onsite Learning

2019 ◽  
pp. 128-142
Author(s):  
Abour H. Cherif ◽  
Farahnaz Movahedzadeh ◽  
Gerald Adams ◽  
Margaret Martyn ◽  
Jennifer D. Harris ◽  
...  
Keyword(s):  
Student Success ◽  
Time Management ◽  
Online Courses ◽  
Online Course ◽  
Blended Courses ◽  
University Level ◽  
The University ◽  
First Time ◽  
And Training

With growth in enrollment in online courses at the university level, the quality of those courses is coming under increased scrutiny. This study surveyed faculty with experience in online, onsite, and blended courses to identify factors most likely to impede student success in online courses as well as strategies to improve online courses. The most common responses for why students might find online courses more challenging focus in the areas time management, student-teacher interaction, and motivation. The strategies for improving student success in online courses fall into the categories of assignments, teaching strategies, and training for both faculty and students. Steps for students to take before enrolling in an online course and tips for faculty who want to teach online courses for the first time are also included as appendices.

ATTITUDES OF OLDER WOMEN TOWARD CONTINUING ADULT EDUCATION AT THE UNIVERSITY LEVEL: IMPLICATIONS FOR PROGRAM CURRICULUM DEVELOPMENT

1981 ◽  
Vol 7 (2-3) ◽  
pp. 159-166 ◽  
Author(s):  
Diane Papalia‐Finlay ◽  
Mary Dellmann ◽  
James Blackburn ◽  
Elizabeth Davis ◽  
Pamela Roberts
Keyword(s):  
Adult Education ◽  
Curriculum Development ◽  
Older Women ◽  
University Level ◽  
The University

scholarly journals An Analysis of University Teachers’ Understanding about their Profession and Expectations for Their Professional Development in Pakistan

2011 ◽  
Vol 1 (1) ◽  
pp. 72
Author(s):  
Abdul Hameed Lone ◽  
Muhammad Shakir ◽  
Jam M. Zafar
Keyword(s):  
21St Century ◽  
Time Management ◽  
Teaching And Learning ◽  
Teaching Profession ◽  
Global Trends ◽  
Work Shop ◽  
Post Test ◽  
Master Trainer ◽  
Teachers Attitudes ◽  
The Impact

Abstract. The main purpose of the study was to critically analyze the relevancy and effectiveness of the training contents and process of the teaching profession; to assess training needs of university and college teachers in terms of conceptualizing new meanings of education and teaching profession. The population of the study consisted of thirty teachers from different departments of The Islamia University of Bahawalpur and ten teachers from different disciplines of graduate colleges of the province. Pre-Test and Post-Test were developed as a research instrument. The researcher participated in the workshop and observed its mechanism, content, lecturers, activities, and videoconferences and exchanged views with resource persons as well as participants of the workshop. A pre-test delivered to the participants for assessing their previous knowledge about concept and meaning of teaching profession, professional ethic, teachers’ personality, trends of education in 21st century, importance of change in teachers’ attitudes, different roles of a teacher, and application of new learning skills. At end of the workshop post-test was conducted to evaluate the outcomes of workshop. Researcher also observed the role of master trainer, trainee’s performance, instructional material, group activities, time management, venue and refreshment. The collected data through pre-test and post test was filtered and analyzed in qualitative way. The findings of the above analysis revealed that participants got an awareness of the impact of new approaches to teaching and learning in their institutions. However there is a considerable gap between awareness of the new trends, mastering and deeper understanding of these techniques. In the light of analysis of the research study it was found that trainees of the workshop gained enough knowledge about concept, roles, global trends in 21st century, principles and main factors of teaching profession. In the light of findings of the study it was concluded that workshop was effective and healthy practice for the participants in the perspectives of teaching profession. It was also concluded that teachers had developed a strong awareness about their roles and commitment to adopting a very positive teaching profession.  In the light of findings of the study it was recommended that such types of training work shop should be compulsory for every faculty member.

scholarly journals Building professional identity during pre-service teacher education

2021 ◽  
Vol 11 (3) ◽  
pp. 35-54
Author(s):  
Gemma Torres-Cladera ◽  
Núria Simó-Gil ◽  
Laura Domingo-Peñafiel ◽  
Vanesa Amat-Castells
Keyword(s):  
Identity Development ◽  
Professional Identity ◽  
Knowledge Construction ◽  
Three Dimensions ◽  
Interaction Data ◽  
University Teachers ◽  
University Level ◽  
The University ◽  
The Relationship ◽  
Pre Service Teacher

This article explores how university learning and the period of school placement can contribute to identity development understood as a dynamic and evolving process. From this perspective, we understand the teacher’s professional identity as an ongoing process of interpretation and re-interpretation of experiences that are shaped in professional spaces of relationship with others, where each person makes different processes of identification, representations, and attributions, creating a spiral of continuous construction or reconstruction. It is thus a phenomenon of social interaction. Data collection involved eight students, their school tutors, and university teachers within the framework of 4th-year school placements. Data analysis was organised around three dimensions of the research project: the teacher him/herself, the bond between students and the educational community, and the relationship between the school and the university. The results highlighted the need to improve the practicum, especially at the university level. Both school and university tutors are crucial in promoting and guiding dialogical processes of knowledge construction with oneself, others, and the world. However, the university has an added responsibility in this key relational process; university tutors must improve their role as mediators between students and school tutors to contribute to the development of the teaching identity in a complex and dynamic way. 

scholarly journals Interaction among experience, teaching performance and student's learning at university level

2013 ◽  
Vol 30 (2) ◽  
pp. 169-176
Author(s):  
Ana Borgobello ◽  
Nadia Soledad Peralta ◽  
Néstor Daniel Roselli
Keyword(s):  
Experienced Teachers ◽  
Teaching Performance ◽  
Specific Class ◽  
Source Text ◽  
University Teachers ◽  
Self Evaluation ◽  
Experience Teaching ◽  
Post Test ◽  
University Level ◽  
Different Levels

This experimental study approaches characteristics of three university teachers' classes with different levels of experience. According to the literature, experienced teachers more often than not are adaptable to different contexts. However, novice teachers are usually focused on specific class contents to be evaluated. Three teachers were selected, a Professor, and two Assistants (a university level one and an undergraduate). We gave them a source text to teach 10 students each one. After that, students' knowledge was evaluated with a post-test and a self-evaluation. The characteristics of the three classes were evaluated by external judges and the students themselves. Moreover, theme and sequential submission analyses following the source text were made. Results show differences in each of the analyzed aspects according to the literature.

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