scholarly journals Changing teaching practice: The evolving purpose of the teacher in higher education

2021 ◽  
Vol 18 (6) ◽  
pp. 1-11
Author(s):  
Prue Gonzalez ◽  
◽  
Beate Mueller ◽  
Kevin Merry ◽  
Colin Jone ◽  
...  
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
University Teaching ◽  
Leadership Roles ◽  
Future Expectations ◽  
Higher Education System ◽  
Subject Matter Expertise ◽  
Cultural Historical Activity

In this Editorial, we take the opportunity to expand on the second Journal of University Teaching and Learning theme, Developing Teaching Practice. Building on Editorial 18(4), which articulated changes to higher education in the period roughly between 1980 and 2021, we believe it is pertinent to explore the changing conceptions of academic as ‘teacher’. We use Engeström’s cultural-historical activity theory as a lens to consider how higher education teachers are situated in the current context of rapid changes arising from the COVID-19 pandemic. We explore possible future purposes of higher education to consider flow-on impacts on the purpose of its teachers and how their roles might change to accommodate future expectations. We assert the need to challenge the notion of the academic as a person who is recruited into higher education largely because of their subject matter expertise and maintains strong commitment to teaching expertise that is grounded in scholarship, critical self-reflection, and agency. In our various teaching and leadership roles, and consistent with the literature, we have observed paradoxical outcomes from the nexus between risk, innovation and development, driving risk aversity and risk management, with significant (contradictory) impacts on teaching, teachers and student learning. The barriers to implementing innovative curricula include questions of do students get a standardised and ‘safe’ educational experience or are they challenged and afforded the opportunity to transform and grow? Are they allowed to fail? Related, do teachers have genuine agency, as an educator, or are they positioned as agents of a higher education system? We explore these questions and invite our readers to engage in serious reflexivity and identify strategies that help them question their attitudes, thought processes, and assumptions about teaching and student learning. We welcome papers that contribute values-based conversations seeking to continue exploring ways of dealing with and adapting to change in our teaching practices, case studies of learning through failure, change and adaptation and the development of the field.

scholarly journals Journal of University Teaching and Learning Practice Editorial 8.3

2011 ◽  
Vol 8 (3) ◽  
pp. 2-4
Author(s):  
Geraldine E. Lefoe ◽  
Keyword(s):  
Higher Education ◽  
Social Inclusion ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
University Teaching ◽  
Learning And Teaching ◽  
New Directions ◽  
The Uk ◽  
The Impact ◽  
The Way

Welcome to the third and final issue of Volume 8 of the Journal of University Teaching and Learning (JUTLP) in 2011. As the year draws to a close we are seeing some striking changes to the higher education sector internationally. In England budget cuts have seen the closure of the twenty-four Higher Education Academy subject centres at the same time as the establishment of student fees. In Australia the cap has been lifted across the board on the number of students that can be enrolled in universities with the resultant projected increased student numbers. The focus in Australia is on social inclusion yet in England the concern for the introduction of fees is just the opposite, these will be the very students who may now be excluded. The changes in both countries see new measures of accountability and more complex regulations put in place. Will this cause people to rethink the way we teach and the way students learn? For the Higher Education Academy in the UK, new directions see the hosting of a summit on learning and teaching with a focus on flexible learning, an indicator of new directions for many institutions. In Australia, we see a renewed opportunity to investigate such changes through the opening of the Office of Learning and Teaching (OLT) and its role of recognising the importance of learning and teaching through grants and awards schemes. We hope in 2012 we’ll hear more from our authors about the impact of these transformations, as well as those changes occurring in other countries around the world, on teaching practice in our universities.

Evaluation of Existing Pedagogy of Teaching in the Private Universities of Bangladesh: An Overview

2019 ◽  
Vol 3 (2) ◽  
pp. 1
Author(s):  
Yeakub Ali
Keyword(s):  
Higher Education ◽  
Education System ◽  
Capital Investment ◽  
Teaching And Learning ◽  
Teaching Style ◽  
Private Universities ◽  
Private University ◽  
University Teaching ◽  
Higher Education System ◽  
Learning Principles

Abstract: Higher education is acknowledged today as a capital investment and is of paramount importance for economic and social development of a country (Barnet, 1990). Some specialists called attention that the present higher education system employs rote memorization approach rather than critical thinking by students. It is, therefore, needed not only to relook at our pedagogy of teaching and learning principles including methods but also to revitalize the higher education system. Although Bangladesh has had a long history of university teaching, pedagogy has hardly entered the imagination of university educators. Today’s teachers are yesterday’s students, with each generation being groomed in the same cultural patterns of learning that are continually repeated without examination. Pedagogy teaches teachers how to teach, so that they may effectively teach students how to learn; it offers important training for teachers to transform students from mere parrots of information into challengers of and innovators of knowledge. Earlier public sector had monopoly in the tertiary level of education. In 1992 private sector started its function. Within a short span of time more than ninety private universities have started their action. The Emergence and the growth of the private universities in Bangladesh have taken a phenomenal shape in recent years. However, the private universities are playing an important role in spreading the opportunities of higher education in our country. But in recent years a widespread allegations were raised against PUs that some are selling certificates, easy-to-get degrees, very poor teaching qualities, poor infrastructure, high tuition fees, etc. In this context this study is an initiative to explore the education quality (EQ) of PUs that is offered by them. This paper analyses the existing pedagogy, teaching style, quality education, capability of teachers to teach students and infrastructure of the Private University of Bangladesh.

Quality Teaching Quality Learning

2013 ◽  
pp. 26-37 ◽  
Author(s):  
Michael Prosser
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Student Learning ◽  
Teaching And Learning ◽  
Teaching Quality ◽  
University Teaching ◽  
Quality Teaching ◽  
Quality Enhancement ◽  
Good Teaching ◽  
Recent Developments

The aim of this chapter is to outline the results of over 20 years’ research into university teaching from a student-learning perspective, how teaching from this perspective relates to student learning (its processes and outcomes), and the implications of this research for supporting quality assurance of, quality enhancement of, and the recognition and reward of teaching and learning in higher education. These results have important implications for how we develop and implement quality assurance and enhancement processes in teaching and learning and how we recognise and reward quality teaching in higher education. If the outcomes of good teaching are quality student learning, then quality assurance, quality enhancement, and the recognition and reward for good teaching needs to focus on the students and their learning. This is a student-focused view of quality teaching. Some of these implications are described by examining some recent developments in quality assurance, enhancement, and recognition and reward at the University of Hong Kong.

Expanding Opportunities in Teacher Education

2015 ◽  
pp. 268-286 ◽  
Author(s):  
Donna Mathewson Mitchell
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Critical Role ◽  
University Teaching ◽  
Civic Consciousness ◽  
Graduate Entry ◽  
Use Of Technology ◽  
Arts Curriculum

Initial teacher education has a critical role in preparing future teachers. In an era of increasing distance education, an additional challenge is to effectively prepare pre-service teachers who connect with higher education in an online environment. The diversity of the higher education student cohort studying by distance is significant and can easily be rendered invisible through the ‘facelessness' of digital technology. In addressing this challenge, this chapter outlines an innovative program undertaken in two secondary visual arts curriculum subjects delivered in distance mode in a graduate-entry teaching course. The innovation models a practice-based partnership involving higher education and community and culminates in a professional student exhibition. Outcomes include: positive student experience; high levels of achievement; increased civic consciousness and involvement; meaningful integration of cross-curriculum perspectives; and sustained focus on teaching practice. The program provides an example of an integrated use of technology to enhance university teaching and learning with the aim of informing future K-12 educational possibilities.

Use of ICT and Student Learning in Higher Education

2012 ◽  
Vol 2 (2) ◽  
pp. 37-49
Author(s):  
Rodney Arambewela ◽  
Dilanthi Koralagama ◽  
Shyamali Kaluarachchi
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Added Value ◽  
University Teaching ◽  
Successful Implementation ◽  
Technology In Teaching ◽  
Learning Orientations ◽  
The Impact

The use of Information and Communication Technologies (ICT) in Higher Education (HE) and the capabilities of the internet have added value to university teaching and learning. It has also tested the resolve of universities to maximise the benefits of technology integration amidst increasing class sizes, student expectations, cultural diversity and mobility of students. Understanding how students learn and devising appropriate student centred instruction and learning are considered essential to the successful implementation of ICT and allied technologies in teaching and learning. Supported by the findings of an empirical study conducted in an Australian university on student learning orientations and perceptions of course delivery, this article discusses the challenges faced by universities in the integration of technology in teaching for better learning outcomes. The study indicates that technology and learning contexts have a profound influence on student learning orientations of deep or surface learning and students seem to have mixed feelings about the impact of technology in teaching and learning.

scholarly journals A Study on the Impact of COVID-19 Pandemic in African Universities

2021 ◽  
pp. 208-212
Author(s):  
Elijah Isanda Omwenga ◽  
Peter M. F. Mbithi ◽  
John N. Muthama ◽  
John Mwarabu Chone
Keyword(s):  
Higher Education ◽  
University Students ◽  
Education System ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Policy Formulation ◽  
University Teaching ◽  
Teaching Staff ◽  
Higher Education System ◽  
The Impact

This paper presents a study on how University students, lecturers, administrators and managers perceive the impacts of the of COVID-19 crisis on various aspects of University teaching and learning in Africa, and particularly in Kenya. The sudden closure of campuses as a preventive measure to community transmission shifted face-to-face classes to virtual learning modes. With a sample of 1,236 University students and staff from 18 universities in Kenya and Nigeria, the study reveals that amid the worldwide lockdown and transition to online learning, expectation by 44% of the students were met. Students were mainly concerned about issues to do with internet connectivity, computing devices and electrical power. In addition, utilising e-Learning tools and platforms for effective student engagement posed limitations of accessibility and affordability for many students. The teaching staff on the other hand were mainly concerned with access to the teaching resources, conducting online teaching, capacity to handle the online mode of teaching, devices and eContent development. The pandemic has exposed the shortcomings of the current higher education system and the need for enhanced policy formulation and implementation on digital infrastructure to adapt to the rapidly changing education ecosystem of the world. In the post-pandemic situation, the use of eLearning and virtual education may become an integral part of the higher education system. Key factors influencing students’ satisfaction with the role of their University are also identified as internet access, quality of e-content and e-content development. Policymakers, stakeholders and higher education institutions in Africa may benefit from these findings while formulating policy recommendations and strategies to support University teaching and learning during this and any future pandemics. Universities need to plan the post-pandemic education and research strategies to ensure student learning outcomes and standards of educational quality.

Expanding Opportunities in Teacher Education

2016 ◽  
pp. 944-963
Author(s):  
Donna Mathewson Mitchell
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Critical Role ◽  
University Teaching ◽  
Civic Consciousness ◽  
Graduate Entry ◽  
Use Of Technology ◽  
Arts Curriculum

Initial teacher education has a critical role in preparing future teachers. In an era of increasing distance education, an additional challenge is to effectively prepare pre-service teachers who connect with higher education in an online environment. The diversity of the higher education student cohort studying by distance is significant and can easily be rendered invisible through the ‘facelessness' of digital technology. In addressing this challenge, this chapter outlines an innovative program undertaken in two secondary visual arts curriculum subjects delivered in distance mode in a graduate-entry teaching course. The innovation models a practice-based partnership involving higher education and community and culminates in a professional student exhibition. Outcomes include: positive student experience; high levels of achievement; increased civic consciousness and involvement; meaningful integration of cross-curriculum perspectives; and sustained focus on teaching practice. The program provides an example of an integrated use of technology to enhance university teaching and learning with the aim of informing future K-12 educational possibilities.

Expanding Opportunities in Teacher Education

2018 ◽  
pp. 1326-1345
Author(s):  
Donna Mathewson Mitchell
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Critical Role ◽  
University Teaching ◽  
Civic Consciousness ◽  
Graduate Entry ◽  
Use Of Technology ◽  
Arts Curriculum

Initial teacher education has a critical role in preparing future teachers. In an era of increasing distance education, an additional challenge is to effectively prepare pre-service teachers who connect with higher education in an online environment. The diversity of the higher education student cohort studying by distance is significant and can easily be rendered invisible through the ‘facelessness' of digital technology. In addressing this challenge, this chapter outlines an innovative program undertaken in two secondary visual arts curriculum subjects delivered in distance mode in a graduate-entry teaching course. The innovation models a practice-based partnership involving higher education and community and culminates in a professional student exhibition. Outcomes include: positive student experience; high levels of achievement; increased civic consciousness and involvement; meaningful integration of cross-curriculum perspectives; and sustained focus on teaching practice. The program provides an example of an integrated use of technology to enhance university teaching and learning with the aim of informing future K-12 educational possibilities.

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 Journal of University Teaching and Learning Practice Editorial 10.1

2013 ◽  
Vol 10 (1) ◽  
pp. 2-4
Author(s):  
Geraldine E. Lefoe ◽  
Keyword(s):  
Higher Education ◽  
Open Access ◽  
Federal Government ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Open Access Journal ◽  
University Teaching ◽  
Learning And Teaching ◽  
Higher Education Teaching ◽  
First Time

Welcome to the first issue of Volume 10 of Journal of University Teaching and Learning (JUTLP) in 2013. This year also marks the tenth year of the journal and we have seen it grow incredibly in that time. As an open access journal we struggled initially for acceptance. However last year there were 32000 downloads from the site, an indication of improved access as well as more interest in improving teaching practice. This increased recognition for research related to higher education teaching practice is also reflected in opportunities for grants. In Australia this year the federal government has recently announced that Office of Learning and Teaching (OLT) grants and fellowships are included in the Competitive Grants Register for the first time providing further avenues for our scholars to support their research.

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