La importancia de la actitud del docente universitario: validación de una escala para su consideración.

El estudio de la calidad y la mejora de la docencia universitaria se basa en la mayoría de las ocasiones en la formación del docente, dejando a un lado otros factores transcendentales como puede ser la actitud. Considerada como el comportamiento del docente en base a sus conocimientos y experiencias, este trabajo presenta la validación de una escala de actitud hacia la docencia en base a 3 dimensiones: personal, docente y profesional. Tras una validación de contenido por jueces, se aplica la escala a una muestra, representativa por rama de conocimiento y categoría profesional, de 161 profesores universitarios de la Universidad de Salamanca. El análisis psicométrico de la escala, formada por 13 ítems tipo Likert con cinco opciones de respuesta, muestra correlaciones ítem total medias-bajas, un índice de fiabilidad aceptable (α de Cronbach=.75) y una estructura factorial clara y consistente donde se confirma la existencia de los tres factores. Así mismo, se destaca la mayor distinción de las dimensiones docente (.854) y profesional (.885), frente a la investigadora (.553). Se concluye incidiendo en la importancia de considerar las actitudes del profesorado como indicador relevante de estudio en la enseñanza superior, empleando escalas válidas y fiables como la que se ofrece en este artículo. Como líneas de investigación futuras, queda abierta la puerta a una nueva validación del instrumento en nuevos contextos de enseñanza universitaria. The study of the quality and improvement of university teaching is mostly based on teacher training, leaving aside other transcendental factors such as attitude. Considered as the behavior of the teacher based on their knowledge and experiences, this work shows the validation of a scale of attitude towards teaching based on 3 dimensions: personal, teaching and research. After content validation by judges, the scale is applied to a representative sample, by branch of knowledge and professional category, of 161 university teachers at the University of Salamanca. The psychometric analysis of the scale, made up of 13 Likert type items with five answer possibilities, shows correlations between average and low total items, an acceptable reliability index (α de Cronbach=.75) and a clear and consistent factor structure where the existence of the three factors is confirmed. In addition, there is a greater distinction between the teaching (.854) and professional (.885) dimensions, as opposed to the researcher (.553). It concludes by stressing the importance of considering the attitudes of teachers as a relevant indicator of study in higher education, using valid and reliable scales such as that offered in this article. As future lines of research, the door remains open to a new validation of the instrument in new contexts of higher education.

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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.

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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 ◽

The University

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.

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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 University

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.

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Staff Development Needs In Pakistan Higher Education

Journal of College Teaching & Learning (TLC) ◽

10.19030/tlc.v8i1.982 ◽

2011 ◽

Vol 8 (1) ◽

Author(s):

Muhammad Hameed Ullah ◽

Muhammad Naeem Ullah Khan ◽

Ali Murtaza ◽

Muhammad Naseer Ud Din

Keyword(s):

Higher Education ◽

Staff Development ◽

Classroom Management ◽

Philosophy Of Education ◽

University Teaching ◽

Learning Theories ◽

Teaching Staff ◽

University Teachers ◽

Professional Attitude ◽

The University

Staff development is very significant for the achievement of overall goals of higher education in Pakistan. The success of innovations depends largely upon the skills of instructors; but in Pakistan, the people with a simple masters degree (without any pedagogical training) are inducted as teaching staff at the university level, so it is time to explore whether or not the inducted teachers feel the need for training. Further to be explored are areas in which they are interested in being trained. Therefore, the objectives of study were 1) to explore the training needs for university teaching staff, 2) to identify the areas in which development is needed by the teaching staff of the universities in Pakistan, and 3) formulation of recommendations for staff development in Pakistan to improve education at the higher level. The sample comprised of 20% randomly-selected teaching staff of ten selected universities, degree-awarding institutions from the public sector, and 40% teaching staff of ten selected universities from the private sector. A self-developed questionnaire, consisting of 41 items to be responded to on a five-point Likert scale and two open-ended questions, was used to collect data. The principal researcher approached all the respondents personally by repeated visits and got the completed questionnaires, so this questionnaire also served the purpose of an interview. The analysis of data revealed that the university teachers need training in the following areas: philosophy of education, Islamic philosophy of education, educational psychology, research techniques, professional trends, professional competencies, professional attitude, professional ethics ,global innovations in teaching strategies, classroom management, counselling and guidance, student discipline, communication skills, learning theories, and supervision. Therefore, it is recommended that they may be included in the training curriculum of university teachers.

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Integrating Emerging Technologies into Higher Education – The Future Perceptions

10.20944/preprints202108.0039.v1 ◽

2021 ◽

Author(s):

Janika Leoste ◽

Larissa Jõgi ◽

Tiia Õun ◽

Luis Pastor ◽

José San Martín López ◽

...

Keyword(s):

Higher Education ◽

Teaching Practices ◽

Teaching Practice ◽

Emerging Technologies ◽

University Teaching ◽

Negative Effects ◽

University Teachers ◽

Positive Attitudes ◽

Teachers And Students ◽

The University

Emerging technologies have a potential future impact on the developments in higher education and teaching practices at the universities. The paper is based on the project “My future colleague robot” that aims to improve the competence of university teachers in the implementation of Emerging Technologies (ETs) in the teaching practices at the university. In this paper, we identified the strengths and weaknesses, opportunities and threats that are related to the adoption of two ETs, robotics and Artificial Intelligence (AI), in higher education. Additionally, we analyzed the perceptions of faculty about these ETs. The empirical data was collected using written essays from 18 university teachers and students. Deductive and inductive approaches with thematic analysis were used for the data analysis. The findings support the idea that previous experience related to ETs can support positive attitudes and the implementations of ET in university teaching. University teachers had optimistic expectations towards ETs accepting them as part of teaching practice development, while discussion about the negative effects of ETs was negligible.

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Evaluación de la universidad. Criterios de calidad

Teoría de la Educación Revista Interuniversitaria ◽

10.14201/2809 ◽

2009 ◽

Vol 10 ◽

Author(s):

Gonzalo Vázquez Gómez ◽

Antoni J. Colom Cañellas ◽

Jaime Sarramona López

Keyword(s):

Higher Education ◽

Quality Assessment ◽

Quality Criteria ◽

Scientific Productivity ◽

University Teaching ◽

University Teachers ◽

Institutional Evaluation ◽

Quality In Higher Education ◽

The University

RESUMEN: En este estudio se analizan tres cuestiones básicas: los precedentes y el modelo de la evaluación institucional de la universidad española y europea, una propuesta de evaluación de la calidad de la docencia del profesorado universitario y la evaluación de la productividad científica de los profesores de universidad. El conjunto del artículo responde a un enfoque sistèmico. Se pretende vincular la evaluación a la innovación y a la gestión de la calidad del conjunto de la organización universitaria.ABSTRACT: Three questions are analyzated in this study: the origins and the model of institutional evaluation of University in Spain and in Europe, a proposal of evaluation of quality of the university teaching, and the quality assessment of the scientific productivity of the university teachers. The study responds to a systemic approach of the quality in higher education. It proposes to connect the quality criteria with the innovation, and the management of quality inside of the university institution.

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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 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.

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

Revista Científica Sinapsis ◽

10.37117/s.v2i3.30 ◽

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

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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 ◽

The University

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.

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Developing ESD Competences in Higher Education Institutions—Staff Training at the University of Vechta

Sustainability ◽

10.3390/su122410336 ◽

2020 ◽

Vol 12 (24) ◽

pp. 10336

Author(s):

Lukas Scherak ◽

Marco Rieckmann

Keyword(s):

Higher Education ◽

Staff Training ◽

Research Question ◽

Trigger Points ◽

Training Programme ◽

Self Assessment ◽

University Teachers ◽

Limited Opportunity ◽

Assessment Survey ◽

The University

Education for Sustainable Development (ESD) competences have been widely discussed over the past decade. A number of frameworks have been developed, and the Erasmus+ Project “A Rounder Sense of Purpose” (RSP) set out to establish a profound and practical framework of competences to be used in any European context to enable in-service and pre-service educators to demonstrate their competence in ESD. Over the course of two years at the University of Vechta, staff training was provided using the RSP competences model as a guiding framework. Data were collected through a focus group and a self-assessment survey in order to answer the research question, “Which competences do university teachers need in order to work with the concept of ESD in higher education and how can these be developed in a series of staff training workshops?” The results show that all 12 RSP competences are indeed relevant for higher education teaching, but the potential for developing them into a staff training programme is limited. There are multiple trigger points and settings that are beneficial to and necessary for the development of ESD competences. If those conditions are not met there is limited opportunity for applying ESD methods within higher education.

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