scholarly journals Teaching and the Pedagogical Training of University Teaching Staff – Practice and Opinions under Slovenian Higher Education Legislation

2015 ◽  
Vol 6 (2) ◽  
pp. 25591 ◽  
Author(s):  
Katarina Aškerc ◽  
Sebastian Kočar
Keyword(s):  
Higher Education ◽  
University Teaching ◽  
Teaching Staff ◽  
Education Legislation ◽  
Pedagogical Training ◽  
Higher Education Legislation ◽  
Staff Practice

scholarly journals Two Models of Coteaching from University Teaching Staff: Phenomenographic Research

2021 ◽  
Author(s):  
Jesus Pinzón-Ulloa ◽  
Mariana Tafur Arciniegas ◽  
Irma A. Flores H.
Keyword(s):  
Higher Education ◽  
Critical Pedagogy ◽  
Collaborative Teaching ◽  
The Other ◽  
University Teaching ◽  
Teaching Staff ◽  
Cooperative Teaching ◽  
Post Secondary ◽  
Pedagogical Training ◽  
Multiple Meanings

The literature of coteaching in the post-secondary landscape encompasses a wide array of different conceptions. Having multiple meanings of coteaching in higher education may pose some challenges for effectively implementing and researching this collaborative model. We should have a clear picture of the qualitatively different ways in which educators who co-teach in post-secondary settings understand this practice. Aiming to offer one of the first contributions to this effort, we analyzed the experiences of 16 university coteaching practitioners from a top university in Bogotá, Colombia. The sample participants´ interviews were analyzed using a phenomenographic methodology (Marton, 1981), which seeks to capture the variation and complexity of the understanding of a phenomenon. Our findings reveal two perspectives for understanding coteaching, one relying on the meaning (referential conceptions) and the other on the practice (structural conceptions). Participants´ coteaching meanings are determined by four qualitatively different understandings: cooperative teaching, collaborative teaching, pedagogical training, and critical pedagogy. When it comes to practice, the findings show eight categories, some of which have been previously described in narrative accounts about coteaching. The variability emerging from our findings highlights conceptual multiplicity rather than uniformity, thereby shedding light on the complexity of coteaching in post-secondary settings.

scholarly journals Evaluating the performance of teaching staff members, a step towards teaching performance development of higher education in Sebha University

2021 ◽  
Vol 20 (3) ◽  
pp. 21-26
Author(s):  
Zamzam Amhimmid Mare
Keyword(s):  
Higher Education ◽  
Faculty Members ◽  
University Teaching ◽  
Analytic Description ◽  
Teaching Staff ◽  
Teaching Performance ◽  
Staff Members ◽  
Performance Development ◽  
The University

This study aims to show the importance of evaluating the teaching performance level of the University teaching members. It also aims to provide the suggested mechanisms for evaluating the teaching performance of the teaching staff members of Sebha University. This study was based mainly on documents and analytic description to collect information about the importance and ways of evaluating teachers with reference to some of the international experiences on teaching performance development. This study concluded that the absence of an experienced entity that would develop the teaching performance of faculty members is one of the main reasons for the weak teaching performance at Sebha University. Based on the results of the study, it is recommended that there should be a planned system based on measured standards and criteria for evaluating staff members to improve the quality of teaching in the higher education domain. 

scholarly journals Pedagogic Qualification of Higher Education Teaching Staff - The Third Wave

2013 ◽  
Vol 3 (4) ◽  
pp. 47 ◽  
Author(s):  
José Couto Marques
Keyword(s):  
Higher Education ◽  
Engineering Education ◽  
Teaching Staff ◽  
Third Wave ◽  
Bologna Declaration ◽  
The Third ◽  
The Past ◽  
Pedagogical Training ◽  
Teaching In Higher Education ◽  
The Eu

The process triggered by the Bologna Declaration has been producing significant results of various types in the EU Higher Education sector. After reviewing some of the consolidated outcomes of this process, reference is made to a novel trend that has emerged recently and which is geared towards the requirement that by 2020 all staff teaching in higher education institutions should have received certified pedagogical training. A description is provided of initiatives within the field of Engineering Education promoted by institutions that have been actively pursuing this precise objective for the past few decades.

scholarly journals ANALYSIS OF THE POTENTIAL OF FACULTY MEMBERS

2016 ◽  
Vol 2016 (2) ◽  
pp. 79-83
Author(s):  
Юлия Масалова ◽  
Yuliya Masalova
Keyword(s):  
Higher Education ◽  
Online Survey ◽  
School Teacher ◽  
High School Teacher ◽  
Faculty Members ◽  
University Teaching ◽  
Teaching Staff ◽  
University Professors ◽  
Employment Potential ◽  
The University

The purpose of the work is to evaluate the potential of a high school teacher; the subject of study is employment potential and competitiveness of the university faculty member; research methods include analysis of statistical data and online-survey. The article presents the results of the research potential of the university teaching staff in the conditions of ongoing reforms in higher education and in connection with changing requirements to higher education institutions forfaculty members. It was determined that faculty members demonstrate high loyalty and commitment, but average engagement. It was revealed that the institution creates proper conditions for development and self-realization, creativity and communication. It was confirmed that university professors have a high scientific and innovative potential and willingness to conduct research. The conclusion is that the employment potential of university staff is not used to the full. It was determined that the majority of the teaching staff appreciates personal competitiveness. And only one out of five is aware of the need to develop their personal competitiveness in line with the new requirements. The results of the study may be useful for university governance within the management of human resources quality.

scholarly journals Competency-Based Approach in Higher Education System: Socio-Psychological Analysis

2021 ◽  
pp. 7-34
Author(s):  
Viktoriia Ravilevna Sagitova
Keyword(s):  
Higher Education ◽  
Comparative Analysis ◽  
University Teaching ◽  
Teaching Staff ◽  
Tabular Form ◽  
Higher Education System ◽  
Psychological Analysis ◽  
Competency Based ◽  
Definition Of ◽  
The University

The paper presents an analysis of the concept of competence and competency in the works of domestic and foreign authors, and a comparative analysis of the characteristics of the concepts of competence in foreign and domestic science is carried out in tabular form. The author's definition of competence is given, which made it possible to conduct an empirical pilot study of the formed competencies of the university teaching staff.

scholarly journals Listening out and dealing with otherness. A postcolonial approach to higher education teaching

2019 ◽  
Vol 19 (3) ◽  
pp. 227-243
Author(s):  
Angelika Thielsch
Keyword(s):  
Higher Education ◽  
Knowledge Production ◽  
Teaching And Learning ◽  
Individual Learning ◽  
University Teaching ◽  
Teaching Staff ◽  
Academic Teaching ◽  
Higher Education Teaching ◽  
Cultural Musicology ◽  
Definition Of

Postcolonial pedagogy invites academic teaching staff to create situations, in which hegemonic modes of knowledge production can be critically reflected and one’s own entanglement as disciplinary socialised member of (western) academia experienced. Such a postcolonial approach has been applied to a seminar in the context of cultural musicology and its impact on teaching and learning analysed. In this paper, the findings of the accompanying research are presented and discussed in relation to the concept of Bildung, theories on individual learning (in higher education) and current processes to internationalise the curricula. Throughout the argumentation, I will demonstrate how postcolonial pedagogy may cause the construction of otherness and why this simultaneously constitutes the biggest challenge as well as the profoundest reward when applying such an approach to university teaching. In addition to that, this paper introduces a definition of postcolonial pedagogy and offers recommendations to foster its implementation in higher education contexts.

scholarly journals EscapED: A Framework for Creating Educational Escape Rooms and Interactive Games to For Higher/Further Education.

2017 ◽  
Vol 4 (3) ◽  
Author(s):  
Samantha Jane Clarke ◽  
Daryl J. Peel ◽  
Sylvester Arnab ◽  
Luca Morini ◽  
Helen Keegan ◽  
...  
Keyword(s):  
Higher Education ◽  
Pilot Study ◽  
Holistic Approach ◽  
Further Education ◽  
University Teaching ◽  
Teaching Staff ◽  
Digital Platforms ◽  
Interactive Games ◽  
Future Design ◽  
Education Environment

Game-based learning (GBL) is often found to be technologically driven and more often than not, serious games for instance, are conceptualised and designed solely for digital platforms and state of the art technologies. To encourage a greater discussion on the potential benefits and challenges of a more holistic approach to developing GBL that promote human centered interactions and play for learning, the authors present the escapED programme. The escapED programme was conceived following the recent entertainment trend of escape rooms and is used for developing non-digital GBL approaches within education. escapED aids the design and creation of educational Escape Rooms and Interactive Gaming Experiences for staff and students in further/higher education settings. The paper first presents a pilot study that was used to assess the feasibility and acceptance of University teaching staff of embedding interactive GBL into a higher education environment. The authors then present the escapED theoretical framework that was used to create the prototype game for the pilot study as a tool to aid future design and development of on-site interactive experiences. The paper also presents an external developer report of using the escapED framework to develop a prototype game for teaching research methods to Southampton University students. Finally, the authors present a discussion on the use of the escapED framework so far and plans for future work and evaluation in order to provide engaging alternatives for learning and soft skills development amongst higher education staff andstudents.

scholarly journals Toward Inclusive Higher Education in a Global Context

2018 ◽  
Vol 10 (8) ◽  
pp. 2670 ◽  
Author(s):  
Ana Ortiz Colón ◽  
Miriam Agreda Montoro ◽  
María Colmenero Ruiz
Keyword(s):  
Higher Education ◽  
Special Needs ◽  
Health Sciences ◽  
University Teaching ◽  
Teaching Staff ◽  
Global Context ◽  
Different Dimensions ◽  
The University ◽  
Students With A Disability

The aim of this study was to analyse the perception of teaching staff at the University of Jaen regarding the integration of students with a disability, and to describe the interventions they use to respond to the specific needs of these students, to examine the differences that exist in teachers’ interventions for students with a disability based on their faculty. To this end, a descriptive methodology was used (n =300 teachers), and the data were gathered using a Tutoring and Attention to Special Needs in the Classroom Questionnaire (TASN-Q). The results were organised in terms of the tool’s different dimensions and, in general, revealed that the teaching staff do not consider themselves sufficiently prepared to provide an educational response to students with a disability. The best-prepared teaching staff belonged to the Faculties of Social and Legal Sciences and Health Sciences. This study confirms the need for training in special needs processes to enable university teaching staff to participate in an inclusive model.

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