scholarly journals Taking the Long Road: a Faculty Model for Incremental Change Towards Standards-based Support for Sessional Teachers in Higher Education

2016 ◽  
Vol 13 (5) ◽  
pp. 5-23
Author(s):  
Julia Savage ◽  
◽  
Vikki Pollard ◽  
Keyword(s):  
Higher Education ◽  
Professional Identity ◽  
Teaching And Learning ◽  
Collective Impact ◽  
Teaching Staff ◽  
Impact Model ◽  
Incremental Change ◽  
Implementation Model ◽  
Learning Programs ◽  
Change Context

Despite decades of dependence on sessional teaching staff, universities in Australia and internationally still find it difficult to support the teaching work of this large, casual workforce. A significant consequence of casually-employed teaching staff is risk; sessional academics’ professional identity is compromised, quality assurance of students’ learning experiences is uncertain, and this in turn, jeopardises universities’ teaching and learning programs. These risks have existed in universities for decades, yet policies and practices that support the work of sessional staff remain inconsistent or absent. The implementation model for supporting sessional staff described in this paper, the Four Phase Model, (the 4P Model) is informed by the Sessional Staff Standards Framework (BLASST 2013), and, the Collective Impact Model, known as the CI Model (Kania & Kraner 2011). The 4P Model could help faculties systematise actions towards standards-based support for sessional staff that are inclusive professionally and contribute to the development of quality teaching and learning practice. The authors explain the thinking behind the new 4P Model, and, discuss its usefulness as a vehicle for managing incremental progress within this ‘difficult to change’ context. An evaluation of a completed trial of Phase One of the 4P Model has been included to assist faculty with implementation of all four phases of this model.

scholarly journals The teacher’s main competencies in modern higher education

2019 ◽  
Vol 3 (I) ◽  
pp. 30-42
Author(s):  
Надія СМОЛІКЕВИЧ
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Social Constructivism ◽  
Teaching And Learning ◽  
Active Role ◽  
Teaching Staff ◽  
Creative Potential ◽  
Higher Education System ◽  
Professional Activities ◽  
Teachers And Students

The article has analyzed the problems of teaching and learning at a higher educational establishment, reveals the specifics of the teacher's professional activities, the components of his or her teaching skills and deals with the issue on the necessary competencies of the teacher to provide a favorable and successful learning environment for diverse students. The emphasis has been concentrated on the specifics of teaching, research and professional development of the teaching staff, etc. It has also been emphasized the importance of creating the appropriate conditions for the full realization of the creative potential of teachers, ensuring their professional development, etc. The important characteristics of a favorable university environment have been singled out. It has been noted that teachers and students should be free in scientific research, study, evaluation, accumulation of new knowledge and its understanding. The main tasks, professional abilities and responsibilities of teachers in the global educational environment have been identified in order to help recipients of academic services to succeed in the adaptation and academic process. The successful experience of the American centers of pedagogical skill has been described in order to borrow it by the higher education system of Ukraine to ensure the development of the professional and creative potential of the teaching staff of universities. The main competencies of teachers have been determined and described, because they are necessary for providing high-quality educational services based on the educational philosophy of social-constructivism and postmodernism, which support an active role of students, social interaction and diversity in the class.

scholarly journals PELAKSANAAN PENGAJARAN DAN PEMBELAJARAN KURSUS PENGAJIAN MALAYSIA: KAJIAN TINJAUAN DI UNIVERSITI ISLAM ANTARA BANGSA SELANGOR

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Hairol Anuar Hj Mak Din ◽  
Khairul Hamimah Mohd Jodi ◽  
Faridah Che Hussain
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Higher Learning ◽  
Teaching Staff ◽  
Graduation Requirement ◽  
Teaching Aids ◽  
Institutions Of Higher Learning ◽  
Implementation Assessment ◽  
General Studies

The Malaysia  Education Blueprint 2015-2025 clearly shows the aspirations of the Higher Education Ministry on the importance of applying national identity among graduates at Higher Education Institutions. In line with the wishes, the course of Malaysia Studies is a major medium for the building of patriotism values among students. Hence, the Malaysian Studies Course was strengthened and used as one of the General Subjects (MPUs) conducted by all Institutions of Higher Learning. All citizens and non-citizens are required to attend and pass the Malaysian Studies Course as a graduation requirement. In order to make the course more interesting and interactive, the Teaching And Learning method is always improved to achieve the predetermined learning outcomes. Thus, a study using a quantitative approach has been undertaken to identify students' responses to the implementation of the Malaysian School of Excellence in KUIS. The Teaching And Learning implementation assessment for this course is based on scoring components, teaching staff and teaching aids. The findings show that Teaching And Learning implemented in Malaysian Studies courses is relevant and capable of applying the elements of identity and patriotism among students. Keywords: Teaching And Learning, General Studies subjects, Malaysian Studies Course

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 Facilitating reflective practice: developing built environment educators’ capacity for teaching and learning

2020 ◽  
Vol 20 (3) ◽  
Author(s):  
Gesa Ruge ◽  
Lara Mackintosh
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Built Environment ◽  
Reflective Practice ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Professional Staff ◽  
Teaching Staff ◽  
International Studies ◽  
Teaching Philosophy

The international literature on higher education emphasises the importance for academics and professional staff to develop their disciplinary teaching and learning practice. Teaching staff in built environment degree programs tend to focus on ‘what’ subject content is taught and less on ‘how to’ improve and innovate teaching and learning contexts and students’ skills development. To investigate these trends, this research reviewed the higher education literature and relevant international studies on strategies to enhance quality teaching and student learning. Findings highlight that reflective practice and engaging in a personal teaching philosophy and teaching profile provide an important link for individual professional development and basis for improving teaching and learning. The objective of this study was to apply findings from the literature in facilitating professional learning workshops, with a pedagogy for collaborative reflective practice and the development of a teaching philosophy. This research reports on the first stage of professional development for staff in built environment programs to establish a teaching profile through reflection on their personal and discipline specific pedagogies. Initial findings highlight the positive impact of reflection and collegial conversations about learning and teaching, as well as future opportunities for individual and discipline based capacity building for improving educational practice.

scholarly journals Psychological Difficulties during the Covid Lockdown: Video in Blended Digital Teaching Language, Literature, and Culture

2021 ◽  
Author(s):  
Svitlana Yukhymets ◽  
Smaglii Valeriia Mykhaylivna ◽  
Vasyl Lopushanskyy ◽  
Koliasa Olena Vasylivna* ◽  
Babelyuk Oksana Andriivna
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Technical Aspect ◽  
Educational Process ◽  
Virtual Learning Environment ◽  
Teaching Staff ◽  
Digital Learning ◽  
Epidemic Period ◽  
Psychological Difficulties

The recent COVID-19 pandemic has caused an urgent necessity for higher education institutions and their teaching staff to move the educational process online in the shortest possible time. It should be admitted that higher education worldwide is changing, and institutions face challenges when adapting to the new COVID-19 reality – blended digital teaching and learning. They are tackling several issues connected with the essence of virtual education, its technical aspect, and students’ learning environment. During COVID-19 lockdown, teachers have to prepare and deliver their classes from home, simultaneously coping with numerous professional and technical challenges, often without any appropriate support. In addition to that, they were lack of technology literacy, professional knowledge, and experience needed for successful E-teaching. Besides, a new mode of blended digital teaching and learning also made them consider technical and administrative aspects of the current educational process, namely to use new educational platforms and tools, organize active workflows, and work out critical educational principles to design and facilitate practical online experiences. Along with the challenges that the teachers face in such conditions, they should be able to cope with the stress and psychological disorders of pupils and students. The article emphasizes the abnormal psychology of youngsters (pupils and students) as the result of stress and anxiety that appeared during Covid lockdown – the application of psychological science to understanding and treating mental disorders – and the use of video as a productive means of avoiding psychological disabilities. The research objective is to prove that video is an effective educational tool for avoiding psychological difficulties in blended digital learning during COVID-19 lockdown while teaching foreign languages, literature, and culture. Special attention is paid to psychological strategies of overcoming stress during COVID-19 lockdown, as well as to effective ways to students’ adapt to a virtual learning environment, development and implementation of anti-stress methods, which heighten their motivation. The article also heads on and explores potential solutions to educational problems that one can encounter in the new educational process at the post-COVID-19 epidemic period, such as the quality of education offered, its cost and availability, internationalization, and employability.

scholarly journals Psychological Difficulties during the Covid Lockdown: Video in Blended Digital Teaching Language, Literature, and Culture

2021 ◽  
pp. 172-182
Author(s):  
Oksana Babelyuk ◽  
Olena Koliasa ◽  
Vasyl Lopushanskyy ◽  
Valeriia Smaglii ◽  
Svitlana Yukhymets
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Technical Aspect ◽  
Educational Process ◽  
Virtual Learning Environment ◽  
Teaching Staff ◽  
Digital Learning ◽  
Epidemic Period ◽  
Psychological Difficulties

The recent COVID-19 pandemic has caused an urgent necessity for higher education institutions and their teaching staff to move the educational process online in the shortest possible time. It should be admitted that higher education worldwide is changing, and institutions face challenges when adapting to the new COVID-19 reality – blended digital teaching and learning. They are tackling several issues connected with the essence of virtual education, its technical aspect, and students’ learning environment. During COVID-19 lockdown, teachers have to prepare and deliver their classes from home, simultaneously coping with numerous professional and technical challenges, often without any appropriate support. In addition to that, they were lack of technology literacy, professional knowledge, and experience needed for successful E-teaching. Besides, a new mode of blended digital teaching and learning also made them consider technical and administrative aspects of the current educational process, namely to use new educational platforms and tools, organize active workflows, and work out critical educational principles to design and facilitate practical online experiences. Along with the challenges that the teachers face in such conditions, they should be able to cope with the stress and psychological disorders of pupils and students. The article emphasizes the abnormal psychology of youngsters (pupils and students) as the result of stress and anxiety that appeared during Covid lockdown – the application of psychological science to understanding and treating mental disorders – and the use of video as a productive means of avoiding psychological disabilities. The research objective is to prove that video is an effective educational tool for avoiding psychological difficulties in blended digital learning during COVID-19 lockdown while teaching foreign languages, literature, and culture. Special attention is paid to psychological strategies of overcoming stress during COVID-19 lockdown, as well as to effective ways to students’ adapt to a virtual learning environment, development and implementation of anti-stress methods, which heighten their motivation. The article also heads on and explores potential solutions to educational problems that one can encounter in the new educational process at the post-COVID-19 epidemic period, such as the quality of education offered, its cost and availability, internationalization, and employability.

A review of research on teacher competencies in higher education

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Charalampos Dervenis ◽  
Panos Fitsilis ◽  
Omiros Iatrellis
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Educational Process ◽  
Learning Theories ◽  
Teaching Staff ◽  
Learning Approaches ◽  
Teacher Competencies ◽  
Digital Competence ◽  
Holistic Model ◽  
Content Type

Purpose The purpose of this paper is to thoroughly assemble, analyze and synthesize previous research to investigate and identify teaching staff competencies derived from the roles and tasks attributed to university professors. Design/methodology/approach In this literature review, the authors looked at both the conceptual framework exploring the educational concepts and the learning theories focusing on teaching staff roles and competencies in higher education. Thirty-nine scientific papers were studied in detail from a total of 102 results, which were eligible based on the preferred reporting items for systematic reviews and meta-analyses statement. Findings A multi-dimensional approach to teacher competencies in higher education was proposed, which consists of six main dimensions with their respective characteristics. Thirty-two discrete teaching staff competencies were identified and distributed in the aforementioned dimensions. The research revealed that specific competencies, such as the digital competence of teachers, which have lately become of high importance worldwide due to the COVID-19 pandemic implications, surprisingly, until recently, they were considered secondary in the educational process. Research limitations/implications The study was based on the existing literature without using data drawn from an appropriate questionnaire addressed to students and/or interviews with academics. In addition, in an effort to maintain a homogeneous base of teacher competencies, inclusion of domains of expertise was avoided. Further research should focus on designing and developing a holistic model using analytical learning approaches that will contribute to the assessment of teachers’ competencies and explore the relationship of these competencies to students’ academic achievement, contributing quality to higher education. Practical implications A specific framework of teacher competencies in higher education, in practice, can be a useful reference point not only for ensuring quality in the selection of teachers and their career-long professional development but also for national education policy strategies. The definition of teacher competencies framework contributes to facilitating effective dialogue for the evaluation and quality assurance in education between agencies, authorities, researchers, teachers, policymakers, education managers and different communities at large. Social implications These competencies are at the heart not only of the teaching and learning process but also in the workplace and in society in general and are increasingly recognized as essential. An adequately prepared community and management equipped with the required employee competencies is able to react immediately and in a positive way to any obstacle, yielding optimal results. Originality/value This is the first review, to the authors’ knowledge, to comprehensively explore the literature to identify, classify and rank the teaching staff competencies in higher education, revealing the gap between perceived and actual importance of various competencies.

Reflective Learning and the Growth of Intellect and Identity

2017 ◽  
pp. 26-43
Author(s):  
Jamiah Baba ◽  
Nabilah Abdullah
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teacher Education ◽  
Professional Identity ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Self Regulation ◽  
Research Process ◽  
Personal Experiences ◽  
Teacher Personality

Reflection in learning is crucial as it provides learners with the chance to think about what they do, clarify what they understand by their actions, and adapt ways of working towards achieving goals. The continuous doing and posing inquiries about personal experiences is key to learners' intellectual growth and understanding of professional identity. This chapter outlines how content and professional knowledge of student-teachers in a Malaysian university progress through engagement in research process, and how involvement in research shapes their teacher personality and qualities as they become more critical and open-minded during the learning process. The study shows that reflection can promote self-regulation of learning habits that enhance growth of intellect and professional identity. The findings have implications on the provision of teacher education in higher education. It is imperative that teaching and learning activities help learners to recognise, understand, appreciate and reflect on their personal, social and professional development.

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.

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