Šta u stvari znači "Nastavna filozofija"? Studija slučaja - nastav(n)e filozofije Profesora Iks

Aiming at evidence-based medicine course of graduate students, foreign medical colleges and universities usually took in the teaching philosophy that emphasized stages (focusing on knowledge accumulation) and practicality (focusing on ability training). And they put forward a lot of teaching methods which implemented the conception, such as problem-based learning, journal club, blended learning approach, online learning platform, concept mapping etc. In order to provide a useful reference for the domestic teaching reform and development, this paper introduced the teaching philosophy and related teaching methods mentioned above. Key words: Evidence-based medicine; Graduate students; Teaching philosophy; Teaching method

In the current higher education reform, the innovation of teaching methods is essential and the task is very arduous. Teaching methods require changes in teaching philosophy to make the necessary reforms. International teaching philosophy, combined with the actual situation of higher education in our country is related in the educational scientific research under the guidance of the modern teaching philosophy. Key words: College; Teaching methods; Reform

This paper suggests that for academics to be good teachers, especially in the context of e-Learning, they need to understand learning. This is especially important with the associated changes in higher education as we move towards the knowledge society. E-Learning is embedded in learning and, without an understanding of what learning encompasses, it can be difficult for academics to develop into good teachers. It is suggested that, although this may appear to be a simple aim, it is not necessarily understood or applied by university academics in their teaching. One inference is that university teachers need to develop a theory of learning and teaching. Academics may have a 'philosophy of teaching', but in many cases even this may not be consciously held or successfully implemented. A program for promoting conceptual change in academics' approaches to teaching is outlined.

Pragmatism as a teaching philosophy in the safety sciences: A higher education pedagogy perspective

Background: Community medicine and public health are the core subjects in medical education. One of the main competencies of general physicians in the national curriculum is having knowledge and skills in health promotion and disease prevention in the health system. Any curriculum revision in community medicine departments needs to incorporate the evidence and use pioneer countries’ experiences in this issue. This study aims to compare community medicine and public health courses in medical schools between Iran and selected universities in North America. Methods: The elements of a community medicine curriculum for medical students were compared in a descriptive-comparative study using the Bereday model. These elements included objectives and competencies, educational strategies, teaching and learning methods, assessment, and educational fields in a community medicine curriculum in Iran and in selected universities in North America. A literature search was conducted in CINAHL, SCOPUS, MEDLINE, Web of Science, EBSCO, and on university websites. Results: Essential aspects of community-based strategies among community medicine and public health curriculum of general medicine in universities in Canada and the United States included a longitudinal approach, training in urban and rural primary care centers, teaching by family physicians and health center staff, a spiral curriculum, focus on social determinants of health, taking of social and cultural histories and social prescriptions, learning teamwork, and using LIC (Longitudinal Integrated Curriculum). Conclusion: The objective of community medicine and public health curriculum in selected North American universities was to prepare general practitioners who work in Level 2 and 3 hospitals and to improve their skills to provide high-quality services to the community. Some of the successful points in the selected universities that could be replicated in Iranian faculties of medicine included using integration strategy, a spiral curriculum, and an LIC approach.

Advancing reflective practice for teaching entrepreneurship education (EE) in higher education requires educators to adapt their teaching. This article explores how entrepreneurship educators develop systematic rationales for defining their teaching practice’s values, beliefs, and aspirations. The empirical study reveals how educators construct different categories of teaching philosophies to become context-aware and balance EE purposes. The research question is: How do entrepreneurship educators develop their teaching philosophies to foster reflective practice and improve their pedagogical approaches? I explored this by studying existing approaches to teaching philosophies from educational science and conducting an empirical investigation at a university of applied sciences. The findings identify how educator development in EE may be guided by facilitating a reflective practice, aiding the entrepreneurship educator to foster sound pedagogical and didactical reflections and choices. The study presents an empirically refined integral perspective in which the balancing of EE purposes is promoted through three distinctive categories of teaching philosophies: 1) Teaching practice didactics and vocabulary; 2) Educators as agents in an institutional context; and 3) Professional practice as context for EE. The insights highlight critical strategies for developing teaching philosophies that are adaptable, purpose-driven, and responsive to the dynamic nature of entrepreneurship and facilitating reflective practice. In doing so, I contribute an entry point to discuss teaching philosophies in EE and bring this vital topic to the forefront, henceforth discussing how to enable and advance further understanding of the crucial roles of entrepreneurship educators in higher education.

AI's role in higher education is multifaceted, influencing how teachers perceive and implement their teaching philosophies. Teachers who embrace AI tools may develop dispositions that value data-driven decision-making, continuous assessment, and the customization of instruction to meet diverse student needs. Furthermore, AI can reinforce a philosophy of lifelong learning among educators as they continually adapt to new technologies and methodologies. This ongoing professional development shapes teaching dispositions open to innovation, reflective practice, and a collaborative learning community. The authors assert that as AI becomes more embedded in educational practices, it transforms teaching philosophies and reshapes educators' fundamental dispositions, aligning them more closely with modern, technology-enhanced teaching philosophies.

AI's role in higher education is multifaceted, influencing how teachers perceive and implement their teaching philosophies. Teachers who embrace AI tools may develop dispositions that value data-driven decision-making, continuous assessment, and the customization of instruction to meet diverse student needs. Furthermore, AI can reinforce a philosophy of lifelong learning among educators as they continually adapt to new technologies and methodologies. This ongoing professional development shapes teaching dispositions open to innovation, reflective practice, and a collaborative learning community. The authors assert that as AI becomes more embedded in educational practices, it transforms teaching philosophies and reshapes educators' fundamental dispositions, aligning them more closely with modern, technology-enhanced teaching philosophies.

This paper deals with the issues and concepts involved in defining and measuring quality in higher education. Quality in higher education has a number of distinct meanings. It is a complex and multidimensional concept, for which it is difficult to develop objective proxy measures. The Scottish Higher Education Funding Council (SHEFC) introduced a system of teaching quality assessment (TQA) in 1992/93. The TQA framework identified 11 key aspects covering 63 elements and adopted a process of self-assessment followed by peer review. The purpose of this paper is to examine the quality framework used in the TQA assessment exercise and provide a textual analysis of the published assessment reports. The provision of accounting and finance by 11 Scottish universities was assessed in 1995/96. The results of a content analysis of the resulting 11 published TQA assessments, scoring each comment as either positive or negative are presented. Based on this analysis, an objective quality index (QI) is derived and compared to the quality grades awarded. Key findings regarding the distribution pattern of comments across TQA dimensions are that: (i) one in three elements attract no comment; (ii) there is wide variation in the number of comments relating to each aspect and element; (iii) some important issues are not in the TQA framework. This suggests that the 63 TQA elements are not viewed as being of equal importance and gives an indication of the implicit weights assigned. The ranking of universities based on the QI index is in line with the quality grades actually awarded, providing a degree of external validation of the research method adopted. Suggestions for improving the TQA framework are made. These findings could assist the newly-formed Quality Assurance Agency for Higher Education (QAA) in the development of the new quality assurance framework.

The purpose of this reflective essay was to explore the literature on educators that employ kindness as an approach to pedagogy in higher education. Through a series of reflections, we then considered how educators using a teaching philosophy guided by a pedagogy of kindness influenced learners’ lives, enhanced their social consciousness, and facilitated meaningful learning. To begin, we summarized research reports from peer-reviewed journals and articles from grey literature. Questions that guided the literature search were, how does the use of a teaching philosophy based on a pedagogy of kindness affect the learning environment for students and does it modify their attitudes towards social injustice, does this teaching philosophy improve academic outcomes for learners, and is there a possible link between a pedagogy of kindness and teaching success? In sum, the literature revealed that a teaching philosophy based on a pedagogy of kindness is a common approach used by inspiring educators. Further, this teaching philosophy positively influences students, their learning environments, their educational achievements, and engages them to reflect on issues of social justice. A pedagogy of kindness also results in increased career fulfillment for teachers. Our reflections provide examples of these conclusions.

In the article, I analyze the current situation in the field of teaching philosophy and also other social sciences and humanities. The point is that in higher school, under various pretexts, many departments and philosophy councils are closed, hours for teaching philosophical courses and seminars are reduced. Teachers of philosophy and other disciplines in higher education, in addition to being overwhelmed, have to spend a lot of time on unnecessary reporting, which for the most part does not reflect the essence of the matter. The policy of education officials and their belief in the need for such reporting and reduction of hours are critically reviewed. I show that in addition to the well-known functions of philosophy, teaching philosophy is of crucial importance today is due to three important circumstances: we live, firstly, in a period of double transition (of the whole civilization and of Russia) and, secondly, in a period of an anthropological crisis and a crisis of reality, thirdly, due to a crisis of morality and ethics. Only philosophy, based on the methodology, as well as the humanities and social sciences can comprehend modern conditions. The question is about a new start to the practice of teaching philosophy. I propose to introduce a temporary moratorium on the compilation of new teaching programs and start a broad discussion in the philosophical and pedagogical community of the goals and content of the teaching of philosophy. In this regard, I offer my own understanding of the problems and the essence of the teaching of philosophy. I also share my personal experience in teaching philosophy, which includes lecturing and organizing the creative work of small groups of students.

The purpose of this research is to find out how teaching philosophy and curriculum design can affect graduates' employability skills. In the same way, university survival also depends on how well graduates perform in the workplace. Teaching philosophy affects curriculum design which in turn could affect employability. Higher education teachers and administrators' awareness of these variables and how they interplay could enhance student employability skills. Qualitative methodology was used in this research to investigate the relationship between teaching philosophy, curriculum design, and employability skills. The data for the study were sampled from both public and private universities in Ghana. The population size for the study was 12 respondents.

Well-reasoned leadership theories are described in many academic books, yet they may not apply specifically to practices in higher education. In higher education, the absence of tailored leadership theories is compounded by the lack of technical skills or leadership ethics, resulting in leadership issues that impact the organization. To illustrate the effect of the true gaps between leadership theories and practice in higher education, the authors provide a scenario. The intention of this article is to demonstrate that applying theory to practice will assist leaders in guiding followers in the right direction, for the benefit of these specific stakeholders, as well as for the academe at large. The conceptual framework encapsulates: (a) the interaction of one's teaching philosophies and teaching theories; (b) the interaction of one's teaching philosophies and leadership theories; and (c) considerations regarding learning organizations and their success using a flat organizational model.

This article focuses on exploring whether teacher educators and teacher students at higher teacher education programs have constructed their teaching philosophy statements, how they implement such philosophy statements, and how they develop and evaluate the contents of the teaching materials related to the courses they are instructing. By following the qualitative case study methodology, the author employed semi-structured interviews with twenty teacher educators and fifteen teacher students from one state higher education institution in Yemen. With the employment of thematic network analysis techniques, the findings report on the lack of awareness concerning the teaching philosophy statements construction, the random process of designing and evaluating teaching materials, and the lack of teaching aids for realizing the teaching philosophies of those with developed teaching statements. For practical implementation, university leaders and administrators are recommended to establish a program that focuses on the professional development of the teaching faculty with a focus on highlighting and providing useful knowledge on the ‘teaching philosophy statements’ construction and ‘materials design and evaluation’ processes. Keywords: teaching philosophy, teacher education, higher education, curriculum design, Yemen

The development of computer technology and the popularity of network have brought new opportunities to build new teaching philosophies and teaching methods, modern network multimedia teaching method has been widely used in the field of higher education. The paper describes the role and characteristics of the network multimedia teaching in higher education, analyzes the issues that should pay attention in the teaching process, and puts forward the corresponding measures. It aims at developing students’ innovation ability and improving students’ overall quality, maximizing the advantages of network multimedia teaching and improving the purposes of teaching quality.