Development Of Teachers In Higher Education Research Articles

The effects of the Obeduc and Pibid teacher training programs on the professional development of Higher Education teachers

Resumo O objetivo deste artigo é discutir os efeitos da experiência vivenciada pelos docentes do Ensino Superior nos programas Obeduc e Pibid, implementados pela Ufop e pelo IFMG-campus Ouro Preto, em seu desenvolvimento profissional. Para a coleta dos dados foi utilizada a entrevista semiestruturada. Dentre os resultados, destaca-se que os programas não visam o desenvolvimento profissional dos professores do Ensino Superior. Mas constituem-se em espaços de formação para estes profissionais, pois trazem elementos para a reflexão sobre teoria e prática, a proposição temas de pesquisa, e a aproximação entre escola e universidade, o que colabora para a constituição de sua identidade docente.

ПРОФЕСІЙНИЙ РОЗВИТОК ВИКЛАДАЧІВ ЗАКЛАДІВ ВИЩОЇ ОСВІТИ В УМОВАХ НЕФОРМАЛЬНОЇ ТА ІНФОРМАЛЬНОЇ ОСВІТИ: ІННОВАЦІЙНІ ПРАКТИКИ

The article analyzes innovative practices of professional development of higher education teachers in non-formal and informal education. The relevance of the problem under study is substantiated in the context of instability and uncertainty. It is emphasized that the continuous professional development of research and teaching staff of higher education institutions is an important component of the professionalization of teaching staff in the field of adult education. It is substantiated that non-formal and informal components of education contribute to the professional development of teachers. The essence of innovations as a tool for the professionalization of teachers in the context of non-formal and informal education, which contribute to professional development, is analyzed. The innovations developed at the theoretical and practical levels of scientific research are characterized. The analysis of individual innovations aimed at promoting the professional development of pedagogical and scientific and pedagogical staff of higher education institutions (on the example of the initiatives of the Department of Andragogy of the Ivan Ziaziun Institute of Pedagogical and Adult Education of the NAES of Ukraine) is carried out. The expediency of expanding the network of centers of andragogical teaching excellence is actualized. Attention is focused, in particular, on the testing of author's trainings and professional development programs, the educational initiative «Corporate Training Cluster», the creation of virtual project teams, the development and implementation of thematic video content, and the testing of scientific and methodological support for the professionalization of andragogues. The significance of the proposed innovations for the professional development of university teachers is outlined and the feasibility of their further implementation in non-formal and informal education is substantiated.

CONTINUOUS PROFESSIONAL DEVELOPMENT AS A PERSPECTIVE TREND IN THE ACTIVITY OF SPORT PROFILE UNIVERSITIES

Purpose. The article is devoted to the topic of the influence of international trends on the continuous professional development of higher education teachers, including sports universities, which is significant in modern geopolitical conditions. The subject of analysis is the process of continuous professional development of teachers. The author aims to determine and justify models of professional development, which are designed to ensure greater individualization of the process of professional growth of teachers. This goal required the solution of the following task: to identify and present some international trends that very visibly affect the professional development of teachers, including in sports universities.
 Method or methodology of the work. The study is based on methods such as analysis, synthesis, grouping, comparative analysis using elements of benchmarking technology, which allows identifying the best practices in this area. The author analyzed open data posted on the websites of sports universities and educational portals. The priority research method is a comparative analysis of teachers’ professional development in modern universities.
 The results of the work consist in the fact that the article updates the importance of discussions in the Russian pedagogical community about the prospects for modernizing the domestic system of higher education, including the system of professional development of teachers, after Russia’ exit from the unified educational area of Europe and the emergence of new opportunities for the development in the context of global challenges. The author proposed three models of teachers’ professional development (professional- pedagogical model, socio-pedagogical model, and personal-oriented model), which could serve as a guide for designing their own models for improving the professional skills of teachers in a particular university. The author assumes that the international trends, outlined in the article (internationalization, people’s diplomacy, digitalization, academic mobility), constructively affect the content of advanced training programs, as well as the choice of priority areas for the professional development of higher education teachers.
 Practical implementations. The results of the study can be applied in the field of higher education, as well as in the system of teachers’ advanced training in sport profile universities.

Foregrounding a teaching philosophy statement in scaffolding reflective practice and professional development of higher education teachers in Lesotho

Foregrounding a teaching philosophy statement in scaffolding reflective practice and professional development of higher education teachers in Lesotho

A systematic review to explore how characteristics of pedagogical development programmes in higher education are related to teacher development outcomes

ABSTRACT This systematic review explores what is known about the relationships between characteristics of pedagogical development programmes (PDP) in higher education, context characteristics within which PDPs take place, and teacher development outcomes. Thirty-one peer-reviewed articles were reviewed using the Interconnected Model of Professional Growth (IMPG) and curriculum spiderweb. PDP characteristics, context characteristics, and teacher development outcomes appeared to vary widely. Still, several relationships were identified between specific PDP characteristics and teacher development. The review yielded an enriched model (building on the IMPG) of the pedagogical development of higher education teachers. This model and the results of this review can help academic developers to improve the design of PDPs and provide guidelines to further investigate the value of PDP.

Developing as a teacher: changing conceptions of teaching and the challenges of applying theory to practice

ABSTRACT This paper reports on the development of a lecturer’s conceptions of teaching through formal training and explores how evolving conceptions of teaching impact on their plans and practices in teaching. In this study, lecturers who are participants in the University of London Postgraduate Certificate in Higher Education (PGCertHE) wrote narratives of their teaching development. The changes are described in terms of models of development of higher education teachers proposed by, chiefly, Kugel. Participants show clear evidence of conceptual development in terms of these models, but their changes to practice were less well developed within this study period. The paper identifies six different approaches to applying theory to practice and proposes that understanding these different stages in context is helpful for transforming lecturer practice in the longer term.

Ролевая структура профессиональной деятельности педагога высшей школы в условиях цифровизации образовательной среды

In the context of changing the paradigm of vocational training, teachers of higher education are faced with new requirements related to changes in the content of the pedagogical process and new functions that teachers need to master in the context of the introduction of systemic and integrated learning technologies. The elements of the educational environment form a whole range of new forms of activities that a modern teacher must implement in the educational process. The current conditions determine the emergence of contradictions, the resolution of which requires the study of a new role structure of professional pedagogical activity. The purpose of the publication is to present the results of a study of the role structure of pedagogical activity in higher education, to identify areas of gaps in the expectations and assessments of the existing role structure of teachers on the part of students and in the assessments of the teachers themselves. The sample of respondents-teachers consisted of more than 70 people, as well as more than 200 people - students of various areas of training at universities in Novosibirsk. The methodological basis of the study is the principles of the subject-subject approach in pedagogy, a number of developments of domestic researchers dedicated to the formation and development of open education in the Russian Federation, as well as the evolution of the teacher's role set in connection with changes in the pedagogical paradigm of higher education). In the process of collecting empirical material, the author's standardized questionnaire was used to identify the types of roles of a modern teacher. As a result of the study, the predominant types of roles in the professional activities of teachers of higher education were identified, a comparison was made in the areas of training, gaps were identified in relation to the existing role structure in the views of teachers and students, as well as between the expectations that students have and those roles that today demonstrated by teachers in the learning process. The novelty of the study lies in the empirical substantiation of the role model of a higher education teacher, determining the most relevant roles and identifying those problem areas that require systematic and targeted work on self-development and professional development of higher education teachers.

Professional learning activities in the higher education institution of Ethiopia

Ample studies have evidenced that the professional development of teachers significantly increases the quality of teaching and improves educational institutions. Nevertheless, adequate studies have not been carried out on the professional development of higher education teachers. Most studies focus on school teachers. Hence, this study investigated the professional learning activities of university teachers in Ethiopia. A case study design was used in which twenty-four teachers participated in the study. A semi-structured interview was used to explore the learning activities used by the participants. The findings demonstrate that various learning activities are utilised, each driven by a different form of inspiration. The learning motives largely depend on incentives and are motivated by outside factors. University instructors' professional learning practices seem to require more advanced learning methodologies to maintain their learning that is underpinned by self-motivated learning.

Design principles for higher education teacher development

This study moves from the research question: how to design a professional course/concept for the development of higher education teachers’ digital competences? It presents Teknosofikum, a project funded by the Danish Ministry of Higher Education and Science between 2020 and 2023. The outcome of the project is a course for higher education teachers with a focus on digital competence. Grounded in sociomaterial theories, digital competence refers here to the capacity to develop agency towards professional changes driven by technology. It comprises teachers’ abilities to evaluate why, when, how and with what effects to include digital technologies in teaching. The study draws on qualitative and quantitative data gathered through design-based research along the first three course iterations,with a total of 64 participants. The findings show the emergence of three design principles: (i) relational approach to technology; (ii) praxis; and (iii)organized non-linearity. These principles will guide the final format of Teknosofikum course/concept.

Empirical study of professional development of higher education teachers

The investigation was undertaken to study Professional development of Higher Education Teachers. This study examines university teachers and college teachers professional development (PD) on the basis of length of service. The 420 teachers participated in this study from (University of Kashmir 120 and Govt. Recognized Degree Colleges college 300). Random sampling technique was used with equal chance for every University and College teacher to get selected in the sample. For the purpose of present study, Professional Development Index Scale (PDIS) has been constructed by the investigator to measure the level of professional development of the subjects. Percentage, mean, standard deviation and t- test were used to analyze the data. While analyzing the data significance of mean difference between University and college senior and junior teachers on various dimensions of Professional Development, the result depicts that both the groups turned to be significant on professional knowledge dimension. It means that university senior and college senior teachers possess better professional knowledge and professional ethics than their junior teachers. The results further reveal that university senior teachers are well versed with the subject matter and are more reflective in teaching learning process.

Relações entre desenvolvimento profissional e coordenação de Projetos PIBID: um estudo bibliográfico

Este artigo tem por objetivo apresentar os resultados de uma revisão bibliográfica sobre a relação entre o desenvolvimento profissional de professores de ensino superior e a coordenação de projetos PIBID. Para tanto, realizou-se um estudo bibliográfico narrativo, preliminar e não sistemático sobre os temas mencionados, abrangendo documentos legais, artigos, Teses e Dissertações. Os documentos selecionados foram organizados, codificados e analisados segundo os pressupostos da Análise de Conteúdo. Realizou-se uma discussão em três frentes analíticas: conceitual, contextual e investigativa. Na perspectiva conceitual, procura-se discutir sobre o desenvolvimento profissional de professores universitários, suas características e especificidades; na contextual, analisam-se os documentos legais sobre a implementação do PIBID e as atribuições do Coordenador de Área; e, na investigativa, apresentam-se os resultados de pesquisas sobre a potencialidade do PIBID no desenvolvimento profissional dos Coordenadores de Área. Os resultados do estudo bibliográfico mostram que: i) há necessidade da implementação de programas que contribuam para o desenvolvimento da profissionalidade docente dos professores do Ensino Superior; ii) o PIBID vem passando por diversas alterações ao longo dos anos: inicialmente, essas alterações foram profícuas, porém, nos últimos anos, tem-se caracterizado por prejudicarem a política de formação de professores; iii) as atribuições do Coordenador de Área mostram sua importância no planejamento das atividades do PIBID, sendo que diversas ações possibilitam seu desenvolvimento profissional; e iv) coordenar projetos PIBID contribui para o desenvolvimento profissional do docente, especialmente, pela aproximação da realidade escolar da Educação Básica e pelo trabalho colaborativo entre os atores do PIBID. Conclui-se que o PIBID tem contribuído para o desenvolvimento profissional dos Coordenadores de Área, o que pode se refletir na formação dos licenciandos, sejam eles participantes PIBID ou não.

І УКРАЇНО-БРИТАНСЬКИЙ ФОРУМ «ДОСКОНАЛІСТЬ ВИКЛАДАННЯ І НАВЧАННЯ У ВИЩІЙ ОСВІТІ»

І Україно-британський форум «Досконалість викладання і навчання у вищій освіті» відбувся 4 грудня 2019 року. Організаторами Форуму виступили: Британська Рада в Україні, Інститут вищої освіти НАПН України та Advance HE (Велика Британія) за підтримки Міністерства освіти і науки України та Національного агентства забезпечення якості вищої освіти.Участь у конференції взяли 133 особи – представники понад 90 закладів вищої освіти України, інституцій Великої Британії, Міністерства освіти і науки України, Національного агентства забезпечення якості вищої освіти та ін.

UNIVERSITY PEDAGOGY: FOR AN INSTITUTIONAL TEACHING DEVELOPMENT POLICY IN HIGHER EDUCATION

Abstract This study aims to highlight the need for developing institutional projects on University Pedagogy which contribute to the professional development of higher education teachers at work. We questioned them the possible contributions of training activities focused on teaching development and professional identity. This quantitative, qualitative research was conducted in a federal university located in the region of Triângulo Mineiro, in Brazil, from 2013 to 2016. We collected data by means of questionnaires and interviews with university professors. We concluded that fragmented, sporadic training processes contribute little to professional development. Thus, in view of the complex work in higher education, institutional efforts are needed to consolidate a University Pedagogy as a permanent field for teacher training and development.

With a little help from my peers: professional development of higher education teachers to teach critical thinking

With a little help from my peers: professional development of higher education teachers to teach critical thinking

Critical Aspects of the Professional Development of Higher Education Teachers

This study seeks to identify the critical aspects of professional development of higher education teachers from personal and professional expectations regarding their role at the different stages of their working career. The main objectives were to understand the professional development of higher education teachers, and to know what do they think and how do they live their practice, assuming that their activity has an impact on their professional identity as teachers, and that a continuous process of reflection and interpretation of their role could be helpful when dealing with educational changes. The research used a qualitative methodology of semi-structured interviews with a group of 18 teachers of a Mexican private university with a multi-campuses system. The general conclusion this study reaches is that the programs of professional development for higher education teachers must take into account their spatial and temporal context, and base their effectiveness on how it serves the needs and expectations of each teacher, which could vary in aspects like level of experience, area of professional expertise, learning style, and educational vision.

La construcción del ethos del investigador en educación: La perspectiva de estudiantes

Los cuerpos académicos (CA) son grupos de investigación formados en México a principios del presente siglo en el marco de una política de desarrollo del profesorado de educación superior, que tienen a su cargo posgrados para formar investigadores. Indagamos acerca de lo que estudiantes de posgrado en el campo de la educación opinan acerca de lo que hacen los/as profesores/as integrantes de esos CA para ayudarles a conformar el ethos de un investigador. Entrevistamos 67 estudiantes de posgrado en el campo de la educación (43 mujeres y 24 hombres) de tres universidades. Seguimos una metodología cualitativa que combina la etnografía con la teoría fundamentada y utilizamos el software Atlas ti para sistematizar la información. Encontramos que los estudiantes consideran que basta con apropiarse de la eticidad (valores y pautas de conducta) para actuar éticamente y consideran la tutoría del profesor ético como clave en ese proceso. No aluden a estrategias para ayudarles a: tomar decisiones en relación con valores o normas en conflicto (juicio moral), juzgar problemas de equidad (juicio prudencial) y asumir responsabilidad en relación con el futuro de la humanidad. Esto revela que el apoyo que brindan los CA para construir el ethos del investigador es insuficiente.

EDUCAÇÃO SUPERIOR NO BRASIL: DESAFIOS E EXPECTATIVAS DOS PROFESSORES INICIANTES

O Brasil enfrenta problemas históricos e complexos como a desigualdade econômica e social, a criminalidade e a corrupção, entre outros. É consenso que para solução desses problemas a qualidade da educação, em todos os graus de ensino, precisa ser atingida. Uma análise do panorama atual da educação superior brasileira mostra que ainda estamos distantes de consolidar o acesso aos cursos e a necessária qualidade da produção de conhecimento e da formação profissional. As Instituições de educação superior lidam com desafios como o alto índice de evasão e um processo de ensino-aprendizagem cristalizado em práticas que se reproduzem desconsiderando os avanços tecnológicos. A formação de professores para a educação superior pode ser um fator estratégico para construir a educação com qualidade. Tendo esse pressuposto, foi realizada uma pesquisa com abordagem qualitativa, cujo objetivo era conhecer os desafios e as expectativas de professores iniciantes da educação superior em duas instituições, uma pública e uma comunitária. Fizeram parte da metodologia: a revisão bibliográfica, a análise documental, a pesquisa telematizada (MORESI, 2003) e o estudo de campo com entrevistas respondidas por professores com até três anos de docência. A análise de conteúdo (FRANCO, 2008) das respostas indicou que a maioria dos entrevistados escolheu a profissão motivada pelo prazer e pelo exemplo; que suas expectativas têm como foco a realização profissional e que os docentes percebem a necessidade de melhorar sua formação pedagógica. Nas considerações finais, são trazidos elementos para respaldar propostas de programas para o desenvolvimento profissional do docente da educação superior.

Comprometimento e entrincheiramento na carreira: um estudo de suas influências no esforço instrucional do docente do ensino superior

O presente trabalho analisa os vínculos de comprometimento e de entrincheiramento com a carreira, desenvolvidos por professores universitários, inseridos em instituições públicas e privadas. Mais precisamente, busca identificar as relações desses vínculos com o esforço instrucional, definido como o empenho em qualificar a atividade de ensino e potenciar os resultados positivos dos discentes. A pesquisa, extensiva e de corte transversal, abrangeu 635 docentes de diferentes Estados e envolveu a aplicação de um questionário on line. Os dados foram submetidos a análises descritivas e multivariadas, por meio do Statistical Package for Social Sciences (SPSS), versão 15.0. Após a análise exploratória (avaliação da normalidade, outliers, análise de linearidade e análise de multicolinearidade), foi realizada a análise da qualidade da mensuração das escalas (dimensionalidade, confiabilidade e validade das medidas) e, em seguida, houve a modelagem de equações estruturais, para identificar os impactos dos vínculos com a carreira sobre o esforço instrucional. O modelo com melhor ajuste revelou que a identidade (dimensão do comprometimento com a carreira) exerce impacto sobre o esforço instrucional em todas as suas dimensões. Foram encontradas também diferenças significativas entre IES públicas e privadas.

International e-benchmarking: flexible peer development of authentic learning principles in higher education

More and more, social technologies and virtual work methods are facilitating new ways of crossing boundaries in professional development and international collaborations. This paper examines the peer development of higher education teachers through the experiences of the IVBM project (International Virtual Benchmarking, 2009–2010). The e-benchmarking process in which teachers applied authentic learning criteria is described, as are the e-tools (Ning, ACP) and the methods employed collaboratively to develop e-learning competence. Cases came from Finland, Korea, Canada, Belgium and Great Britain. The project formed an international virtual learning community for teachers. In peer development, elements of authentic learning were assigned meaning, development alternatives were considered and the interpretation of authentic learning in different situations and cultures was made concrete. The results promote and inform the planning of e-benchmarking communities and flexible virtual teamwork in professional development and education contexts.

Professional Development of Higher Education Teachers: Can ODL Contribute?.

In the present era of information technology the system of education has undergone a lot of changes. Open and Distance Learning (ODL) around the world is perhaps the most important evidence to it. Despite the fact, ODL has not been popular in Bangladesh for a variety of reasons, though currently a few academics are either thinking about studying or studying on Open and Distant modes. This paper, considering Levis’ (2002) opinion about the necessity of e-learning, Goodson’s (2000) principles of teacher professionalism, Nordkvelle’s (2006) view on the challenge of ODL-organization, Boshier’s (1971) Education Participation Scale (EPS), and Houle’s (1961) philosophy of six classic needs of a practicing professional, tries to find out the role of ODL in the professional development of higher education teachers in Bangladesh on the basis of a study. The related survey involves a sample of more than 100 teachers from a number of ten private and public universities in Dhaka. It is expected that ODL might play a significant role in the professional development of tertiary level teachers in the country. The paper also explores the possible advantages teachers may enjoy and difficulties they may face in pursuit of these modes of education. The Ministry of Education can play a great role in alleviating the problems with and barriers to ODL. However, the academic heavyweights also have some responsibilities in this regard.