Development Of Teachers In Higher Education Research Articles

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.

"Professional Development of Higher Education Teachers, - Can Distance Education Make a Difference?"

The paper reviews some of the classical indicators of academic professionalism, and illuminates a historical epoche when research and teaching became separate dimensions of professionalism in higher education. The paper argues that this separation has gone too far and that a new sense of professionalism needs to be invoked in the area of teaching in higher education. It is claimed that this area is challenged by the demands that professors must take part in distance education activities involving the use of information technologies. The particular organisation at any given higher education institution for open and distance education activities have a particular responsibility to develop this professional dimension. Therefore, it has to participate in more profound organisational developmental work together with academics and administration to promote reflection on their teaching, and surpass “ad-hocracy” and “loose-couplings” to become part of a learning organisation.