Professional Development Of University Teachers Research Articles

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.

Possibilities and prospects for the professional development of university teachers in the conditions of digitalization

Relevance. The relevance of the study is due to insufficient study of the issue of implementation of measures to develop the professional competences of university teachers, taking into account available digital technologies and gadgets in the Republic of Kazakhstan.Purpose. This article is aimed at identifying the most promising teacher training programs, taking into account the mass digitization of the educational environment, which can practically lead to an increase in the efficiency of higher education in Kazakhstan and, as a result, contribute to the economic development of the state.Methodology. The leading approach to the study of this problem is the method of a natural experiment, with the help of which it was possible to assess the effectiveness of classical and innovative methods of professional development of university teachers. In addition to the natural experiment method, the article used system analysis, logical analysis, synthesis, deduction, classification, comparative analysis, observation and interviewing of respondents.Results. The article presents the results of a cross-sectional study: the digital literacy skills necessary for a university teacher are described, which allow for the safe and productive use of digital technologies and gadgets, the five spheres of a university teacher's activity are presented, which are constituent elements of a teacher's professional activity, formal and informal ones are disclosed educational events aimed at the development of professional competences, two educational programs were developed and implemented; a comparative analysis of the results of the survey of respondents and their assessment of the effectiveness of the completed programs was carried out, the parameters for evaluating the prospects of the teacher's professional development in the conditions of digitalization were proposed.Conclusions. The materials of the article represent practical value, as in practice they demonstrate the effectiveness of digital technologies used for the professional development of university teachers.

ПРОБЛЕМЫ РАЗВИТИЯ ПРЕПОДАВАТЕЛЕЙ ВУЗА С ТОЧКИ ЗРЕНИЯ ФУНКЦИЙ СОВРЕМЕННОГО УНИВЕРСИТЕТА И ПУТИ ИХ РЕШЕНИЯ

The professional development of university teachers is an important part of the ongoing reform of higher education and the only way to increase the basic competitiveness of universities. Clarifying the direction of professional development of teachers is the key to realizing the professional development of university teachers. The professional development of teachers should follow a path defined by the four main functions of modern universities: talent development, science development, service to society and continued innovation. The cultivation of talents is the initial goal of the professional development of university teachers, the development of science is a unique attribute of the development of university teachers, service to society is a continuation of the goal of the professional development of university teachers, and innovative development is the eternal aspiration of the university. professional development of teachers.

Exploratory Study on the Professional Development of University Teachers in the Province Baluchistan, Pakistan

Professional development refers to a set of activities that enhance a teacher's knowledge, skills, performance, and understanding. The study aimed to investigate the influence of training on the professional development of university teachers who underwent training through the National Academy of Higher Education (NAHE) Phase II. The study was mixed methods in nature by employing a concurrent triangulation design. A multistage sampling technique was used; in the first stage, the province of Baluchistan was selected conveniently; in the second stage, the trainees of training centres in the province of Baluchistan were selected universally to collect quantitative data; in the final stage, 60% of course coordinators and 25% of resource persons were selected conveniently for qualitative data to triangulate the responses obtained from trainees. The study utilized two instruments - a questionnaire and an interview schedule. The first instrument, a self-developed questionnaire based on 08 subscales consisting of 55 items, indicated high reliability was used; the second tool was an interview schedule consisting of 09 questions validated by experts. Qualitative data were analysed by thematic analysis. According to the analyzed data, it has been found that training has a positive impact on the professional development of university faculty. However, the trainees are not satisfied with the research sessions. Overall, the training has a significant positive impact on the professional development of university teachers.

Study of the Dilemma of Continuing Professional Development and Coping Strategies of University Teachers in Remote Areas of China

The continual production and dissemination of diverse information in this digital age is driving higher education institutions to innovate and integrate their knowledge. This further encourages teachers to continually update their professional development. However, as university teachers still encounter numerous difficulties this respect, the purpose of his study is to conduct in-depth qualitative analysis to explore this issue from four perspectives: peer support, external support, collaborative development, and continuous professional development online. By conducting in-depth interviews with 28 administrators and teachers from four northwestern universities in China, this research adopts qualitative methods to explore the current dilemmas in teachers' continuing professional development and information technology ability, and proposes corresponding improvement strategies based on the dilemmas. The results are expected to show that the needs of individual teachers are neglected, there is no plan for complete professional development, and there is a lack of outstanding university management talents in this information society. Therefore, it is suggested that a clear plan for the continuation of teachers’ professional development should be proposed, along with the establishment of a professional development center. At the same time, university teachers should take the initiative to enhance their personal growth, and university administrators’ foresight should not be ignored. The continuing professional development of university teachers in remote areas can only be achieved with unified cooperation in various aspects.

Reflexive Learning and Problems of Self-Improvement of a University Teacher

Introduction. The purpose of the study is to comprehend the place of reflective learning in the context of self-improvement of a university teacher. Research method are theoretical analysis of the problems of reflective learning in the context of self-improvement of a university teacher. Results. Reflective practice is a process that facilitates, intensifies and enhances teaching and learning. It allows developing understanding of teachers and other subjects of education and plays a central role in the professional development of university teachers. When educators in an innovation-oriented university conduct systematic reflective (self-)examination of themselves, they understand themselves, their practice, and their students better and more fully. By constantly examining their own actions, ideas and experiences, they grow professionally, personally and socially. He also creates conditions for his students: he helps them develop their understanding and their reflective practices in the situation of the study sessions. Discussion and Conclusion. The analysis of these areas can be an important step towards creating an integrative model of reflexive processes in education, as well as a step towards comprehending the sources and conditions for self-improvement of teachers.

Retracted: Application of Psychological Contract Theory in Mental Health and Professional Development of University Teachers.

[This retracts the article DOI: 10.1155/2022/6985766.].

Descriptive Study of Transformational Leadership Influence on Professional Development of Teachers at Higher Education Level

The descriptive research study examined the impact of transformational leadership on university teachers' professional development. My study set out to evaluate the impact of transformational leadership on university-level teacher professional development. The aim of the research was to ascertain the impact of transformational leadership on the professional development of university teachers. This change in self-interest raises the ideals, maturity, and concern for the goal of the follower. This is an essential part of the Full Range Leadership Model. Transformational leadership has been suggested by researchers as a crucial component of a teacher's effectiveness. The researcher used a quantitative research design with the target population of 30 teachers of the psychology department of NUML University Islamabad. The sample size for the target population was 20 teachers. The delimitation of the study was teachers of the psychology department evening shift at NUML University Islamabad. The researcher developed a questionnaire and used a manual percentage formula for the research findings.

Professional Development of University Teachers in Relation to Gender and Subject Stream

Professional development is an important component of professional growth, and it is necessary to ensure that university teachers are able to keep up with the changing times. The researchers used a descriptive method and Professional Development Index Scale-PDIS (2017) developed by Tariq Ahmad Wani and Prof. N.A. Nadeem to measure the level of Professional Development of the subjects. The sample size of 300 University Teachers based on random sampling technique was collected from the total population of three main academic universities in Kashmir valley viz, University of Kashmir, Central University of Kashmir and Islamic University of Science and Technology. The results of the study showed that majority of university teachers about 67 % have moderate PD level. The study also revealed that professional development of university teachers differ significantly on the basis of gender but were found to have almost same level of PD on the basis of subject stream (science and arts).

Connecting academics’ disciplinary knowledge to their professional development as university teachers: a conceptual analysis of teacher expertise and teacher knowledge

Disciplinary knowledge lies at the heart of academic work. However, connecting academics’ disciplinary knowledge to their professional development as teachers has been a longstanding challenge for (research-intensive) universities. This is reflected in criticism of the practices that aim to support the professional development of university teachers. In order to create better connections, a deeper understanding is needed of how academics’ disciplinary knowledge relates to the development of their teaching. In this paper, we therefore aim to advance theoretical insights about how academics’ disciplinary knowledge connects to their professional development as university teachers. We do so by providing a conceptual analysis of teacher expertise and teacher knowledge perspectives. Literature discussed as part of the teacher expertise perspective provides insights into how knowledge is structured in order to perform teacher tasks. In our discussion of the teacher knowledge perspective, we include bodies of literature about teachers’ knowledge base to explore the role of disciplinary knowledge in how to teach and about powerful knowledge to explore the role of disciplinary knowledge in what to teach. Insights from these bodies of literature can, from a teacher knowledge perspective, offer theoretical underpinnings for connecting academics’ disciplinary knowledge to their professional development as university teachers. Adaptive expertise and practical knowledge are identified as concepts that include elements of both teacher expertise and teacher knowledge perspectives. Based on the conceptual analysis, we identify and discuss three aspects related to supporting the professional development of university teachers where attention to connection with teachers’ disciplinary knowledge is important.

Experienced, Enthusiastic and Cautious: Pedagogy Profiles in Emergency and Post-Emergency

Background: The COVID-19 pandemic has generated one of the most significant global disruptions to education systems in generations. Purpose: This study aims to examine the link between the profiles of teachers identified over the course of the period of Emergency Remote Teaching (ERT) as “experienced”, “enthusiastic”, or “cautious”, and their willingness to incorporate new pedagogical practices that adapt to the new virtual teaching environments. Methodology: This is a qualitative study in which a thematic–discursive analysis of in-depth interviews with university teachers is conducted in real time. Conclusions: The study found significant differences between the teachers as categorized in terms of responses and practices. These differences are expressed in three main spheres: the capacity of perception (insight), the available repertoire of practices, and the teaching gaze. The Teacher Profiles model in ERT has been updated accordingly. Implications: The adjusted Technology Acceptance model along with the recommendations derived from this study may contribute to the training and professional development of university teachers in the field of digital literacy.

Chinese University English Teachers' Professional Learning through Academic Reading on Social Media-A Mixed-Methods Approach.

Teachers’ professional learning on social media has received growing attention recently, but research into teachers’ academic engagement on social media remains limited. This study aimed to examine what factors motivated university English teachers to engage with academic reading on social media. The determinants of academic reading on social media were identified by semi-structured interviews, which were further validated by quantitative investigation. The results showed that participants’ perception of values of content knowledge, pedagogical content knowledge, and students’ participation in the classroom affected their intentions toward commitment to academic reading on social media. Additionally, the results revealed that perceived value of pedagogical content knowledge mediated the relationship between perceived value of content knowledge and participants’ intentions toward academic reading on social media while also mediating the relationship between perceived value of students’ participation in the classroom and the participants’ intentions toward academic reading on social media. These findings yield implications for the professional development of university teachers and the development of pedagogical content knowledge.

Application of Psychological Contract Theory in Mental Health and Professional Development of University Teachers.

Mental health is an important element of human public health. To investigate the respective causes of and the relationship between effort-reward imbalance and psychological anxiety of university teachers, the author, after making a targeted survey of more than 2000 questionnaires and conducting statistics and analysis of the survey data, discovers that the effort-reward imbalance has a significant effect on the anxiety of university teachers and meanwhile, effort-reward imbalance will indirectly affect the anxiety of university teachers through the breach of psychological contracts and thus directly affect the mental health of university teachers. To solve this problem, the author takes advantage of the psychological contract theory and designs a mental health improvement system for university teachers, that is, to pay more attention to the feeling of effort-reward balance of young university teachers, to give more care and help to teachers who have imbalance feelings, to take the maintenance of psychological contracts as an important starting point of the ideological work of young teachers in universities, and so on. Through the implementation of relevant systems, colleges and universities have effectively strengthened their ability to fulfill contracts, established convenient and unobstructed communication channels, prevented breach of psychological contracts of teachers, and prevented teachers from working at high exhaustion at the cost of their physical and mental health, which can finally improve the job satisfaction and professional development of university teachers and enable them to be devoted to higher education in better health.

System for digital professional development of university teachers

The article highlights the issues of developing a system for digital competence of the teacher. The paper describes the research that resulted in the development and implementation of the system for digital professional development for university teachers at the Borys Grinchenko Kyiv University. The principle of system adaptation is realized in two directions: to time possibilities of testing and minicourse passing; to needs of teachers according to professional direction and disciplines taught. A model of organisation of this system based on self-assessment, self-education and micro-teaching principles has been developed. The main structural elements of the system are diagnostic test and sets of minicourses. The approaches to the formation of the diagnostic test, including ensuring its integration, variability and validity, as well as the principle of its use in order to establish the level of digital competence of teachers in accordance with the developed corporate standard of digital competence were applied in detail. Using the example of the compulsory level of digital competence Analyst-Researcher (A) the use of mini-course sets for Integrator (B1), Expert (B2), Leader (C1) and Innovator (C2) levels are described. The system allows teachers to build their own professional development trajectory as a digital footprint reflected in a personal study, and the use of embedded business intelligence tools provides a visualised holistic picture of digital professional performance. The place of the system and its further development for professional development in the digital twin of the educational institution is highlighted.

Intensive Teacher Education for an EMI Context: Facilitating the Professional Development of University Teachers

In this paper we report on an intensive professional development intervention (PDI) delivered in a UK higher education setting for university teachers from different countries. These teachers were either teaching, or preparing to teach, English Medium Instruction (EMI) courses in a range of disciplines. Few previous studies have focussed on the impact of intensive training interventions on teacher participants, particularly for interventions conducted outside teachers’ local contexts. To address this, qualitative research was conducted that explores the influence of the PDI on participant teachers’ beliefs and self-reported teaching practices in their own institutional contexts. The findings suggest that the PDI resulted in significant changes in many of the participants’ beliefs about teaching pedagogy for an EMI context. The PDI also appeared to increase teachers’ self-efficacy, and to facilitate innovation in their classroom practices. As a result, the study highlights the pedagogical elements of the PDI which emerged as being significant in bringing about these changes and discusses the implications for PDI design. Overall, the study suggests the potential role that intensive PDIs delivered outside teachers’ home and national contexts can play in facilitating teacher development.

Research on the Professional Development of College Teachers Based on Computer Network

The application of computer network in the field of higher education has greatly promoted the development of education. However, as the main body of professional teaching activities, the comprehensive quality of teachers, especially the professional development planning, has been difficult to guarantee the needs of higher education. Based on this, this paper first analyzes the professional development planning of university teachers on account of computer network. Secondly, it studies the quality and ability structure and professional development of university teachers under the computer network, and finally gives the professional development path of university teachers under the computer network.

Factors Influencing Continuous Professional Development of Teacher at University Level

This study intends to find how time, funding and head influence impact on continuous professional development of university teachers. Purposive sampling (non-probability) was used for the study and survey method was adopted. The data was collected from 225 respondents and questionnaire is used as data collection instrument and respondents belongs to a public university Shah Abdul Latif University, Khairpur Mirs’ which is located in Sindh province. For hypothesis testing, structural regression model was selected. IBM SPSS is the tool we used to analyze the collected data and applied tests like Exploratory Factor Analysis (EFA) and multiple regression and AMOS is used to check Confirmatory Factor Analysis (CFA). Overall results provided the evidence that time and funding does not influence on Continuous Professional Development of university teachers while head influence significantly effecting on it. Continuous Professional Development (CPD) enhance competencies and skills of teachers that ensure the quality education therefore it is the demand of the age. This study provides an exclusive viewpoint of university teachers regarding factors influencing on continuous professional development

An Exploration of China-Africa Cooperation in Higher Education: Opportunities and Challenges in Open Distance Learning

Cognisant of the wide range of cooperation between China and Africa and the existing strong Sino-African relationship, this article explores the international cooperation between Africa and China in the higher education domain, especially in the field of Open Distance Learning (ODL). The study employed data triangulation relying on both secondary and primary sources to address the main research questions. It sheds light on the development of ODL in Chinese Higher Education Institutions (HEIs) with a focus on professional development of university teachers. The article argues that ODL is crucial for emerging economies’ sustainable development. Key factors such as political, technological and socio-cultural features play a crucial role in the development and effective implementation of ODL. By exploring the potential opportunities and identifying related challenges, this article contributes to an understanding of how mutually beneficial partnerships between African universities and Chinese HEIs can be developed within the wider framework of Sino-African relationship.

What feedback literate teachers do: an empirically-derived competency framework

If feedback is to be conducted effectively, then there needs to be clarity about what is involved and what is necessary for teachers to be able to undertake it well. While much attention has recently been devoted to student feedback literacy, less has been given to what is required of teaching staff in their various roles in feedback processes. This paper seeks to elucidate teacher feedback literacy through an analysis of the accounts of those who do feedback well. An inductive analysis was undertaken of conversations about feedback with 62 university teachers from five Australian universities using a dataset of transcripts of interviews and focus groups from two earlier research studies. Through an iterative process a teacher feedback literacy competency framework was developed which represents the competencies required of university teachers able to design and enact effective feedback processes. The paper discusses the different competencies required of those with different levels of responsibility, from overall course design to commenting on students’ work. It concludes by considering implications for the professional development of university teachers in the area of feedback.

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.