Search results for: Higher education
Page 1/15 145 items
Although there is substantial research documenting the impact of department heads in higher education, there is a significant gap in the literature examining the role of program coordinators. This self-study explores how two teacher educators navigated the opportunities and costs of coordinating their respective programs, literacy education and elementary education. The data revealed three themes consistent across the coordinators: stakeholder and engagement, collaboration, and policy and power. Implications for leaders in higher education are discussed including the importance of revising evaluation tools to reflect the actual demands on coordinators’ time, allowing time for rich and deep conversation among leaders, and providing mentors to assist coordinators in building their skills and supporting their efforts.
Updated: Dec. 22, 2021
Teacher educators’ professional trajectories: evidence from Ireland, Israel, Norway and the Netherlands
This study describes higher education-based teacher educators’ professional trajectories, i.e. their professional activities and learning as developed throughout their career. Semi-structured interviews were held with 41 teacher educators from Ireland, Israel, Norway and the Netherlands. Findings show that teacher educators were recruited mainly from schools and universities. As novices, they received some, but no formal, support. Research and teaching are the main areas for on-the-job learning. Most teacher educators have positive attitudes towards research, are active researchers and contribute to teaching. However, they believe their respective institutes are not sufficiently appreciative of teaching, given that institutes do not prioritise practice-oriented research, nor align their policies with research findings. While socially coherent and idealistic attitudes are present among teacher educators, they are predominantly responsive to institutes’ perceived individualistic and pragmatic expectations. Such expectations include contribution to their institutes’ academic status through their academic publications.
Updated: Dec. 08, 2021
Rapid developments in ideas of knowledge, the role of educational technologies and the needs of students suggest that innovation is important in higher education. However, many factors can affect how and whether innovation occurs. In a study of identified innovative teachers, five thematic dimensions were identified that served to support or constrain pedagogical innovation: the teacher, the institution, colleagues, students and the teaching environment. In this paper the authours discuss the ways in which innovative teachers experienced each theme within their practice. They also consider how individuals and institutions might better support pedagogical innovation.
Updated: Jul. 15, 2021
The purpose of this study is to describe the professional development needs and activities of 61 teacher educators across six national jurisdictions (England, Ireland, Israel, Norway, Scotland and The Netherlands) and to reveal influencing factors and affordances conducive to professional development. Semi-structured interviews constituted questions on professional learning opportunities and teacher education and research. Results from the interviews convey themes around the areas of (i) self-initiated professional development, (ii) the importance of experiencing professional development through collaboration with peers and colleagues, (iii) accessing opportunities to improve teacher education teaching practices, and (iv) the inextricable link between teaching and research and, consequently, the need to upskill in research skills. Discussion points that arise include the induction period, frustration and tension in navigation, haphazard professional learning and learning with, and from, each other.
Updated: Jul. 28, 2020
To tweet or not to tweet: Student perceptions of the use of Twitter on an undergraduate degree course
The purpose of this study is to investigate whether the use of Twitter can enhance perceived learning and promote critical thinking, collaborative learning, and active student roles. The participants, 202 undergraduate students, enrolled on three different degree courses, were studying educational technology course modules. A quantitative, transversal, and retrospective methodology with an ex post facto design was applied by the researchers. The use of Twitter led to an increase in both perceived learning and critical thinking among the majority of students, and in collaborative aspects of the teaching-learning process, as well as in active student roles. The authors conclude that the experience of Twitter and its use in an educational context has therefore contributed to enhancing the quality of learning and the teaching-learning process itself.
Updated: Dec. 19, 2019
The starting point for this inductive study is to determine, through a search of studies, what critical viewpoints in terms of research are delivered, based on experiences, observations and evaluation, concerning the Bologna Process over time? The aim is to present a description using a thematic analysis based on data from 38 papers (2004–2016) that reveal the critical reasoning behind the research. The reasoning is critical in the sense that various authors have elaborated on and problematized aspects of the Bologna Process in terms of what to avoid and/or have characterized aspects related to the Bologna Process that are not desirable. Based on the outcome of the thematic analysis, theorists were selected in order to deepen the reasoning and meaning highlighted in three themes. The findings are further discussed in terms of knowledge and curriculum development for the future and the advancement of European higher education policy and beyond on equal terms. The article suggests that there are causes for concern regarding unwanted consequences in the aftermath of the Bologna Process.
Updated: Sep. 12, 2019
While digital environments "shrink" the world and allow to work collaboratively with colleagues from different countries, Digital Agency in education promotes equity in learning in a global world. People who possess digital mastery, confidence, and accountability can become part of the collaborative world and teacher educators have to lead our students toward this goal. Shonfeld presents the TEC center as an example of a model where technology, education, and cultural diversity intersect to improve learning through innovative pedagogy on the one hand and technology on the other. It exposes students to cultures they have never encountered before on an equal footing and opens their minds to others whilst calling their attention to the advantages of a heterogeneous group during the development of educational products.
Updated: Mar. 25, 2019
The purpose of this study was to examine the specific needs of students and junior faculty in counseling programs and to provide a glimpse of the mentorship experience through the lens of the mentee. The authors found that both master’s and doctoral level, and junior faculty alike suggested that a mentor should have certain characteristics, such as being approachable, having a personal style of mentoring, being encouraging, and providing clear and direct feedback to the mentee.
Updated: Nov. 15, 2018
This article describes a learning and teaching strategy based on complexity science and explores its impacts on a higher education game design course. The purpose of the strategy was to generate conditions fostering individual and collective learning in educational complex adaptive systems. The data demonstrate that collaboration was initially challenging for students, but collective learning emerged as the course developed, positively affecting individual and team performance. The participants felt highly motivated and enjoyed working on course activities. The students' perception of progress and expertise were always high, and the academic performance was on average very good.
Updated: Jun. 28, 2018
So You Want To Be A Teacher Educator? The Job Advertisement As A Construction Of Teacher Education In Canada
This study explores how Canadian employment advertisements in teacher education are constructed as mediating artefacts in the relationship between potential candidates and their goal of gaining an academic position. The present study reveals both similarities and differences with concurrent WoTE (Work of Teacher Education) investigations in UK, Australian and New Zealand contexts. The authors argue that Canadian education faculties appear to be preserving a commitment to the conceptualisation and enactment of teacher education as a distinctive field of research and teaching. They emphasize, however, recruiting and retaining new or senior teacher educators should be of significant concern for the public and for prospective teachers.
Updated: Mar. 25, 2018