To see the other types of publications on this topic, follow the link: A university lecturer.
Dissertations / Theses on the topic 'A university lecturer'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'A university lecturer.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Hong, Ye Yoon, Suzanne Kerr, Sergiy Klymchuk, et al. "Modelling the Transition from Secondary to Tertiary Mathematics Education: Teacher and Lecturer Perspectives." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80200.
Full textAbstract:
The transition from school to tertiary study of mathematics is rightly coming under increasing scrutiny in research. This paper employs Tall’s model of the three worlds of mathematical thinking to examine key variables in teaching and learning as they relate to this transition. One key variable in the transition is clearly the teacher/lecturer and we consider the perspectives of both teachers and lecturers on teaching related matters relevant to upper secondary and first year tertiary calculus students. While this paper deals with a small part of the data from the project, which aims to model the transition, the results provide evidence of similarities and differences in the thinking of teachers and lecturers about the transition process. They also show that each group lacks a clear understanding of the issues involved in the transition from the other’s perspective, and there is a great
need for improved communication between the two sectors.
2
Russell, Carol Faculty of Engineering UNSW. "E-learning adoption in a campus university as a complex adaptive system: mapping lecturer strategies." Awarded by:University of Leicester, 2008. http://handle.unsw.edu.au/1959.4/39597.
Full textAbstract:
The adoption of e-learning technologies in campus universities has not realised its potential for meeting the learning needs and expectations of 21st century students. By modelling university learning and teaching as a complex adaptive system, this thesis develops a new way of understanding and managing the adoption of new learning technologies in campus universities. The literature on learning and teaching in higher education indicates that lecturers??? ability to innovate in their teaching is constrained by tacit and discipline-specific educational knowledge. Introducing new methods and technologies into mainstream university teaching requires explicit review of educational knowledge, and requires support from departmental and institutional organizational systems. Research on organizational change in other contexts, such as manufacturing industry, has used complex adaptive systems modelling to understand the systemic interdependence of individual strategies, organizations and technologies. These models suggest that the integration of new e-learning technologies into mainstream campus university teaching will involve corresponding change processes. Part of this change requires the linking up of diverse disciplinary perspectives on learning and teaching. The thesis develops a conceptual framework for researching university learning and teaching as a complex adaptive system that includes learning technologies, people, and their organization within a university. Complex adaptive systems theory suggests that the capacity of a campus university to adapt to new e-learning technologies will be reflected in patterns in the strategies of those lecturers who are early adopters of those technologies. A context-specific study in the University of New South Wales used cognitive mapping to represent and analyse the strategies of a group of 19 early adopters of e-learning technology. These early adopters were participants in a cross-discipline Fellowship programme intended to develop their ability to act as change agents within the university. Analysis of the maps gathered before and after the Fellowship, triangulated with data on the Fellows??? participation in organizational change, leads to a new way of modelling how university learning and teaching systems, including their technologies, adapt within a complex and changing higher education context.
3
Russell, Carol. "E-learning adoption in a campus university as a complex adaptive system : mapping lecturer strategies." Thesis, University of Leicester, 2008. http://hdl.handle.net/2381/4373.
Full textAbstract:
The adoption of e-learning technologies in campus universities has not realised its potential for meeting the learning needs and expectations of 21st century students. By modelling university learning and teaching as a complex adaptive system, this thesis develops a new way of understanding and managing the adoption of new learning technologies in campus universities. The literature on learning and teaching in higher education indicates that lecturers’ ability to innovate in their teaching is constrained by tacit and discipline-specific educational knowledge. Introducing new methods and technologies into mainstream university teaching requires explicit review of educational knowledge, and requires support from departmental and institutional organizational systems. Research on organizational change in other contexts, such as manufacturing industry, has used complex adaptive systems modelling to understand the systemic interdependence of individual strategies, organizations and technologies. These models suggest that the integration of new e-learning technologies into mainstream campus university teaching will involve corresponding change processes. Part of this change requires the linking up of diverse disciplinary perspectives on learning and teaching. The thesis develops a conceptual framework for researching university learning and teaching as a complex adaptive system that includes learning technologies, people, and their organization within a university. Complex adaptive systems theory suggests that the capacity of a campus university to adapt to new e-learning technologies will be reflected in patterns in the strategies of those lecturers who are early adopters of those technologies. A context-specific study in the University of New South Wales used cognitive mapping to represent and analyse the strategies of a group of 19 early adopters of e-learning technology. These early adopters were participants in a cross-discipline Fellowship programme intended to develop their ability to act as change agents within the university. Analysis of the maps gathered before and after the Fellowship, triangulated with data on the Fellows’ participation in organizational change, leads to a new way of modelling how university learning and teaching systems, including their technologies, adapt within a complex and changing higher education context.
4
Barnes, Stephen James. "What does it mean to be a lecturer at a new university? : an ethnographic study of organizational change in a University Business School." Thesis, University of East Anglia, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.520440.
Full text
5
Abdul, Majeed Mohamed Navaz. "Lecturer-student interaction in English-medium science lectures : an investigation of perceptions and practice at a Sri Lankan university where English is a second language." Thesis, University of Nottingham, 2012. http://eprints.nottingham.ac.uk/12995/.
Full textAbstract:
This study arises from two contextualised problems faced by the students at the Faculty of Applied Sciences (FAS) of a small university in Sri Lanka. These problems are: students’ lecture comprehension difficulties and limited oral language proficiency in their second language (i.e. English). The ideas developed in this study are based on the argument that dialogic lecturer-student interaction, which enables students to take a more active role in discussions compared to the use of recitation scripts (questions-answers-evaluations) developed in non-dialogic interactions, is likely to be beneficial for students’ content and language development. Although there have been studies at primary level, there has so far been little research into dialogic interaction in tertiary-level L1 Science classes, and none yet carried out in the L2 context. Therefore, this study investigates the extent of dialogic interaction practised at FAS, in conjunction with a thorough consideration of the factors that influence interaction between lecturers and students. This study, involving 30 students and 4 lecturers, was undertaken as a pioneer study in this context in Asia by analysing L2 lectures given at FAS. Data were collected from lecturer and student questionnaires, lecturer interviews, student group interviews, observations of 24 lectures and audio recordings. Of the observed lectures, a total of 12 from Biotechnology, Animal Physiology, Physics and Statistics were transcribed verbatim and analysed using an analytical framework, which was especially designed to analyse the FAS lecture discourse. This framework was also used to locate these lectures on a scale from monologic to dialogic. The study revealed the complexity of the perception-practice dynamic, and the multi-faceted sub-set of factors which influenced students' and lecturers’ behaviour in class, and their perception of that behaviour. Students’ lecture comprehension problems and classroom interaction were influenced by their language proficiency, though the students considered the lecturers’ lecture delivery style to be more important than their own language proficiency. In this study it was revealed that a culturally embedded behaviour perpetuated by senior students, known as ragging (a kind of bullying), restricted the classroom interaction of the students. In terms of lecture delivery style, of all the observed lectures only two contained some interactional episodes in addition to monologic segments, while the others were found to be highly or mostly monologic. Students were also found not to be cooperating with lecturers in classroom interaction, despite stating a preference for learning through interaction. The students asked only very few questions in all the observed lectures, and answered in a limited number of lectures. The lecturers asked more knowledge testing questions than any other kind, while there were only a few concept development questions – the type which can help develop dialogic interaction. Overall, this investigation, which demonstrates the importance of combining studies of perception with detailed analysis of the discourse itself, indicates limited lecturer-student interaction as well as a clear lack of dialogic interaction in English-medium Science lectures at this particular university. In addition, it is argued that the innovative analytical framework designed to analyse the lectures delivered in the English Medium Instruction (EMI) context of the present study can be useful for other lectures which are commonly delivered as monologic in both L1 and L2 contexts. Finally, it also stresses the importance of investigating the influence of cultural and behavioural factors, such as ragging, on classroom learning.
6
Galegane, Golebamang. "A study of student-lecturer interaction in communication and study skills classes at the University of Botswana." Thesis, University of York, 2015. http://etheses.whiterose.ac.uk/11096/.
Full textAbstract:
This thesis examines classroom talk amongst students and lecturers at the University of Botswana (UB). It aims to find out whether or not classroom interaction can help to develop students’ oral skills in Communication and Study Skills (CSS) classes at UB. The mixed methods approach was used and three research instruments were explained as follows; twenty-seven classroom observations and systematic observations were used amongst nine lecturers who offered CSS to first year students. In addition, there were two phases of lecturer interviews and one phase of students’ interviews. All three research instruments were used to analyse the classroom discourse quantitatively and qualitatively. Using the Initiation, Response, Feedback (IRF) analytical tool and the Sociocultural Theory (SCT), it was found out that generally, a combination of the lecturers’ initiation and their feedback of the interaction were high as illustrated by 62%, indicating that the lecturers dominated classroom talk. Nine (9) CSS lesson extracts were used to analyse the classroom discourse qualitatively. From the nine lecturers observed, nine lesson extracts were analysed using one of the teaching transactions. The findings revealed that the lecturers teaching style contributed to the quality of classroom interaction. Secondly, the length of the teaching strands indicated the quality of classroom talk. All students and lecturers’ interviewed had mixed views about the quality of classroom interaction. They all felt that there was need for effective spoken interaction and that students were passive during classroom interaction. The findings from this thesis act as an eye-opener regarding how interaction takes place in the CSS classrooms. Furthermore, since this is a pioneering study on classroom interaction at UB, it will act as a referral point for future studies within the institution and other institutions of higher learning in Botswana.
7
Ntlabathi, Siyanda. "Exploring lecturer experiences of the use of ICT in blended learning : a case study at a South African university." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017355.
Full textAbstract:
ICTs have had a tremendous impact on our educational environment. There have been a huge number of developments and support in implementation of ICT in Higher Education teaching and learning, also referred to as e-learning. Similarly there appears to be quite a number of research conducted on the use of ICTs in blended learning settings worldwide and as well as in South Africa. Very little research however, has focussed on the experiences of lecturers with e-learning, specifically as it relates to Learning Management Systems (LMS). In trying to meet the requirements of its academic programmes and be in line with new developments worldwide, the University which is the focus of this study pilot projected the use of an LMS in a blended learning approach which integrates face-to-face classes with Blackboard, an ICT-based system or tool. Following the implementation of the pilot project, this study explores the experiences of lecturers in their blended learning environments at this university in the Eastern Cape province of South Africa. The research design was that of an interpretative paradigm within a qualitative research approach in a case study methodology. Purposive sampling of six lecturers from departments within faculties across two campuses was done. The data was gathered through interviews, a follow-up questionnaire and document analysis was employed. Using Critical and Social Realism as meta-theories the study employed aspects of Activity Theory as substantive theory to understand particular experiences of blended learning environments and identify conditions which enable and constrain engagement in these environments so as to explore potential lessons to inform the kind of educational support which could be offered to facilitate uptake of the LMS.
8
Delgaty, Laura. "How can I improve my practice as a university lecturer in the development and delivery of a distance learning module in a post graduate diploma in clinical education?" Thesis, University of Newcastle Upon Tyne, 2012. http://hdl.handle.net/10443/1698.
Full textAbstract:
How can I improve as a practitioner of distance learning? With the uptake of distance learning (DL), which has been marginal for most academics, teaching contexts, traditional power structures and relationships have changed, leaving lecturers potentially disenfranchised. Proliferate literature was found addressing DL in medical education, although the practical application for academics was scarce. Unsurprisingly, the most cited article in Medical Teacher in 2010 was: ‘The Failure of e-Learning Research to Inform Educational Practice, and What We Can Do About It’ (Personal communication, Medical Teacher, October 24, ). My experience suggested DL was a disruptive technology to individuals and the organisational culture of higher education. The related research question and aim of this study were: Research Question How can I improve my practice as a University Lecturer in the development and delivery of a distance learning module in a post graduate diploma in clinical education? Research Aim To critically and systematically examine, and make informed changes to, the design and delivery of a post-graduate distance clinical education module. I hoped to inform educational practice: primarily, my own, by improving my practice as a university DL practitioner. Based on the literature of organisations and DL, I examined and evaluated the complex process of developing and then delivering an asynchronous fully online module. Maintaining an action research methodology, this study underwent two cycles. The first cycle focused on planning of the module, the second on delivery. These cycles informed my own practice, guided further development and resulted in subsequent change. Data collection consisted of documentary analysis of meetings, interviews with staff and students, formal student evaluations, web analytics and personal reflection. Data analysis incorporated both quantitative and qualitative methods to triangulate the research findings and ensure the research aim was addressed. Within this inquiry, new competencies for academics including leadership and management were exposed. Barriers to staff progress included changes and ambiguity in roles, lack of leadership and unpreparedness for responsibilities, time, and workload. Student barriers included time, fear, relevance of learning, isolation and increased autonomy. Explicit planning, organisational support and working within communities were requisite to create a ‘sustaining’ technology representing an improvement on current practices for both groups. Avoiding traditional workload assumptions that are erroneous and inaccurate, this study provides new models of organisational roles and responsibilities. Time, workload, and changing expectations of staff and students are addressed whilst uncompromisingly focusing on informing and improving practice.
9
Van, Heerden Thomas. "A cultural-historical activity theory based analysis of lecturer and student understanding of learning in the Department of Mathematics and Applied Mathematics at the University of Cape Town." Master's thesis, Faculty of Humanities, 2019. http://hdl.handle.net/11427/30135.
Full textAbstract:
Cultural-historical activity theory (CHAT) provides a framework for analysing activity systems. I use that framework to investigate teaching and learning in two first-year university mathematics courses at the University of Cape Town. The focus of this investigation is whether the different subjects of this activity system (i.e. the students and the lecturers) have different conceptions of learning, and what those possible differences mean for teaching and learning. The CHAT framework is well-suited to this type of work. CHAT’s theoretical roots are in Hegel’s dialectics and Vygotsky’s mediation. Teaching and learning are higher-order mental phenomena. Dialectics allow us to aggregate our data to draw conclusions about this type of higher-order phenomenon, and the notion of mediation (extended from Vygotsky’s initial work by Leont’ev and others) provides a means to understand how learning happens. Data are collected both through face-to-face interviews with a small group of subjects (n = 6) and more broadly through an online questionnaire (n = 55). The face-to-face interviews and the questionnaires make it clear that students and lecturers do have different conceptions of learning; in the language of CHAT, there are tensions in the system. These tensions can be categorised into two major themes: what students do and how they do it. These tensions will not be easily resolved; I suggest teaching some meta-cognitive skills rather than only mathematics as a first step.
10
Carreño, Leidne Sylse S. de Mello. "Professor do ensino superior : discutindo as necessidades de formação pedagógica." Universidade Federal de Pelotas, 2011. http://repositorio.ufpel.edu.br/handle/ri/1609.
Full textAbstract:
Made available in DSpace on 2014-08-20T13:47:41Z (GMT). No. of bitstreams: 1
Leidne_Sylse_Mello_Carreno_Dissertacao.pdf: 619231 bytes, checksum: 5cd1975d8e98df8f174712c29c431442 (MD5)
Previous issue date: 2011-10-11<br>This study aims to consider and discuss the need for pedagogical training for
university teachers based on the expressions of a group of teachers who work
at the Federal University of Pelotas. The line of though used looks upon the
perceptions of the interviewees about their education and the challenges they
face in teaching. Considering that there is reasonable consensus that to be a
university professor is suffices to dominate the knowledge of their area and little
appreciation is given to the nature of pedagogical knowledge. The data were
collected through semi-structured interviews applied to a sample of six teachers
from the courses of Architecture and Urbanism and from Dentistry. The results
were analyzed in the light of the theoretical Zabalza (2004), Marcelo Garcia
(1999), Cunha (2000, 2004 ), Masetto, (1998, 2009), , Pimenta and Anastasiou
(2002), among others. The results helped us to understand that even if the
professionals working in higher education are trained in Master and/or PhD,
they are still unprepared to face the complexity of teaching. We also realize that
these professionals become teachers and still need some time before
identifying themselves as a "teacher"<br>O presente estudo teve como objetivo refletir e discutir a necessidade de
formação pedagógica de docentes universitários a partir das expressões de um
grupo de professores que atuam na Universidade Federal de Pelotas.
Percorreu-se o caminho da pesquisa lançando-se um olhar sobre as
expressões dos entrevistados a respeito de sua formação e os desafios que
enfrentam para ensinar. Partimos do pressuposto que há razoável consenso de
que para ser professor universitário é suficiente o domínio dos conhecimentos
de sua área específica e pouca valorização é dada aos conhecimentos de
cunho pedagógico. Os dados foram obtidos através de entrevistas semi
estruturadas aplicadas a uma amostra de seis (6) professores dos cursos de
Arquitetura e Urbanismo e de Odontologia. As respostas foram analisadas à luz
do referencial teórico de Zabalza (2004); Marcelo Garcia (1999); Cunha (2000,
2004); Masetto, (1998, 2009); Pimenta e Anastasiou (2002), dentre outros. Os
resultados nos ajudaram a entender que mesmo que os profissionais atuantes
no ensino superior tenham formação em Cursos de Mestrado e/ou Doutorado,
eles estão pouco preparados para enfrentarem a complexidade da docência.
Percebemos também que esses profissionais tornam-se professores e
precisam de um tempo de docência para identificarem-se como professor
11
Phillips, Heather Nadia. "Interrogating student and lecturer perspectives of professional knowledge delivery in the initial teacher-education programmes in South Africa within a context of quality." Thesis, Cape Peninsula University of Technology, 2013. http://hdl.handle.net/20.500.11838/1970.
Full textAbstract:
Thesis in fulfilment of the requirements for the degree
Doctor of Education
in the Faculty of Education at the Cape Peninsula University of Technology
Supervisor: Professor Rajendra Chetty
Co-supervisor: Associate Professor Janet Condy
November 2013<br>In South Africa, the quality of teachers working in our current education system has been put under a looking glass by the Department of Education (DoE) (2006) since the systemic results, indicating national literacy and numeracy levels in primary schools, were issued. These results place South African literacy and numeracy skills far below those of many countries in the rest of Africa. This has been viewed by the South African school sector as one of the symptoms of the breakdown in the culture of learning in the education system in our country. As a result, the South African school system has been characterised as a ‘high- cost, high-participation, low-quality system’ Taylor (2008). Taylor (2008) concludes from his research that the challenges which undermine effective teaching and learning in South African schools include the quality of teacher knowledge and teaching practices.
The relationship between teacher quality and teacher productivity is key to the development of a high-quality educational system. It is argued that teacher quality impacts greatly on student achievement, which, in turn, impacts on the development and transformation of that society. Rowe (2003) and Morrow’s (2007) key findings in their research on educational success indicate that ‘what matters most’ is the quality teacher.
The historical and social change in South Africa has pioneered transformation with regard to curriculum change and has redefined the aims of teacher education in this country. Over the last few years we have been faced with a myriad of changes in policy frameworks that are supposed to guide change within the educational system, as well as within teacher education (Guskey, 2002:381-391). This study, therefore, aims to interrogate the missing links between teacher education institutions and pre-service teachers’ experience, while incorporating school and learner needs. Since quality is the critical factor, there is an urgent need to re-conceptualise how we can prepare a generation of teachers equipped to meet the demands of the 21st-century student. The key objective in this study, therefore, is the interrogation of the following components in the initial teacher-training programmes in South Africa:
• Professional development and knowledge of teachers.
• Delivery of that knowledge from a pedagogical perspective.
• Quality of current teacher-training programmes.
This research project is geared towards understanding the challenges that face final-year teacher-training students as they prepare themselves to enter the ‘real world of teaching’. The study cross-examines the quality of learning and teaching in higher education institutions, the pedagogy applied and the degree of its success. In order to examine the initial teacher-training programmes there was a need to interrogate:
• students’ perceptions of the quality of their training;
• lecturers’ responses to the quality of training provided; and
• pre-service teachers’ notions of the quality of the ‘product’ they experience in the field during practice teaching and in their experience with newly qualified teachers.
The search for an alternative pedagogy, which aims to promote the transformation and reconstruction of education in South Africa, has placed this research project within a conceptual framework of critical pedagogy, which holds the view that learning is self-generated and not just accessible. The theoretical underpinnings were derived from the works of Paulo Freire and Henry Giroux. This project is situated within an interpretivist paradigm and is qualitative in nature. A sample of four faculties of education, nationally, has been used in the project. Semi-structured interviews and focus-group interviews were used to collect data from all the fourth-year BEd students and their lecturers at each of the four universities, as well as from in-service teachers who host students during practice teaching sessions. The interview questions were concerned with the delivery of the teacher-training programmes and whether the needs of students were being met with regard to their training. Students commented on the development of the following areas: delivery of knowledge, acquisition of adequate teaching skills, and their readiness to enter the teaching field.
The findings of this research indicate that students, lecturers and in-service teachers believe that many components within the current teacher-training programme need to be transformed. This could be attributed to, amongst others, the inadequate pedagogical practices used in knowledge delivery, lack of actual classroom experience, and the ineffective organisation and supervision of teaching practice which results in students feeling ill-equipped to enter the teaching arena. These impact the quality of teachers who are exiting the current system. Suggestions to improve the organisation of teacher experience, the on-going professional development of teacher educators, and mentorship ofteachers,as well as the development of recruitment and selection criteria for students wishing to enter teacher education are made.
12
Sigalla, Luciana Andréa Afonso. "De profissional a profissional-professor: contribuições para a formação de professores universitários da área de administração." Pontifícia Universidade Católica de São Paulo, 2012. https://tede2.pucsp.br/handle/handle/16035.
Full textAbstract:
Made available in DSpace on 2016-04-28T20:56:30Z (GMT). No. of bitstreams: 1
Luciana Andrea Afonso Sigalla.pdf: 1059508 bytes, checksum: df2ecfd7ee60e90b856a5e04c2a5f23f (MD5)
Previous issue date: 2012-05-02<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>This research aims at contributing to the formation of college lecturers in the field of Business Administration and is justifiable on the grounds that there are few studies on didactics and pedagogical training involving professionals in specific undergraduate areas such as Business Administration. The rationale underlying the study is that, in most cases, these professionals are hired solely based on their specific knowledge regarding the intended-to-teach area, and no didactics and pedagogical training is required. Data collected during interviews conducted for the Masters Dissertation entitled "Contributions of the Masters Degree process for the training of Lecturers in Business Administration" (IGARI, 2010) will be analyzed, and the questions that this new research will seek to address, among other issues, include: what is it that leads a business administration professional to become and remain a college lecturer? How does a Business Administration professional learn to be a college lecturer? What does a lecturer of Business Administration need to know? We found that the motivation to enter and remain in teaching will not always appear willfully and deliberately, but most of the subjects in this research entered tenure-track positions seeking a chance to deliver, build and share knowledge and experiences, as much as for the pleasure of interacting with people. The main motivation pointed out for remaining a lecturer was that the career requires constant study, providing opportunities for continuing education. By the time they started teaching, our subjects went through a process of learning how to teach, based mainly on information received during their Masters Courses, and using some of their own lecturers as role models.Also, they observed more experienced colleagues while performing some of their tasks, and used skills developed in earlier professional experiences, such as public speaking, for example. According to most of our subjects, skills such as full understanding of concepts (theoretical knowledge) and experience in the field (practical knowledge) are crucial to act as a lecturer in the area of Business Administration. The theoretical framework underlying this work comprises the theories developed by Placco (1992, 2002, 2005, 2006, 2008, 2009, 2010), Abreu and Masetto (1989), Masetto (2003, 2009), and Pimenta and Anastasiou (2010)<br>Esta pesquisa tem como objetivo contribuir para a formação de professores universitários da área de Administração e justifica-se por haver poucos estudos sobre a formação didático-pedagógica de professores universitários em áreas específicas de formação, como a Administração. A hipótese que norteia o estudo é que, na maioria das vezes, a contratação desses profissionais tem como único critério o domínio dos conhecimentos específicos da área em que pretendem lecionar, sem que lhes seja exigida uma formação didático-pedagógica. Serão explorados arquivos de entrevistas da tese Contribuições do processo de mestrado para a formação do docente em Administração (IGARI, 2010), a partir dos quais esta nova pesquisa procurará responder, dentre outras questões: o que leva um profissional de Administração a se tornar professor universitário e a querer permanecer na carreira docente? Como um profissional da área da Administração aprende a ser professor universitário? O que o professor universitário nos cursos de Administração precisa saber? Constatamos que nem sempre a motivação para ingresso e permanência na docência se deu de forma intencional, deliberada, mas que grande parte dos sujeitos desta pesquisa ingressou nessa carreira pela possibilidade de transmitir, construir, trocar conhecimentos e experiências e por gostar de interagir com as pessoas. A principal motivação apontada para a permanência na docência foi que a carreira exige estudo constante, propiciando aos professores oportunidades de formação continuada. Nossos sujeitos, ao ingressarem na docência, passaram por uma aprendizagem da profissão, que ocorreu, principalmente: por meio do mestrado; tendo como modelos alguns dos professores que passaram por suas vidas; observando os colegas mais experientes na realização de algumas de suas tarefas; e aproveitando as habilidades desenvolvidas em experiências profissionais anteriormente vividas, como a de falar em público, por exemplo. De acordo com a maioria de nossos sujeitos, para que um profissional atue como docente na área de Administração, são fundamentais o domínio do conteúdo (conhecimento teórico) e a experiência profissional em campo (conhecimento prático). O quadro teórico que fundamenta este trabalho está constituído das concepções desenvolvidas por Placco (1992; 2002; 2005; 2006; 2008; 2009; 2010), Abreu e Masetto (1989), Masetto (2003; 2009) e Pimenta e Anastasiou (2010)
13
Martins, Leandro Gonçalves. "Análise das influências do sinaes na prática docente universitária." Universidade Católica de Santos, 2015. http://biblioteca.unisantos.br:8181/handle/tede/981.
Full textAbstract:
Submitted by Rosina Valeria Lanzellotti Mattiussi Teixeira (rosina.teixeira@unisantos.br) on 2015-04-10T18:29:19Z
No. of bitstreams: 1
Leandro Gon¿alves Martins.pdf: 1186275 bytes, checksum: 8160d4601768d86d2ab056eb3c429c29 (MD5)<br>Made available in DSpace on 2015-04-10T18:29:19Z (GMT). No. of bitstreams: 1
Leandro Gon¿alves Martins.pdf: 1186275 bytes, checksum: 8160d4601768d86d2ab056eb3c429c29 (MD5)
Previous issue date: 2015-02-25<br>The objective of this research is to analyze the influence of the National Higher Education Evaluation System (SINAES), with emphasis on ENADE in the university teaching practice. Thus aims to understand, with a sociological interpretation, and within the context of private IES, the main influences that SINAES can bring to the university teaching practice in the perception of teachers surveyed, exposing the perception and the understanding of these on the concept and the scope of ENADE and also analyzes what these have meaning and changed their practices as a result of this external evaluation. It is considered that the interaction of teachers with ENADE can bring changes in their practices. We selected four private universities located in the city of Santos SP to be surveyed, two universities and two university centers. Participants teachers work in higher education in administration of their respective institutions. The techniques for data collection were questionnaires and interviews.
Dias Sobrinho, Sguissardi and Boaventura Santos reference the Brazilian university context here reported. The sociological discourse analysis (DSA), based on Ibáñez and Ruiz Ruiz, was chosen as the analysis technique. The concepts of ethos, habitus, field and symbolic violence from Bourdieu contributed to the analysis performed in this study, seeking to better understand the words and actions of the above social context. The results show some of the perceptions that have investigated about the influences felt from the ENADE, among them stand out: limitation of the concept of ENADE the simple assessment of students; changes in the format of questions and reviews to fit the model proposed by ENADE; and even changes in the teaching plan and course contents on account of this evaluation. According to the foregoing research, can inquire about the extent to which current methods of external evaluations are adequate to ensure the quality of Brazilian higher education. Wonders about
the effectiveness of ENADE beyond the quantitative purposes. Not objective conclusion, simply, if this evaluative model is good or bad for universities or teachers involved, but to present this assessment shows influences on teaching practices.<br>O objetivo desta pesquisa é analisar a influência do Sistema Nacional de Avaliação da Educação Superior (SINAES), com ênfase no ENADE, na prática docente universitária. Visa assim compreender, com uma interpretação sociológica, e dentro do contexto das IES privadas, as principais influências que o SINAES pode trazer para a prática docente universitária, na percepção dos professores pesquisados, expondo a percepção e o entendimento destes sobre o conceito e o escopo do ENADE e ainda analisa o que estes têm sentido e alterado às suas práticas, em decorrência desta avaliação externa. Considera-se que a interação dos docentes com o ENADE pode trazer modificações em suas práticas.
Selecionaram-se quatro IES privadas localizadas na cidade de Santos SP para serem pesquisadas, sendo duas universidades e dois centros universitários. Os docentes participantes atuam no curso superior em administração de suas respectivas instituições. As técnicas para coleta de dados foram aplicação de questionários e entrevistas. Dias Sobrinho, Sguissardi e Boaventura Santos referenciam o contexto universitário brasileiro aqui relatado. A análise sociológica do discurso (ASD), baseada em Ibáñez e Ruiz Ruiz, foi escolhida como técnica de análise. Os conceitos de ethos, habitus, campo e violência simbólica de Bourdieu contribuíram na análise realizada nesta pesquisa, buscando melhor compreender as falas e as ações sociais do contexto exposto. Os resultados mostram algumas das percepções que os investigados possuem sobre as influências sentidas provenientes do ENADE, dentre elas destacam-se: limitação do conceito de ENADE à simples avaliação de alunos; modificações
no formato de questões e avaliações para adequação ao modelo proposto pelo ENADE; e ainda mudanças nos planos de ensino e nos conteúdos programáticos por conta desta avaliação. De acordo com o que foi exposto na pesquisa, pode-se inquirir sobre até que ponto os métodos atuais das avaliações externas são adequados para assegurar a qualidade do ensino superior brasileiro. Questiona-se sobre a efetividade do ENADE para além dos fins quantitativos. Não se objetiva concluir, simplesmente, se este modelo avaliativo é bom ou ruim para as universidades ou os docentes envolvidos, mas sim apresentar que esta avaliação traz influências nas práticas docentes.
14
Su, Walter Yu-Jen. "A study of student learning through lectures based on Information Processing Theory." Thesis, University of Glasgow, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319510.
Full text
15
Bellés, Fortuño Begoña. "Discourse markers within the university lecture genre:A contrastive study between Spanish and North-American lectures." Doctoral thesis, Universitat Jaume I, 2007. http://hdl.handle.net/10803/10442.
Full textAbstract:
La tesis doctoral que aquí se presenta se podría enmarcar dentro de tres campos lingüísticos: el análisis de género, la retórica contrastiva y el análisis de corpus.<br/>El análisis de género (Swales 1981, 1990; Dudley-Evans & Henderson 1990a, 1990b; Henderson & Hewings 1990; Bathia 1993, 2002; Skulstad 1996, 2002; Flowerdew 1994, 2002) es un parte dentro del amplio campo de análisis del discurso (Barber 1962; Halliday, Strevens & McIntosh 1964). En este estudio nos centramos en el estudio de la clase magistral dentro de los denominados géneros académicos en el aula (Fortanet 2004b). La clase magistral es un género hablado y como tal posee ciertas peculiaridades de los géneros hablados en contraposición a los géneros académicos escritos.<br/>Nuestro estudio se centra en la comparación y contraste de dos lenguas, el español peninsular y el inglés americano, ya que como corpus se utilizan clases magistrales españolas y norte-americanas y en consecuencia se toman como referencia estudios de retórica contrastiva. En este estudio nos centramos en un aspecto concreto del lenguaje, los marcadores discursivos. Con el análisis de los marcadores discursivos en el lenguaje académico hablado en español e inglés norte-americano pretendemos ver como se usan los marcadores discursivos para favorecer a hablantes nativos y no nativos de español e inglés en el espacio de educación superior.
16
Souza, Kênia da Luz. "Valores organizacionais e percepção do docente sobre a avaliação institucional no contexto do ensino superior." Pontifícia Universidade Católica de Goiás, 2011. http://localhost:8080/tede/handle/tede/1782.
Full textAbstract:
Made available in DSpace on 2016-07-27T14:19:49Z (GMT). No. of bitstreams: 1
Kenia da Luz Souza.pdf: 1520731 bytes, checksum: a41fb98af8a28bcc4c07b4b9e3c97a39 (MD5)
Previous issue date: 2011-04-15<br>This study aimed to examine the predictive power of organizational values perception (self-transcendence, openness to change, conservatism and self-promotion) on the perception of institutional evaluation (educational tool and information, globality / institutions and institutional commitment). The research was attended by 101 teachers of a higher education institution located in central-west Brazil. The instrument used for data collection: Inventory profiles of organizational values (Oliveira & Tamayo, 2004), the scale of institutional evaluation perception (developed for this study) and the sociodemographic questionnaire. The collected data were analyzed in four steps. The first step was performed a factor analysis (PCA - principal components analysis with varimax rotation) on the scale of perception of institutional assessment. In the second, there was a descriptive analysis of the variables organizational values and institutional evaluation. In the third part was the analysis of variance (Test T and Anova with LSD) between the demographics and study variables. In the fourth phase were carried out multiple linear regressions (stepwise) to verify the predictive power of organizational values on perceptions of institutional assessment. The results showed that: the perception of the assessment instrument showed good psychometric indices and final solution with three components (an educational tool and information, globality / institutions and institutional commitment). Referring to the descriptive analysis showed that the amount given priority by the institution's conservatism, according to the perceptions of teachers and the size of greater emphasis on institutional evaluation is the institutional commitment. Referring to the sociodemographic data showed that the variables type of relationship, participation in meetings, and time to the maximum degree of relationship showed significant differences regarding the organizational values perception, however, no variable had significant differences in sociodemographic dimensions of institutional assessment. The results of the linear regressions showed that the value openness to change predicts the size of the institutional assessment educational tool and information, the value of conservatism is a predictor of the overall size / institutional and self-transcendence value dimension and a predictor of institutional commitment. According to the results we can conclude that certain organizational values appear as a guideline for institutional actions, such as institutional assessment. However, it is important to extend studies to other higher education institutions in an attempt to confirm relationships observed.<br>Este estudo teve como objetivo analisar o poder preditivo da percepção dos valores organizacionais (autotranscendência, abertura à mudança, autopromoção e conservadorismo) sobre a percepção da avaliação institucional (instrumento pedagógico e informação, globalidade/institucionalidade e comprometimento institucional). A realização da pesquisa contou com 101 docentes de uma instituição de ensino superior localizada no centro-oeste do Brasil. Foram utilizados como instrumentos de coleta de dado o inventário de perfis de valores organizacionais (Oliveira & Tamayo, 2004), a escala de percepção sobre a avaliação institucional (desenvolvida para a realização deste estudo) e um questionário sociodemográfico. Os dados coletados foram analisados em quatro etapas. Na primeira etapa, foi realizada uma análise fatorial (ACP - Análise dos componentes principais com rotação varimax) da escala de percepção da avaliação institucional. Na segunda, realizou-se a análise descritiva das variáveis valores organizacionais e avaliação institucional. Na terceira etapa, foi feita a análise de variância (Test T e Anova com LSD) entre os dados sociodemográficos e as variáveis do estudo. Na quarta, foram realizadas regressões lineares múltiplas (stepwise) para verificar o poder preditivo da percepção dos valores organizacionais sobre a percepção da avaliação institucional. Os resultados demonstraram que o instrumento de percepção da avaliação apresentou bons índices psicométricos e solução final com três componentes (instrumento pedagógico e informação, globalidade/institucionalidade e comprometimento institucional). Em relação à análise descritiva, observou-se que o valor priorizado pela instituição é o conservadorismo, segundo a percepção dos docentes e que a dimensão de maior ênfase na avaliação institucional é o comprometimento institucional. No que diz respeito aos dados sociodemográficos, verificou-se que as variáveis tipo de vínculo, participação nas reuniões, titulação máxima e tempo de vínculo apresentaram diferenças significativas com relação à percepção dos valores organizacionais, entretanto, nenhuma variável sociodemográfica teve diferenças significativas nas dimensões da avaliação institucional.Os resultados das regressões lineares demonstraram que o valor abertura à mudança prediz a dimensão da avaliação institucional instrumento pedagógico e informação, que o valor conservadorismo é preditor da dimensão globalidade/institucionalidade e que o valor autotranscendência é preditor da dimensão comprometimento institucional. De acordo com os resultados obtidos, pode-se concluir que determinados valores organizacionais configuram-se como norteadores das ações institucionais como, por exemplo, a avaliação institucional. Entretanto, é importante estender os estudos para outras instituições de ensino superior no intento de confirmar tais relações encontradas.
17
ALBUQUERQUE, Cinthya Tavares de Almeida. "Discurso de professores de letras: A profissionalidade em contextos de inovação e mudanças." Universidade Federal de Pernambuco, 2016. https://repositorio.ufpe.br/handle/123456789/15776.
Full textAbstract:
Submitted by Haroudo Xavier Filho (haroudo.xavierfo@ufpe.br) on 2016-03-08T18:44:52Z
No. of bitstreams: 2
license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5)
TESE Cinthya Tavares.pdf: 2117674 bytes, checksum: acd6263825c4c8ec96beb679304dd0e2 (MD5)<br>Made available in DSpace on 2016-03-08T18:44:52Z (GMT). No. of bitstreams: 2
license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5)
TESE Cinthya Tavares.pdf: 2117674 bytes, checksum: acd6263825c4c8ec96beb679304dd0e2 (MD5)
Previous issue date: 2016-06-26<br>O baixo letramento de nossa população gerou críticas através de um discurso em prol de mudanças na formação dos professores, defendido por duas formações discursivas: uma advinda do próprio campo educacional e outra do campo da produção econômica. No entanto, identificamos que o campo econômico usa o termo mudança apenas como substituto do termo inovações, já que anuncia modificações superficiais para a formação docente. O que é compreensível por ser o discurso da inovação atrelado ao campo produtivo, que não deseja mudanças na ordem política e econômica da sociedade, mas se valer das instituições de ensino para dar continuidade ao projeto de globalização gerado pelos ideais neoliberais das nações desenvolvidas, pois desde que o mundo da produção tornou-se complexo, ter o domínio cada vez maior da linguagem escrita equivale a executar com mais qualidade e competência as tarefas profissionais na chamada Sociedade do Conhecimento. Diante deste contexto, escolhemos como objeto de estudo a profissionalidade docente, ou seja, o conjunto de atributos capaz de caracterizar uma pessoa como membro de uma dita categoria profissional, para responder, se, em nossa contemporaneidade, o discurso em prol de mudança produzido pela cultura da inovação advinda do campo produtivo vem influenciando ou não na construção da imagem de profissionalidade dos docentes universitários dos cursos de Letras e consequentemente no exercício dessa profissão. Por isso o nosso sujeito é o docente dos cursos de licenciatura em Letras com habilitação em língua portuguesa de duas universidades públicas federais de Pernambuco, cujos discursos foram analisados, tendo como embasamento teórico a Análise de Discurso. Dezoito docentes permitiram a observação de suas aulas e 11 deles preencheram questionários sobre o objeto em estudo. Além da análise desse material, pesquisamos também documentos produzidos por agências multilaterais sobre o ensino superior, a saber, um relatório do Banco Mundial e uma declaração da UNESCO para compararmos o discurso presente nestes documentos, enquanto representativos do discurso em prol de inovações no mundo educacional com os resultados encontrados no discurso docente. Comprovamos assim que a influência do discurso dessas agências se faz presente categoricamente no discurso oficial produzido pelo MEC e parcialmente nos documentos institucionais (Projeto Político Pedagógico dos Departamentos de Letras investigados) também averiguados, mas não está presente no discurso docente dos nossos investigados, cuja imagem de profissionalidade é distinta da produzida pelo discurso transnacional. Em vista de que no discurso dos nossos investigados prevalece é a defesa de um profissional que tenta deixar para trás a imagem do docente transmissor de conhecimentos especializados, construído pela modernidade, para incorporar a figura do profissional do ensino pronto a ensinar a ensinar os futuros professores da educação básica as habilidades da linguagem escrita necessária à promoção de uma vida mais plena para a nossa população, o que é apontado como a mudança de fato a ser realizada. Se tal caminho ainda não se consolidou, é porque não é fácil apagar as formações imaginárias que alimentam a figura do docente universitário desde a criação das universidades. De forma que em seus discursos, os docentes se opõem a coadunar com o discurso de inovação do mundo econômico, e a tentativa de manutenção da ordem existente. E mesmo que ainda não tenham construído inteiramente aquela que será a nova imagem de profissionalidade do docente do ensino superior, já há a consciência de que a mudança é imprescindível.<br>Low literacy of our population has drawn criticism through a speech in favor of changes in teacher training, defended by two discursive formations: one arising from the own educational field and another field of economic production. However, we identified that the economic field uses the term change only as a replacement of the term innovation because heralding surface modifications for teacher training. This is understandable because it is the discourse of innovation linked to the productive field, you do not want changes in the political and economic order of society, but to avail of educational institutions to continue the globalization project generated by the neoliberal ideal of developed nations because since the world of production has become complex, have increased the area of written language is equivalent to running over quality and competence in professional tasks called Knowledge Society. Given this context, we chose as object of study the teaching profession, ie the set of attributes able to characterize a person as a member of a so-called professional category, to respond, if, in our times, the discourse in favor of change produced by culture of innovation arising from the productive field has influenced or not the professionalism of image construction of university faculty members of Language courses and consequently in the exercise of his profession. So our subject is the teaching of degree courses in Literature with specialization in Portuguese two public federal universities of Pernambuco, whose speeches were analyzed, with the theoretical background to Discourse Analysis. Eighteen teachers allowed the observation of their classes and 11 of them filled out questionnaires about the object under study. In addition to this material, also researched documents produced by multilateral agencies on higher education, namely, a World Bank report and a UNESCO statement to compare the present discourse in these documents, as representative of the speech in favor of innovations in the educational world with results found in teaching speech. We proved so that the influence of speech of these agencies is present categorically official discourse produced by the MEC and partially in institutional documents (Pedagogical Political Project of the Department investigated Letters) also investigated, but is not present in teaching speech of our investigation, whose image of professionalism is distinct from that produced by transnational discourse. Given that in the discourse of our investigated prevails is the defense of a professional trying to leave behind the teacher's image transmitter of expertise, built by modernity, to incorporate vocational education figure ready to teach to teach future teachers basic education of written language skills needed to promote a fuller life for our population, which is touted as the change actually being performed. If such a path is not yet consolidated, it is because it is not easy to erase the imaginary formations that feed the figure of university professors from the creation of universities. So that in his speeches, teachers oppose consistent with the innovation discourse of the economic world, and trying to maintain the existing order. And even if they have not yet built entirely what will be the new image professionalism of teachers in higher education, since there is the awareness that change is essential.
18
Loads, Daphne Jane. "Surprising spaces : artistry in university lecturers' professional development." Thesis, Open University, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.551605.
Full textAbstract:
In this qualitative study I investigated an aspect of my own practice as an academic developer. My research question was: How do I understand and theorise what happens in art workshops that contribute to university lecturers' professional development? Taking a self-study approach (McNiff and Whitehead, 2006) in which theory is understood as generated by close and intense engagement with individual practice, I invited university lecturers to create, interpret and discuss collages in relation to what teaching meant to them. I interviewed the participants and the co-facilitator shortly after the workshops and again at the end of the study. Bringing together understandings from academic development, adult education and therapy, I claim that these workshops can be understood as restorative spaces where lecturers undertake and explore troubling experiences, leading to surprising insights and opening up the possibility for transformative learning (Mezirow, 1997). Drawing on Eisner's (2003) concept of artistry, I introduce the notion of the apercu: The noticing of a surprising detail that troubles settled ways of thinking and feeling. I explore the relevance of stochastic processes that combine random and non-random elements. I suggest that physical engagement with art-making balances the disembodied nature of much academic work; dialogue with colleagues, including expression of feelings, develops intimacy and safety that are often absent from professional encounters; and metaphor work opens up fresh and surprising ways of making meanings. I recommend that academic development practitioners should consider integrating an element of artful practice into development programmes as a necessary counterpoint to those activities that are narrowly instrumental and concerned with performative values. In order to avoid inappropriate personalisation of structural issues and unthinking perpetuation of the status quo, I argue that it is important that activities focusing on artistry should be complemented by strategies that draw on scholarship and address social and institutional change.
19
Coêlho, Raimunda de Fátima Neves. "Características clínico-comportamentais de professores . universitários no sertão paraibano." Programa de Pós-Graduação em Medicina e Saúde, 2013. http://repositorio.ufba.br/ri/handle/ri/13370.
Full textAbstract:
p. 1-153<br>Submitted by Antonio Geraldo Couto Barreto (ppgms@ufba.br) on 2013-10-17T13:03:10Z
No. of bitstreams: 1
TESE raimunda defesa.pdf: 1794902 bytes, checksum: 4018e1421325f5abd35b35d0ba20c5bc (MD5)<br>Approved for entry into archive by Patricia Barroso (pbarroso@ufba.br) on 2013-10-30T19:33:36Z (GMT) No. of bitstreams: 1
TESE raimunda defesa.pdf: 1794902 bytes, checksum: 4018e1421325f5abd35b35d0ba20c5bc (MD5)<br>Made available in DSpace on 2013-10-30T19:33:36Z (GMT). No. of bitstreams: 1
TESE raimunda defesa.pdf: 1794902 bytes, checksum: 4018e1421325f5abd35b35d0ba20c5bc (MD5)
Previous issue date: 2013<br>comprometer a saúde física e mental dos indivíduos é necessária, para respaldar programas de
suporte ao docente. O estudo objetivou descrever características clínico-comportamentais de
professores universitários no sertão paraibano, tendo como objetivos secundários: avaliar
correlação entre Resiliência, História de Trauma, Transtorno do Estresse Pós-traumático -
TEPT, Impulsividade, Religiosidade, e Qualidade de Vida na população estudada; determinar
a frequência de transtornos psiquiátricos em professores, nas diferentes áreas acadêmicas; e
avaliar associação entre resiliência e transtornos mentais. Mediante estudo transversal, de
natureza censitária, foram coletados dados de variáveis sociodemográficas. Aplicou-se escala
de Resiliência e de TEPT (PCL-C), questionários de História de Trauma, de Qualidade de
Vida SF 36 e entrevista M. I. N. I. Plus (Mini International Neuropsychiatric Interview), que
explorou os transtornos mentais. Análise estatística descritiva da caracterização demográfica
dos 240 professores, mostrou que 81,3% tinham menos de 50 anos de idade e 52,5% eram do
sexo masculino; Correlação de Spearman indicou associação negativa e significativa (p< 0,
001) entre todos domínios do SF - 36 e TEPT; Comparação entre Resiliência e História de
Trauma, mostrou associação significativa entre Resiliência e eventos traumáticos relacionados
a experiências físicas e sexuais (p=0,040). Foi evidenciada baixa pontuação para TEPT; alta
pontuação para Resiliência e maior exposição a trauma e desastres em geral na população de
professores. Episódio Depressivo Maior Atual (EDM), Transtorno Misto de Ansiedade–
Depressão e Transtorno de Ansiedade Generalizada (TAG) apresentaram maior prevalência.
Teste qui–quadrado mostrou que área de Sociais Aplicadas apresentou o maior percentual
(13,9%) para EDM atual. Ser mais ou ser menos resiliente não estava associado com o EDM.
Professores universitários expostos a peculiaridades ambientais específicas e com Episódio
Depressivo Maior Atual, apresentaram alta pontuação em todos os domínios de Qualidade de
Vida.<br>Salvador
20
Oliveira, Nara Pollyanne de Araújo Ramalho. "Utilização das ferramentas do portal educacional no ensino superior." Universidade Federal de Alagoas, 2006. http://repositorio.ufal.br/handle/riufal/282.
Full textAbstract:
This work conducted at Centro de Estudos Superiores de Maceió CESMAC and
investigated the utilization of teaching suporting techniques tools in the process of distant
education. It made use of Portal Educacional to examine their contribuition in the
formation process of the lecturer, their use by the professors in the semipresent training
modality and also to report their academic application in the institution. The focus of the
research was located in every unit of CESMAC: Faculdade de Ciências Juridicas;
Faculdade de Ciências Biológicas e da Saúde; Faculdade de Ciências Exatas e
Tecnológicas; Faculdade de Educação e Comunicação; Faculdade de Ciências Humanas e
Faculdade de Ciências Sociais Aplicadas, in which participants were the professors who,
to a greater or lesser extent, made use of the portal in the period of four months, from
August to November/2005. The methodology used was base don a case study with a
qualitative. The first chapter of the work deals with the necessity and utility of the ICT in
the initial formation of the instructor, the is related to the utilization of the ITC in the
semipresent university teaching and the third in the utilization of the Educational Portal.<br>Esta pesquisa investiga a utilização das ferramentas de suporte à docência na educação a
distância, a partir das possibilidades oferecidas por portais educacionais para a formação
docente e a utilização deste pelos professores do ensino superior na modalidade semipresencial
e do relato do uso das ferramentas do Portal Universitário pelos professores do
Centro de Estudos Superiores de Maceió. O locus da pesquisa englobou todas as
Faculdades do CESMAC: Faculdade de Ciências Jurídicas; Faculdade de Ciências
Biológicas e da Saúde; Faculdade de Ciências Exatas e Tecnológicas; Faculdade de
Educação e Comunicação; Faculdade de Ciências Humanas e Faculdade de Ciências
Sociais Aplicadas. Os envolvidos foram os professores que mais e menos utilizaram o
Portal Universitário de agosto a novembro de 2005. A metodologia utilizada foi o estudo
de caso com abordagem qualitativa. No estudo são tratadas a necessidade e utilidade das
TIC na formação inicial dos professores, o uso das TIC no ensino superior semipresencial
e a utilização do Portal Educacional pelos professores do ensino superior .
21
Bukvova, Helena, Hendrik Kalb, Claudia Lieske, and Eric Schoop. "E-Lectures im Hochschulunterricht." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-141858.
Full text
22
Abdelsalam, A. A. "The personal characteristics of university lecturers in Libyan universities." Thesis, Nottingham Trent University, 2013. http://irep.ntu.ac.uk/id/eprint/343/.
Full textAbstract:
This thesis was undertaken to investigate students’ perceptions of the personal characteristics of university lecturers in Libyan universities. These perceptions were investigated using three measures. These included two scales translated for the first time from English into Arabic: the ‘Index of Learning Style’ (Felder & Soloman, 1988); and Goldberg’s personality scale (Goldberg, 1999) to measure students’ learning styles and personality types; and the main study questionnaire developed by the researcher (‘the personal characteristics of university lecturer’s questionnaire’). The main sample in the current thesis comprised 431 students from a Libyan public university (Sebha University). This sample was divided into four groups focusing on four aspects of the research: (1) group 1 was focused on determining the personal characteristics which students believe that a good university lecturer should have; (2) group 2 aimed to identify characteristics seen by students as insignificant for being a good university lecturer; (3) group 3 aimed to ascertain the students’ perspectives on the extent to which these characteristics were observed in their best lecturers; and (4) group 4 was also focused on determining through the students’ perspective the extent to which these characteristics were observed, but in the lecturer who they preferred least. The findings of the current research highlighted characteristics that students believe are significant for a good university lecturer, and those that were perceived as less significant for a good university lecturer. These findings were related to the demographic characteristics of the student sample, to their learning styles, and to their personalities.
23
Bukvova, Helena, Hendrik Kalb, Claudia Lieske, and Eric Schoop. "E-Lectures im Hochschulunterricht." Technische Universität Dresden, 2009. https://tud.qucosa.de/id/qucosa%3A27991.
Full text
24
Al-Said, Walyam Ghalib. "Development and evaluation of a staff appraisal system for Sultan Qaboos University." Thesis, University of Oxford, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.358418.
Full text
25
Kaye, P. T. """Of molecules and men"" : inaugural lecture delivered at Rhodes University." Rhodes University, Grahamstown, 1989. http://hdl.handle.net/10962/d1020712.
Full text
26
Botha, Christiaan Edward Johannes. "Plants - yesterday, today, tomorrow? : inaugural lecture delivered at Rhodes University." Rhodes University, Grahamstown, 1989. http://hdl.handle.net/10962/d1020672.
Full text
27
Sergeev, Armen G. "Vortices and Seiberg-Witten Equations (based on lectures at Nagoya University)." 名古屋大学多元数理科学研究科, 2002. http://hdl.handle.net/2237/12306.
Full text
28
Card-Hyatt, Carsten. "'Thy word is all' : Karl Barth's university exegetical lectures, 1921-1928." Thesis, University of St Andrews, 2017. http://hdl.handle.net/10023/15635.
Full textAbstract:
This thesis argues that Karl Barth's exegetical lectures of the 1920s were guided by the need to reckon with the Bible's claim to authority and to understand how this authority was derivative of the sovereign authority of God made known in revelation. The authority of the Bible communicates God's claim on creatures and so obligates those who read it to recognise and respond to the moral and spiritual reality that is disclosed in its pages. Initially, these themes are located in Barth's first two exegetical lectures in Göttingen. It is argued that in these lectures Barth shows a tension between God's transcendence in revelation and the personal relationship of faith. This claim is substantiated by a historical excursus on Barth's use of the distinction between the ‘two principles' of Protestantism, which is how he orders the priority of Scripture throughout his career. It is argued that there is a persistence of 19th-century anxieties about scriptural authority within the church in Barth's thought, which are traced through his teacher Wilhelm Herrmann's understanding of revelation. These issues are carried over into his exegesis in the first half of the 1920s, yet a growing awareness of the meaning of Christ's history as the object of faith mitigates earlier tensions. This line of thought culminates in Barth's lectures on John, where he works through the implications in his exegesis of Jesus Christ revealing the electing God. This allows for a more positive account of the relationship of witness and revelation than had previous been possible. This position is contrasted with Barth's colleague Erik Peterson. Finally, the significance of this account of revelation for Barth's understanding of the authority of Scripture as the authority of the neighbour is shown in relation to Barth's exegetical lectures from the late 1920s.
29
Mali, Angeliki. "Lecturers' tools and strategies in university mathematics teaching : an ethnographic study." Thesis, Loughborough University, 2016. https://dspace.lboro.ac.uk/2134/25385.
Full textAbstract:
The thesis presents the analytical process and the findings of a study on: lecturers teaching practice with first year undergraduate mathematics modules; and lecturers knowledge for teaching with regard to students mathematical meaning making (understanding). Over three academic semesters, I observed and audio-recorded twenty-six lecturers teaching to a small group tutorial of two to eight first year students, and I discussed with the lecturers about their underlying considerations for teaching. The analysis of this thesis focuses on a characterisation of each of three (of the twenty-six) lecturers teaching, which I observed for more than one semester. I chose the teaching of three experienced lecturers, due to diversity in terms of ways of engaging the students with the mathematics, and due to my consideration of their commitment to teaching for students mathematical meaning making. The distinctive nature of the study is concerned with the conceptualisation of university mathematics teaching practice and knowledge within a Vygotskian perspective. In particular, I used for the characterisation of teaching practice and of teaching knowledge the notions tool-mediation and dialectic from Vygotskian theory. I also used a coding process grounded to the data and informed by existing research literature in mathematics education. I conceptualised teaching practice into tools for teaching and actions with tools for teaching (namely strategies). I then conceptualised teaching knowledge as the lecturers reflection on teaching practice. The thesis contributes to the research literature in mathematics education with an analytical framework of teaching knowledge which is revealed in practice, the Teaching Knowledge-in-Practice (TKiP). TKiP analyses specific kinds of lecturer s knowing for teaching: didactical knowing and pedagogical knowing. The framework includes emerging tools for teaching (e.g. graphical representation, rhetorical question, students faces) and emerging strategies for teaching (e.g. creating students positive feelings, explaining), which were common or different among the three lecturers teaching practice. Overall, TKiP is produced to offer a dynamic framework for researcher analysis of university mathematics teaching knowledge. Analysis of teaching knowledge is important for gaining insights into why teaching practice happens in certain ways. The findings of the thesis also suggest teaching strategies for the improvement of students mathematical meaning making in tutorials.
30
De, Salvio Domenico. "Three case studies of enhancing speech intelligibility in University lecture halls." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2018. http://amslaurea.unibo.it/15496/.
Full textAbstract:
La qualità delle attività didattiche dipende in maniera preponderante dalla qualità della comunicazione fra insegnanti e studenti. Una buona comunicazione, in termini di facilità di elaborazione dei messaggi recepiti, permette di ottenere degli alti livelli di concentrazione da parte degli studenti ed un basso affaticamento fisico e mentale da parte degli insegnanti. È facile
dedurre come la qualità della trasmissione della parola dipenda dalla sua intelligibilità. Questa è oggettivamente misurabile tramite complessi calcoli che tengono conto principalmente di due fattori: le caratteristiche acustiche degli spazi in cui l'attività si svolge ed i livelli di rumore di fondo che deteriorano la trasmissione dei segnali. Il presente lavoro affronta in maniera
approfondita il tema dell'intelligibilità del parlato all'interno di tre aule universitarie e propone interventi di natura attiva e passiva al fine di migliorarla e conformarla agli standard richiesti dalle normative tecniche vigenti. Inoltre è stata realizzata un'analisi approfondita, sulla base di misure effettuate durante lo svolgimento delle lezioni nelle aule oggetto di studio, del rumore
di fondo dovuto all'attività antropica. Ulteriori misure sono state effettuate, infine, per verificare gli effetti degli interventi di natura attiva e verificarne la conformità con i risultati previsti dalle simulazioni numeriche in fase di progetto.
31
Monti, Francesca. "Lighting of University lecture halls:a Design Proposal for Palazzo Malvezzi - Campeggi." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2020. http://amslaurea.unibo.it/21143/.
Full textAbstract:
Many university lecture halls in Bologna are based inside historic buildings and noble palaces, not designed for students as they are built for a different purpose. The daylight contribution in the rooms is usually not sufficient to satisfy the requirements for school premises; moreover, artificial lighting mainly consists in lamps with high consumption and low performances. Under these conditions the student's visual comfort is not optimal.
The following work is based on the open site analysis about the state of art of some university classrooms and their led re-design. The case studies are the lecture halls of Palazzo Malvezzi-Campeggi in Bologna, including the two noble halls on the main floor and the Aula Magna. It has been possible to interact with the acoustic component, not treated here, developing an integrated project able to meet the needs of both parties. The classrooms were qualified through simulations with lighting design software, in accordance with EN 12464, analyzing the daylight factor and the visual comfort parameters.
32
Yaakob, Salmah Binti. "A genre analysis and corpus based study of university lecture introductions." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5241/.
Full textAbstract:
This thesis reports a study using a corpus of lecture introductions to explore the generic features of the language used. The main research questions: What are the main communicative functions of this sub-genre? How are the functions realised? Are there any disciplinary differences in university lecture introductions? are explored using two complementary methods of analysis; genre analysis and corpus analysis. Analysis of eighty-nine lecture introductions from the BASE corpus1 resulted in a Lecture Introduction Framework which posits a two-level classification which first differentiates lecture content orientation (Thompson, 1994) versus listener orientation (Dubois, 1980). This yields three main functions, with additional sub-functions original to this study. The study reveals differences in the frequency of different sub-functions in the four disciplinary domains, reflecting different disciplinary cultures and knowledge. The corpus analysis generated a word frequency list for lecture introductions, giving a rich linguistic description of the lexis used. Further analysis on one of the three main functions; the Set Up Lecture Framework Function uses WordSmith Tools 5 to analyse the linguistic realisations of the three subfunctions, which are also the top three most used sub-functions in the corpus. Analysis of pronouns and keywords further supports the finding that there are disciplinary variations in lecture introductions.
33
Neptune, Isabelle. "MA-students’ lecture comprehension of EMI courses at a Swedish university." Thesis, Stockholms universitet, Engelska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-126526.
Full textAbstract:
The present quantitative study investigates MA-students’ comprehension of lectures in the first language (L1) and in English at a large university in Sweden. Forty-five students responded to a self-assessment questionnaire survey regarding their comprehension of lectures in the L1 and lectures in English. The scores from these were compared to each other to see if English lectures are more difficult to comprehend than lectures in the L1 and if so, to what extent. The findings show that, although not substantial, most students find almost all aspects regarding English lectures to be more difficult than L1 lectures. This is in line with what other studies investigating the effects of English Medium Instruction in higher education have found. The most prominent issues were with unfamiliar vocabulary and expressions as well as unclear pronunciation of content. The results suggest that there is a need to improve students’ and lecturers’ English proficiency as well as the effectiveness of lectures in higher education, regardless of the language of instruction.
34
Al-Musalli, Alaa M. "Note takingg in English lectures: A study of Omani EFL university students." Thesis, Bangor University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488859.
Full text
35
Al-Musalli, Alaa M. "Note taking in English lectures : a study of Omani EFL university students." Thesis, Bangor University, 2008. https://research.bangor.ac.uk/portal/en/theses/note-taking-in-english-lectures-a-study-of-omani-efl-university-students(b9b638c1-12bc-417d-9e3b-7e56a385490d).html.
Full textAbstract:
Note Taking (NT), also Note-Taking or Note-Making, while listening (or from lectures) is one of the most widespread and frequent activities among students at universities and colleges in any field of study. In EFL classes, in spite of the common use of NT from lectures, this skill is sometimes regarded as passive and secondary to learning. This study is an investigation of some aspects related to the way Omani EFL university students at Sultan Qaboos University (SQU) take notes during lectures delivered in English as well as the effectiveness of these notes, i.e. the usefulness of these notes in capturing the important information in lectures. Training in NT is also addressed in this study. Two groups of students were involved in this study: an experimental and a control group. The former group was involved in an intensive two-hour NT workshop after which their notes of a lecture were compared with previous notes taken before the workshop to study the changes in the NT strategies used. In contrast, the control group did not participate in the NT training; their notes were merely compared with those of the experimental group to study the NT strategies used by the two groups. This investigation involves the study of both qualitative and quantitative data taken from the students' lecture notes. In addition to studying the sample's notes, interviews and questionnaires were used to learn about the students' experience in NI and their opinions and attitudes regarding their NI skills by questioning their purpose of NI, the methods they use to take notes, and the factors they believe affect NT. Results indicate that the sample's lecture notes are effective reproductions of the important information in the lectures they attended, for a good number of students were able to record more than 'one-third' of the important information units in the lectures which is what Hartley and Cameron (1967), among others, consider a 'reasonable' and 'generous' amount to expect to find in lecture notes. Also, simple training in NT was found to help students improve their NT strategies and habits.
36
Santovito, Michele. "Acustic of University lecture halls: a Design Proposal for Palazzo Malvezzi - Campeggi." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2020. http://amslaurea.unibo.it/21144/.
Full textAbstract:
An aspect often overlooked although essential for the learning process is a good speech intelligibility and the acoustic comfort of school classrooms in general. The other design issues, such as lighting, temperature control, environmental appeal, usually take precedence because they are more visible and closer to a tactile sensitivity. But it should be noted how the lack of a single comfort factor substantially affects the feeling of overall discomfort by nullifying the success of the other instances.
A good acoustics becomes particularly hard to achieve in the context of the Italian historical heritage rehabilitated for educational purposes. Thanks to the opening of the restoration site of Palazzo Malvezzi-Campeggi, seat of the Law School in the historic city center of Bologna, it was possible to inquire this aspect and to actively contribute in the renewal proposal. From
acoustic measurements of nine lecture halls the inadequacy of the present state has been proven. It follows how passive and active acoustic treatments are essential to ensure a good comfort for students, in order to encourage learning and consequently increase school performance. The proposals was developed in collaboration with the lighting design, not treated here.
Laboratory measurements carried out in a controlled environment were conducted to support the effectiveness of the passive treatments, while predictive methods allowed to verify design performances.
37
Grant, Rose. "A phenomenological investigation into lecturers' understanding of themselves as assessors at Rhodes University." Thesis, Rhodes University, 2005. http://eprints.ru.ac.za/300/.
Full text
38
Jackson, Susan. "Student nurse professionalism : repertoires and discourses used by university students and their lecturers." Thesis, Northumbria University, 2017. http://nrl.northumbria.ac.uk/36284/.
Full textAbstract:
Professionalism can be a complex concept to define (McLachlan et al. 2002; Finn et al. 2009). Within nursing, the majority of studies have explored professionalism within the clinical environment, and very few examine how student nurses construct their talk regarding professionalism while they study at university, highlighting this as a distinct gap in the knowledge and understanding. The aim of this study was to uncover the discourses used by student nurses and lecturers, and offer insight into the influences on student professional language from within and outside of the nursing profession and offer an appreciation of the processes of language (discourse) adoption. The theoretical position adopted was social constructionism, where it is assumed we jointly construct our world on shared assumptions and that language is central to this process (Potter and Wetherell 2009). The methodological approach employed was Discourse and Social Psychology (DASP) (Potter and Wetherell 1987). Seventeen (17) interviews were conducted. Eight (8) of which were one-off interviews with lecturers. Seven (7) students from adult, child and mental health nursing were interviewed multiple times over the three years of their nursing programme. FIGURE 1 presents an overview of the research process. The analysis suggested that participants drew upon a number of interpretative repertoires and memes. These led to the identification of discursive threads, which were proposed as entangled within discursive knots, serving to position students and lecturers within a dynamic process of professional discourse development. The theoretical perspectives of Foucault, Goffman, Bourdieu and Harre informed the interpretation of the talk. Initially, students were positioned in a place of high surveillance through authoritative language used by lecturers. This position informed the discursive know of 'separation' which serves to maintain student nurses as 'different' and ‘special’, and to distance them from other university students. Clinical practice experience was seen as influencing students’ talk when back in University, emphasising differences. The discursive knot of 'maintaining quality and credibility' questions the 'real' place of nursing and the credibility of lecturers, and brings about a positioning of students that influences agency. The final discursive know of 'permission' is located in the talk of lecturers and final-year student nurses only. This knot illustrates students adopting the discourses of the registered nurse, including the surveillance talk used by lecturers to first-year students. This suggests that final-year students 'become' enforcers and protectors of 'difference'. This study highlights the intricacies and complexities of the 'professionalism discourses' woven into the talk of lecturers and nursing students, and their spread via both the overt and hidden curricula. Indeed, the adoption of the 'permission' discourse by third-year students suggests the perpetuation of a discourse via a socialisation process. The discursive 'knots' seem to function to instill, maintain and perpetuate wider discourses. The 'separation' and 'permission' knots may be viewed as serving to 'other' to maintain the 'specialness' of the profession, while the 'maintaining quality and credibility' knot may indicate tensions related to academic and clinical professional sub-groups and sites of knowledge development.
39
Kaya, Tugberk, and Burak Erkut. "Tacit Knowledge Capacity: A Comparison of University Lecturers in Germany and North Cyprus." Academic Conferences International Limited, 2018. https://tud.qucosa.de/id/qucosa%3A33831.
Full textAbstract:
The importance of universities as knowledge hubs is increasing due to knowledge production via research and teaching. An emerging aspect of knowledge management literature is the study of the knowledge requirements of universities. In particular, the transformation from knowledge creation to knowledge sharing has proved to be important in the university context and is subject to cultural differences. For example, previous research has indicated that a physician’s Tacit Knowledge Capacity (TKC) is affected by social software and social media. This creates opportunities to carry out new research on different occupations that have an intense TKC. As part of this research, a survey was conducted in order to assess the TKC of lecturers in both Germany and North Cyprus. These are two countries that have universities providing knowledge management programmes. The research determined the TKC in both countries and compared the two in order to determine if cultural factors affect the TKC of the profession. Through this research, the authors aimed to contribute to the ongoing research on the knowledge requirements of universities that will enable them to be knowledge intensive institutions. The Faculty of Economics and Administrative Sciences at Near East University, which has 2200 students and 20 chairs, was compared with the Faculty of Business and Economics at the Technische Universität Dresden, which has 2800 students and 23 chairs. The study was carried out to provide an intercultural comparison, which is currently lacking in the Knowledge Management field. The research findings have highlighted the factors influencing the transfer and the accumulation of tacit knowledge.
40
Marshall, Sarah. "The employment, development and support of part-time lecturers in one UK university." Thesis, Open University, 2004. http://oro.open.ac.uk/49325/.
Full textAbstract:
This research explored the nature and extent of the contribution of part-time lecturers to student learning in Higher Education, through a case study of one UK University. It drew on the experiences and opinions of part-time lecturers themselves, and of course directors, who had direct responsibility for managing the courses on which the part-timers taught. The primary data for the study was collected through a survey of each of these two groups of staff, covering the academic year 2000-2001. While the survey data in this study were largely quantitative, the inclusion of open questions provided opportunities for staff to express their own views. The issues raised were analysed against the background of previous research and emerging policy and legislation. The overall picture that emerged was of a group of staff who were enthusiastic and knowledgeable about their subject areas and committed to teaching students. However, their enthusiasm was tempered in many cases by the general failure of the university to manage this very important human resource strategically or effectively. There were examples in the responses of poor communication with part-time staff, poor administration, especially in relation to contracts and payment, lack of consideration of the information and resource needs of part-time lecturers, limited training and development opportunities, high levels of uncertainty and a tendency for managers to view part-time lecturers as a `flexible commodity'. Course directors frequently referred to the additional administration and student support that full-time academics had to take on because of the nature of the contracts given to most part-time lecturers. While there were a few examples of part-time lecturers who were well-integrated and expressed a sense of belonging to the faculty and the organisation, there were many who felt isolated and marginalised: they were rarely included in decision-making processes received only such information as directly related to the module(s) they were teaching, rarely communicated with students outside the lecture theatre or classroom and, when they did undertake broader roles (which many did), were rarely paid for the additional work. Some recommendations are made for a more strategic and inclusive approach to the management of part-time lecturers, which it is believed would have benefits for part-time and full-time lecturers alike, and would also enhance the quality of the student experience. Suggestions are also made for future research and development, including an exploration of the potential for web-based communication to reduce isolation.
41
Sitthijirapat, Prasert. "Roles and organisational citizenship behaviour of UK and Thai university lecturers : a comparative study." Thesis, Northumbria University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.417286.
Full text
42
Cox, Sanet. "A framework for e-Learning support to language lecturers at a university of technology." Thesis, Cape Peninsula University of Technology, 2019. http://hdl.handle.net/20.500.11838/2824.
Full textAbstract:
Thesis (DTech (Informatics))--Cape Peninsula University of Technology, 2019.<br>This study explored the perceptions and expectations that language lecturers have of e-Learning support. E-Learning has promised to enhance teaching and learning practices and yet it has not been optimally implemented. In the current complex context of Higher education in South Africa all lecturers are confronted with challenges. Language lecturers however have added strain being tasked with preparing students from the demanding, multi-cultural and multi-lingual context to communicate academically in the language of learning and teaching across all subject areas. Universities, in line with expectations from the White Paper on e-Education (South Africa. Department of Education, 2004), require lecturers to use a Learning Management System (LMS) during academic activity even though some lecturers are reluctant, for various reasons, to do so. Lecturer support has been identified as one way in which to promote smooth and optimal e-Learning uptake. Support is a service and for that reason the service delivery industry was consulted to find possible service quality solutions in aid of the assistance for lecturers.
Teaching is a highly complex activity where pedagogy is significant in the incorporation of technology, which is what the TPACK (Technological Pedagogical and Content Knowledge) framework underscores. This framework represents the complexity of introducing technology to teaching, considering pedagogy, coupled with CALL (computer assisted language learning), which is a contemporary research domain. To aid the lecturer in introducing TPACK a qualified and trained support service is key. The insights and perspectives of an extensive literature review about the complex context of higher education in South Africa, language lecturers, e-Learning and support as a service are presented. The rationale for the inclusion of attention to service delivery with specific focus to perceptions and expectations is investigated and key issues related to language lecturers’ perceptions and expectations of LMS support are explored. This study identifies relevant elements of a support service for technology to optimise the teaching practice of language lecturers in a complex environment of higher education. The discrepancy between intended use of LMS and actual use thereof is addressed, while a framework of gaps regarding LMS support within a university of technology in South Africa was developed. This framework can assist with optimal support and ultimately contribute to the vision for higher education in South Africa as set out by the Department of Higher Education and Training in their White Paper on post-school Education and Training (2013) calling for transformation.
43
Lewis, Hannah Mae. "Implementation and Effects of University College Algebra Growth Mindset Structured Assessments in Large Lectures." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7674.
Full textAbstract:
Recent scientific evidence shows the incredible potential of the brain to grow and change. Students with a growth mindset view errors and obstacles as opportunities for growth. These students welcome challenges and the opportunity to learn from their mistakes. Although some university instructors are incorporating growth mindset into their lectures, attitudes, and exams in small classes, the traditional exam method used in large lecture undergraduate mathematics classrooms follows a fixed mindset model. The growth mindset structured assessments developed for this study incorporate a testing center portion (matching, short answer, fill in the blank and free response) with structured rework opportunities, a written portion with peer reviews, and a group portion.
The purpose of this study was to understand the relationship between (1) large lecture college algebra undergraduate growth mindset structured assessments and (2) students’ achievement, drop/fail/withdraw rates, mindsets, and anxiety. This relationship is determined using the final exam scores, the withdraw and fail rates, and the responses from a Likert scale survey and a Qualtrics free response survey. No statistically significant difference in mean final exam scores was found, however, withdrawal and fail rates were lower for the class participating in the growth mindset structured assessments than the control classes. Lower levels of math test anxiety and higher levels of growth mindset were demonstrated in the class participating in the growth mindset structured assessments.
44
Pieterse, Carl. "Pre-service teachers’ experiences of lecturers’ approaches to dealing with diversity in university classrooms." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/14499.
Full textAbstract:
This study explores pre-service student teachers’ experiences of lecturers’ approaches to dealing with diversity in university classrooms. It includes student insights into the strategies that lecturers employ as they manage the complexities of diversity in university classrooms. The research is located in the realm of diversity education and diversity pedagogy and is contextualized against the backdrop of the historical and socio-political climate in South Africa. The challenging consequences of the desegregation of educational institutions in a post-apartheid South Africa has resulted in the advent of diverse and heterogeneous student populations which both challenge and de-marginalise educational practices bringing into focus the need for a humanizing and culturally relevant pedagogy. This, to counter the hegemonic dangers of perpetuating the status quo by further entrenching deep-seated racism disguised as integration. Using qualitative data generated by pre-service student teachers, the results suggest that lecturers fail to embrace diversity to its fullest. The findings illuminate the disparity between policy and practice in a forward-thinking faculty and lecturers’ lack of pedagogical knowledge and skills, which inhibit them from embodying the principles of diversity education. The lecturers’ approaches to dealing with diversity in practice indicate that they are stuck in the quagmire of assimilationist, colour-blind, contributionist and business-as-usual strategies which militate against culturally responsive pedagogy thereby marginalizing learners.
45
Rennison, Susan M. "Student engagement with formal lectures on the MPharm programme at the University of Portsmouth." Thesis, University of Portsmouth, 2011. https://researchportal.port.ac.uk/portal/en/theses/student-engagement-with-formal-lectures-on-the-mpharm-programme-at-the-university-of-portsmouth(6895c161-da05-462b-a154-151b5c1b198c).html.
Full textAbstract:
Lectures have been used as a teaching method for many centuries and remain a standard on most university courses. More than twice as many teaching hours are devoted to lectures on the MPharm course at the University of Portsmouth than to all other teaching methods. Lecturers frequently express concern however, at low levels of attendance at lectures and, during 2007-8, registers were taken at approximately 15% of MPharm lectures. The aims of the research were to ascertain whether any correlation existed between lecture attendance and exam performance, and to investigate both lecturers’ and students’ attitudes towards and opinions of lectures as a method of teaching. A Scoping Exercise was used to put the work into context with other UK Schools of Pharmacy (SoPs).
46
Walters, P. S. "English in Africa 2000 : towards a new millennium : inaugural lecture delivered at Rhodes University." Rhodes University, Grahamstown, 1988. http://hdl.handle.net/10962/d1020747.
Full text
47
Dukes, Michael Dickey. "Comparing problem-based learning and lecture as methods to teach whole-systems design to engineering students." Connect to this title online, 2009. http://etd.lib.clemson.edu/documents/1263400485/.
Full text
48
Carr, Helen. "Academic induction : perceptions of newly appointed university lecturers in nurse education : an interpretive phenomenological inquiry." Thesis, University of Chester, 2019. http://hdl.handle.net/10034/621797.
Full textAbstract:
Aims: Empirical evidence demonstrates successful expert nurses appointed as nurse lecturers in higher education find themselves as 'newcomers' to the role and organisation. New nurse lecturers often find their transition to higher education confusing and challenging. Using the conceptual framework of communities of practice, this study aims to provide original research into what induction means for new nurse lecturers, and gain an in-depth understanding of their perceptions and experiences of their induction into working in a multi-sited university. Method: A qualitative research methodology was employed, using the theoretical approach of Interpretive Phenomenological Analysis (IPA) developed by Smith, Flowers, and Larkin (2009). Eight lecturers, with between one to three years' experience as nurse lecturers, were recruited from one university in the North West of England. Purposive sampling was utilised and data was obtained through one-toone semi-structured interviews. Verbatim transcripts were analysed following the principles of IPA. Findings: Three super-ordinate themes emerged (partial transition, dual communities of practice, introduction), along with six sub-ordinate themes (expectations of the nurse educator role, career change, contextual influences, location and culture of sites, tick box exercise, and the limited role of the mentor). New nurse lecturers found transition stressful: key aspects included the culture shock and the career change of adopting their new academic identity. Changing identity from a nurse to an educator, working across the boundaries of both practice and academia, was a struggle, particularly in participants with visiting lecturer experience who had mistakenly perceived this would prepare them for the role. Early role preparation was essential to understanding the different cultures and processes within the university. Formal mentoring supported development of self-confidence, but its value was undermined due to the mentors' workload and lack of understanding of their role, which affected relationship building. Supportive heads of department, and informal mentoring and peer support, were essential in developing new academic identities. Conclusion: This study contributes to practice through the development of an induction framework for new nurse educators. This framework acknowledges the relevance of maintaining a dual community of practice for new nurse educators, in supporting their new identity and their dual continuing professional development. Practical outcomes include: development of an informational resource for new lecturers (including visiting lecturers); development of a community of learning with facilitated workshops and online information resources; development of mentor training and resources for mentors; and mentors being thoughtfully designated by heads of department, with hours attached to their workload for mentoring. A long term online community of practice is needed for new staff to keep in touch and share information. Heads of department need to take ownership of inductions to ensure that their staff feel welcomed and supported in their new environment, with regular evaluation taking place.
49
Amuah, Abigail. "Student nurses’ perceptions of written feedback after assessment at a University in the Western Cape." University of the Western Cape, 2016. http://hdl.handle.net/11394/4906.
Full textAbstract:
Magister Curationis - MCur<br>Background: Written feedback from lecturers to their students, in higher education institutions, plays an important role in improving students’ performance. However, students’ perceptions of written feedback on assessments could influence its utilization to improve their performance. Despite the high priority placed on written feedback, to date, insufficient research studies have been conducted on the student nurses’ perceptions of written feedback. Purpose and Objective: The purpose of this descriptive study is to describe student nurses’ perceptions of written feedback on assessments at a university in the Western Cape. The objective of this study is to determine student nurses’ perceptions of written feedback on assessment. Methodology: A quantitative descriptive survey research design was employed to conduct this study at a university in the Western Cape. The target population for this study was 106 student nurses registered in the nursing foundation programme for the year 2015. This study employed all-inclusive sampling of foundation student nurses registered in the year 2015. A questionnaire was used to collect data from the participants. A total of 74 participants were available for the study, of whom, 69 submitted their questionnaires, resulting to a response rate of 93.2%. The data was analyzed by using the Statistical Package for the Social Sciences (SPSS) version 23 and was presented in frequency tables, percentages and bar graphs. Ethics approval was obtained from the Senate Higher Degree and the Senate Research Committees of the institution under study, before commencing. Permission was also obtained from the Dean of Research and Head of the School of Nursing, before the commencement of the study. The purpose of the study was explained, and a consent form was signed, before the questionnaires were administered to participants. Findings: The findings of this study indicated that students receive feedback on assessment, were in line with the assessment criteria. The study also found that students perceived receiving plenty of quality written feedback in good time to be useful. The results of this study indicated that the inability to understand written feedback, the limited opportunity to clarify feedback and negatively written comments, hinders the use of written feedback. Recommendations: There is the need for lecturers to provide written feedback that could be useful for students to improve on their performance. There is also the need for written feedback to be delivered to students electronically. Lecturers need to discuss written feedback with their students after delivery. The need for a qualitative study to be conducted on student’s and lecturers experiences on written feedback on assessment is recommended.
50
Chipunza, Unity. "An examination of how lecturers' pedagogical beliefs are reflected in their use of ICTs in teaching practice : a case for Africa University EMBA lecturers." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/10249.
Full textAbstract:
In the study, six lecturers were surveyed to determine their pedagogical beliefs. The findings of the lecturers' beliefs survey indicated that no one lecturer strictly held one belief construct. They instead held a mixture of the beliefs and the distinction was in the actual mix.