Relevant bibliographies by topics / Concepts of University Teachers

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Concepts of University Teachers'

Author: Grafiati
Published: 18 April 2022
Last updated: 25 April 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Concepts of University Teachers.'

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.

Journal articles on the topic "Concepts of University Teachers"

1

Dunkin, M. J., and R. P. Precians. "Award-winning university teachers' concepts of teaching." Higher Education 24, no. 4 (1992): 483–502. http://dx.doi.org/10.1007/bf00137244.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Toto, T., L. Yulisma, and A. Amam. "Improving Teachers' Comprehension and Readiness in Implementing STEM through Science Learning Simulation." Jurnal Pendidikan IPA Indonesia 10, no. 2 (2021): 303–10. http://dx.doi.org/10.15294/jpii.v10i2.27509.

Full text
Abstract:
This study expects to discover the improvement of science teachers' comprehension of the STEM concept, the improvement of teachers' readiness in implementing it, and the relationship between the comprehension of STEM concepts and readiness in implementing it in learning science. The participants were 50 science teachers from a few junior high schools in Ciamis who joined the workshop and simulated natural science learning dependent on STEM concepts in the Galuh University in Ciamis, Indonesia. The method of study used descriptive utilizing instruments of questionnaires and interview guide. The data were investigated using descriptive statistics with SPSS version 25.0. In addition, data from interviews were analyzed qualitatively (as complementary data). The exploration results show an increase in understanding of the STEM concept of science teachers and an increase in teacher readiness to implement it in science learning. This increase in understanding of STEM concepts and readiness to implement them is strengthened by developing a plan for implementing STEM-based learning and observing STEM-based science learning simulation activities conducted by several workshop participants. In addition, there is also a high correlation between understanding the STEM concept and the teacher's readiness to implement it in science learning.
APA, Harvard, Vancouver, ISO, and other styles
3

Mosothwane, Modise. "Teachers’ Perceptions of Essential Mathematics Concepts in Teacher Education Mathematics Courses." JOURNAL OF SOCIAL SCIENCE RESEARCH 10, no. 4 (2016): 2241–47. http://dx.doi.org/10.24297/jssr.v10i4.4708.

Full text
Abstract:
This study investigates pre-service teachers’ perceptions of essential components of mathematics education courses offered in primary colleges of education in Botswana. Data for this study were obtained from 11 3rd year student teachers who enrolled in mathematics education courses. The student teachers responded to structured interview protocol questions designed for the study. The analysis of data was framed in qualitative tradition using excerpts taken from student teachers’ responses .The results of the study suggest that student teachers perceived ‘history of mathematics, modelling, contemporary issues in mathematics education, beliefs and attitudes, mathematics and culture as non- essential parts of mathematics education. The results of the study also suggest that mathematics education courses offered by primary colleges of education do not prepare pre-service teachers for degree courses that would be taken at the university level. Implications for teacher education program are discussed in the light of the findings.
APA, Harvard, Vancouver, ISO, and other styles
4

Gagné, Andréanne. "LES ÉPREUVES QUI DONNENT SENS AU RÔLE D’ACCOMPAGNEMENT DES ENSEIGNANTS ASSOCIÉS." Regards croisés de la recherche sur l’accompagnement professionnel en milieux scolaire et universitaire 55, no. 1 (2021): 35–55. http://dx.doi.org/10.7202/1075718ar.

Full text
Abstract:
In this article, associate teachers’ professional experiences are studied through the concepts of trial and experience. The adoption of these concepts allows for a novel view of the professional career paths of associate teachers working with students completing fieldwork in professional teacher training. The study was conducted through doctoral research in which biographical interviews and structural analysis approach were mobilised. Results show three main events that make up challenge trials that are shared among associate teachers. These results demonstrate the influence of these events in the adoption of this professional role. Moreover, support received during their integration process in their profession as well as the associated studies implemented from the university play an important role in associate teacher’s roles whereas that is not the case in teacher’s roles in general.
APA, Harvard, Vancouver, ISO, and other styles
5

Jin, Lixian, and Martin Cortazzi. "Reaching for the Gold Standard: Metaphors and Good University Teachers." Chinese Journal of Applied Linguistics 43, no. 2 (2020): 131–49. http://dx.doi.org/10.1515/cjal-2020-0009.

Full text
Abstract:
Abstract This article considers “good” teachers in the context of current developments in universities in China to reach a “gold standard” of considerably higher and more challenging levels of teaching and learning. We outline this context and consider concepts of good teachers in classical Chinese traditions and more recent Western thinking as a possible dialogue within and between cultures of learning. Using cognitive and cultural linguistic perspectives, we analyze metaphorical concepts of “gold” in “the gold standard” as related to teachers. We report our applied metaphor research which analyzes Chinese students’ expectations, values and beliefs about good university language teachers; this presents a rich picture beyond developing knowledge, skills and understanding to include strong social and moral characteristics. Other aspects which recognize the complexity of “good” teachers show a student appreciation of teachers’ tireless effort, devotion and selfless sacrifice: these aspects are absent in many discussions of good teachers. The participant-centered picture from elicited metaphor analysis is part of students’ “cultures of learning,” but this should be developed culturally for the gold standard through further teacher development and student engagement. In line with interaction in cultures of learning, we indicate some classroom ways to extend students’ thinking through scaffolding teacher-student interaction based on textbook activities.
APA, Harvard, Vancouver, ISO, and other styles
6

Ahmad, Saghir, Ayesha Batool, Sadaf Iqbal, and Manzoor Hussain Shah. "KNOWLEDGE ECONOMY CONCEPTS AND ROLES IN PERSPECTIVES OF UNIVERSITY TEACHERS OF ASIAN AND EUROPEAN STATES." Humanities & Social Sciences Reviews 9, no. 3 (2021): 789–807. http://dx.doi.org/10.18510/hssr.2021.9378.

Full text
Abstract:
Purpose of the study: The study aimed to identify knowledge economy concepts and roles in perspectives of university teachers of Asian and European States and examine the relationship between knowledge economy concepts and roles of university teachers.
 Methodology: This study was quantitative correlation and survey type in nature. The study population was public sector universities teachers of three countries (Pakistan, United Kingdom, and India). Six public universities were included in the population. From population one hundred and eighty teachers selected as a sample of study conveniently.
 Main Findings: Teachers agree unanimously that human beings are knowledge capital because they generate new knowledge with innovative ideas and conducting researches in different fields. Humans are the source of producing and placement of knowledge excellently and professionally. There is a strong path relationship r = .8 between knowledge economy concepts of teachers and their roles regarding this. Findings showed that there was a significant difference in teachers’ conceptions of Pakistan and the United Kingdom.
 Applications of this study: The teachers may make clear conceptions about the knowledge economy and recognize their roles to produce innovative and skills-oriented human resources and data to strengthen the knowledge-based economy.
 Novelty/Originality of this study: The knowledge economy is a new concept itself in this context. University teachers’ of three different countries highlighted concepts and roles about the knowledge economy.
APA, Harvard, Vancouver, ISO, and other styles
7

Abdullah, Abdullah. "ANALISIS MISKONSEPSI ASAM BASA CALON GURU KIMIA DENGAN METODE THREE-TIER TEST." JURNAL PENDIDIKAN SAINS (JPS) 8, no. 1 (2020): 10. http://dx.doi.org/10.26714/jps.8.1.2020.10-17.

Full text
Abstract:
This study aims to identify the misconceptions of a prospective chemistry teacher. The study population was all students of the Chemistry Study Program at the University of Riau, while the sample was 66 students at the Chemistry Study Program at the University of Riau, selected by cluster random sampling technique. Conception data of chemistry teacher candidates on acid-base subjects have been identified and obtained by providing valid acid-base TTT diagnostic tests to chemistry teachers candidates. The result of this research showed that chemistry teacher candidate who experienced misconception on acid-base subject were 66.5% from 4 main concepts studied, namely acid and base concepts (51.15%), pH and pOH concepts and their calculations (79.06%), the concept of acid-base dissociation degree (75.43%), and the concept of acid-base titration and indicator (58.13%). The study also revealed that some students have difficulties in performing mathematical operations using logarithms.
APA, Harvard, Vancouver, ISO, and other styles
8

Makarenko, A. N., L. G. Smyshlyaeva, I. V. Volchkova, S. I. Pozdeeva, and S. I. Semenova. "Organization of Educational Environment at Pedagogical University: Concepts and Scenario of Changes." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 10 (2021): 129–36. http://dx.doi.org/10.31992/0869-3617-2021-30-10-129-136.

Full text
Abstract:
The subjects of education satisfaction analysis with the teacher training results at the University was carried out. The training deficiencies and new challenges were identified, which made it possible to determine the guidelines for the development of pedagogical university. A variant to transform the organizational scheme of communications between university departments was presented to increase the efficiency of educational environment organization for professional training of future teachers.
APA, Harvard, Vancouver, ISO, and other styles
9

Malykhin, Oleksandr, Nataliia Aristova, and Nataliia Dyka. "NETWORKED PROFESSIONAL LEARNING: THE INFLUENCE ON UNIVERSITY TEACHERS’ SELF-EFFICACY TO CREATE A POSITIVE UNIVERSITY CLIMATE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 20, 2020): 200. http://dx.doi.org/10.17770/sie2020vol5.4825.

Full text
Abstract:
The aim of this study is to evaluate the influence of networked professional learning on university teachers’ self-efficacy to create a positive university climate. The study also provides, on the one hand, the theoretical overview of the scientific papers by Ukrainian and foreign scholars related to clarifying the understanding of the research leading concepts of “networked professional learning” and “informal learning” in scientific literature and, on the other hand, empirical research into the influence of networked professional learning on university teachers’ self-efficacy to create a positive university climate. The experimental research was conducted in two stages. During the first stage of research a total of 267 university teachers who volunteered to participate in the research were interviewed for eliciting information concerning their participation activity rate in specially focused network pedagogical communities. During the second stage 108 university teachers selected from the total population by homogeneous sampling completed a questionnaire on teacher self-efficacy developed by A. Bandura. Although the findings of the study show that not all university teachers believe that there is a clear link between networked professional learning and high level of university teachers’ self-efficacy, the majority of respondents recognize the increasing influence of informal learning in general and networked professional learning in particular on their professional growth. For understanding the research leading concepts and interpreting obtained findings methods of scientific literature analysis and mathematical statistics were used.
APA, Harvard, Vancouver, ISO, and other styles
10

Frljak, Emina, and Mirjana Mavrak. "Andragoška i pravna transferzala u kompetencijama i obrazovnim potrebama sveučilišnih nastavnika i suradnika." Obrazovanje odraslih/Adult Education 12, no. 2 2012 (2012): 63–82. http://dx.doi.org/10.53617/issn2744-2047.2012.12.2.63.

Full text
Abstract:
Legal framework on higher education is a document that defines the operative management and existence of the university community as well as the conditions under which university professors and associates expert ther scientific and teaching functions. The basic question is whether the legislation treats in the same way both the importance of scientific and teaching functions at the university, if the adult education science defined the role of the teacher in the educational process of adults. Since university is an institution for formal education of adults, it is justified to compare theoretical concepts, legal regulations and practical implications of those regulations in everyday life of the university as a community of students and teachers devoted to knowledge and science. This paper is a discussion on harmonisation of these requirements and attempt to provide broad guidelines for consideration of the educational concept of university teachers and associates.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Concepts of University Teachers"

1

Jung, Eun Joo Rhodes Dent. "Technology disposition of teacher education students beliefs, attitudes, self-concepts, and competence /." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3172878.

Full text
Abstract:
Thesis (Ed. D.)--Illinois State University, 2004.<br>Title from title page screen, viewed November 17, 2005. Dissertation Committee: Dent M. Rhodes (chair), Paul Vogt, Nancy Bragg, Cheri Toledo. Includes bibliographical references (leaves 116-126) and abstract. Also available in print.
APA, Harvard, Vancouver, ISO, and other styles
2

Devine, Catherine. "Life Science For Elementary Teachers." UNF Digital Commons, 1990. http://digitalcommons.unf.edu/etd/169.

Full text
Abstract:
Science is taught at all grade levels, yet there exists a deficiency in the amount of emphasis placed on science training for elementary teachers. As a result, teachers often feel inadequate in their knowledge of scientific areas and in their ability to develop science process skills in their students. As a result in this lack of training, a need exists to provide programs to increase skill and confidence of elementary teachers not only in teaching science concepts but science process skills as well. One means of meeting this need was the development of an activity-based, process-oriented inservice curriculum designed specifically for elementary science. The curriculum was designed as an inservice component of 60 hours that emphasized process skills as well as updating science concepts. The curriculum was designed for use in grades 1-6 and stressed "hands-on" experiences using readily available materials and a minimum of specialized equipment. The curriculum was field tested as a component of the Clay county, Florida Summer Inservice Institute. Thirty eight teachers, whose teaching assignments ranged from kindergarten to sixth grade, participated in the field test. At the beginning of the Institute, no participant scored 80% or better on a pretest of knowledge of concepts and process skills. Each participant completed each 'activity in the role of a student, including forming a hypothesis, collecting data, and drawing a conclusion. Activities were then discussed stressing process skills used and an indepth review of concepts involved. On the final day of the Institute, 84% of the participants scored 80% or better on the posttest. Furthermore, evaluations of the component by particiPants indicated a marked improvement in confidence in and enthusiasm for teaching science process skills. Overall the curriculum met the objective of increasing elementary teachers' ability and willingness to teach science process skills as well as science concepts.
APA, Harvard, Vancouver, ISO, and other styles
3

Boutwell, Debra Ann Collins. "Organizational identity, self-concept, and commitment among teachers in northwest Florida." [Pensacola, Fla.] : University of West Florida, 2003. http://purl.fcla.edu/fcla/etd/WFE0000062.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Blackwell, Sarah Elizabeth Channell. "The effect of concept mapping on preservice teachers' reflective practices when making pedagogical decisions /." Full text available from ProQuest UM Digital Dissertations, 2006. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1273120701&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1193078368&clientId=22256.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Stecklein, Jason Jeffrey. "Effects of interactive technology, teacher scaffolding and feedback on university students' conceptual development in motion and force concepts." Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/1506.

Full text
Abstract:
The utilization of interactive technologies will affect learning in science classrooms of the future. And although these technologies have improved in form and function, their effective employment in university science classrooms has lagged behind the rapid development of new constructivist pedagogies and means of instruction. This dissertation examines the enlistment of instructional technologies, in particular tablet PCs and DyKnow Interactive Software, in a technologically enhanced, university-level, introductory physics course. Results of this qualitative case study of three university students indicate that (1) the use of interactive technology positively affects both student learning within force and motion and self-reported beliefs about physics, (2) ad hoc use of instructional technologies may not sufficient for effective learning in introductory physics, (3) student learners dictate the leveraging of technology in any classroom, and (4) that purposeful teacher structuring of classroom activities with technologies are essential for student construction of knowledge. This includes designing activities to elicit attention and make knowledge visible for low-level content, while augmenting student interactions and modelling procedural steps for higher-level content.
APA, Harvard, Vancouver, ISO, and other styles
6

Khmag, Khulod Abulghasem. "An examination of student teachers' concerns, experiences & perceptions about teaching practice opportunities in one Libyan university." Thesis, University of Southampton, 2017. https://eprints.soton.ac.uk/426875/.

Full text
Abstract:
Teacher Education in Libya has been struggling for decades now. Teacher Education institutions in particular, teachers, have been criticized for the way student teachers are prepared for teaching (Swuaed, 2014; Batilmal, 2012) and some have been blamed for pupils' underachievement. As a teacher educator at Azzawia University in Libya, the researcher had always been intrigued to learn how teacher education courses were being organised and taught since she herself graduated from Azzawia University without any type of practical teacher training. After the daunting experience of having to teach herself how to teach, the researcher wondered how other university students felt and thought about their teacher education courses. Thus, the researcher decided to speak informally with a number of students and university colleagues in the Department of English at the School of Education in Azzawia University about the nature of the teacher education course. Colleagues expressed concerns about the current ways in which the teacher education course was organized (in particular during Year 4) and had doubts about whether the sequence of the programme was arranged appropriately. They argued that what the School of Education lacked was an effective teacher education programme, which would equip student teachers with sufficient pedagogical knowledge and practice experience in order to teach effectively, and thus achieve positive outcomes for pupils. During the interactions, student teachers also expressed their frustration about what they saw as too much emphasis by university tutors on the 'theory' of becoming teachers and insufficient if any persisting emphasis on more practical elements and school-based teaching opportunities in the programme. This concern heightened the researcher's interest in investigating the development of greater school-based experiences for pre-service teachers. By this, the researcher found it necessary to first, examine student teachers' concerns, perceptions & experiences during a teaching practice placement opportunity. Second, to reflect on the implications of the findings of this research study, to determine the extent to which these can improve the teacher education provision at the target university in addition to other universities around Libya by reviewing the programme aims, scope and sequence. By conducting such research, student teachers might possibly have a smoother transition into the classroom, find their coursework more relevant and beneficial, and may be able to transfer more of their university-based learning into the classroom. There is no doubt that research that provides data on Libyan student teachers' concerns, perceptions and experiences of their ITE and examines their levels of preparedness and confidence to undertake the task of teaching in schools in Libya, will hopefully make a major contribution to the underdeveloped area of research related to teacher education in Initial Teacher Education programmes in Libya and provide new ideas and perspectives to restructure and reform initial teacher education programmes in Libya. In this research study, a mixed methods approach was adopted, using interviews, a questionnaire and observations as means of collecting data from the research participants. Quantitative data was gathered from one cohort of 40 (originally 150) student teachers from the English department using a 'Teacher Concerns Questionnaire' and then tracked in-depth, four student teachers' development journey through some school-based teaching opportunities across a period of 7 weeks (originally 12 weeks), encompassing their experiences within the school environment, their feelings about teaching practice (TP) and teaching and overall their feelings of preparedness to become teachers. Qualitative data was gathered from four target student teacher participants, who were considered as mini-case studies in this research, through interviews conducted prior, during and after observations and student teaching lessons during the teaching practice placement. Findings showed despite the positive experiences encountered during the teaching practice experience, classroom management and pupil behaviour were consistent challenges and impacted upon student teachers' lessons and development. Results showed that student teachers had idealistic views and expectations of what they expected to find prior to entering schools. A major conclusion was how student teachers were made to feel so unwelcomed and isolated in school by staff and school teachers in addition to occasionally being undermined by school teachers who refused to view them as real teachers. Another major conclusion from this study was amidst all the challenges (internal posed by the school and external through the conflict), student teachers were genuinely upset that teaching practice had to come to an end and felt the need to spend more time in schools. This is a clear indication of their determination and resilience towards learning to become teachers. Another conclusion from this was that the Teacher Concerns Questionnaire could be applied within an Arabic context, in this case Libya. A brief example, for instance, the results from the TCQ conducted on the Libyan research participants showed that the strength of concerns for classroom management and pupil behaviour increased across survey results and persisted on even after securing teaching posts in private sectors. This might suggest that more applied attention to strategies to manage classroom management in the ITE programme in Libya are needed. The use of the TCQ and the results from the questionnaire could help in restructuring the Teacher Education Programme in Libya as it will assist in revealing what student teachers might be concerned with before and during their teacher education programme. Findings also showed that through student teacher's development during their ITE, student teachers learning occurred and changed over the period of teaching practice through trial and error (repetition of lessons), observation and modelling of the researcher in this case, problem solving (pupil behaviour) and making sense of theory learned at university once they started teaching practice.
APA, Harvard, Vancouver, ISO, and other styles
7

Taylor, Amy Rebecca. "Students' and Teachers' Conceptions of Surface Area to Volume in Science Contexts: What Factors Influence the Understanding of the Concept of Scale?" NCSU, 2008. http://www.lib.ncsu.edu/theses/available/etd-03022008-181319/.

Full text
Abstract:
The National Science Education Standards emphasize teaching unifying concepts and processes such as basic functions of living organisms, the living environment, and scale (NRC, 1996). Since the relationship of surface area to volume is a pervasive concept that can be found throughout different sciences, it is important for students to not only understand the association of the two, but to also be able to apply it to various situations. The purpose of this study is to investigate the factors that influence the understanding of the concept of scale involving surface area to volume relationships. The first study reported here describes a pilot study with middle school participants in which the correlation between proportional reasoning ability and a studentâs ability to understand surface area to volume relationships was explored. The results of this study showed there was a statistically significant correlation between proportional reasoning scores and the surface area to volume posttest scores. This correlation was explored further in the second study in which middle school studentsâ, high school studentsâ, and science teachersâ abilities in proportional reasoning, visual-spatial skills, and understanding surface area to volume relationships were assessed. Regression results indicated that all participantsâ proportional reasoning and visual-spatial scores could be a possible predictor for oneâs ability to understand surface area to volume relationships. Discussion of the results is followed by implications for teaching scale concepts such as surface area to volume in the science classroom.
APA, Harvard, Vancouver, ISO, and other styles
8

Pastoll, Gregory. "The concept of educatedness : an analysis of the current perspectives of a population of university teachers on the personal qualities indicative of educatedness, and its implications for university teaching." Doctoral thesis, University of Cape Town, 1994. http://hdl.handle.net/11427/21509.

Full text
Abstract:
The author collected from a variety of sources descriptions of more than six hundred personal qualities held to be indicative of educational development. A survey was performed to determine which of these qualities are most widely agreed to be indicators of advanced educational development (that is, qualities which would indicate that a person had developed his or her potential as a functioning human being to an advanced extent). The respondents were 42 volunteer academics from many different university disciplines, with an avowed interest in the educational development of people. This survey made use of a card-sort method which enabled each respondent to assess each of the more than 600 collected qualities as potential indicators of educational development. Subsequent interviews gathered information on the respondents' insights into the essence of personal educational development and on the processes which they felt assisted in fostering the qualities they valued. A remarkable degree of consistency was found in the way the respondents (independently) prioritised the qualities. An analysis of the responses led to the deduction of the following eleven broad themes commonly held to characterise advanced educational development: • A sense of self-worth • A positive orientation to existence • A developed power of will • Creativeness • Individuality • A disposition to search for meaning • Being properly equipped to search for meaning • Movement towards self-understanding • Evidence of integrative understandings • A life-enhancing disposition and • The ability to make meaningful contact with others. The extent of alignment shown with these themes by respondents who exhibited a broad diversity of cultural and life-experiences makes it possible to propose that these themes might conceivably represent a substantial core of a universally valid interpretation of advanced educational development.
APA, Harvard, Vancouver, ISO, and other styles
9

Armenta, Delgado I. "Constructing the concept of 'culture' in a Mexican university language department : the struggles of a small group of English teachers and students." Thesis, Canterbury Christ Church University, 2013. http://create.canterbury.ac.uk/12991/.

Full text
Abstract:
This thesis is an investigation of how a group of foreign and local English language teachers and students at the Language Department of the University of Guanajuato, Mexico construct ‘culture’. Through an ethnographic approach, with the use of interviews and classroom observations as the means for gathering data, the stories of eight teachers and twenty four students were explored, in order to unravel their constructions of ‘culture’. Given the abstract nature of the concept ‘culture’, critical incidents from my personal and professional experience were used to spark the participants into sharing their stories. It was through the telling of these stories that the thoughts, ideas and feelings of the participants regarding the Self and the Other were revealed. The construction of ‘culture’ was found to be a complex process in which teachers and students struggle in negotiating diverse sources of knowledge—from the personal (parents and upbringing), to professional and/or public discourses. The processes of relativization, recognition and transformation, as understood in the cosmopolitan tradition, were adopted to explore individuals’ capabilities in constructing ‘culture’. When constructing people and ‘cultures’, individuals are seen to traverse personal and professional trajectories, making the ability to relativize worldviews a challenge. Thus, the cosmopolitan imagination, which foresees Self and societal transformation, is seen to aid the individual in effecting the relativization of worldviews, so that recognition from the perspective of the Other and transformation are made possible. Constructing ‘culture’ was found to be a non-linear process, sometimes smooth and sometimes a struggle. Indeed, this thesis proposes that there are many intersecting factors in the construction of ‘culture’: the concepts which are invoked, the processes involved, and the abilities utilized when deliberating over ‘culture’. The individual is seen to draw upon all of these resources according to the specific contextual factors of the intercultural event.
APA, Harvard, Vancouver, ISO, and other styles
10

Schäfer, Jean Stewart. "An investigation of how visual arts can be used to teach mathematical concepts of space and shape in Grade R." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003514.

Full text
Abstract:
The impetus for this study came from the findings of an evaluation of a Maths and Science through Arts and Culture (MStAC) Curriculum Intervention undertaken with Grade R teachers registered for a BEd(in-service) qualification at Rhodes University, South Africa. The intervention aimed to enrich Grade R teachers’ teaching of mathematics. Post-intervention classroom observations showed that, in spite of the intervention, teachers’ classroom practices did not change, and they were not using visual arts to teach mathematical concepts. This, together with the lack of research in the field of mathematics in early childhood, particularly in South Africa, motivated this research, a case study, which investigates how visual arts can be used to teach space and shape conceptualization in Grade R. I designed a research intervention underpinned by a constructivist model of teacher professional development located in reflective practice (Borko & Putman, 1995; Zeichner & Liston, 1996; Wilmot, 2005). Guided by Stacey’s (2009) notion of an emergent curriculum, I designed a three phase research intervention which involved selected Grade R teachers undertaking classroom-based research. Phase I built awareness around the notion of creativity; Phase II focused on making meaning of children’s behaviour and interests; and Phase III applied the knowledge and ideas from the Phases I and II to the teaching of space and shape. As an interpretive research study, it closely examines the participating teachers’ perceptions, experiences and reflections which were articulated in reflective reports and assignments. Following action research processes, the participant teachers engaged in the process of an emergent curriculum. They observed the behaviour interests of Grade R children, interpreted and made meaning of the evident behaviours, made decisions regarding extension activities, and planned accordingly. The findings of the study illuminate a model of teacher professional development that can support and enhance teachers’ practice. Understanding the notion of creativity and the ability to create a classroom conducive to creativity, are necessary components for teaching space and shape through visual arts activities. An emergent curriculum approach is proposed as an appropriate pedagogy for teaching children about space and shape through visual arts activities.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Concepts of University Teachers"

1

Calvani, Antonio, ed. Technological innovation and change in the university. Firenze University Press, 2003. http://dx.doi.org/10.36253/8884530849.

Full text
Abstract:
It is by now common knowledge that one of the aspects upon which the survival of the University depends is how it will make the best possible use of the new technologies (e-learning). Despite the acceptance of this principle, difficulties arise when one attempts to proceed from the mere declaration to actually planning activities and putting them into effect. This research, the result of collaboration between teachers and researchers of the Educational Science and Engineering Faculties of the University of Florence, focuses on certain theoretical concepts and reference apparatus, bringing international literature to bear on the specific case of Italy.
APA, Harvard, Vancouver, ISO, and other styles
2

Shumilina, Vera, Galina Krohicheva, Yuliya Mezentseva, et al. Management of enterprises and organizations: problems and solutions. AUS PUBLISHERS, 2021. http://dx.doi.org/10.26526/monography_6180d1003e3fd1.15351579.

Full text
Abstract:
At the present stage in the global information society, a new economic structure is being actively formed - digital. There is a digitalization of economic processes and the penetration of information technologies into all spheres of activity. There are new requirements for the sources of competitive advantages of enterprises and effective concepts of their functioning and management.&#x0D; This monograph is a collective work of teachers, students, graduate students, undergraduates of the Department of Economic Security, Accounting and Law, Don State Technical University, Rostov State Economic University RINH, Tula State University. It is devoted to the consideration of individual problems of management of enterprises and organizations.
APA, Harvard, Vancouver, ISO, and other styles
3

MacDonald, J. J. Thermodynamics for teachers: Basic concepts explained. Caledon Educational, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Kobozeva, Nadezhda, and Vera Dunaeva. The quality of audit services: concept, methodology, tools. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1016909.

Full text
Abstract:
In the monograph developed a scientifically grounded concept and methodological quality assurance of audit services. Used in the Russian practice the system of indicators of audit quality are not sufficiently effective due to the lack of a uniform conceptual apparatus in the field of audit quality, allowing you to combine the expectations of users, requirements of regulatory bodies and public auditing. The most urgent task of the present stage of development of audit activities is the development of holistic, taking account of national features of the concept of audit quality.&#x0D; For students undergraduate and graduate, auditors, specialists of bodies of state financial control and supervision of University teachers.
APA, Harvard, Vancouver, ISO, and other styles
5

Collins, David. Teaching concepts. Florida State Dept. of Education, 1985.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Practical pointers for university teachers. Kogan Page, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Mikryukov, Vladimir, and Sergey Ilyushin. Theoretical and methodological analysis of social risks of modern society. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1111372.

Full text
Abstract:
The monograph is devoted to the problem of determining the place of social risks in modern society. The authors, using various philosophical concepts and approaches, conducted an analysis of social risks and developed a number of proposals for their accounting in public administration.&#x0D; It is addressed to university students, graduate students, teachers, risk researchers, as well as a wide range of inquisitive readers. It can be used in courses of disciplines in philosophy, sociology, etc.
APA, Harvard, Vancouver, ISO, and other styles
8

Essential assessment concepts for teachers and administrators. Corwin Press, 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Parker, James A. Concepts for computer education: Strategies for teachers. Kendall/Hunt Pub. Co., 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Dean, Webb L., ed. School law for teachers: Concepts and applications. Pearson/Merrill Prentice Hall, 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Concepts of University Teachers"

1

Yankovskaya, Veronika V. "The Concept of Humanization of Professional Activities of University Teachers as a Basis for Improving the Quality of Its Results." In Lecture Notes in Networks and Systems. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-40749-0_92.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Healy, Sarah, and Caroline Morrison. "The Gadfly: A Collaborative Approach to Doing Data Differently." In Teacher Transition into Innovative Learning Environments. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_12.

Full text
Abstract:
AbstractThe Gadfly first materialised as a provocative data performance at the Transitions Research Symposium held at The University of Melbourne in June 2017. The figuration of gadfly in the title shapes the figure of the researcher as (bothersome) questioner that provokes critical dialogue about the assumptions underpinning our own research practices and learning environments research more generally. This figuration provides us an entry point into working data through approaches offered by new materialist and post-qualitative research methods. The resulting data performance came together as a collaborative experiment inhabiting the in-between spaces of researchers, participants, research contexts, and ‘data’ initially generated in a Taekwondo training assemblage. Our collaborative approach involved an intra-active process as a way of doing data differently. Informing our process are concepts of intra-action, assemblage, affect, and sticky data.
APA, Harvard, Vancouver, ISO, and other styles
3

Elfer, Charles J. "Becoming a University Supervisor." In Supervising Student Teachers. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-095-8_1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Romano, Alessandra. "Professional Development Tutoring: Comparing Italian and International Models." In Employability & Competences. Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.31.

Full text
Abstract:
The paper presents the first outcomes of a comparative research of the incoming, on-going and outgoing practices of tutorship. The purposeful sample of universities extracted consisted of 18 Italian universities and 18 US universities. A tutorship concept in line with the transversal cross-curricular skills required for undergraduate and graduate students (Green Paper 2016, Dublin descriptors 2004) exceeds the vision of assistential tutorship and student tutoring practices, exercised by teachers and/or offered by services devoted to different types of intervention. The tutorship can be conceived as systemic and organizational action coherent in all phases with professionalising approach, starting from the earliest initiatives between school and university classrooms
APA, Harvard, Vancouver, ISO, and other styles
5

Jupp, James C. "Capacitating Concepts." In Becoming Teachers of Inner-City Students. SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-371-3_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Valzano, Mariantonietta, Cinzia Vergine, Lorenzo Cesaretti, Laura Screpanti, and David Scaradozzi. "Ten years of Educational Robotics in a Primary School." In Makers at School, Educational Robotics and Innovative Learning Environments. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_38.

Full text
Abstract:
AbstractMany researchers and teachers agree that the inclusion of science, technology, engineering, and mathematics in early education provides strong motivation and greatly improves the speed of learning. Most primary school curricula include a number of concepts that cover science and mathematics, but less effort is placed in teaching problem-solving, computer science, technology and robotics. The use of robotic systems and the introduction of robotics as a curriculum subject educates children in the basics of technology, and gives them additional human and organizational values. This paper presents a new program introduced in an Italian primary school, thanks to a collaboration with National Instruments and Università Politecnica delle Marche. Specifically, the project’s curricular aim was to improve logic, creativity, and the ability to focus, all of which are lacking in today’s generation of students. The subject of robotics will be part of the primary school’s curriculum for all five years. The program has delivered training to the teachers, and a complete program in which children have demonstrated great learning abilities, not only in technology, but also in collaboration and teamwork.
APA, Harvard, Vancouver, ISO, and other styles
7

Trigwell, Keith, and Michael Prosser. "Teachers’ Experiences of Teaching." In Exploring University Teaching and Learning. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50830-2_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Morze, Nataliia, and Oksana Buinytska. "Digital Competencies of University Teachers." In Universities in the Networked Society. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-05026-9_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Smith, Megan, and Joy Higgs. "Health Professionals Becoming University Teachers." In Educating Health Professionals. SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-353-9_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Moon, Bob. "Teacher Education and the University: The Global Reform Imperative." In Education in the Asia-Pacific Region: Issues, Concerns and Prospects. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3654-5_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Concepts of University Teachers"

1

Alrubaiy, Amir. "The Virtual, The Actual, and The Aspen Idea." In 2019 Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.72.

Full text
Abstract:
This paper expresses a challenge to the problematic conceptual division between teaching and practice in architecture. This division generates a troublesome tension between the university and the profession as it maintains a condition of perpetual reconciliation between the two. This challenge is issued through an account of the Aspen Summer Design Program at the University of Colorado Denver College of Architecture and Planning, taught in conjunction with Harry Teague Architects, CCY Architects, and Studio B Architects in Colorado’s Roaring Fork Valley. Through a reading of the concept of the Virtual and the Actual as articulated primarily by Henri Bergson and Gilles Deleuze, and a connection of these concepts to ideas of situatedness and embodiment implicit in the Aspen Idea of Albert Schweitzer, the Summer Design Program demonstrates a manifestation of a more overlapping and simultaneous conception of teaching and practice.
APA, Harvard, Vancouver, ISO, and other styles
2

Chin, Jessica, Ibrahim Zeid, Claire Duggan, and Sagar Kamarthi. "Bridging High School STEM Abstract Concepts and Application: Teachers’ Implementation." In ASME 2012 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/detc2012-70563.

Full text
Abstract:
Many educational models are derived from a specific pedagogical stance ultimately manifesting into teacher personal pedagogy based on previous knowledge and inherent instinct. Past educational models like T4E emphasize core concepts such as structure of content for the learner, effective and engaging communication, and promotion and encouragement of hands-on learning. However, many of the educational models fall short of showing teachers how to implement new methods in their classrooms, and in providing them with the needed tools. The CAPSULE professional development was created and designed to fill this gap. Further, CAPSULE is designed to address the existing national problem of lack of interest in STEM subjects with high school students. Nevertheless, the problem is not with students but in the delivery method of STEM education. There is a disconnect between abstract STEM concepts and real-world application, therefore a loss of interest by students. Engineering-based learning (EBL) is a new approach that was designed to mitigate this problem by using existing and established tools and apply them to the high school classroom. EBL utilizes the engineering-design process (EDP), computer-aided design (CAD), and the capstone experience to relate theoretical STEM concepts to real-world applications. By leveraging these tools, we have created a unique methodology to take a recognized university capstone course model and modify it for high school STEM courses. The purpose of this study is to contribute to our understanding of how high school students learn and absorb basic STEM principles. Our goal is to disseminate engineering-based learning through our teacher professional development workshop. This paper presents the CAPSULE model and teacher feedback. It also presents sample implementation plans of teachers in their classroom as well as their student feedback.
APA, Harvard, Vancouver, ISO, and other styles
3

Pranckūnienė, Eglė, Rūta Girdzijauskienė, Remigijus Bubnys, and Liudmila Rupšienė. "Discoveries through Challenges: Collective Autoethnographic Study of Teacher Educators in the COVID‘19 Situation." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.56.

Full text
Abstract:
After the World Health Organization announced the COVID-19 pandemic in March 2020, education systems were forced to move instruction to the virtual world. It drastically changed the interplay between teachers and learners, educational content, and the learning environment. When scrutinising the experience of teacher educators, we realised that it was important to focus on their discoveries. Collective reflection and collaborative autoethnography of four teacher educators developed into a reflective process of creating collective knowledge about their lived experience of coping with the new reality of teaching. The research was carried out in four steps: collective reflection on the context of education and individual lived experiences, collective analyses of transcribed first-person narratives, collective interpretation of the first-person narratives, co-creation of insights, and implications for the future of teacher training. The paper discusses the discoveries of four teacher educators made during the pandemic period: the benefits of communication technology, new interpersonal relations, the dynamics of self-learning, and a new concept of multiple educational spaces. The research results showed that the online teaching and technological breakthrough encouraged teacher educators to use various online platforms and technological tools, to develop new teaching strategies, to find effective ways of communication, to focus more on the organisation of teaching and learning, the usage of multiple learning spaces, and teaching multimodality. At the end of this paper, we provide some insights for teacher education: teacher education programmes should create conditions for student transformative learning preparing prospective teachers to live and work in a rapidly changing and challenging world, to create space and time to develop important qualities of student teachers such as flexibility, the ability to adapt to changing circumstances and resistance to physical and emotional disturbances.
APA, Harvard, Vancouver, ISO, and other styles
4

Slišāne, Agnese. "Conceptualization of Pedagogical Entrepreneurship." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.53.

Full text
Abstract:
The European Union (EU) and the Organisation for Economic Co-operation and Development (OECD) have stated that education is central to economic and social policy development. Entrepreneurial competence has been topical since 2006, when the European Commission identified a “sense of initiative and entrepreneurship” as one of the eight competencies necessary for all members of a knowledge-based society, however there is still no consensus on what the distinctive elements of entrepreneurship as a competency are. Latvian educational reforms involve changes in the teacher education system in order to have highly qualified, competent, and excellence-oriented teachers who are able to respond quickly to the demands of the labour market and adapt to technological developments. The school reforms also necessitate teachers to create a study process where students develop entrepreneurial competence, which is a new and still vague concept. The aim of the research is to conceptualize pedagogical entrepreneurship through a systematic literature review of the term ‘pedagogical entrepreneurship’ and its components – entrepreneurial skills and teachers’ entrepreneurial behaviour (the methodological approach to teaching, which characterizes entrepreneurial behaviour in the context of education). The present research analyzes 35 publications available on Web of Science, Scopus, ScienceDirect, and ResearchGate that were published in English from 2011 to 2021. The result of the systematic literature review is the compilation of literature for the terms ‘pedagogi­cal entrepreneurship’, ‘entrepreneurial skills’, and ‘teachers’ entrepreneurial behaviour’ (‘teacherpreneurs’), as well as summarized explanations of each term. The results can be used for further research on pedagogical entrepreneurship and its components. Comprehension of the value of pedagogical entrepreneurship in the context of education will create fertile soil for the effective integration and elaboration of entrepreneurial skills for teacher education students as well as already practising teachers that will support them to implement a competency-based curriculum and be competitive in the changing labour market.
APA, Harvard, Vancouver, ISO, and other styles
5

Sanduleac, Sergiu. "Scientific thinking – a fundamental concept in the professionalization of teachers." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p9-15.

Full text
Abstract:
Scientific thinking as a fundamental concept in the professionalization of teachers is a very important element in the problems that have arisen in the 21st century. This article presents the theoretical modeling of the professionalization of the teacher who has a high level of operability in scientific thinking. Several meanings regarding scientific thinking are presented. Likewise, the perspectives of approach in the development of scientific thinking in teachers in relation to Bloom's revised taxonomy are presented. The article concludes with international and national strategies that could be undertaken to contribute to the development of scientific thinking in teachers, in relation to possible problems that could be solved through these educational implications that would help set the standards of scientific thinking as a standard for thought development scientific studies for pre-university teachers.
APA, Harvard, Vancouver, ISO, and other styles
6

Latkovska, Evija, and Endija Zustrupa. "Differentiated Activities in the Context of Inclusive Education to Enhance the Acquisition of the English Language at Primary School." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.08.

Full text
Abstract:
In the 21st century one of the reasons for teachers to pursue continuous professional development is experiencing demanding situations in their lessons, because the concept of mixed-ability teaching has broadened schools being open to diversity. Consequently, different pupils learn together in comprehensive schools and have equal rights to quality education. That also regards language learning. In the present article the authors look upon a situation in which a teacher of English in a comprehensive school has to deal with groups of primary school pupils who have varied needs and preferences for learning a foreign language both academically and socially (for example, having problems with reading and understanding the read material, focusing and keeping attention, working in pairs or groups). Therefore, the use of differentiated activities to enhance primary school pupils’ acquisition of the English language is explored. The chosen research method is a case study in which 14 primary school pupils take part. Data collection methods used in the research are observation (a teacher’s diary to notice the pupils’ strengths and weaknesses of learning English and checklists to gather the evidence of the pupils’ learning achievement) and document analysis (test evaluation forms to record the pupils’ learning results and progress). The analysis of the gathered data shows that the use of the chosen differentiated activities, which are based on the ideas of mixed-ability teaching and inclusive education, has helped the pupils improve the acquisition of the English language The results of the case study allow the authors to conclude that the varied needs and preferences pupils have for learning a foreign language are a compelling reason for teachers to find new ways of teaching to be able to help each learner prosper.
APA, Harvard, Vancouver, ISO, and other styles
7

Mohamed, Hamda Ali. "Case Study of Teachers’ and Students’ Perspectives on Co-teaching Models used in Qatar’s Middle Schools." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2021. http://dx.doi.org/10.29117/quarfe.2021.0186.

Full text
Abstract:
This research aims to have a substantial glance at the middle schools in Qatar, which adopted co-teaching models, where special education teachers and general education teachers collaborate to teach students in an inclusive environment. Therefore, we want to recognize the problems faced by teachers, along with students, in terms of the efficacy of the co-teaching model as a way of learning, and even though the model is successful globally, it is better to determine if there are any concerns locally about the model, so that we implement it locally with an efficient approach.
APA, Harvard, Vancouver, ISO, and other styles
8

Mavuru, Lydia. "PRE-SERVICE TEACHERS’ CRITICAL REFLECTION ON THE KNOWLEDGE AND SKILLS LEARNED IN LIFE SCIENCES METHODOLOGY MODULE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end101.

Full text
Abstract:
The complex roles teacher educators and teachers face require their ability to critically reflect on their practices. The question is on whether teachers are trained to make critical reflections of learning experiences for them to be able to critically reflect on their teaching practices. Based on constructivist approach, teacher educators continuously reflect on their practices in order to modify and improve their modules. It is however imperative that pre-service teachers who are the recipients, be given an opportunity to critically reflect on the services they receive and at the same time develop critical reflection skills. By creating reflective teaching and learning environments in the Life Sciences Methodology and Practicum module at the beginning of the academic year, 77 Bachelor of Education students specialising in Life Sciences and in their last year of study at a South African University, were purposefully selected to participate in a qualitative study. The study sought to answer the research questions: 1. What are pre-service teachers’ reflections on the knowledge and skills learned in their last year of study? and 2. What pedagogical and content knowledge aspects can be drawn from pre-service teachers’ critical reflection for the improvement of the module Life Sciences Methodology and Practicum? In collecting data, each pre-service teacher was tasked to compile a critical reflection report which they submitted towards the end of the year, and was analysed through content analysis. The findings showed important knowledge and skills learned which included the contextualization of teaching to ensure learners comprehend abstract concepts such as immunity. Amongst the teaching approaches and strategies covered in the module, argumentation as a social constructivist strategy stood out particularly when teaching controversial topics embedded with socioscientific issues e.g. genetics and evolution. The pre-service teachers indicated that the way practical work was taught, equipped them with knowledge and skills on how inquiry-based approaches can be implemented in the classrooms. Suggestions to improve the module included the provision of pre-service teachers with opportunities to conduct virtual micro lessons in light of COVID-19 pandemic; that the testing of Life Sciences concepts should include the assessment of pre-service teachers’ capabilities to teach the same concepts in the classrooms. The pre-service teachers’ argument is that since they are in their final year, the focus of the module should be on the development and assessment of their pedagogical content knowledge (PCK) and TPACK. The findings of the study have implications for teacher professional development.
APA, Harvard, Vancouver, ISO, and other styles
9

Kurtz da Silva, Fabiana Diniz, Anderson Amaral de Oliveira, and Josei Fernandes Pereira. "Cyberculture in Teacher Education: A Southern Brazilian Experience in Integrating Digital Culture Across and Beyond Curriculum." In 17th Education and Development Conference. Tomorrow People Organization, 2022. http://dx.doi.org/10.52987/edc.2022.005.

Full text
Abstract:
Abstract Complexity inherent to educational innovation must be aligned with structural changes on information and communication technologies (ICT) to accommodate intellectual and critical thinking development. Based on that scenario, the authors understand that not only ICT must be part of the educational sphere, but also the digital culture itself should be included in pedagogical concepts and practices. The teacher’s role and the ability to respond to unpredictable situations in everyday educational situations depend on ICT integration. This study proposes a two-pronged experience report to articulate how digital culture, or cyberculture, has been introduced and implemented throughout teacher education courses at a Brazilian university, as well as how education itself might be influenced by ICT in post- pandemic scenarios in Brazil. Two-decades of experiences reported from Letters and History undergraduate courses within UNIJUI, a southern-Brazilian university, evidence the importance of involving digital technologies in teaching and learning processes not only within one discipline but also across and beyond curriculum. The current work on Traças Digitais (Digital Bookworms) and App Go allows the authors access to updated information on Brazilian teaching teachers’ education context. Results suggest that teacher education requires knowledge built over time, new methodologies raised, and countless activities developed. Teacher education also requires a blend of human and technological education to comprehend the contemporary challenges. Curricular Hybricity, ICT uses, and multimodal learning are set ups for further studies and research. Keywords: cyberculture, teacher education, Brazil education, curriculum
APA, Harvard, Vancouver, ISO, and other styles
10

Benlloch-Dualde, José V., Javier Oliver Villarroya, Amparo García Carbonell, Amparo Fernández March, Eloina García Félix, and Pilar Bonet Espinosa. "How to introduce the research in the university teaching: a training experience in the Universitat Politècnica de València [Teacher Hub]." In CARPE Conference 2019: Horizon Europe and beyond. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/carpe2019.2019.10539.

Full text
Abstract:
In this work we present the project of initiation to the Educational Research-Action (INED), within the pedagogical training program for university teachers organized by the Institute of Education Sciences (ICE), of the Universitat Politècnica de València (UPV). This project responds to a need for a group of teachers that starts with a professional background and requires training to advance the process of professionalization of teaching, aligned with the concept of scholarship and the movement generated around it. The proposal is formulated as an action research to promote the improvement of teacher training models in higher education. Therefore, it involves a methodology close to the learning communities, so that both the design and implementation involve professors from the university with a background in educational research (6 mentors), pedagogical advisors and experts in different subject areas related to research in higher education. In this first edition of INED, 25 professors participate and have been selected according to criteria of teaching experience, participation in educational innovation projects and pedagogical training received in different formats.
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Concepts of University Teachers"

1

Sun, Xiaocheih. Behavioral Differences in the Classroom: U.S. University Teachers and Chinese University Teachers. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6797.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Pookulangara, Sanjukta, and Arlesa Shephard. Technology Vs. Teachers: Student use of university digital collections and role of Teachers. Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-1841.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

SHESTAKOVA, L. G. TRAINING OF UNIVERSITY TEACHERS TO FORM CRITICAL THINKING IN STUDENTS. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-1-2-154-160.

Full text
Abstract:
The task of forming critical thinking among university students is urgent. The article highlights the content, evaluation means; methods of teaching teachers to form students’ critical thinking. Form of training: scientific and methodological seminar.
APA, Harvard, Vancouver, ISO, and other styles
4

Huang, Zhirong, and Mark Hogan. Organization of the 16th Advanced Accelerator Concepts (AAC) Workshop by Stanford University. Office of Scientific and Technical Information (OSTI), 2015. http://dx.doi.org/10.2172/1235056.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Carl, Michael. The correlation of factors relating to the selection and retention of student teachers at Portland State University. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.602.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Pitman, C., and L. Vant-Hull. The University of Houston Solar Central Receiver Code System: Concepts, updates, and start-up kits. Office of Scientific and Technical Information (OSTI), 1989. http://dx.doi.org/10.2172/6170454.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Lavy, Victor, and Rigissa Megalokonomou. Persistency in Teachers’ Grading Bias and Effects on Longer-Term Outcomes: University Admissions Exams and Choice of Field of Study. National Bureau of Economic Research, 2019. http://dx.doi.org/10.3386/w26021.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Benson, Vivienne, and Jenny C. Aker. Improving Adult Literacy in Niger Through Mobile Calls to Teachers. Institute of Development Studies and The Impact Initiative, 2021. http://dx.doi.org/10.35648/20.500.12413/11781/ii368.

Full text
Abstract:
In Niger, one of the poorest countries in the world, 85 per cent of adults are unable to read or write, even in local languages. Adult education programmes can be a route to improving adult literacy rates, but non-governmental organisation (NGO) and government schemes are characterised with low enrolment, high dropout, and poor teacher attendance. In partnership with the Ministry of Education, Catholic Relief Services, the Sahel Group, and Tufts University, regular phone calls and motivational support were given to teachers to encourage and monitor attendance of adult education programmes between 2018 and 2019. The impact of this project directly led to improved reading and maths scores. Based on this evidence, the approach has been tested by the Ministry of Education in primary schools.
APA, Harvard, Vancouver, ISO, and other styles
9

Matera, Carola, Magaly Lavadenz, and Elvira Armas. Dialogic Reading and the Development of Transitional Kindergarten Teachers’ Expertise with Dual Language Learners. CEEL, 2013. http://dx.doi.org/10.15365/ceel.article.2013.2.

Full text
Abstract:
This article presents highlights of professional development efforts for teachers in Transitional Kindergarten (TK) classrooms occurring throughout the state and through a collaborative effort by researchers from the Center for Equity for English Learners (CEEL) at Loyola Marymount University. The article begins by identifying the various statewide efforts for professional development for TK teachers, followed by a brief review of the literature on early literacy development for diverse learners. It ends with a description of a partnership between CEEL and the Los Angeles Unified School District to provide professional development both in person and online to TK teachers on implementing Dialogic Reading practices and highlights a few of the participating teachers. This article has implications for expanding the reach of professional development for TK teachers through innovative online modules.
APA, Harvard, Vancouver, ISO, and other styles
10

Matera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.

Full text
Abstract:
Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure Dual Language Learner (DLL) support within California’s TK policy; 2) provide a synthesis of research findings; and 3) provide TK professional learning and policy recommendations that would allow for the inclusion of professional development on evidence-based practices purposefully integrated with DLL supports. Policy recommendations include: 1) utilize professional learning modules such as SDR in 24 ECE unit requirement for TK teachers; 2) include individuals with ECE and DLL expertise in the ECE Teacher Preparation Advisory Panel; and 3) allocate additional funds in the state budget for training on SDR, in-classroom support for TK teachers of DLLs, and evaluation of these efforts.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Concepts of University Teachers' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography