Journal articles: 'University teachers'

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Ptashko, Tatyana Genad`evna, Elena Gennadyevna Chernikova, Artem Evgenyevich Perebeynos, Nadezhda Valeryevna Sivrikova, and Nadezhda Anatolyevna Sokolova. "Relationship between the assessment of the formation of conflict resolution compo-nent in the teacher's image and the desire to enter the teaching profession." Science for Education Today 11, no. 2 (2021): 32–54. http://dx.doi.org/10.15293/2658-6762.2102.02.

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Introduction. The article attempts to study the correlation between the desire to enter the teaching profession and the formation of the conflict resolution component in the teacher’s image. The purpose of the article is to identify and describe the relationship between the assessment of the formation of the conflict resolution component in the teacher’s image and the desire to pursue a career in education. Materials and Methods. The study is based on the systematic approach and uses theoretical and empirical research methods. To collect primary empirical data, a survey of undergraduates doing their degrees in education was conducted. The study involved 152 undergraduate students (Years 2-5). For the mathematical processing of the research data, the H - Kruskal Wallace test and factor analysis were used Results. The factor analysis revealed two factors within the structure of the conflict resolution component of the teacher’s image. Its content differs when students assess school teachers, university teachers and themselves. According to students’ perceptions, the structure of conflict resolution component of the school teacher’s image and of the image of the university teacher coincide to a great extent. On the other hand, the structure of conflict resolution component of future teachers’ ‘self-image’ differs. ‘Refusing violence’ in the second factor is associated with ‘following rules’ for students, and with ‘personal choice’ for university teachers and school teachers. The research findings indicate that students with different degrees of professional motivation have different perceptions of the formation of conflict resolution component within professional images of university teachers, school teachers and themselves. When assessing school teachers and university teachers, significant differences were found according to the ‘internal stability’ criterion. ‘Doubting students’ rated university teachers lower according to this criterion, on the other hand, ‘students who do not want to enter the teaching profession’ rated this criterion low both among school teachers and university teachers. Conclusions. The study reveals the correlation between the assessment of conflict resolution component of the teacher's image and motivation for entering the teaching career. The article concludes that the desire to pursue a career in education is associated with such components of the teacher's image as ‘positive goals’, ‘equal communication’ and ‘personal choice’. Low self-evaluation of students’ conflict resolution component of the teacher's image negatively affects the motivation for teaching career in the future.

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Hativa, Nira, Rachel Barak, and Etty Simhi. "Exemplary University Teachers." Journal of Higher Education 72, no. 6 (2001): 699–729. http://dx.doi.org/10.1080/00221546.2001.11777122.

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Zviaholska, I. M., T. V. Derevianko, and V. P. Polianska. "UNIVERSITY DEUCATOR AS SUBJECT OF UNIVERSITY MISSION: SOME ASPECTS." Актуальні проблеми сучасної медицини: Вісник Української медичної стоматологічної академії 23, no. 2.2 (2023): 78–84. http://dx.doi.org/10.31718/2077-1096.23.2.2.78.

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The article is devoted to the investigation of the crucial role of higher education teachers in fulfilling the mission of the university. Through the prism of the educational paradigm of the 21st century from the scientific and methodical positions, by applying the methods of analysis and generalizations, the importance of the professional activity of teachers in the modernized educational space of a university department and a university as a whole has been analyzed. The article also identifies ways to enhance the teacher's professional competence by integrating subject-technological, psychological-pedagogical, and general cultural components. The paradigm shift from a traditional "teacher" to a modern "teacher-architect" or "teacher-creator" allows teachers to establish partnership relations among all participants of the educational process and achieve the multi-directional goals and tasks of modern universities. The authors provide examples from the Department of Microbiology, Virology, and Immunology at Poltava State Medical University to illustrate how innovative pedagogical technologies enhance the quality of partnership cooperation and promote the formation of students' key competencies, leading to the development of their professional and personal characteristics. The article concludes that the effective preparation of new generation teachers for universities, particularly in the medical field, requires multifaceted professional and competency-oriented activity. The article's relevance to the declared topic is evident in its positive contribution to the formation of new generation teachers and the achievement of the mission of universities.

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Morrill, Robert W., Joseph P. Enedy, and Steven K. Pontius. "Teachers and University Faculty Cooperating to Improve Teacher Preparation." Journal of Geography 94, no. 5 (1995): 538–42. http://dx.doi.org/10.1080/00221349508979362.

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Gibbs, Graham, and David Baume. "Editorial Preparing university teachers." International Journal for Academic Development 1, no. 2 (1996): 4–7. http://dx.doi.org/10.1080/1360144960010201.

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Blackwell, Richard, and Monica McLean. "Mentoring new university teachers." International Journal for Academic Development 1, no. 2 (1996): 80–85. http://dx.doi.org/10.1080/1360144960010211.

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เทพหัสดิน, วัลลภา. "มหาวิทยาลัยครูชานสี (SHAANXI TEACHERS UNIVERSITY)". Journal of Education Studies 24, № 1 (1995): 31–40. http://dx.doi.org/10.58837/chula.educu.24.1.4.

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Wangid, Muhammad Nur, Ali Mustadi, and Siti Eshah binti Mokshien. "THE EXPLORATION OF TEACHERS’ EFFICACY IN TEACHING: COMPARATIVE STUDY IN INDONESIA AND MALAYSIA." Jurnal Cakrawala Pendidikan 39, no. 2 (2020): 257–68. http://dx.doi.org/10.21831/cp.v39i2.30012.

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Teacher’s self-efficacy can be varied according to experience gained, experience obtained from other people, social influences, and also physical and psychological welfare. In the context of teacher’s efficacy in Indonesia and Malaysia, those are certain become different because it undergoes differently. The aim of the research is to convey the difference between teachers in Malaysia and Indonesia from the perspective of a teacher's efficacy in teaching. This research is a comparative study. The research subjects were elementary school teachers who were continuing their studies in post graduate programs at Yogyakarta State University and Sultan Idris University of Education. They are given a scale of teacher efficacy in teaching consisting of three sub-scale that is teacher’s efficacy in involving students in learning, executing learning process, and class management. Research result shows that actually, in general, there are no significant differences in teacher efficacy in teaching between teachers in Malaysia and Indonesia. However, if differences are seen from each factor, it appears that there are differences in the efficacy of teachers in involving students in learning, while the efficacy in instructional learning strategies, and efficacy in classroom management, there are still no significant differences.

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Nikulina, I. V. "PROFESSIONAL BURNOUT OF UNIVERSITY TEACHERS." Izvestiya of the Samara Science Centre of the Russian Academy of Sciences. Social, Humanitarian, Medicobiological Sciences 25, no. 90 (2023): 32–37. http://dx.doi.org/10.37313/2413-9645-2023-25-90-32-37.

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The article actualizes the problem of professional burnout of a university teacher, due to the need to preserve and maintain professional health and professional longevity. In addition to the fact that the professional burnout syndrome negatively affects the health of the teacher, it also negatively affects the effectiveness and productivity of professional activity and, accordingly, the quality of professional training of students. The paper analyzes the concepts of "burnout of personality", "professional" and "emotional" burnout, presents approaches to the study of the mechanism of burnout, describes the phases and stages of burnout. The manifestations of symptoms of emotional exhaustion, depersonalization, reduction of professional achievements among university teachers are considered. Based on the theoretical analysis of the literature, the stress risk factors of the teacher's professional health are described. The results of studies of the relationship between the official status, work experience and the severity of symptoms of emotional burnout, between the ethical leadership of the head of an educational organization and the emotional burnout of teachers are presented. The organizational working conditions of a university teacher, which are a prerequisite for professional burnout, are determined. The differences in the severity of symptoms of professional burnout among teachers of humanities and natural sciences are given. The results of the study of the formation of phases and symptoms of emotional burnout in female teachers of different ages are analyzed.

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Haamer, Anu, Liina Lepp, and Elina Reva. "The dynamics of professional identity of university teachers: reflecting on the ideal university teacher." Studies for the Learning Society 2, no. 2-3 (2012): 110–20. http://dx.doi.org/10.2478/v10240-012-0010-5.

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The dynamics of professional identity of university teachers: reflecting on the ideal university teacher Current paper investigates development of professional identity of university teachers, observed through reflective exercises which enabled participants' to focus on their perception of the ideal university teacher. Images of the ideal university teacher were studied from two aspects: first - before the participants started teaching, and second - after they had been teaching for some time. This paper focused on how images of the ideal university teacher have changed over time, and discussed the reasons that brought about changes. There is a tendency that ideals are adapted in accordance with teaching experience. Ideals are regarded as unstable phenomena, influenced by the surrounding environment. Current paper made use of a qualitative design of reflective writing exercises and focus group interviews. The sample comprised an aggregate of 42 participants, university teachers and PhD students, and 4 focus groups. Interviews were analyzed using qualitative content analysis. The study shows that after some teaching experience, didactic knowledge and communicative skills come to the forefront of the ideal university teacher identity. The study opens the way for further and deeper discussion of images of an ideal university teacher.

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Schönpflug, Wolfgang. "Fritz Heider – My Academic Teacher and His Academic Teachers." Social Psychology 39, no. 3 (2008): 134–40. http://dx.doi.org/10.1027/1864-9335.39.3.134.

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In the summer of 1958 at the University of Kansas, Heider offered a seminar based on the galley proofs of his forthcoming book The Psychology of Interpersonal Relations. Personal memories of the seminar are reported, and an attempt is made to reconstruct the European background of Heider’s work. It is argued that the warm reception of Heider’s book was partly the result of his revival of philosophical ideas that had served as starting points for psychology, but had since been abandoned. Especially with respect to the analysis of naive concepts, complex structures, and causal attributions, Heider owes an intellectual debt to his mentor Alexius Meinong at the University of Graz, and to Ernst Cassirer at the University of Hamburg. Commemorating the publication of Heider’s book can, therefore, also be regarded as an implicit tribute to the European philosophy of the late 19th and early 20th century.

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Andrews, Dorinda J. Carter, Tashal Brown, Bernadette M. Castillo, Davena Jackson, and Vivek Vellanki. "Beyond Damage-Centered Teacher Education: Humanizing Pedagogy for Teacher Educators and Preservice Teachers." Teachers College Record: The Voice of Scholarship in Education 121, no. 6 (2019): 1–28. http://dx.doi.org/10.1177/016146811912100605.

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Background/Context In our best efforts to increase preservice teachers’ critical consciousness regarding the historical and contemporary inequities in the P–12 educational system and equip them to embody pedagogies and practices that counter those inequities, teacher educators often provide curricular and field experiences that reinforce the deficit mindsets that students bring to the teacher education classroom. For many social justice-oriented teacher educators, our best intentions to create humanizing experiences for future teachers can have harmful results that negatively impact preservice teachers’ ability to successfully teach culturally diverse students in a multitude of learning contexts. Purpose/Objective/Research Question/Focus of Study In this article, we propose a humanizing pedagogy for teacher education that is informed by our experiences as K–12 teachers and teacher educators in a university-based teacher preparation program. We focus on the general questions, How can university-based teacher preparation programs embody and enact a humanizing pedagogy? and What role can curriculum play in advancing a humanizing pedagogy in university-based teacher preparation programs? Research Design In this conceptual article, we theorize a humanizing pedagogy for teacher education and propose a process of becoming asset-, equity-, and social justice-oriented teachers. This humanizing pedagogy represents a strengths-based approach to teaching and learning in the teacher preparation classroom. Conclusions/Recommendations We propose core tenets of a humanizing pedagogy for teacher education that represent an individual and collective effort toward critical consciousness for preservice teachers and also for teacher educators. If university-based teacher education programs are committed to cultivating the development of asset-, equity-, and social justice-oriented preservice teachers, the commitments to critical self-reflection, resisting binaries, and enacting ontological and epistemological plurality need to be foundational to program structure, curricula alignment, and instructional practice.

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Zhihan, Yang. "Nanjing Teachers University Trains More High School Teachers." Chinese Education 19, no. 4 (1986): 70–71. http://dx.doi.org/10.2753/ced1061-1932190470.

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Asma, Asma, Shakila Malik, Zafar Iqbal, Rahim Khan, and Farooq Hussain. "ASSOCIATION BETWEEN TEACHERS’ PERSONALITY TRAITS AND TEACHERS’ BURNOUT: MODERATING ROLE OF EMOTIONAL INTELLIGENCE." Humanities & Social Sciences Reviews 9, no. 3 (2021): 1481–92. http://dx.doi.org/10.18510/hssr.2021.93149.

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Purpose of the study: The current study aims to recognize the association between teacher's personality traits and burnout in District Peshawar, Khyber Pakhtunkhwa, Pakistan. The current study predicts the moderating role of emotional intelligence in the relationship between personality traits & burnout levels of university teachers. Methodology: Quantitative research method was used in this study. Questionnaires were distributed to 317 samples of university teachers in District Peshawar, KP, and Pakistan. To check validity KMO & Bartlett's test was used. Cronbach Alpha Coefficient was used to test reliability. Meanwhile, hypotheses were tested through regression analysis and t-tests. Main Findings: It was indicated that openness to experience and neuroticism personality traits predict emotional exhaustion, depersonalization, extroversion & neuroticism express personal achievement. Emotional intelligence significantly moderates the association between a teacher's personality traits & burnout. Additionally, it was found that female and private sector university teachers were more burnout than male and public sector university teachers. Applications of the study: This study will add to the present level of understanding of constructs like personality traits, emotional intelligence, and burnout. The findings of this current study will also help university teachers to know about their dominant personality traits, their emotional level of intelligence. The current study results will help stimulate further research. Novelty/Originality of the study: To our knowledge, there are only fewer amount of research studies on studying the association between teachers' burnout & personality traits in university teachers particularly, in the context of Pakistan. Keeping in view that previous studies were not focused on the role of emotional intelligence in the relationship between the above-mentioned dependent and independent variables.

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Patchara Dechhome, WangJunjun ,Nonnadhi Dulyadaweesid ,. Niran Sutheeniran,. "Guidelines to Enhance Teachers' Satisfaction with the Management Dance Major of University in Shandong." Tuijin Jishu/Journal of Propulsion Technology 44, no. 4 (2023): 541–49. http://dx.doi.org/10.52783/tjjpt.v44.i4.887.

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The objectives of this research were: 1)To study the current situation to enhance the teacher’s satisfaction with the management dance major of university in Shandong. 2)To develop guidelines to enhance the teachers' satisfaction with the management dance major of university in Shandong. 3)Toevaluate the adaptability and feasibility of guidelines to enhance the teachers' satisfaction with the management dance major of university in Shandong.The sample group of this research was 212 teachers. The Interview group was 9 teachers in Shandong and the evaluate 9 experts from university in Shandong. Research instruments include: 1) questionnaire. 2) semi-structured interview. 3) evaluation form. Data analysis by using percentage, mean, standard deviation and content analysis. The results were: 1) the current situation to enhance the teacher’s satisfaction with the management dance major of university in Shandong was at medium level, 2) guidelines to enhance the teachers' satisfaction with the management dance major of university in Shandong in four aspects, which contain 20 articles. there are 5 guidelines for Provide Academic Guidance, 5 guidelines for Create Research Opportunities, 5 guidelines for Expand Academic Resources, and 5 guidelines for Construction Facilities and Resources. 3) adaptability and feasibility of guidelines to enhance the teachers' satisfaction with the management dance major of university in Shandong in four aspects were at high level.

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Koceva, Ana, Dafina Kostadinova, and Tanya Tabutova. "BRITISH ENGLISH VERSUS AMERICAN ENGLISH PREFERENCE BY UNIVERSITY STUDENTS OF EFL." Teacher, no. 26 (November 13, 2023): 6–10. http://dx.doi.org/10.20544/teacher.26.01.

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For decades English has been considered a global language used as not only a native language, but as an official language, a second language in many countries and taught as a foreign language worldwide. Herein, English includes numerous varieties, regional and local dialects, professional speech, slangs, jargons etc. The variety of English is an important feature for learners of EFL, especially for future teachers of English. The constant exposure to different types of English through television, movies, online content etc. might hinder the fluency of EFL learners. Therefore, EFL teachers need to help their students and prevent any ambiguities due to the differences between American and British English. In this research, we have analysed the preference of students between British English and American English vocabulary. The analysis includes 60 first year students of English language and literature from the University “Goce Delcev” in North Macedonia and the South-West University in the Republic of Bulgaria. The results provide an insight on both the knowledge and linguistic preference of students between the two standardized English varieties and enable teachers, university professors and English coursebooks authors to determine their approach in class and help students master fluency.

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Küster-Boluda, Inés, and Natalia Vila-López. "A teachers’ orientation approach to understand the university teacher-student relationship." Estudios sobre Educación 40 (January 25, 2021): 149–72. http://dx.doi.org/10.15581/004.40.149-172.

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This research intends to advance the understanding of the university teacher-student relationship in the context of teachers’ market orientation with the aim to improve students’ performance. Thus, the study is articulated on three axes: the students’ performance approach, the relationship among diverse aspects of teachers, and, fi nally, the effect of these aspects on students’ performance. The results gained from a sample of 45 teachers and 932 students show that teachers’ student orientation infl uences perceived learning and student satisfaction. Other interesting results are also attained that lead to certain conclusions and implications.

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Miric, Milica, and Danijela Djorovic. "LSP university teaching: Cooperation between LSP teacher and subject teachers." Nastava i vaspitanje 64, no. 3 (2015): 507–20. http://dx.doi.org/10.5937/nasvas1503507m.

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Li, Zheng, and Christine M. Rubie-Davies. "Teacher expectations in a university setting: the perspectives of teachers." Educational Research and Evaluation 24, no. 3-5 (2018): 201–20. http://dx.doi.org/10.1080/13803611.2018.1550835.

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Batrakova, Inessa S., Elena N. Glubokova, Svetlana A. Pisareva, and Ekaterina V. Tinkovan. "University teachers’ expert opinion on the transformation of teacher training." Izvestia: Herzen University Journal of Humanities & Sciences, no. 207 (2023): 9–20. http://dx.doi.org/10.33910/1992-6464-2023-207-9-20.

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Manzoor, Shabana, Rakhshanda Naeem, and Ayesha Rehman. "Formative Assessment Practices, University Teachers and Students’ Perceptions." Pakistan Journal of Humanities and Social Sciences 11, no. 1 (2023): 418–25. http://dx.doi.org/10.52131/pjhss.2023.1101.0361.

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The present study aims to determine the major differences in student’s opinions towards formative assessment across universities. The study also wanted to understand the university teacher’s perception and their role in implementing the formative assessment in their classroom and to see the university teacher’s perception towards the impact of usefulness of formative assessment. The study used quantitative research design. Data was collected from four hundred students and one hundred teachers from four different universities of Lahore by using simple random sampling technique. An adapted form of survey tools were used to collect information from the study participants. The data was analyzed by using Descriptive analysis, Frequencies, t-test and one-way analysis of variance (ANOVA). Frequencies were used to examine the high and medium perceived statements by the teachers and students. The results reported statistically significant difference in perceptions of students among four universities of Lahore. The Study also presented university teachers perceptions regarding formative assessment. It is suggested that seminars and trainings be held for students and teachers in order to make them aware of assessment and evaluation skills.

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Trávníčková, Petra. "The View of Student Teachers on the Teacher’s Profession." Acta Educationis Generalis 11, no. 3 (2021): 23–34. http://dx.doi.org/10.2478/atd-2021-0019.

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Abstract Introduction: In recent years, teaching is no longer perceived only as a job, but as a profession. The study focuses on student’s view on the teacher’s profession, which is important in the context of becoming a teacher. During their university studies, student teachers are at the beginning of their professional careers. Their attitudes, values and principles are still evolving. Methods: Building on previous studies, qualitative methodology was applied. The main goals of the research were to describe the changing views of student teachers on the teacher’s profession, and to compare their views in the first and third years of study. Therefore, thematic writing was chosen. Results: The results show that the student teacher’s views change significantly during their university studies. While in the first year, student teachers focus more on the importance of childhood, their own practical experience and the teacher’s influence on a child’s life; in the last year of bachelor´s study, the emphasis is on the teacher’s personality, teaching professionalism and on the teacher as a learner can be observed. This paper can provide evidence that university education for kindergarten teachers is important and it most likely influences their future work. Discussion: The research findings show that it is appropriate to pay attention to how views about the teacher’s profession change. This could broaden the view of the development of the teacher profession concept and could also be a useful tool for modifying the content of future teachers’ education. Limitations: A certain limit of research can be sen in using one method. It would certainly be appropriate to supplement the research with interviews with participants. In my future research I will focus on this issue. Conclusion: 1. The student teachers’ views change significantly during their university studies, 2. The focus moves from their practical experience to the didactic theory. 3. There is a shift from focusing on personality of teachers to their abilities.

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Zhong, Guoyan, and Rajendran Nagappan. "Role Orientation and Functioning of Artificial Intelligence in the Professional Development of University Teachers." International Journal of Education and Humanities 16, no. 2 (2024): 300–304. http://dx.doi.org/10.54097/9f2fv691.

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In recent years, under the auspices of technological development, artificial intelligence technology has penetrated into various industries, such as healthcare, industry, energy and even education. For the penetration of the education field, artificial intelligence has changed the teaching mode, teaching management, and brought unprecedented opportunities for the professional development of teachers. This paper explores the role positioning and function play of AI in the professional development of university teachers, with the goal of promoting the modernized university teacher team, after analyzing the role positioning of AI technology in the professional development of university teachers, researching the function play strategy of AI technology in the professional development of university teachers, and mentioning the limitations and challenges of AI in the professional development of teachers, teachers' role changes and It also mentions the limitations and challenges of AI in teachers' professional development, teachers' role transformation and competence requirements, so as to further improve the framework of AI's promotion of teachers' professional development in universitys and universities, and to strengthen the foundation of teachers' development in universitys and universities in China with the help of AI technology, so as to provide a "big country's good teacher" for high-quality higher education and promote the modernization and high-quality transformation of higher education in China.

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Meenakshi, Singh, and Sharma Bindu. "Musculoskeletal Pain among School and University Female Teachers." Physiotherapy and Occupational Therapy Journal 9, no. 3 (2016): 115–18. http://dx.doi.org/10.21088/potj.0974.5777.9316.6.

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Masalova, Yu A. "Digital competence of Russian university teachers." University Management: Practice and Analysis 25, no. 3 (2021): 33–44. http://dx.doi.org/10.15826/umpa.2021.03.025.

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This research paper presents the results of the author’s survey aimed at assessing the digital competence of modern university teachers. The relevance of digital competencies is becoming more and more obvious due to the transformations in the activities of educational organizations. These changes concern the use of digital technologies not only in university management, but also directly in the educational process. The development of distance learning and remote interaction formats is an objective reality in the modern world. The purpose of this article is to make an attempt of assessing a university teacher’s digital competence level based on the general perception of his/her abilities and the digital technologies used in his/her professional activities. The author analyses the teachers’ readiness to use digital technologies and their attitude to distance learning. The study showed that the majority of the interviewed teachers have a high level of basic and universal digital competencies. It was found that most of the respondents already have experience of taking online courses to improve their professional skills. The analysis makes it possible to conclude that the teachers who participated in the survey demonstrate a high readiness to use digital technologies in their professional activities. The author’s study is not supposed to give a complete picture of all Russian university teachers’ digital competence level, since this requires both greater coverage of respondents and the use of other channels (beyond digital) to collect data within the survey. At the same time, this research allows to formulate possible ideas for improving Russian university teachers’ digital competence level, which nowadays becomes the key to improving their effectiveness. The results of the study can be used when working out universities’ personnel development programs in order to ensure a higher level of the teachers’ digital competence.

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Goodfellow, Joy. "There's a Student Teacher in my Centre: Cooperating Teachers’ Perspectives." Australasian Journal of Early Childhood 23, no. 2 (1998): 36–45. http://dx.doi.org/10.1177/183693919802300208.

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Recent research on teacher thinking and on the changing role of early childhood teachers has emphasised the importance of gaining insights into how practitioners themselves view their professional world. This article reports on a study which sought to express the voices of practising teachers who have the responsibility for student teachers during their field placement or practicum experience. The practicum is said to have a powerful influence on developing professionals, yet little is known about the experiences of the cooperating teachers who are responsible for student teachers at the field placement site. What is revealed are issues critical to the enhancement of university-based field experience programs. These issues warrant attention both within university-based field experience programs and within the context of increasing demands being placed on early childhood teachers.

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Razmaitė, Danguolė, and Džeraldas Dagys. "Are the Requirements for Teacher’s Competence set by University Administration and Students Similar?" Pedagogika 114, no. 2 (2014): 42–53. http://dx.doi.org/10.15823/p.2014.003.

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As the educational paradigm undergoes changes, new challenges for performance and competence of higher education institution teachers arise. The article deals with theRequirements for teacher’s competence set by university administration and students, and whether these requirements are similar. In the beginning, definitions of teacher’s competence dealt with in scientists’ papers are reviewed, the structure of teacher’s competence is discussed. The article explores the requirements for teacher’s competence set by university administration and students. The research carried out shows that nevertheless there is a divide between requirements for teachers’ competence set by university students and university administration. It should be noted that university administration pose requirements which are regulated on the national level of the Republic of Lithuania, i.e. provisions of the Law on Higher Education and Studies of the Republic of Lithuania; whereas the definitions of competences investigated by scientists remain as a theoretical construct, a scientific outcome. The requirements set by students include these teachers’ competences (pedagogical, meta-learning, technical, etc.) which interact with the efficiency and quality of the teaching process.

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Ross, Stephanie, Larry Savage, and James Watson. "University Teachers and Resistance in the Neoliberal University." Labor Studies Journal 45, no. 3 (2019): 227–49. http://dx.doi.org/10.1177/0160449x19883342.

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This study of Canadian university teacher militancy explores the dynamics and strategies of resistance in the neoliberal university. While responses to the neoliberal reorientation of higher education are complex, uneven, and sometimes contradictory, the authors demonstrate how neoliberalization has fostered greater conflict, more militancy, more strikes, and greater politicization of unions representing university teachers. The authors argue that these expressions of university teacher militancy are primarily driven by external pressures rather than internal forces and are further complicated by divisions between workers within the context of established university hierarchies.

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Zhorabekov, A., and Zh Abilkhairova. "Development of university teachers’ readiness to forming polylingual competences of the future teacher." Pedagogy and Psychology 45, no. 4 (2020): 178–86. http://dx.doi.org/10.51889/2020-4.2077-6861.22.

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In the current conditions of globalization of education in the process of training future teachers in the university, one of the most effective approaches is polylingual education. To implement this approach, it is necessary to determine the competence range of the university teacher in the aspect of polylingual education; formation of interest and motivation of university teachers to content-language integrated learning; determination of the principles of constructing the content of teaching a university teacher in the aspect of polylingual education; organization of a special workshop for university teachers “Formation of professional competence of future teachers based on a polylingual approach”. The aim of this special workshop is to increase the level of teachers’ training in the field of competence and polylingual approaches. The course of lectures and seminars is designed for 36 class hours and it is determined by the following objectives: formation of knowledge and skills in the use of models, technologies and methods of content-language integrated learning; development of teachers’ interest and creativity; formation of readiness for the use of technologies and techniques of content-language integrated learning; development of the ability to plan and organize the process of formation of professional competence of future teacher based on a polylingual approach; development of skills to diagnose, analyze and evaluate the effectiveness of the formation of professional competence of future teacher based on the polylingual approach.

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Yusoff, Rosman Bin Md, and Kamran Azam. "Perceived Sources of Stress among faculty members of COMSATS Institute of Information Technology, Pakistan." Journal of Management Info 4, no. 1 (2017): 12–18. http://dx.doi.org/10.31580/jmi.v4i1.28.

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The present study aims at exploring the perceived sources of stress among the faculty members of COMSATS Institute of Information Technology, Pakistan by examining the stress coping methods used by faculty members for devising proposed stress management practices to faculty members. Two self-administered questionnaires were distributed among 150 randomly selected teachers from five campuses of (CIIT), Pakistan. The 1st questionnaire comprised 20-items regarding five teacherâ€™s stressors while the second questionnaire contained 10-itmes about the individual stress copying techniques. Scores for items on stressors & stress copying techniques were computed by adding weights assigned and then an Exploratory Factor analysis was run for extracting stress contributing factors. The total teacherâ€™s stress score ranged from 25 to 100 in which female, 25-30 years age group & single teacher had high stress scores. Total 18 items were loaded high (0.60+) on the five factors of stress after factor analysis. Majority of teachers (64%) practiced behavioral self-control, exercise and relaxation techniques for coping stress. This study does not investigate casual link between stress and stress contributing sources among teachers. The results of the study are useful both to academic world and to educational policy makers. This study is an addition to existing knowledge on university teachersâ€™ stress in Pakistan. The awareness about stress contributing factors is vital to the university teachers in Pakistan because the problem of teachersâ€™ stress if left unchecked can have devastating effects both on teachers as well on students.

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Reznik, Svіtlana. "LEADER STYLE OF UNIVERSITY TEACHERS." Theory and practice of social systems management, no. 3 (October 10, 2019): 71–84. http://dx.doi.org/10.20998/2078-7782.2019.3.06.

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Keller, Christina, and Stefan Hrastinski. "Towards Digitally Literate University Teachers." Nordic Journal of Digital Literacy 4, no. 02 (2009): 104–15. http://dx.doi.org/10.18261/issn1891-943x-2009-02-04.

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Gabriel Porta, Luis, and Graciela Nelida Flores. "Kindness in memorable university teachers." Revista de Estudios y Experiencias en Educación 16, no. 30 (2017): 33–48. http://dx.doi.org/10.21703/rexe.201730334812.

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Voskovskaya, A. S., and T. A. Karpova. "Pedagogical competence of university teachers." Izvestiya MGTU MAMI 7, no. 1-6 (2013): 160–65. http://dx.doi.org/10.17816/2074-0530-67878.

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The paper focuses on pedagogical competence of university teachers, in particular, the pedagogical competence of teachers of foreign languages. The article gives the pedagogical analysis of value and meaning, academic, didactic and communicative aspects of the teaching activity.

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Regoxs, Arm…nio. "Citizenship Behaviours of University Teachers." Active Learning in Higher Education 4, no. 1 (2003): 8–23. http://dx.doi.org/10.1177/1469787403004001002.

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Kristjuhan, Ülo, and Erika Taidre. "Postponed Aging in University Teachers." Rejuvenation Research 13, no. 2-3 (2010): 353–55. http://dx.doi.org/10.1089/rej.2009.0951.

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Hussein, Dr Mohammed Ibrahim, and Noor Raad Abd Jassim. "Marital violence among university teachers." International Journal of Advanced Academic Studies 6, no. 8 (2024): 16–21. http://dx.doi.org/10.33545/27068919.2024.v6.i8a.1243.

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Alden Rivers, Bethany, Ming Nie, and Alejandro Armellini. "University teachers’ conceptions of “Changemaker”." Education + Training 57, no. 5 (2015): 588–600. http://dx.doi.org/10.1108/et-07-2014-0078.

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Purpose – The purpose of this paper is to report on a study aimed at understanding the different conceptions that University of Northampton teachers hold of “Changemaker”, an institutional initiative to develop capacities for social innovation. Design/methodology/approach – The study took a phenomenographic approach to identify a small number of qualitatively different conceptions of Changemaker among teaching staff. Face-to-face, phenomenographic interviews were carried out with 30 teachers across the university. Transcript data were analysed using thematic inductive analysis. Findings – Five different conceptions of Changemaker were found: Changemaker as university strategy; Changemaker as critical thinking, perspective shifting and problem solving; Changemaker as employability; Changemaker as social betterment; and Changemaker as personal transformation. Research limitations/implications – The outcome space of conceptions represents the beliefs of teaching staff at the University of Northampton. The approach to research and plans for the practical application of findings may be of direct benefit to other education providers as they develop their own models for teaching and learning. Practical implications – The findings from this study will inform the next phase of the project, which involves the development of a skills/attributes/behaviours matrix for social innovation education. Social implications – An initiative, such as Changemaker, works to enhance the capacities of university students to work as agents of positive social change. By building a research programme around this initiative, the findings from this work can be disseminated and used by other higher education institutions. Originality/value – The findings of this study will address the absence of literature on teachers’ conceptions of phenomena related to social innovation, social entrepreneurship and intrepreneurship. Understanding teachers’ beliefs of such phenomena is relevant to the growing number of universities that address these subjects in the curriculum.

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Mărgăriţoiu, Alina, and Simona Eftimie. "Pre-university Teachers’ Professional Satisfaction." Procedia - Social and Behavioral Sciences 78 (May 2013): 110–14. http://dx.doi.org/10.1016/j.sbspro.2013.04.261.

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Blix, Arlene Gray, Robert J. Cruise, Bridgit McBeth Mitchell, and Glen G. Blix. "Occupational stress among university teachers." Educational Research 36, no. 2 (1994): 157–69. http://dx.doi.org/10.1080/0013188940360205.

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Moreno-Olivos, Tiburcio. "Social competences in university teachers." Revista de la Facultad de Medicina 67, no. 4 (2019): 509–13. http://dx.doi.org/10.15446/revfacmed.v67n4.62329.

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The objective of this article is to reflect upon the professional competences that university teachers require in order to respond appropriately to the demands of contemporary society.This is a specialized documentary review that seeks to lay a thematic foundation and theoretically define analysis categories. It was found that when the issue of teaching competences is addressed, usually priority is given to disciplinary and pedagogical skills, while social competences are neglected. However, since teaching is a collective social practice, the relationships and interactions between individuals are essential; hence, it is concluded that teachers should develop social competences that will prevent the limitation of their performance during the educational process, a limitation that can severely damage the comprehensive training of their students.Regarding the methodology, the criteria for the inclusion of the bibliography were mainly based on the relevance of the reviewed sources related to the topic under study (the search found that social competences are generally not considered when referring to the professional skills of university teachers) and on the theoretical perspective shared by several cited authors. Their current validation or the language in which they were published were considered, although, some recent studies in English were included.

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Badley, Graham. "Developing Globally-Competent University Teachers." Innovations in Education and Training International 37, no. 3 (2000): 244–53. http://dx.doi.org/10.1080/13558000050138489.

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Muxtarovna, Begmatova Dilnoza. "Future university teachers’ professional sociolization." ACADEMICIA: An International Multidisciplinary Research Journal 12, no. 11 (2022): 24–28. http://dx.doi.org/10.5958/2249-7137.2022.00842.4.

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TAKIKITA, Aya, Hiroto YAMAUCHI, Haruka ONO, et al. "University students' perceptions of teachers." Proceedings of the Annual Convention of the Japanese Psychological Association 86 (2022): 2AM—079—PP—2AM—079—PP. http://dx.doi.org/10.4992/pacjpa.86.0_2am-079-pp.

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Avakyan, Inna B. "Pedagogical conservatism of university teachers." Izvestiya of Saratov University. Educational Acmeology. Developmental Psychology 13, no. 1 (49) (2024): 80–90. http://dx.doi.org/10.18500/2304-9790-2024-13-1-80-90.

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The relevance of the research is due to the need to implement the principle of cooperation and interaction of the subjects of the educational process, and to use the creative approach in the situation of modernizing higher education. The purpose of the research is to identify indicators, criteria, and development factors of university teachers’ pedagogical conservatism. The study hypothesizes that the state of pedagogical conservatism among teachers of higher educational institutions: 1) may be correlated with the level of integral satisfaction with professional activity; 2) indicates the presence of factors contributing to its development. The study participants: the teaching staff of 9 Russian universities (N = 1754, aged from 25 to 65, including 25% of men, 75% of women). The research methods (tools): methodology "Assessment of pedagogical conservatism of teachers of a higher educational institution" (I. B. Avakyan) was used in order to study indicators and criteria of pedagogical conservatism, as well as to identify its development factors, integral job satisfaction test (by A. V. Batarshev) was used to assess the integral indicators of satisfaction of university teachers with their pedagogical activity. Results. The study has revealed the development factors of university teachers’ pedagogical conservatism. These factors comprise psychological unpreparedness for innovative activity, including a set of variables that are presented in the study, and emotional burnout. A positive correlation has been found between a group of indicators of pedagogical conservatism and components of integral satisfaction with pedagogical work (habitual ways of performing the activity and general satisfaction with work). The study has also revealed the inverse (negative) correlation between the other group of pedagogical conservatism indicators and satisfaction with pedagogical activity (low motivation for success and overall job satisfaction). The main conclusions. On the one hand, indicators of pedagogical conservatism contribute to the increase in the level of satisfaction with pedagogical activity, which ensures the preservation of pedagogical experience in conditions of internal psychological balance. On the other hand, they contribute to dissatisfaction with their own activities and to the state of professional stagnation. The obtained results can be used as the basis for systematic psychological and pedagogical support of the university teachers’ professional activities in accordance with educational stan dards.

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Mowpia and Bagchi Tadasha. "University Teachers Stress: An Overview." International Journal of Advance and Applied Research 4, no. 21 (2023): 135–39. https://doi.org/10.5281/zenodo.8134731.

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Teachers are the most valuable members of society, not only of the academic community. Through their profound influence on students' lives, they mold the culture. Teachers hold a significant role in all educational programs as they bear the ultimate responsibility for facilitating the educational process at every stage. If a substantial quantity of exceptionally skilled educators are available and willing to proficiently execute the educational process in a manner that promotes the desired educational growth of students, then enhancing the physical and educational infrastructure could potentially enhance the quality of education. However, this is only the case if there are also a sufficient number of teachers. As a result, it is very necessary for the educator to have all of the necessary resources at their disposal and be completely prepared to carry out their responsibilities in a competent and effective manner. The term "stress" refers to a multi-faceted experience that is defined by a mix of physical and emotional strain. This tension is the consequence of a multitude of variables, including physiological, psychological, and environmental demands. Teachers, no matter where they are from or what culture they come from, are almost always under a tremendous amount of pressure. Extended durations of labor, ambiguity surrounding job obligations, limited educational resources, a lack of social acknowledgement, an undesirable organizational culture, and tense interpersonal dynamics with coworkers all contribute to a formula for stress and make it more likely to occur. This study's major objective is to explore the stressors that are connected with job stress among college professors in order to give helpful advice for minimizing stress caused by work-related responsibilities. Work-related stress is increasingly becoming a significant concern in developed countries.

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Chai, Jiaqi. "Study on the Impact of Teacher Salary Incentives on Teachers' Performance in Higher Education." Frontiers in Humanities and Social Sciences 2, no. 5 (2022): 111–16. http://dx.doi.org/10.54691/fhss.v2i5.717.

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Teachers in universities are the main force in conducting teaching and research in universities, and are also the main force in cultivating high-level talents. Scientific salary incentive mechanism is the source of attracting talents, enhancing innovation ability and improving core competitiveness in universities. The relationship between university teachers' remuneration incentives and teachers' performance is a hot issue in the field of higher education. This paper analyzes the current situation of research on salary incentives and job performance of university teachers, discusses the relationship between salary incentives and job performance of university teachers, sorts out the main problems of current salary incentives, and finally puts forward policy suggestions to provide theoretical basis for universities to enhance the effect of salary incentives and improve job performance of teachers.

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Sultana, Nayyar, Aleena Chaudhry, and Hina Shaukat. "Descriptive Study of Transformational Leadership Influence on Professional Development of Teachers at Higher Education Level." Global Educational Studies Review IX, no. I (2023): 67–76. http://dx.doi.org/10.31703/gesr.2024(ix-i).08.

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

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Rafiq, Shahid, and Shahzada Qaisar. "TEACHERS PERCEPTION ABOUT PROCESS OF TEACHER EVALUATION: A CASE STUDY OF A PRIVATE UNIVERSITY OF LAHORE." SEPTEMBER 37, no. 03 (2021): 350–62. http://dx.doi.org/10.51380/gujr-37-03-09.

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The major premise of this research was to get the perception of university teachers about the process of teacher evaluation in one private university in Lahore. Focusing on the actual practices of teacher evaluation process (TEP), this paper attempts to get opinion of university teachers regarding the effectiveness of TEP. This research was quantitative in its nature in which a survey questionnaire was used to collect data. The population of the study included all the faculty members (both male and female) of the private sector university in Lahore. 150 faculty members were selected through simple random sampling from all faculties/departments of the sampled university. The data was analyzed on SPSS 21. Results were drawn from the interpretation of quantitative data. Results indicated that university teachers had very positive perceptions of the teacher evaluation process. The process of the teacher evaluation contributes to teachers teaching performance a lot.

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Potmenskaya, Elena Vyacheslavovna, Nina Vasilievna Tamarskaya, Elena Iosifovna Mychko, and Svetlana Evgenievna Mazanova. "The future teachers’ emotional culture development as a professional growth resource." Samara Journal of Science 13, no. 1 (2024): 177–82. http://dx.doi.org/10.55355/snv2024131311.

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Nowadays, the search for the new opportunities how to improve the teacher’s professional level and how to create the conditions for his professional growth has intensified. The teacher’s professional growth implies a qualitative transformation of professionally important personal properties and abilities, professional knowledge and skills within the framework of the professional activity. The modern teachers’ professional activity develops in the context of uncertainty, novelty and ambiguity. Constantly changing situations actualize the value-semantic and emotional aspects of the teachers’ professional development. The foregoing indicates that it is important for the future teachers to develop an emotional culture as a component of a professional culture. In this regard, the problem of the study is formulated as follows: how to develop the future teachers’ emotional culture in the university? Hence, the purpose of the study is to develop and implement a structural-content model to develop the future teachers’ emotional culture. To test the hypothesis that the understanding of the emotional culture as a resource for a professional growth and modelling the process of its development at a university is important, the following methods are used: theoretical (the scientific literature analysis on the problem of the future teachers’ emotional culture development; to study and generalize the emotional culture development experience in the university), empirical (the observation, survey and pedagogical experiment) and methods of the obtained data mathematical processing. An empirical study is carried out on the basis of Immanuel Kant Baltic Federal University. It has included the developed structural-content model approbation and the subsequent diagnostics of the axiological, cognitive, bihavioral, volitional and reflexive components formation in future teachers’ emotional culture. The study results can be used to develop and implement the future teachers’ training programs, as well as the teachers’ advanced training system in the university. In the future, it is reasonable to study the psychological and methodological university teachers’ readiness to develop the future teachers’ emotional culture.

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Journal articles on the topic 'University teachers'

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