Suchergebnisse

Over recent years, the existence of foreign pupils in Spain has generated new multicultural spaces in classrooms and an education system, which must provide equality and fairness to all pupils. In Andalusia, the number of foreign pupils registered for the academic year 2015–2016 was 89.893. In this sense, the aim is to know the perceptions of secondary school teachers in Andalusia regarding what additional competencies teachers of immigrant pupils should have. Thus, we use a descriptive research model, where the approach for the collection and analysis of data is mixed, that is, qualitative (in-depth interviews) and quantitative (questionnaires) techniques are used. To validate the content, the "Expert Judgement" technique was used, using a process of selection, named "K coefficient." The results show that these teachers have a high level of awareness and strong attitudinal skills. However, they are clearly limited in terms of knowledge, which leads to a greater lack of abilities and skills.

Cilj je ovog preglednog rada istaknuti važnost rasprave o temi sveučilišne nastave i nastavničkih kompetencija visokoškolskih nastavnika. U sustavu visokog obrazovanja tijekom posljednjih desetljeća događaju se brojne promjene koje se uočavaju kroz drastičan porast i sve veću heterogenost studentske populacije, iz čega proizlazi potreba za redefiniranjem uloge sveučilišnog nastavnika. Iako sveučilišni nastavnici jesu stručnjaci u znanstvenim poljima kojima se bave, dubinsko poznavanje sadržaja predmeta poučavanja ne čini ih istodobno stručnjacima za nastavu. Istraživanja su pokazala da su programi pedagoškog osposobljavanja i usavršavanja sveučilišnih nastavnika učinkoviti u podizanju kvalitete sveučilišne nastave te da doprinose razvoju nastavničkih kompetencija, a njihova važnost konstantno se naglašava i u smjernicama strateških dokumenata na razini europske obrazovne politike. U hrvatskom sustavu visokog obrazovanja uočavaju se brojni izazovi koji doprinose negativnoj percepciji nastavničke profesije, stoga se javlja potreba za dubljim istraživanjem ove teme i promišljanjem o izazovima implementacije programa za osposobljavanje i usavršavanje sveučilišnih nastavnika. ; The aim of this paper review is to emphasize the importance of a discussion about teaching in higher education and teaching competencies of university teachers. In recent decades in higher education system, a number of changes has been evident, especially through a drastic increase and larger heterogeneity of student population, which implies the need to redefine the role of university teachers. Although university teachers are experts in their scientific fields, a deeper knowledge of teaching content does not make them experts on teaching at the same time. Research has shown that the programs of pedagogical education and training of university teachers are effective in raising the quality of university teaching and can contribute to the development of teacher competencies. The importance of those programs is constantly emphasized in the guidelines and strategic documents of European education policy. Numerous challenges that contribute to the negative perception of the teaching profession were identified in the Croatian system of higher education. Therefore, there is a need for a deeper study of this topic and a reflection on the challenges of the implementation of programs for education and training for university teachers.

The purpose of this study is to analyze the need for learning models in microteaching courses for hybrid learning environments. Quantitative descriptive techniques are the research methods used; these techniques are intended to use quantitative data to describe and analyze specific phenomena or variables in the population. This approach aims to give an accurate picture of the situation or phenomenon under study rather than to test a hypothesis or bring about change. At this point, 80 enrolled in the Economics Study Program at Sriwijaya University will participate in a survey that takes the form of a questionnaire administered by researchers to fifth-semester students. The study's findings demonstrate the continued need for high-quality instruction in hybrid classes for microteaching courses. This study includes the development of an efficient learning model for hybrid classes as well as the utilization of current technology to foster a positive microteaching environment in newly created hybrid class.

The purpose of this study was to identify the teaching competencies of adult literacy teachers as perceived by supervisors and teachers of adult literacy in Kenya. The two research questions that guided the survey focused on perceptions that respondents considered to be most important in enabling the literacy teachers to be effective; and commonalities between supervisors' and teachers' perceptions. The questionnaire was the main method of gathering data. The instrument for the study was developed via teachers, supervisors, and administrators who were familiar with adult literacy in Kenya. The research instrument was pilot-tested. From the Department of Adult Education records, a sample of 86 supervisors and 328 teachers was selected. A 67 percent rate of return was attained. The participants of the study ranked the attributes on a 7 point Likert scale according to the degree to which they perceived these attributes to be important for teachers to function effectively in a Kenyan setting. Findings are reported by mean scores and descriptive narrative. The results of the study indicated that the following competencies were critical for effective teacher performance: (a} thorough knowledge of subject matter in: child care and child development, family planning, nutrition, family health and agriculture; (b) keeping class records; (c) making and using lesson plans; (d) being confident while teaching and outside the classroom; (e) not being late for class; (f) ability to work with community leaders and government employees; (g) identifying the students' learning needs; (h} teaching students at their levels of understanding; and (i) encouraging students to participate during the teaching process. Teachers indicated that literacy teachers who believe in students' potential were more likely to be successful in teaching whereas supervisors viewed teacher behavior to be critical in influencing teaching effectiveness. Administrative constraints that need to be improved to enhance teacher effectiveness, and the implications of the findings are discussed. Recommendations on how to improve the teacher training program, and research considerations for further studies in literacy development are made. ; Ed. D.

Virtuelles Lehren und Lernen wird seit Jahren politisch gefordert und gefördert. Dennoch ist der Alltag an Hochschulen immer noch stark geprägt von Präsenzlehre und virtuelle Lehre stellt oft nur eine Ergänzung zu dieser dar. Die Analysen dieses Artikels beziehen sich auf eine Befragung von Hochschullehrenden an der Hochschule für Wirtschaft und Gesellschaft Ludwigshafen, die im Jahr 2017 durchgeführt wurde (N = 67). Im Fokus der Untersuchung steht die Frage, wie die digitalen Kompetenzen von Hochschullehrenden in Bezug auf virtuelle Lehre einzuschätzen sind und wie diese Kompetenzen mit eigenen Lehrerfahrungen sowie der Offenheit oder Skepsis gegenüber virtueller Lehre zusammenhängen. Es zeigt sich, dass Professorinnen und Professoren im Vergleich zu Lehrbeauftragten deutlich häufiger virtuell lehren und ihre E-Teaching Kompetenzen generell höher einschätzen. Ausserdem sind diejenigen E-Teaching Kompetenzen besonders gering ausgeprägt, die für einen systematischen Ersatz von Präsenzlehre durch virtuelle Lehre erforderlich wären. Schliesslich wird deutlich, dass die intrinsische Motivation mit der Nutzungshäufigkeit korreliert, nicht jedoch die extrinsische Motivation. ; E-Teaching and E-Learning have been both demanded and promoted by the government for years. Nevertheless, universities still rely largely on classroom teaching, and digital teaching serves only as a supplementary strategy. The findings of this article are based on a survey of professors and lecturers at the Ludwigshafen University of Business and Society conducted in 2017 (N = 67). Central questions are: How can the digital teaching skills of university lecturers be judged and how do their digital competencies relate to their own educational experience as well as to their stance on digital teaching? The findings show a large discrepancy between full-time (assistant) professors and assistant lecturers in terms of implementation as well as in terms of competence. Furthermore, e-teaching competencies that would be required for digital teaching to replace classroom teaching are on a low level. Lastly, intrinsic motivation correlates with the frequent use of e-teaching, while the extrinsic motivation is irrelevant.