Fostering the Quality of Teaching and Learning by Developing the “Neglected Half †of University Teachers’ Competencies
Keywords:
teaching competencies in higher education, pedagogical training of academic staff, key competencies, quality of teaching and learning
Abstract
For too long, the quality of teaching and learning in universities has been undervalued in comparison to research. Current social, economic, ecological and other challenges require that more attention be given to measures to improve the situation. Academic staff should receive incentives, policy support and high-quality pedagogical training to develop key competencies for excellence in teaching. Examples of key competencies in this area in different countries are presented as well as some schemes of policy support and pedagogical training. The case
study from the University of Ljubljana is based on experiences gathered from four groups of participants during a course on Improving University Teaching in 2013 and 2014. They gave their opinion on the relative importance of different competencies in teaching, to what extent have they developed them during the course and, finally, which activities and methods used have most contributed to their development. At the end, some measures to foster excellence in teaching at the level of policy are proposed, as well as areas for further research.
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References
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MarentiÄ Požarnik, B. (2009). Improving the quality of teaching and learning in higher education through supporting professional development of teaching staff. Napredak, 150(3/4), 341-359.
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‘pioneer’ stage. Higher Education Research Network Journal, Special Issue, 53-66.
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McMahon, F. (2014). The Development of Teachers’ Key Competencies for Student-centred Teaching and Learning. Presentation. Gradivo. Mednarodna konferenca Rektorske konference RS Študij danes, kakšen naj bo jutri? Ljubljana, 17.4.2014.
Merila za volitve v nazive visokoÅ¡olskih uÄiteljev, znanstvenih delavcev ter sodelavcev Univerze v Ljubljani (2011).
Merila za izvolitve v nazive Univerze na Primorskem (2014).
Peklaj, C. (2006). Definiranje uÄiteljskih kompetenc – zaÄetni korak za prenovo pedagoÅ¡kega Å¡tudija. In C. Peklaj (Ed.), Teorija in praksa v izobraževanju uÄiteljev (pp. 19-28). Ljubljana: Center FF za pedagoÅ¡ko izobraževanje,.
RazdevÅ¡ek-PuÄko, C., & Rugelj, J. (2006). Kompetence v izobraževanju uÄiteljev. Vzgoja in izobraževanje, XXXVII(1), 34-40
Report to the European Commission on new modes of learning and teaching in higher education (2014). Luxemburg: Publication Office of the European Union.
Rutar, S. (2012). PedagoÅ¡ko-andragoÅ¡ko usposabljanje visokoÅ¡olskih uÄiteljev in sodelavcev na Univerzi na Primorskem. In T. Vonta & S. Å evkuÅ¡ić (Eds.), Izzivi in usmeritve profesionalnega razvoja uÄiteljev (pp. 39-53). Ljubljana: PedagoÅ¡ki inÅ¡titut.
Schmidt, V. (1972). Visokošolska didaktika. Ljubljana: DZS.
The UK Professional Standards Framework for teaching and supporting learning in higher education. Universities UK, The Higher Education Academy.
Trigwell, K., Martin, E., Benjamin, J., & Prosser, M. (2000). Scholarship of Teaching: a model. Higher Education Research&Development, 19(2), 155-168.
Van de Ven, N., Koltcheva, N., Raaheim, A., & Borg, C. (2008). Educator Development: Initial Entry Training Policy and Characteristics. NETTLE Project Publications. Southampton, UK.
Webler, W. D. (2006). Key competencies in Teachers in Higher Education. Background of Academic Staff Development Programmes at the Universities of Osnabrueck, Oldenburg, Bremen, Paderborn, Kassel (and Marburg). Presentation at NETTLE Conference in Toledo.
Weinert, F. E. (2001). Concept of Competence: A Conceptual Clarification. In D. S. Rychen & L. H. Salganik (Eds.), Defining and Selecting Key Competencies (pp. 45-66). Seattle: Hofgrefe&Huber Publ.
AÅ¡kerc, K. (2014). PedagoÅ¡ka odliÄnost in usposobljenost akademskega osebja v kontekstu kakovosti visokoÅ¡olskega izobraževanja. In J. Vogrinc & I. Devetak (Eds.), Sodobne teme na podroÄju edukacije II (pp. 9-24). Ljubljana: PedagoÅ¡ka fakulteta Univerze v Ljubljani, Predobjava.
Bain, K. (2004). What the Best College Teachers do? Cambridge: Harvard University Press.
Baume, D. (2008). A Reference Framework for Teaching in Higher Education. NETTLE Project Publications Series 1. Southampton: University of Southampton.
Biggs, J. (1999). Teaching for Quality Learning at University. What student does. Buckingham: SRHE and Open University Press.
Cvetek, S. (2015, in print). UÄenje in pouÄevanje v visokoÅ¡olskem izobraževanju: Teorija&praksa. Maribor: Fakulteta za zdravstvene vede Univerze v Mariboru.
Gibbs, G., & Coffey, M. (2004). The impact of training of university teachers on their teaching skills, their approach to teaching and the approach to learning of their students. Active learning in higher education, 5(1), 87-100.
Karjalainen, A., & Nissila, S.-P. (2008). Towards Compulsory Higher Education in Finnish universities. NETTLE Project Publications Series 1. Southampton: University of Southampton.
Korthagen, F. (2005). Practice, Theory and Person in Life-Long Professional Learning. In D. Beijaard, P. C. Meijer, & G. Morine-Dershimer (Eds.), Teacher professional development in changing conditions (pp. 79-94). Dordrecht: Springer. (Translated as: Korthagen, F. (2009). Praksa, teorija in osebnost v vseživljenjskem uÄenju. Vzgoja in izobraževanje, XL(4), 4-14.)
Kotnik, R. (2006). Predpostavke kompetenÄnega pristopa. Vzgoja in izobraževanje, XXXVII(1), 2-18.
Kugel, P. (1993). How Professors Develop as Teachers. Studies in Higher Education, 18(3), 315-329.
MarentiÄ Požarnik, B. (1978). Prispevek k visokoÅ¡olski didaktiki. Ljubljana: DZS.
MarentiÄ Požarnik, B. (1994). Modeli didaktiÄkog usavrÅ¡avanja sveuÄiliÅ¡nih nastavnika i suradnika. Doktorska disertacija. SveuÄiliÅ¡te u Zagrebu.
MarentiÄ Požarnik, B. (1998). Izpopolnjevanje univerzitetnih uÄiteljev za boljÅ¡e pouÄevanje kot del kulture kakovosti. IzkuÅ¡nje, prototipi, modeli za ljubljansko univerzo. In B. Mihevc & B. MarentiÄ Požarnik (Eds.), Za boljÅ¡o kakovost Å¡tudija: Pogovori o visokoÅ¡olski didaktiki (pp. 29-48). Ljubljana: CPI FF, Slovensko druÅ¡tvo za visokoÅ¡olsko didaktiko.
MarentiÄ Požarnik, B. (2005). Spreminjanje paradigme pouÄevanja in uÄenja ter njunega odnosa – eden temeljnih izzivov sodobnega izobraževanja. Sodobna pedagogika, 56(1), 58-75.
MarentiÄ Požarnik, B. (2006). Uveljavljanje kompetenÄnega pristopa terja vizijo, pa tudi strokovno utemeljeno strategijo spreminjanja pouka. Vzgoja in izobraževanje, XXXVII(1), 27-33.
MarentiÄ Požarnik, B. (2007). Kaj je z enaÄbo »dober znanstvenik je enako dober univerzitetni uÄitelj«? GostujoÄe pero, Delo, 29.11.2007.
MarentiÄ Požarnik, B. (2009). Improving the quality of teaching and learning in higher education through supporting professional development of teaching staff. Napredak, 150(3/4), 341-359.
MarentiÄ Požarnik, B. (2013) Usodni pedagoÅ¡ki virusi. Kako umestiti odliÄnost in inovativnost pouÄevanja na zemljevid odliÄnosti univerz? GostujoÄe pero, Delo, 9.11.2013.
MarentiÄ Požarnik, B., & Peeters, O. (2012). The (h)istory of Maidstone meetings: An inspiring example of an informal learning communityf involving European academic developers in the
‘pioneer’ stage. Higher Education Research Network Journal, Special Issue, 53-66.
MarentiÄ Požarnik, B., & Puklek LevpuÅ¡Äek, M. (2002). Perceptions of quality and changes in teaching and learning by participants of university staff development courses. PsiholoÅ¡ka obzorja, 11(2), 71-79.
McMahon, F. (2014). The Development of Teachers’ Key Competencies for Student-centred Teaching and Learning. Presentation. Gradivo. Mednarodna konferenca Rektorske konference RS Študij danes, kakšen naj bo jutri? Ljubljana, 17.4.2014.
Merila za volitve v nazive visokoÅ¡olskih uÄiteljev, znanstvenih delavcev ter sodelavcev Univerze v Ljubljani (2011).
Merila za izvolitve v nazive Univerze na Primorskem (2014).
Peklaj, C. (2006). Definiranje uÄiteljskih kompetenc – zaÄetni korak za prenovo pedagoÅ¡kega Å¡tudija. In C. Peklaj (Ed.), Teorija in praksa v izobraževanju uÄiteljev (pp. 19-28). Ljubljana: Center FF za pedagoÅ¡ko izobraževanje,.
RazdevÅ¡ek-PuÄko, C., & Rugelj, J. (2006). Kompetence v izobraževanju uÄiteljev. Vzgoja in izobraževanje, XXXVII(1), 34-40
Report to the European Commission on new modes of learning and teaching in higher education (2014). Luxemburg: Publication Office of the European Union.
Rutar, S. (2012). PedagoÅ¡ko-andragoÅ¡ko usposabljanje visokoÅ¡olskih uÄiteljev in sodelavcev na Univerzi na Primorskem. In T. Vonta & S. Å evkuÅ¡ić (Eds.), Izzivi in usmeritve profesionalnega razvoja uÄiteljev (pp. 39-53). Ljubljana: PedagoÅ¡ki inÅ¡titut.
Schmidt, V. (1972). Visokošolska didaktika. Ljubljana: DZS.
The UK Professional Standards Framework for teaching and supporting learning in higher education. Universities UK, The Higher Education Academy.
Trigwell, K., Martin, E., Benjamin, J., & Prosser, M. (2000). Scholarship of Teaching: a model. Higher Education Research&Development, 19(2), 155-168.
Van de Ven, N., Koltcheva, N., Raaheim, A., & Borg, C. (2008). Educator Development: Initial Entry Training Policy and Characteristics. NETTLE Project Publications. Southampton, UK.
Webler, W. D. (2006). Key competencies in Teachers in Higher Education. Background of Academic Staff Development Programmes at the Universities of Osnabrueck, Oldenburg, Bremen, Paderborn, Kassel (and Marburg). Presentation at NETTLE Conference in Toledo.
Weinert, F. E. (2001). Concept of Competence: A Conceptual Clarification. In D. S. Rychen & L. H. Salganik (Eds.), Defining and Selecting Key Competencies (pp. 45-66). Seattle: Hofgrefe&Huber Publ.
Published
2015-06-30
How to Cite
MarentiÄ PožarnikB., & LavriÄA. (2015). Fostering the Quality of Teaching and Learning by Developing the “Neglected Half †of University Teachers’ Competencies. Center for Educational Policy Studies Journal, 5(2), 73-93. https://doi.org/10.26529/cepsj.143
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