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Direct linkTim M. Stevens; Indira N. Z. Day; Perry J. den Brok; Frans J. Prins; Hanneke J. H. E. Assen; Marlies ter Beek; Gunter Bombaerts; Remco Coppoolse; Petra H. M. Cremers; Rik Engbers; Madeleine Hulsen; Rachelle J. A. Kamp; Jur J. Koksma; Kariene Mittendorff; Jan Riezebos; Roeland M. van der Rijst; Margje W. J. van de Wiel; Jan D. Vermunt – Higher Education Research and Development, 2024
Higher education (HE) is engaged in a variety of educational innovations, as well as professional development initiatives (PDIs) to support teachers in attaining the required expertise. To improve teacher professional learning and development (PLD) and innovation processes, it is important to understand whether, how and why different PLD practices…
Descriptors: Professional Development, Educational Innovation, Higher Education, Expertise
Tocco, Audrey J.; Mehrhoff, Lauren A.; Osborn, Haley M.; McCartin, Lyda F.; Jameson, Molly M. – To Improve the Academy, 2023
Pedagogical metacognition, or the reflective and reflexive actions associated with teaching practice, strengthens the planning, monitoring, evaluation, and adjustment of teaching in higher education faculty. Learning communities are optimal environments to foster this active teaching reflection. This study incorporated pedagogical metacognition…
Descriptors: Communities of Practice, Teaching Methods, Metacognition, Higher Education
Kennedy, Brianna L.; Dana, Nancy Fichtman – College Teaching, 2022
Practitioner inquiry methodology, applied in primary and secondary schools worldwide, provides a structure for systematic study of an instructor's own teaching practice in order to address a self-identified instructional dilemma. This methodology holds promise for improving teaching in higher education as well. In this dialogue, two faculty…
Descriptors: Teacher Role, Teaching Methods, College Faculty, Teacher Improvement
WenHua Cui; Yiming Fang; Yan Ma – International Journal of Web-Based Learning and Teaching Technologies, 2024
A framework was proposed to identify the at-risk factors of college courses in blended mode, offering suggestions for continuous improvement. An indicator system concerning teaching quality characteristics was constructed based on context, input, process, and product (CIPP) model. Subsequently, the group Analytic Hierarchy Process (AHP) algorithm…
Descriptors: Higher Education, Blended Learning, Risk Assessment, Risk
Song, Jia; Lai, Manhong – Higher Education Policy, 2022
To improve the teaching quality of higher education, the Chinese government has been striving to strengthen teaching accountability in universities. This qualitative study investigates the effects of the current teaching accountability mechanisms on academics at two universities. This study finds a gap between the goal of accountability and the…
Descriptors: Foreign Countries, Educational Quality, Higher Education, College Faculty
Hbaci, Ilham; Ku, Heng-Yu; Abdunabi, Ramadan – Journal of Computing in Higher Education, 2021
The purpose of this study was to evaluate issues related to the integration of technology into Libyan higher education from Libyan educators' perspectives. A total of 161 Libyan educators who worked at the two main universities in Eastern Libya participated in the study. The study focused on four critical computer technology skill areas: (1) basic…
Descriptors: Foreign Countries, Educational Technology, Technology Uses in Education, Technology Integration
Jerez Yàñez, Óscar; Aranda Càceres, Romina; Corvalán Canessa, Fernanda; González Rojas, Lesslie; Ramos Torres, Armin – International Journal for Academic Development, 2019
We propose a '1-to-1' accompaniment and teaching development model emerging from the analysis and reflection of professional experience at a Teaching and Learning Center in a Chilean university. We highlight the relevance of the bond between professor and adviser and the establishment of a horizontal relationship, where both work collaboratively…
Descriptors: Higher Education, College Faculty, Models, Foreign Countries
European University Association, 2019
The European Forum for Enhanced Collaboration in Teaching (EFFECT) project explored how pedagogical staff development and learning and teaching developments in general could be enhanced and supported through European-level action. EFFECT is an Erasmus+ KA3-funded project (2015-2019). It was developed by a diverse consortium of 12 partners,…
Descriptors: Foreign Countries, International Programs, Teacher Improvement, Improvement Programs
Download full textGómez, Luis F.; Valdés, María G. – Journal of Educational Psychology - Propositos y Representaciones, 2019
The purpose of this article is to present a critical review of the ways in which the performance of university teachers are usually evaluated. Generally, the institutions state proposal of evaluation that usually coincide with what is evaluated and the use of the results. It includes the review of the different evaluation models to show the…
Descriptors: Teacher Evaluation, Job Performance, Higher Education, College Faculty
Gyurko, Jonathan; Snow, Meghan – Change: The Magazine of Higher Learning, 2020
Recent events demonstrate the need for better pedagogical preparation, particularly for online instruction. There has been a sudden burst of professional development nationwide in light of the glaring need. But across higher education more broadly, questions still persist: Isn't teaching more art than science? Will faculty learn about and…
Descriptors: Online Courses, Educational Change, Teaching Methods, Higher Education
Hammonds, Frank; Mariano, Gina J.; Ammons, Gracie; Chambers, Sheridan – Perspectives: Policy and Practice in Higher Education, 2017
Student evaluations of teaching (SET) are widely used in both North America and the UK as a means of documenting and improving teaching quality. This article discusses current research on SET administration and interpretation in both regions. Sections of the article are dedicated to various problems associated with SETs and how these may be…
Descriptors: Undergraduate Students, Student Evaluation of Teacher Performance, College Faculty, Teacher Effectiveness
Tsegay, Samson Maekele; Zegergish, Mulgeta Zemuy; Ashraf, Muhammad Azeem – Higher Education for the Future, 2018
Using semi-structured interview and review of documents, this study analyzes the pedagogical practices and students' experiences in Eritrean Higher Education Institutions (HEIs). The study indicated that pedagogical practices are affected by instructors' pedagogical skills and perceptions, and the teaching-learning environment. Moreover, the…
Descriptors: Higher Education, Educational Practices, Teaching Skills, Semi Structured Interviews
Cardoso, Sónia; Tavares, Orlanda; Sin, Cristina – Educational Assessment, Evaluation and Accountability, 2015
In recent years, initiatives for the improvement of teaching quality have been pursued both at European and national levels. Such is the case of the European Standards and Guidelines for Quality Assurance (ESG) and of legislation passed by several European countries, including Portugal, in response to European policy developments driven by the…
Descriptors: Foreign Countries, Quality Assurance, Teacher Effectiveness, College Faculty
Kusch, Jennifer – Journal of College Science Teaching, 2016
The study described in this article incorporates qualitative research through in-depth, individual, structured interviews with 12 biology faculty from two Midwestern universities to explore perceptions about how they have learned to teach and how they work to improve their skills.
Descriptors: Science Instruction, Science Education, Learning Experience, Higher Education
Han, Yuzheng – International Journal of Higher Education, 2015
The construction of university teaching faculty directly affects and restricts the long-term development of universities. Since the reform and opening up, China's university teaching faculty construction has realized marvelous achievements. However, in comparison with the higher education in developed countries, in China the construction of…
Descriptors: Higher Education, Foreign Countries, College Faculty, Faculty Development
