Faculty Competency Framework: Towards A Better Learning Profession

Shankar, Shobha; N, Gowtham; Surekha, T P

doi:10.1016/j.procs.2020.05.055

Cited by 10 publications

(6 citation statements)

References 1 publication

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“…Moreover, a fourth benefit is that these well-defined learning outcomes result in internal coherence in a lesson through the precise statements of intended learning outcomes (Krepf, Ploger, Scholl, & Seifert, 2018). Shankar, Gowtham, & Surekha (2020) found a fifth benefit; having predetermined lesson objectives does not stop teachers from being adaptable and creative in their instruction because various instructors may present the same class with identical learning objectives in many different ways.…”

Section: Literature Review Intended Learning Outcomes In English As A...mentioning

confidence: 99%

A Review of Intended Learning Outcomes of English Lessons and Learning Motivation

Albatti

2023

SSRN Journal

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Section: Literature Review Intended Learning Outcomes In English As A...mentioning

confidence: 99%

A Review of Intended Learning Outcomes of English Lessons and Learning Motivation

Albatti

2023

SSRN Journal

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“…The literature [15] examined four preservice teachers' plans and perceptions of Chinese subject culture and core literacy, defining art, English, history, and physical education as literacy subjects, and the results indicated that preservice teachers recognized the potential of CRDL in developing students' critical thinking and had difficulty viewing CRDL as a primarily studentcentered pedagogy. The literature [16] argues that a professional teacher should have the ability to evolve as necessary with the changing needs of the educational community, the diversity of the student body, and the rapid growth of industry, the need to embrace and learn from new generations throughout their careers, and the need to integrate personal expertise and personal skills.…”

Section: Literature Reviewmentioning

confidence: 99%

Analysis of personal career development planning of teachers in higher education institutions based on system GMM model

Jia

2023

Applied Mathematics and Nonlinear Sciences

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This paper analyzes the personal career planning of teachers in higher education institutions, the influencing mechanisms, and the influencing factors. A systematic GMM model was constructed by combining differential GMM estimation and horizontal GMM estimation, and the systematic GMM estimation commonly used in dynamic panels was improved and applied using more effective instrumental variables and continuously updated objective functions. The results of the GMM analysis obtained through the selection of the influencing factors showed that the proportion of senior teachers’ willingness to personal career development and planning decreased by -0.04 and 0.02, respectively, and the proportion of negative development to total development willingness increased by +0.02 and +0.01, respectively, and the proportion of positive development to total development willingness increased by +0.03 and +0.01, respectively, and all of them were significant at the 1% level.

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“…According to Guasch et al [28], competence can be a complex system of actions that include knowledge, skills, and attitudes required to solve a problem. In this sense, active learning approaches must support the new educational challenges [2,3], and teachers must develop educational competences [29][30][31][32][33][34][35][36][37][38][39]. Table 1 presents a list of ten expected competences of teachers identified in several studies.…”

Section: Teachers' Competencesmentioning

confidence: 99%

Teacher Competences for Active Learning in Engineering Education

2021

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The implementation of active learning strategies in engineering education still encounters barriers when facing conventional teaching-learning practices. This work aims to contribute to the discussion on teachers’ pedagogical competences required for active learning. This contribution is developed from the perceptions of 205 engineering teachers of Brazilian higher education institutions, centered on significant teaching competences necessary for teachers of engineering courses and how to develop them in the active learning context. The results show that essential competences identified by the participants are (I) teamwork (teachers’ cooperation); (II) teacher–student relationships (empathy); (III) feedback about students’ performance throughout the learning process; (IV) information and communication technology (ICT) competences; (V) selecting and adapting the teaching-learning methodologies to the class context; and (VI) creativity. A complementary logistic regression model suggested that female Ph.D. full-time teachers are more likely to employ active learning. Differences in active learning adoption among Brazilian regions were also captured by the model. The identified competences are essential for the sustainability of the innovation of teaching practices in the context of active learning, which may be used to inform more effective professional training of engineering teachers in the current globalized scenario.

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Faculty Competency Framework: Towards A Better Learning Profession

Cited by 10 publications

References 1 publication

A Review of Intended Learning Outcomes of English Lessons and Learning Motivation

A Review of Intended Learning Outcomes of English Lessons and Learning Motivation

Analysis of personal career development planning of teachers in higher education institutions based on system GMM model

Teacher Competences for Active Learning in Engineering Education

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