Key Personality Competences of University Teacher: Comparison of Requirements Defined by Teachers and/Versus Defined by Students

Blašková, Martina; Blaško, Rudolf; Jankalová, Miriam; Jankal, Radoslav

doi:10.1016/j.sbspro.2013.12.731

Cited by 28 publications

(25 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Earlier studies have formulated the competency set for teachers at various levels in the education industry (Olivia & Henson, 1980;Valica & Rohn, 2013). Blašková, Blaško, Jankalová, and Jankal (2014) identified the key personality competencies for university teachers and Blaskova, Blasko, and Kucharcikova (2014) developed a competency model of university teachers based on students' feedback. Much of the concentration has been on the pedagogical and information-processing models rather than the affective component of teaching with emotion being a simple affective response.…”

Section: Introductionmentioning

confidence: 99%

The Role of Emotional Intelligence Competencies in Effective Teaching and Teacher’s Performance in Higher Education

Kaur

Shri

Mital

2019

Higher Education for the Future

View full text Add to dashboard Cite

The relevance of emotions in teaching is now a widely studied aspect, although contemplation on how the teachers are able to realize, regulate and control their emotions is being deliberated upon. The article attempts to understand the concept of emotional intelligence (EI) in higher education teachers and how it can be incorporated in effective teaching as emotional intelligence competencies (EIC) for superior performance. The technique of structural equation modelling (SEM) has been applied to validate and propose a model for EI-based teaching competencies and their relation with the core competencies. It was statistically proven that EIC have a strong impact on attitude of teachers which in turns contribute highest towards superior performance. The study contributes towards research in the field of EI in teaching and suggests that institutes should give critical importance to enhancement of EIC and accordingly implement suitable training programmes for ensuring effective teaching and superior performance.

show abstract

Section: Introductionmentioning

confidence: 99%

The Role of Emotional Intelligence Competencies in Effective Teaching and Teacher’s Performance in Higher Education

Kaur

Shri

Mital

2019

Higher Education for the Future

View full text Add to dashboard Cite

show abstract

“…Teachers have an important role in student learning motivation (Agezo, 2010). The role of teachers is influential in building student learning motivation, such as how teachers convey materials, methods, and strategies used in education and how to communicate and interact with students; even the appearance and behavior of teachers during teaching affect student learning motivation (Blašková, Blaško, Jankalová, & Jankal, 2014;Suciu & Mata, 2011). Montalvo and Roedel (1995) posit that learners are more motivated to learn when being taught by their preferred teacher than unwanted teachers.…”

Section: Extrinsic Motivationmentioning

confidence: 99%

The Academic Motivation of Papuan Students in Sebelas Maret University, Indonesia

Triyanto

2019

Sage Open

View full text Add to dashboard Cite

The primary objective of learning engaged in higher education is to build graduate students who have great competence. This study aims to analyze the academic motivation of Papuan students at Sebelas Maret University. Data were collected through questionnaires and interviews. The participants were undergraduate students of Papua and West Papua. The results showed that the extrinsic motivation of the Papuan student is more dominant than is intrinsic motivation. The factors that influenced the low motivation of Papuan students are peers, family, teacher, the background of education, social conditions, economics, and politics. This research is expected to provide information and a basis for lecturers, universities, and policymakers to pay more attention to Papuan student motivation and further increase their learning motivation.

show abstract

“…A partir del resultado, la experiencia reflejada en el instrumento de observación tipo Likert empleado por los tres docentes directivos de la Unidad Educativa "Alto Barinas Norte", se pudo inferir un resultado positivo, pues se confirmó la participación y aceptación del modelo por parte de los docentes determinándose así la validez del modelo propuesto. Se fortaleció la acción docente y la formación de competencias mediante los talleres que permitieron al docente orientar el comportamiento disocial escolar Todorescu et al, (2015); Blašková et al, (2014). En consecuencia, se presenta a continuación los siguientes impactos: A nivel institucional, se atendió los lineamientos emanados por el Programa de Protección y Bienestar Estudiantil del Ministerio del Poder Popular para la Educación en Venezuela para ejecutar modelos de intervención como el aquí propuesto Gómez, (2018), que tienen como función proporcionar estrategias pedagógicas que orienten la conducta del estudiante, así como también líneas de acción didácticas en el manejo de situaciones no deseadas en el ámbito escolar.…”

Section: Evaluacion Del Impacto Sobre El Modelounclassified

“…De ahí, Zalyaeva y Solodkova, (2014), ratifican el docente utiliza distintos roles que se adecúan a las necesidades del joven estudiante, así como en situaciones específicas que desempeña una función clave el procesos de enseñanza aprendizaje. Asimismo, Todorescu et al, (2015); Blašková et al, (2014) ;Smolkowski, et al, (2017), aseguran, el docente puede ejercer el rol de orientador en el ambiente escolar y la familia, cuya autoridad intelectual permite aconsejar, asesorar el comportamiento estudiantil, como agente de cambio, líder y facilitador que brinda apoyo en la institución educativa. De lo antes descrito, el docente en su rol como orientador, se apoya en la capacidad propia de cada individuo para fortalecer las relaciones interpersonales, fomentar el cumplimiento de las normas de convivencia y despierta el interés en el estudiante por los valores humanos como lo es el respeto a los demás como personas.…”

Section: Introductionunclassified

Evaluación del Impacto del Modelo Acción Docente como Alternativa Pedagógica para el Manejo del Trastorno Disocial Escolar desde la Perspectiva Humanística

Gómez

2018

Inf. tecnol.

View full text Add to dashboard Cite

ResumenSe presentan los resultados de un estudio diseñado para evaluar el impacto del modelo acción docente como alternativa pedagógica para el manejo del trastorno disocial escolar, fundamentado en la perspectiva humanístic. El estudio está dirigido a los docentes de Educación Secundaria de la Unidad Educativa Alto Barinas Norte, en Venezuela. Este tipo de trastorno se manifiesta en adolescentes en la etapa de educación secundaria cuyos comportamientos son de tipo violento y agresivo, y que infringen las normas de convivencia escolar. La metodología empleada fue de tipo proyectivo que desarrolló la planificación, ejecución y evaluación del modelo. Se utilizó como instrumento la escala tipo Likert aplicada por los 3 directivos del plantel con el propósito de establecer los resultados y el impacto del modelo tras su ejecución. Como resultado, se confirmó la participación y aceptación los docentes para orientar la conducta estudiantil. En conclusión, la ejecución del modelo fortaleció la acción docente y las competencias para manejar este tipo de trastorno. Palabras AbstractThe results of a study designed to evaluate the impact of the teaching action model as a pedagogical alternative for the management of school dissocial disorder, based on the humanistic perspective is presented. The study is aimed at Secondary Education teachers of the Alto Barinas Norte Educational Unit in Venezuela. School dissocial disorder is manifested in adolescents in the stage of secondary education having violent and aggressive behavior, violating the rules of school coexistence. The methodology used was of projective type that developed the planning, execution and evaluation of the model. A Likert-type scale applied by the 3 managers of the school was used for establishing the results and the impact of the model after its execution. As a result, the participation and acceptance of teachers to guide student behavior was confirmed. In conclusion, the execution of the model strengthened the teaching action and the competences to handle this type of disorder.

show abstract

Key Personality Competences of University Teacher: Comparison of Requirements Defined by Teachers and/Versus Defined by Students

Cited by 28 publications

References 3 publications

The Role of Emotional Intelligence Competencies in Effective Teaching and Teacher’s Performance in Higher Education

The Role of Emotional Intelligence Competencies in Effective Teaching and Teacher’s Performance in Higher Education

The Academic Motivation of Papuan Students in Sebelas Maret University, Indonesia

Evaluación del Impacto del Modelo Acción Docente como Alternativa Pedagógica para el Manejo del Trastorno Disocial Escolar desde la Perspectiva Humanística

Contact Info

Product

Resources

About