Pedagogy or Personal Qualities? University Students’ Perceptions of Teaching Quality

Tuomainen, Satu

doi:10.20448/804.4.1.117.134

Cited by 9 publications

(9 citation statements)

References 30 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In terms of correlational analyses, formative assessment allows for monitoring the learning process. However, no specific details on correlational analyses were found in the sources provided (Rodrìguez and Soplapuco, 2023;Brahim et al, 2024;Tuomainen, 2019).…”

Section: Discussion Of Resultsmentioning

confidence: 99%

Pedagogical Processes in Formative Evaluation According to Students of a Public Higher Pedagogical Institute in Perú

Barrios,

Cordova-Osorio,

Cardenas-Zedano

et al. 2024

Intl. J. Rel.

View full text Add to dashboard Cite

The present study aimed to analyze the pedagogical processes in formative assessment according to students of a public higher pedagogical institute in Ica. A systematic review was conducted following PRISMA principles, defining specific inclusion criteria: articles related to the topic were selected, covering a research period from 2015 to 2023, and publications in both English and Spanish were included, prioritizing those available in open access. The search results allowed the selection of 23 articles. It is concluded that, pedagogical processes in formative assessment, from the perspective of students of a public higher pedagogical institute, highlights its importance in the integral development of learning. This methodology promotes a collaborative and personalized approach, focused on the continuous growth of the student and the development of critical skills. The results suggest that formative assessment fosters deeper and more meaningful learning, preparing students for the challenges of the modern world and reinforcing the importance of an adaptive, learner-centered educational approach.

show abstract

Section: Discussion Of Resultsmentioning

confidence: 99%

Pedagogical Processes in Formative Evaluation According to Students of a Public Higher Pedagogical Institute in Perú

Barrios,

Cordova-Osorio,

Cardenas-Zedano

et al. 2024

Intl. J. Rel.

View full text Add to dashboard Cite

show abstract

“…In this analysis, we will explore how pedagogy is manifested and applied in EBR, considering the diversity of approaches, methodologies and strategies that seek to enhance education; in the same way the system of understanding how the student can obtain knowledge of reality implies a whole mechanism of teachers to manage such learning (Yépez et al,2022). (Yépez et al,2022), mentioned about learning management towards students showing several learning styles like: Bandler and Grinder's neurolinguistics programming (1979), Gardner's multiple intelligences (1994), cerebral hemispheres (1981), Hermann's models (1998), Ferder and Silverman's model (1988), Kolb's model (1984, Honey andMunford's model (1986), Alonso, Gallego andHoney's model (2007); we can observe that all these types of styles have developed over time, having nowadays other learning styles (Godoy, 2021;Brahim et al, 2024;Tuomainen, 2019), applied to education such as the style of selecting information that seeks to differentiate from the visual, auditory, and kinesthetic, as well as the style of information processing that includes the active, reflective, theoretical and pragmatic form.…”

Section: Introductionmentioning

confidence: 88%

Pedagogy Applied in the Teaching Process in Regular Basic Education (EBR): Systematic Review Article

Barrera,

Barrera

2024

Intl. J. Rel.

View full text Add to dashboard Cite

The development of new trends in education and in the field of applied pedagogy on teaching-learning, presents a wide variety of contributions that allow teachers to work with more management strategies for their class sessions making them to become innovative teachers for the different models of education. The methodology used in this research was the PRISMA method that allows to carry out research by reviewing academic works, being checked 4,459 academic works in three databases such as Scopus, Scielo and Dialnet, and excluded 4,425, leaving 34 academic works, and likewise the filtration was carried out again, finally excluding 4 academic works that presented duplicity of publication in the databases, leaving for the research 30 academic works that were applied in this article, in total 4,429 were excluded at the end. As a result, the pedagogical applications in learning-teaching are very significant due to the multiple ways of presenting systems and models in this area that favor EBR. In the discussion, researchers revealed that even the changes of strategies and pedagogical models do not help to improve the educational quality of learning in students; nevertheless, most of the researchers agree that these changes of paradigms and pedagogical models do help in the educational improvement of students. In conclusion, pedagogical applications in the field of learning-teaching bring much benefit in good classroom management developed by the teacher.

show abstract

“…The course was part of 10 ECTS university pedagogical studies and thus mandatory for those completing the programme (n=17) but optional for others who wanted to develop their teaching (n=14). Effective communication in HE teaching, including interaction and connection with students, has been shown to enhance students' educational experience and their learning outcomes (Grootenboer & Rowan, 2017;Tuomainen, 2019).…”

Section: Research Premisementioning

confidence: 99%

“…Teaching an international classroom requires awareness of heterogeneous backgrounds, language skills and diversity in the students' learning styles, which in turn requires proficiency in content, language, and pedagogy from the EMI lecturers (Mellow et al, 2015). Tuomainen (2019) has claimed that clarity in content and delivery, interest, engagement, and classroom climate are essential dimensions in effective EMI teaching. Grootenboer and Rowan (2017) also maintain that rapport and student engagement are essential if high-quality university teaching and learning are to be achieved.…”

Section: Role Of Communication In Teaching and Emimentioning

confidence: 99%

University lecturers' perceptions of the role of English in their teaching

Tuomainen

2022

Apples

Self Cite

View full text Add to dashboard Cite

This paper describes international university lecturers’ perceptions about the role of English in their teaching. The lecturers (N=31) of a Finnish university, representing 20 nationalities, attended a pedagogical development course intended to enhance their understanding of communicative skills used in teaching and English-medium instruction (EMI). University programmes with EMI have tripled in the last decade in Europe (Richter, 2019), yet the focus of university lecturers is rarely on the language but on the content (Doiz & Lasagabaster, 2021). A pre-course written reflection task was used to determine how the lecturers defined communicative teaching and the role of EMI in their teaching. Post-course, following teaching demonstrations and peer feedback, the lecturers completed another reflective written task to examine if their approach to EMI had altered. The results indicate that most international university lecturers, both non-native and native speakers of English, pre-course viewed the role of EMI as minimal in their teaching as they expected students to be able to study their field in English. In the post-course analysis, however, many lecturers noted that they had become more conscious of their language use, rate of speech and clarity to be more mindful of their students studying in another language. The study suggests that university lecturers should increase awareness of their use of English in EMI to enhance the quality of their communication and teaching to support students’ learning in a second language.

show abstract

Pedagogy or Personal Qualities? University Students’ Perceptions of Teaching Quality

Cited by 9 publications

References 30 publications

Pedagogical Processes in Formative Evaluation According to Students of a Public Higher Pedagogical Institute in Perú

Pedagogical Processes in Formative Evaluation According to Students of a Public Higher Pedagogical Institute in Perú

Pedagogy Applied in the Teaching Process in Regular Basic Education (EBR): Systematic Review Article

University lecturers' perceptions of the role of English in their teaching

Contact Info

Product

Resources

About