Student satisfaction with teaching quality: The effects of year of study and academic achievement

Jevremov, Tanja; Lungulov, Biljana; Dinić, Bojana M.

doi:10.5937/nasvas1603491j

Cited by 3 publications

(1 citation statement)

References 25 publications

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“…In the 21st century, teachers are expected to possess contemporary knowledge, to be able to implement it, to be ready to learn continuously and search for creative solutions to the problems, to be resourceful and flexible in emerging situations, adaptable to new requirements, skilful in overcoming obstacles by using modern means, techniques and approaches (Naumescu, 2008;Gajić et al, 2009). However, results of considerable research (Snoek et al, 2010;Akiri & Ugborugbo, 2009;Muzenda, 2013;Mojić, 2015;Jevremov et al, 2016) which show that students` educational achievements and efficiency of studying depend on the quality of work of university teachers and their competencies, leading to "closing the circle" of the education of those who educate the ones who will educate is the foundation of the quality of the entire educational system.…”

Section: Higher Education Reform and Teacher Competenciesmentioning

confidence: 99%

Discrepancy or Cohesion Between Expected and Achieved Results

Golubović-Ilić¹,

Stanković²

2020

Proceedings of the International Conference Professional Competences for Teaching in the 21st Century

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The basic idea behind all educational reforms in Serbia in the past was based on a tendency to be compatible with the European educational system or to somehow come closer to it. These reforms were mostly only partial, focused on corrections and changes in the direction of improving certain segments of the educational system (plans, programs, textbooks, and extension of education) so that the expected results were not in fact achieved. Taking into account that the teacher is a key player in an educational reform process (because he/she educates those who will educate future generations), the education policy makers in 2012 formed a Strategy for the Development of Education in Serbia until 2020, which included, besides other things, measures, proposals and solutions to improve teacher education. The aim of the paper was to use the comparative and theoretical analysis method in order to determine whether there is discrepancy or cohesion between the competences expected of teachers in the 21st century and those that future teachers acquire at the Faculty of Education in Jagodina, University of Kragujevac. By comparing the study programs of the final years of basic academic studies of students − future class teachers and the Regulations and standards of competencies for the teacher profession (primarily class teachers), we have come to the conclusion that the elements that were the subject of our analysis are not sufficiently coherent, mutually unrelated and incompatible. On the basis of the results of our research, we propose that a reform of the study programs of compulsory subjects (primarily the teaching methodologies) should be carried out during the next accreditation period. The research will outline some amendments that could be introduced and will enable future teachers to attain the highest standards of competencies and, in all teaching areas, better qualify for their profession.

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Section: Higher Education Reform and Teacher Competenciesmentioning

confidence: 99%

Discrepancy or Cohesion Between Expected and Achieved Results

Golubović-Ilić¹,

Stanković²

2020

Proceedings of the International Conference Professional Competences for Teaching in the 21st Century

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The effect of demographic variables on the assessment of cooperation and objectivity of the teaching process of higher education institutions

Vukadinović¹,

Papić-Blagojević²,

Vuković³

2023

Cadmo

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Possibilities of university teaching enhancement: Integration of methods and approaches in teaching literature with science and social studies

Cekić-Jovanović¹,

Marković²

2021

Inovacije u nastavi

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Starting from the established standards and requirements for ensuring the quality of university teaching, via improving and modernizing the teaching process by applying innovative teaching methods, conditions are met for raising the quality of working with students. Integration of the teaching content and application of an integrative approach represent a way of enhancing the quality of the teaching process. The theoretical part of this paper presents the advantages and examples of the integration of the Literature Teaching Methodology and Science and Social Studies Teaching Methodology curriculum content. In order to practically implement the theoretical context for the development of this idea, we examined the views of students at the Faculty of Education, i.e. future teachers (N=150), regarding the integration of teaching approaches to teaching Literature and Science and Social Studies as opportunities for enhancing the quality of university education. Descriptive and scaling methods were used in the empirical part of the research. The results of the research have confirmed that students recognize the benefits of integrative teaching and its importance for their future professional engagement; they expect to cooperate with teachers and students in the preparation and realization of integrative classes; and they define the integration of methodological content as the premise of quality for the acquired knowledge at the faculty, and see it as one of the preconditions for a better understanding of the subject matter they adopt in the teaching process. The latter statement underscores the conclusion that the application of integrative teaching represents a good starting point for ensuring the quality of higher education following the European standards.

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Student satisfaction with teaching quality: The effects of year of study and academic achievement

Cited by 3 publications

References 25 publications

Discrepancy or Cohesion Between Expected and Achieved Results

Discrepancy or Cohesion Between Expected and Achieved Results

The effect of demographic variables on the assessment of cooperation and objectivity of the teaching process of higher education institutions

Possibilities of university teaching enhancement: Integration of methods and approaches in teaching literature with science and social studies

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