Teaching in Higher Education: Theories, Realities and Future Controversies

Abstract

The purpose of this paper is to investigate the field of University Pedagogy and specifically the relationship between theory (learning theories university teachers adopt) and practice (actual teaching) in Higher Education Institutions. To this end, we conducted a mixed methodology research (triangulation) by implicating both the students and the university teachers of post graduate programs of the former Alexander Technological Educational Institute–ATEI-of Thessaloniki (current International Hellenic University-IHU). The data collection methods were:7 semi-structured interviews with the teaching staff, student questionnaires (n=98) and non-participatory observation. Results show that teachers’ views about learning and teaching are consistent mostly with person-centered humanistic learning theories and cognitive constructivism. Learning is viewed as a dynamic process revolving around students and their needs. Their student-centered approach and the theories they embrace are consistent with their teaching practice to a satisfactory degree (role, climate, teacher-student relationship, objectives, connection to reality). However, an issue detected is the relatively limited use of the most active teaching techniques.

Brookfield and Mezirow on Critical Reflection: Empowering Oneself, Transforming Society

“…From all the above it is understood that Brookfield's approach is critical/radical aiming at drastic social change through collective action while Mezirow's is progressive seeing change more as an adaptation within existing structures and not so much as a struggle against inequalities, oppression, and hegemony. However, there is a social trend within Mezirow's theory that focuses on empowerment that transforms social conditions through action towards a more open, fair, and democratic society (Gioti, 2019;Toka & Gioti, 2021). Nevertheless, it lacks the prospect for revolutionary and profound change that underpins Brookfield's radical approach.…”

Considerations for University Pedagogy: Distance Learning One Year After the Covid-19 Pandemic Outbreak

“…In the field of education, for all levels (from pre-primary to higher education) and types (formal, non-formal and informal education) it was certainly the wider disruption in the history of humankind because this is the first such large-scale pandemic, after the massification of education and especially higher education (UNESCO, 2020b). After the 1960s in many countries, the access to higher education is multiplying something that leads to the need for a different organization of studies in higher education (Raikou, 2012;Raikou & Karalis, 2016;Toka & Gioti, 2021). Among others, this led to the development of a new field in the Sciences of Education, that of Higher or University Pedagogy, or Teaching and Learning in Higher Education (Kedraka & Rotidi, 2017).…”

Η Επιμόρφωση Και Κατάρτιση Των Εκπαιδευτικών Στο Πεδίο Της 4ης Βιομηχανικής Επανάστασης

“…Επίσης, σε μεγάλο ποσοστό (45%) πιστεύουν ότι ο καλύτερος φορέας για την οργάνωση σεμιναρίων για την 4IR είναι το Πανεπιστήμιο, ενώ το 25% θεωρούν ως καλύτερο φορέα ή πρόσωπο για την οργάνωση τέτοιων σεμιναρίων τον Συντονιστή (ΠΕΚΕΣ) σε συνεργασία με το Πανεπιστήμιο. Συνεπώς, στον βαθμό που εμπιστεύονται ως εγκυρότερη πηγή γνώσης κυρίως το πανεπιστήμιο, είναι σημαντικό να δοθεί ιδιαίτερη έμφαση στην πανεπιστημιακή παιδαγωγική, ώστε να αξιοποιηθούν με κριτικό και αποτελεσματικό τρόπο εφαρμογές της 4ΙΡ(Καραγιάννη, 2018• Κεδράκα, 2020• Παυλή-Κορρέ & Λευθεριώτου, 2020• Toka & Gioti, 2021, 2022. H πλειονότητα (64%) των ερωτώμενων υποστηρίζει ότι η επιμόρφωση θα πρέπει να είναι προαιρετική, ενώ το 68,1% αυτών προτιμά η διάρκεια της να κυμαίνεται από ένα μήνα έως ένα εξάμηνο.…”