Universities and teacher professional learning in the new policy context of teacher accreditation

Nielsen, Wendy; Lipscombe, Kylie; Tindall-Ford, Sharon; Duchesne, Susan; Weatherby-Fell, Noelene; Sheridan, Lynnaire

doi:10.1080/1359866x.2020.1846159

Cited by 5 publications

(4 citation statements)

References 34 publications

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“…It can be seen that senior teachers may be better able to master and stimulate students to learn, because of the accumulation of their teaching experience. Teachers with many years of AI teaching experience are good at using Internet technology, at adopting innovative learning methods that are completely close to life, at inspiring students' hidden learning ability, and at making full use of their AI knowledge learning ability (Gravett & Kroon, 2021;Nielsen et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

The level of perceived efficacy from teachers to access AI-based teaching applications

Chou¹,

Shen²,

Shen³

et al. 2022

RPTEL

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The purpose of this study is to develop the ‘Teachers’ Efficacy Perceptions of the AI-based Teaching Applications (TEP-AITA) scale’ and to describe the analysis of the background variables and the differences between six factors in the application of an Artificial Intelligence (AI) teaching efficacy perceptions questionnaire. In total, 714 vocational senior high school teachers participated in random and cluster sampling in Taiwan. The results showed that the internal consistency reliability of the measure was .988 and that the reliability of the six subscales was .975, .971, .981, .976, .972, and .967. The results found that TEP-AITA scale included ‘Resource support’, ‘Innovative teaching’, ‘Cross-disciplinary’, ‘Professional learning’, ‘Learner demand’, and ‘Self-reflection’. ‘Cross-disciplinary’ and ‘Learner demand’ were highly rated, while ’Resource support’ was low. This study analyzed the differences in the perceived efficacy for AI-based teaching applications among teachers according to their background variables, such as their gender, current position, school attributes, teachers’ seniority, and application AI teaching experience. The research results on teacher background factors and the six factors of the TEP-AITA scale could be provided to education units for the active promotion of AI information technology teaching and training.

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Section: Discussionmentioning

confidence: 99%

The level of perceived efficacy from teachers to access AI-based teaching applications

Chou¹,

Shen²,

Shen³

et al. 2022

RPTEL

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“…A su vez, la acreditación basada en estándares proporciona un marco claro y objetivo para evaluar la calidad de la educación ofrecida por las instituciones, garantizando que se mantengan altos niveles de excelencia académica y cumplimiento de las mejores prácticas en el ámbito educativo. Asimismo, esta acreditación ofrece una garantía de calidad para los estudiantes, empleadores y otras partes interesadas, ayudándolos a tomar decisiones informadas sobre la elección de instituciones educativas y la validación de la calidad de los programas académicos ofrecidos (Nielsen et al, 2021).…”

Section: Acreditación Basada En Estándaresunclassified

“…En este sentido, Nielsen et al (2021) indican que los estudiantes y sus padres pueden tomar decisiones informadas sobre qué instituciones elegir basándose en la garantía de calidad que ofrece la acreditación. Del mismo modo, los empleadores confían en los graduados de instituciones acreditadas, ya que esto les asegura que han recibido una educación de alta calidad y están preparados para enfrentar los desafíos del mercado laboral.…”

Section: Vicenteunclassified

Explorando La Eficacia Del Modelo Multidimensional en La Acreditación De Universidades: Análisis Exhaustivo

Cabanillas,

Ríos,

Torres

et al. 2024

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The multidimensional model has emerged as a comprehensive and promising approach to university accreditation, as it helps to assess crucial aspects such as academic quality, research, university-society links, infrastructure and student services. This research analyses its effectiveness through a comprehensive search of specialised databases and rigorous selection of studies using inclusion/exclusion criteria and the PRISMA approach. The results of the 15 studies included highlight the effectiveness of the model as a holistic evaluation tool, its positive impact on the improvement of educational quality, academic excellence, research innovation and competence development. They also highlight its contribution to the employability of graduates and the strengthening of university-society links. Economically, it has demonstrated greater cost and time efficiency than unidimensional models; furthermore, its high validity and reliability is endorsed, as well as the favourable perception of the academic community. Nevertheless, challenges were identified such as objectivity in evaluations, complexity of the process, variation according to national contexts, incorporation of internationalisation indicators, data collection and analysis, need for training of evaluators, harmonisation of criteria, standardisation of processes, socialisation and transparency, investment in technological resources and periodic review of criteria. In conclusion, the multidimensional model is a valuable tool for university accreditation, but it needs to comprehensively address the challenges posed, considering contextual particularities and fostering its continuous improvement to maximise its impact on the quality of higher education.

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“…Respecto al nivel de estudios, la revisión de la literatura (Nielsen, et al, 2021;Prado, et al, 2022) concluye que las instituciones educativas universitarias se orientan en solventar las necesidades del alumnado de grado, sin atender adecuadamente las necesidades de los estudiantes de máster. Según Tómas y Gutiérrez (2019), esto puede ser debido a que se cree que el alumnado de grado necesita más apoyos docentes que los de máster, una de las razones puede ser por intentar hacer una adaptación al cambio de metodología docente que existe respecto a las etapas educativas preuniversitarias y otra puede ser que con la edad se generan más estrategias de aprendizaje y se necesitan menos apoyos docentes.…”

Section: Introductionunclassified

Diferencias en las percepciones del alumnado universitario sobre apoyos docentes según metodología, grado de estudios y edad

Roselló

Rodicio

Suarez³

2023

REIFOP

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This paper examines the relationships between teaching support, accessibility, and closeness of teachers, support for autonomy, and support for content understanding, through a non-experimental quantitative study, based on a descriptive correlational design. Data were collected from the standardized questionnaire on teaching support, which was administered to 288 university students from three Spanish universities. We conducted a bivariate Pearson correlation between the support variables, finding a positive and significant correlation between them. As a comparison, a Student's t-test was performed for independent samples in terms of age, and mode of studies. As a result of this test, significant differences were found between the groups. However, no significant differences were found according to the modality (bachelor's degree or master's degree). Finally, a single-factor ANOVA was performed for differences according to study methodology (face-to-face or virtual). The results showed significant differences, with the virtual methodology presenting higher scores. Finally, the implications of the findings obtained for higher education are discussed. En este trabajo se analiza las relaciones existentes entre los apoyos docentes: accesibilidad y cercanía del profesorado, apoyo a la autonomía y apoyo a la comprensión del contenido, a través de un estudio cuantitativo no experimental, con un diseño descriptivo correlacional. Se aplicó la Escala sobre apoyos docentes y estrategias de evitación a 288 estudiantes universitarios matriculados en tres universidades españolas. Para el análisis de los datos se ejecutó una correlación bivariada de Pearson entre las variables de apoyo, encontrando una correlación positiva media y significativa entre las relaciones estudiadas. Por otro lado, se realizó una prueba t de Student para muestras independientes, para medir diferencias entre la edad de los encuestados y otra para ver las diferencias entre si estaban matriculados en una titulación de grado o de máster. Los resultados de esta prueba arrojaron diferencias significativas según la edad, pero no según la modalidad. Por último, se realizó un ANOVA de un solo factor para las diferencias según la metodología de estudio (presenciales o virtual). Los resultados arrojaron diferencias significativas, siendo la metodología virtual la que presenta puntuaciones más elevadas. Finalmente, se discuten las implicaciones de los hallazgos obtenidos para la educación superior.

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Universities and teacher professional learning in the new policy context of teacher accreditation

Cited by 5 publications

References 34 publications

The level of perceived efficacy from teachers to access AI-based teaching applications

The level of perceived efficacy from teachers to access AI-based teaching applications

Explorando La Eficacia Del Modelo Multidimensional en La Acreditación De Universidades: Análisis Exhaustivo

Diferencias en las percepciones del alumnado universitario sobre apoyos docentes según metodología, grado de estudios y edad

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