University professor’s assessment in the conditions of digital transformation

Abstract

Professional and personal competences of a university professor are considered not only as one of the theoretical directions of pedagogical research, but also as a factor in ensuring the quality of modern higher education. Despite the constant efforts of individual researchers and international organizations dealing with educational problems on a global scale, the composition of the unified system of professor’s competences has not been drawn up yet due to the differences in national, methodological and practical approaches. The task of assessing a university professor, determining the degree of effectiveness of his educational and research activities is no less urgent. In connection with the existing tendency in modern pedagogy to assess a professor by means of the identification of his competences, the article analyses the changes in the basic competences that occurred during the period of forced remote learning. As a result of using a number of theoretical and empirical research methods, the most popular tools and techniques for assessing the professor’s performance have been identified, the attitude of the professors to the use of these methods and the objectivity of experts has been demonstrated. The directions of modernization of methods, which can be used to assess the work of university professors on the basis of modern electronic technologies in the context of digitalization of education are outlined.

Teachers’ Agency in Technology for Education in Pre- and Post-COVID-19 Periods: A Systematic Literature Review

“…Flexible nature: Ødegaard et al [69] showed that technology can open more online learning opportunities for students. The flexible nature of the technology allows students to learn freely without time and space restrictions, which is another benefit perceived by the teacher [60,69]; recorded lectures are an excellent example of flexibility [72]. The flexible nature of technology brings further opportunities for educators and institutes to continue their education even after the COVID period [58,60].…”

“…Research in the pre-COVID era highlighted the need for institutional support in providing facilities such as tools, internet connection, and access to tools and training [15,28,38,47,51,53,55]. Few studies after the COVID pandemic reiterate the need to reinforce technology tools, resources, facilities, and access to those resources [31,64,72]. Institutional involvement in technical support is mainly discussed during the pre-COVID period [29,53,71].…”