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Pedagogical training of mathematics graduate students is often disconnected from the actual experience of teaching. Even with the support offered by standard instructor training models, mathematics graduate students find it hard to connect with students, mature pedagogically and contribute meaningfully, especially under the overwhelming conditions of teaching for the first time. In this paper, we discuss features of instructor training that support mathematics graduate students' pedagogical development. Using self-reported experiences of mathematics graduate students who taught in a team teaching model, we single out three features of the model and advocate integrating these features into existing instructor training. [ABSTRACT FROM AUTHOR]

This article details the design and implementation of a didactic intervention strategy aimed at enhancing the pedagogical skills of mathematics education students in the teaching of linear algebra. Given the challenges students often face in grasping abstract mathematical concepts, the intervention leverages the Anthropological Theory of Didactics and Collaborative Learning as its theoretical framework. The phases of the intervention's execution in the classroom, along with the key elements for successful implementation, are thoroughly outlined. The results indicate significant improvements in academic performance in the units’ covering determinants, matrices, and systems of linear equations, while challenges persist in the unit on vector spaces. In terms of task genres, students showed proficiency in defining and calculating, although there was a lower level of mastery in demonstrating. The study concludes that, despite a general unfamiliarity with autonomous learning, the future educators were able to become active and effective contributors to their own mathematical knowledge construction through collaborative group work.

This article investigated how lecturers in one Higher Education Institution (HEI) in South Africa perceived the relevance of pedagogical training workshops offered to them. This investigation was premised on three features of Karl Marx’s Critical Theory, namely empowerment, transformation, and emancipation Marx critical theory, namely empowerment, transformation, and emancipation. An explanatory sequential mixed research method was chosen where questionnaires and interviews were used to collect data. The sample was made up of 51 academics. The target for qualitative data collection was to get 10% of the questionnaire respondents for the interview which consisted of 5 academics. The findings had negative responses like some lecturers feeling their academic qualifications were sufficient for their teaching and others valued research more than teaching. Nevertheless, most lecturers identified relevant areas of pedagogical training. They believe that training in pedagogical strategies empowers them as critical lecturers. In conclusion, pedagogical training empowers lecturers as HE teachers to facilitate better when they obtain better professional qualifications like PGDHE, and SETA accredited courses. The study recommends that to improve the shortcomings of academics who were never trained as teachers, all academics should be provided with proper pedagogical training that is discipline-based as they assume duties in higher education institutions and they should only be employed on probation until they pass these basic teaching modules.

This study investigates the effectiveness of the “Power of Camp Inclusion” program in enhancing social skills among children with autism spectrum disorder (ASD) in an integrated educational environment of a camp. Caregivers, who received pedagogical training on disability issues, evaluated the program. The study involved 22 individuals with ASD, aged 7–25 years (mean age: 14.82), and 22 companions, aged 20–56 years (mean age: 25.27). Caregivers received in vivo training on social skills to support their role in the program. The Autism Social Skills Profile (ASSP) was used to assess social skills, including Social Reciprocity, Social Participation, and Harmful Social Behaviors, as well as the overall index of social skills. In addition to ASSP, all participants underwent semi-structured interviews. Statistical analysis examined demographic data, internal consistency of variables, their correlation, and t-test analyses of a sample and paired observations. The results indicated that the implementation of the “Power of Camp Inclusion” program had positive effects on the development of social reciprocity, social participation, overall index of social skills, and reduction of harmful social behaviors among children with ASD. The findings of this study highlight the importance of educational programs that support the development of social skills for children with ASD and emphasize the need for such programs to be integrated into modern educational policies.

Graduate students in STEM fields undertook a 9-month training program focusing on practice-based development of active teaching methods. As instructors of record in their own senior-level courses, these trainees were observed on their independently designed classroom sessions using the COPUS classroom observation tool. Compared to a large sample of college STEM instructors, trainee instructors in this program showed more interactive teaching at this early part of their careers. Through their use of a range of active methods, this study suggests that trainees from this practice-based program will begin work in the teaching profession in strong position to maximize outcomes for their students. [ABSTRACT FROM AUTHOR]

While pedagogical practice is not mandatory in doctoral programs, many doctoral students often serve as graduate student instructors or teaching assistants for college courses. However, most institutions neither mandate nor offer pedagogical training as part of doctoral education. Effective teaching necessitates subject matter expertise and proficiency in pedagogical techniques, which are best acquired through mentorship, training programs, and administrative support. In this article, we discuss the results from a content analysis of US Public Administration PhD programs to evaluate the status of pedagogical training through publicly available information. Given that these sites and handbooks offer critical information for potential doctoral students, we evaluate the type of public information that would help potential students when applying to and making decisions regarding PhD programs. Our study reveals a significant disparity in pedagogical training requirements and resources across the sample of PhD programs. [ABSTRACT FROM AUTHOR]

Abstract The development of reflective practitioners is one of four dominant change strategies in the Science, Technology, Engineering, and Mathematics (STEM) higher education literature. However, little research concerns the characterization of faculty’s reflections. Before professional development programs can effectively incorporate reflective writings as a tool for pedagogical improvement, it is necessary to first understand the current state of faculty’s reflections. To accomplish this goal, 98 physics and astronomy instructors were recruited from a teaching-focused professional development workshop and were asked to write a reflection on a self-identified challenging teaching experience. A combination of a priori coding to analyze the content and depth of the reflections, as well as in vivo coding to better capture instructors’ thinking were utilized. The majority of instructors wrote low-level reflections, wherein connections were not made between an instructors’ actions and the observed outcomes or the described experience was not centered on students’ outcomes or educational research literature. Approximately half of the instructors contemplated their own growth and the relationships with their students. However, only a small minority of instructors considered larger societal, cultural, or ethical factors. Plans created by instructors to address future, similar situations heavily relied on the instructors themselves, regardless of the depth of their reflections, and few planned to seek out knowledge from other resources such as peers or the education literature. This study indicates that instructors may not engage in the types of reflection that are considered to promote meaningful instructional change. Trends in the instructors’ plans show that ongoing support is necessary for them to effectively reflect and grow as practitioners. Overall, this work provides valuable insight into the poorly understood nature of faculty’s reflections and showcases the need for more research to fully characterize reflections across STEM disciplines and to better inform professional development.

The development of reflective practitioners is one of four dominant change strategies in the Science, Technology, Engineering, and Mathematics (STEM) higher education literature. However, little research concerns the characterization of faculty's reflections. Before professional development programs can effectively incorporate reflective writings as a tool for pedagogical improvement, it is necessary to first understand the current state of faculty's reflections. To accomplish this goal, 98 physics and astronomy instructors were recruited from a teaching-focused professional development workshop and were asked to write a reflection on a self-identified challenging teaching experience. A combination of a priori coding to analyze the content and depth of the reflections, as well as in vivo coding to better capture instructors' thinking were utilized. The majority of instructors wrote low-level reflections, wherein connections were not made between an instructors' actions and the observed outcomes or the described experience was not centered on students' outcomes or educational research literature. Approximately half of the instructors contemplated their own growth and the relationships with their students. However, only a small minority of instructors considered larger societal, cultural, or ethical factors. Plans created by instructors to address future, similar situations heavily relied on the instructors themselves, regardless of the depth of their reflections, and few planned to seek out knowledge from other resources such as peers or the education literature. This study indicates that instructors may not engage in the types of reflection that are considered to promote meaningful instructional change. Trends in the instructors' plans show that ongoing support is necessary for them to effectively reflect and grow as practitioners. Overall, this work provides valuable insight into the poorly understood nature of faculty's reflections and showcases the need for more research to fully characterize reflections across STEM disciplines and to better inform professional development. [ABSTRACT FROM AUTHOR]

This article provides an overview of pedagogical training for university teachers in Algerian universities. It discusses the current state of training, the requirements for successful training, and reviews previous studies on the topic. The article emphasizes the positive impact of pedagogical training on teaching effectiveness and introduces key concepts such as pedagogy, training, and pedagogical accompaniment. It also highlights the pedagogical support program for newly-hired university professors in Algeria, which aims to enhance their knowledge, skills, and attitudes. The article emphasizes the importance of pedagogical training for university professors in Algerian higher education institutions and the need for continuous development in this area. It explores various teaching methods and their effectiveness, presents studies on the impact of training on job performance, and discusses the positive effects of a pedagogical accompaniment program on teaching effectiveness. The article concludes by calling for further attention and development of pedagogical training programs for university professors in Algeria. [Extracted from the article]

Copyright of Opuntia Brava is the property of Universidad de Ciencias Pedagogicas de Las Tunas, Centro de Documentacion e Informacion Pedagogica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Arte, Individuo y Sociedad is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In 2018, we sought to understand the difference in pedagogical training opportunities and demand within political science departments across the U.S. through surveys of political scientists. Since then, the COVID-19 pandemic forced faculty to rethink the way they do assessment and lectures resulting in stress and burnout. To measure attitudes, resources, and opportunities for teaching and teacher-training in this new environment, we once again surveyed American Political Science Association (APSA) members. Using APSA membership provides a large pool of political scientists, however as a sample it may skew toward more tenure and tenure-track faculty at larger universities. With that caveat, almost all APSA members in our 2021 survey reported that their in-person courses were converted to a remote, hybrid, or web assisted format in the 2020 to 2021 period. While morale and confidence in teaching declined during the pandemic, interest in offering alternative forms of teaching like synchronous remote courses increased. Respondents found pedagogy training more important following the pandemic, despite a decline in participation. Furthermore, interest in this training remained stable between prepandemic and postpandemic periods. These findings suggest that declining participation in these activities is more reflective of a lack of time and institutional rewards rather than less interest in training opportunities. These shifting attitudes call for increased opportunities for pedagogy training. As with prior findings, incentives would encourage political scientists to increase their participation in pedagogy training as many do not feel rewarded for their teaching efforts. [ABSTRACT FROM AUTHOR]

The growing significance of digital technologies in society creates a need to train teachers who can use these technologies in the educational process and prepare students for life in the digital world. The aim of this study was to analyse the impact of digital technologies used in professional training of primary school teachers on increasing their professional competence level. The adapted versions of Ferrell & Daniel's test for Measuring Teacher Career Motivations, the Orshanski's orientation of future teachers towards humanistic and professional value were used to diagnose the state of development of professional competence. The level of the development of the subjectsubjective model of pedagogical communication (modified test based on Sternberg & Williams, Alexander & Winne) and the level of projective skills in primary school teachers were also diagnosed. The students' performance was assessed based on the results of the examinations. Chisquared test (Χ2) was used for statistical confirmation of the conducted research. Positive dynamics were found in both groups after the formative stage of the experiment. However, the experimental group was noted for greater quantitative and qualitative improvement for the selected criteria. The largest changes were observed for the operational criterion with a difference of 15.40% (against 7.90% in the control group). The cognitive criterion showed the smallest increase: 8.5% in the experimental group compared to 3.4% in the control group. The high general mean showed a difference of 11.22% for the experimental group and 5.1% for the control group. It is also important to note a greater increase in the average indicator at the general level in the experimental group of 52.04% compared to 40.82% in the control group. The differences in the distributions of the control and experimental groups according to the levels of each criterion are statistically reliable and testify to the effectiveness of using digital technologies for the development of professional competence of future primary school teachers. The areas for further research include the analysis of the impact of digital technologies on the development of information literacy skills and critical thinking. [ABSTRACT FROM AUTHOR]

This study examines the career trajectories of three secondary technical-vocational education teachers in Chile who decided to study pedagogy while working in technical high schools. Unlike the traditional teacher training path, these professionals entered the workforce before formalizing their pedagogical education, offering a unique perspective on their professional development. The analysis focuses on identifying points of convergence and divergence in their trajectories, using biographical narratives to uncover key moments, motivations, and vocational shifts. The results revealed positive previous educational experiences and an early attraction to teaching as common points, while differences were found in the paths taken before entering teaching. Unlike conventionally trained teachers, these professionals approach pedagogy with a clear understanding of their formative process, underscoring the importance of tailoring teacher training programs to their specific needs. Thus, this study offers an insightful perspective on the professional development of technical-vocational education teachers, suggesting ways to enrich training processes in this educational field. [ABSTRACT FROM AUTHOR]

The article is devoted to the review and analysis of the specifics of pedagogical training of personnel for the security sector. The author emphasizes the need to remember that in Ukraine, the pedagogical training of personnel for the security sector is determined by the specific needs of this sector and is designed to ensure the effective activity of professionals in the field of security. The key aspects that determine the pedagogical training of personnel for the security and defense sector are considered. The article also emphasizes the need to understand the fact that the modern pedagogical program for the security sector has an integrated approach that combines theoretical knowledge and practical skills. In addition, it draws attention to the need for an interdisciplinary approach, which allows students to consider security issues from different perspectives, including social, economic and political aspects. The authors reminds of the importance of taking into account numerous trends that include modern challenges and needs of the security sector in the process of pedagogical training of personnel for the security sector. The article presents the main aspects highlighting the trends of pedagogical training of personnel for the security sector. The article emphasizes the fact of globalization, which requires a balanced approach to the study of international aspects of security and cooperation between states. It is emphasized the need to create simulation centers that allow students to study in real conditions, reproducing situations that may arise in the field of security. The article reflects the main aspects that represent the specifics of pedagogical training of personnel for the security sector. The article emphasizes the need to study ethical aspects and human rights protection in the security sector. The practical significance of this article is revealed in the possibility of formulating recommendations to the management of educational institutions regarding the pedagogical training of personnel for the security sector [ABSTRACT FROM AUTHOR]

Copyright of Revista Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The diversity of students reaching higher education, the skills required of the 21st-century citizen, the Bologna Declaration, and the pressure exerted by international organizations impose a pedagogical reconfiguration of teaching, learning, and assessment through the recognition of the pedagogical dimension as a component of teacher professional development. We present the results of a study conducted at a university in Portugal with the following objectives: identifying conceptions and practices of pedagogical assessment and determining the influence of pedagogical training on these conceptions and practices. An online questionnaire (pre- and post-test) was administered to 31 teachers who had taken part in a training course on pedagogical assessment. It was found that: nearly half of the teachers experience difficulties in pedagogical assessment, with fairness being the main issue; the most commonly used instruments are written tests, research assignments, and reports; around two-thirds of teachers change the way they assess students, with the nature of the curricular units being the most influential factor in this decision; and there has been a change in the concept of assessment, in which the strict idea of testing, measuring, and classifying students' knowledge has been replaced by the gathering of information for decision-making about the teaching and learning process. [ABSTRACT FROM AUTHOR]

The purpose of this study was to understand the factors behind university teachers' ability to implement instructional changes during the COVID-19 pandemic. An online questionnaire comprised of open-ended and Likert-scale questions was administered to teachers at a Finnish university in April 2020. The sample consisted of 378 university teachers who were categorised into four groups based on their digital innovativeness and the extent to which they implemented changes to adapt their teaching practices to COVID-19 restrictions: Avoider Survival Adapters, Avoider Ambitious Adapters, Embracer Survival Adapters, and Embracer Ambitious Adapters. We examined the association between the teacher groups and their learning patterns and background characteristics. The findings showed that Embracer Ambitious Adapters have significantly more meaning-oriented and application-oriented learning patterns than Embracer Survival Adapters, though Avoider Survival Adapters have more problematic learning patterns. Furthermore, the results indicated that pedagogical training and having more teaching experience helped innovative teachers embrace more changes in their teaching practices during the COVID-19 pandemic. In terms of discipline, the results showed that teachers working in hard disciplines (e.g., physics) were more likely to belong to the Embracer Survival Adapters group, while teachers working in soft disciplines (e.g., history) were more likely to belong to the Embracer Ambitious Adapters group. Possible interpretations of these findings and perspectives for further research are discussed. [ABSTRACT FROM AUTHOR]

In the observed area of western Srijem and in the specific historical context, there was a large part of the Military Frontier with a specific social order and militarized educational system. Provisions on the institutionalization of education and the systematic acquisition of knowledge introduced reform of the former forms of school organization also in the Military Frontier. They publicly promoted aspirations for a targeted and purposeful acquisition of knowledge, skills, and habits of both students and teachers. Regulations governing the school system at the time laid down provisions on the competencies that teachers must possess to meet the requirements of border schools. Certain competencies were not at all noticed in the educational practice of the observed period, which led to a significant undervalue of the teaching profession in the public discourse. Therefore, by analyzing the content of historical literature and documentation, this work provides a model that points to shortcomings and suggestions for improving the mentioned profession in the observed period. These findings aim to highlight attempts that were intended to improve the current state and quality and to express positive attitudes that indicate possible contributions to creating a more modern school system in this area. [ABSTRACT FROM AUTHOR]

Teachers’ conceptions of teaching play a key role in the pedagogical practices they apply in their teaching. Previous studies of conceptions of teaching generic skills have been mainly qualitative with small samples, and thus there is a need for a more extensive quantitative study. This study investigates the associations between higher education teachers’ conceptions of teaching generic skills, pedagogical practices, pedagogical training, and teaching experience. The data consist of teachers’ survey answers (N = 286). The findings indicate that conceptions were related to pedagogical practices. In addition, pedagogical training has a significant relation to conceptions and pedagogical practices. However, teaching experience did not relate to conceptions of generic skills, but it did to some of the practices. This study suggests a need for teachers to enhance their awareness of conceptions related to teaching generic skills and highlights the importance of pedagogical training. [ABSTRACT FROM AUTHOR]

This study examines the relationship between teachers’ pedagogical and ICT training, their approaches to online teaching and the use of digital tools. The participants were 265, teachers from the large multi-disciplinary university in Finland. The data was collected in May–June 2020 during the early stages of COVID-19 pandemic. The results showed that teachers used digital tools more for delivering information and less for activating students. The study revealed that pedagogical training enhanced teachers’ learning-focused approach to online teaching and diverse use of digital tools. Contrary to expectations, teachers’ ICT training was not related to the use of digital tools. Therefore, it is important to provide pedagogical training to support teachers in implementing teaching in diverse teaching-learning environments and enhance building an online teaching, in which digital tools are used to promote interaction in online environment.

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The concept of Bologna Process has first been introduced in 2019 in Kurdistan. The lack of research about how the 4-year-old Bologna reform persists in a handful of universities implementing it in Kurdistan made it necessary to conduct the current research. Hence, this study aims to investigate teachers’ level of motivation towards the implementation of Bologna Process in Noble Technical Institute-Erbil (NTI) and examine whether there is any difference between the level of motivation of teachers who took Pedagogical Training Course and those who didn’t. It further unveils the factors that negatively affect teacher motivation towards the implementation of Bologna Process. To achieve the aims, a mixed methods approach has been adopted. To identify the teachers’ level of motivation, a survey questionnaire was distributed to the 50 teachers at Noble Technical Institute. Later, an unstructured interview was carried out as a qualitative research tool to investigate the factors that demotivate the teachers. The results show that teachers at NTI are not motivated to a good extent and there is a significant difference between the motivation level of the trained and untrained teachers. Trained teachers are way more motivated than the untrained ones. Moreover, the findings demonstrate that the factors that negatively affect teacher motivation towards Bologna Process implementation are; lack of training, technological and teaching materials are not well provided, the subjects taught do not ensure students’ employability, teachers’ fees, lack of promotion of teachers who perform better, fear of teachers for not having their contracts prolonged. The findings will benefit all the trustees, boards and faculty members in institutes and universities in Erbil that implement or aim to implement Bologna Process and want to have their teachers motivated.

The quality of educational services that prospective teachers receive during their training has been in the spotlight of the educational community interest for the past years. This is due to the connection of their training to the efficiency of their profession. Many empirical studies gauge the quality of these educational services by evaluating the students' satisfaction level. The above estimations are realized using specialized measurement scales designed to efficiently evaluate specific educational contexts. In Greece, there are no such specialized scales to measure the quality of teacher training programs offered by universities. Hence, the study aims to design and control the validity and reliability of a new measurement scale for service quality in teacher training programs. To design the scale, a mixed methodology was adopted. Firstly, a literature review was conducted to determine the theoretical context from which an initial data pool was formed. To refine the scale we adopt qualitative techniques, such as expert opinions and focus groups. Structural equation modeling was also applied to assess the validity of the new scale. The outcome of the above methodology revealed the EppekQual scale which consists of six quality dimensions (Administrative Services, Learning Outcomes, Curriculum, Support Services & Facilities, Teaching Process, and Academic Staff) that are interpreted through 34 items. The EppekQual scale constitutes a tool for educational institution managers to successfully design and efficiently realize specialized educational programs by measuring educational service quality based on learners' perceptions. [ABSTRACT FROM AUTHOR]

Copyright of Mendive - Revista de Educacion is the property of Universidad de Pinar del Rio and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of E-Pedagogium is the property of Palacky University in Olomouc and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper aims to analyze the impact of a pedagogical training program aimed to promote teacher professional development in a higher education institution in Portugal. Based on a mixed-methods approach, the study evaluates the satisfaction of 36 higher education teachers with the pedagogical training program offered and discusses its impact on teachers' perceptions of teaching practices, conceptions, and professional development. The results from the questionnaires applied to participants, including multiple choice questions and open-ended answers, indicate high satisfaction with the implemented training program. Based on this case study, the authors discuss the implications of findings for teacher professional development and identify key characteristics for the design of successful pedagogical training programs in higher education. [ABSTRACT FROM AUTHOR]

Assessment continues to be one of the topics that most concern teachers and most dissatisfies students. In this paper we describe and evaluate the impact of the training course “Grounding and Improving Pedagogical Assessment in Higher Education,” based on a descriptive survey questionnaire, applied in a convenience-selected sample of 31 teachers from a public university in Portugal, who participated in the pedagogical training course. The questionnaire was applied before the beginning of the course (pre-test) and after its completion (post-test). Data were analyzed using statistical procedures that consisted of frequency analysis and non-parametric analysis, using the Mann–Whitney and Wilcoxon tests. The results revealed several changes in teachers’ conceptions of assessment and demonstrated the positive impact of the course, since the comparison of the pre and post-test results showed that relevant changes occurred towards the most current theories of pedagogical assessment, being more significant in the group of teachers without pedagogical training.

The diversity of students reaching higher education, the skills required of the 21st-century citizen, the Bologna Declaration, and the pressure exerted by international organizations impose a pedagogical reconfiguration of teaching, learning, and assessment through the recognition of the pedagogical dimension as a component of teacher professional development. We present the results of a study conducted at a university in Portugal with the following objectives: identifying conceptions and practices of pedagogical assessment and determining the influence of pedagogical training on these conceptions and practices. An online questionnaire (pre- and post-test) was administered to 31 teachers who had taken part in a training course on pedagogical assessment. It was found that: nearly half of the teachers experience difficulties in pedagogical assessment, with fairness being the main issue; the most commonly used instruments are written tests, research assignments, and reports; around two-thirds of teachers change the way they assess students, with the nature of the curricular units being the most influential factor in this decision; and there has been a change in the concept of assessment, in which the strict idea of testing, measuring, and classifying students’ knowledge has been replaced by the gathering of information for decision-making about the teaching and learning process.

The objective of this research was to establish a training plan for teachers of the Leveling process at ESPAM MFL. For this, a mixed, non-experimental investigation was carried out, applying a methodology through the web to determine teaching competencies. The study is based on determining the technological skills that the teacher applies in his classroom to later evaluate them and offer training that provides the teacher with the necessary tools. Using the EUSurvey web tool, the basic skills of each subject taught in the university preparatory process were identified. With the results obtained from the test, strategies were determined to improve these skills. Finally, in the training plan, professional collaboration, professional development through digital media, creation of digital resources, teaching methodologies, feedback, programming and decision-making and problem solving were considered relevant skills. [ABSTRACT FROM AUTHOR]

Copyright of Revista El Directivo al Día is the property of Centro de Informacion y Gestion Tecnologica (CIGET) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Roca: Revista Científico-Educacional de la Provincia de Granma is the property of Universidad de Granma, Departamento Editorial and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Teachers’ focus on their students’ learning is considered central in high-quality university teaching. This frontline research introduces a novel way to study how focusing on students’ learning can be found on the level of teachers’ visual noticing combined with verbal interpretations, i.e. their professional vision, when they observe teaching situations. A central question is also, whether professional vision skills are connected to teachers’ pedagogical education. Two short videos depicting teaching during a lecture, including different types of trigger events, were presented to teachers (N = 49), who were asked to think aloud while watching, and numerically evaluate the success of the teaching, to reveal their interpretation of the teaching situation. The results showed that pedagogically trained teachers paid more visual attention on the students and less on the teacher. Visual noticing of critical incidents preceded the formulation of accurate verbal interpretations. Noticing that the students were not active was connected to learning facilitating conceptions, which were further connected with corresponding numerical evaluation of the successfulness of teaching. Teachers who visually notice the important incidents during teaching can also formulate a more accurate verbal interpretation of the situation. Contrary to studies at lower levels of education, our study did not found evidence on the connection between teaching experience and professional vision. At the university level, pedagogical education seems to be a stronger predictor of professional vision.

There is much debate concerning students' evaluation of teaching and several academics discredit the validity and reliability of student comments. Student feedback would be a good source of information for academics to improve their teaching, while earlier studies indicate that the academics do not always make use of student feedback in their teaching development. Their perception on the applicability of the student feedback can be related to teachers' attitude towards student feedback and their teaching conceptions. Furthermore, it may influence their motivation and efforts to participate in pedagogical trainings and willingness to improve their teaching. The research question for the current study was: What are the relationships between the academics' conceptions of teaching and participation in pedagogical courses and their willingness and ability to apply student evaluation of teaching feedback to enhance teaching practice? Forty two academics were interviewed and interviews were analysed using qualitative content analysis. As the result of the analysis three profiles of academics' were formed: 1) academics with consistent attitude, 2) ambivalent attitude and 3) arrogant attitude towards student evaluation of teaching feedback. The study revealed how academics respond to such feedback and how they use it to develop their teaching depends on academics' conceptions of teaching, attitude towards student feedback and participation in pedagogical courses. [ABSTRACT FROM AUTHOR]

This paper presents a longitudinal study and analyzes results obtained in the first phase of the project "Gender issues in te acher education for basic education: a transdisciplinary view", submitted to the academic consortium notice for undergraduate teaching -CAEG, University of São Paulo (USP). The object of study is the deconstruction of the naturalization of the concept of gender in the education of physical education teachers, due to the constant manifestations of prejudices and the lack of information about the subject, which directly impact the daily school life. This is a field research, descriptive and exploratory, of mixed approach, with elements of qualitative and quantitative nature. The study showed that the deconstruction of the natural ization of the concept of gender is configured as a gradual process that requires efforts, actions and continuous reflections in professional preparation. [ABSTRACT FROM AUTHOR]

The purpose of this study is to present Prof-teaching, an English-medium instruction (EMI) lecturer training program at the University of Alicante (UA) and to determine if it meets the needs of the institution's current and prospective EMI lecturers. In this case study, the EMI lecturer professional development program is described along with the surveys and course evaluations carried out to assess its effectiveness. The description focuses on the UA context, the key factors that promoted Prof-teaching, as well as the objectives and components of its three modules. Course participants' teaching experiences, needs and challenges are compared together with their course evaluations, which consisted of quality assurance questionnaires for each module. The findings not only provide evidence of the program's benefits, but also highlight the importance of collaborative efforts among diverse university units to implement EMI training initiatives, as well as to conduct periodic needs analysis and quality evaluations. An interesting result was that experienced EMI lecturers claimed that pedagogical training was more important than developing linguistic competence. It is recommended that programs provide lecturers with support technology and mentoring schemes with previously trained EMI content lecturers who already have experience teaching their subjects in English. [ABSTRACT FROM AUTHOR]

The concept of Bologna Process has first been introduced in 2019 in Kurdistan. The lack of research about how the 4-year-old Bologna reform persists in a handful of universities implementing it in Kurdistan made it necessary to conduct the current research. Hence, this study aims to investigate teachers' level of motivation towards the implementation of Bologna Process in Noble Technical Institute-Erbil (NTI) and examine whether there is any difference between the level of motivation of teachers who took Pedagogical Training Course and those who didn't. It further unveils the factors that negatively affect teacher motivation towards the implementation of Bologna Process. To achieve the aims, a mixed methods approach has been adopted. To identify the teachers' level of motivation, a survey questionnaire was distributed to the 50 teachers at Noble Technical Institute. Later, an unstructured interview was carried out as a qualitative research tool to investigate the factors that demotivate the teachers. The results show that teachers at NTI are not motivated to a good extent and there is a significant difference between the motivation level of the trained and untrained teachers. Trained teachers are way more motivated than the untrained ones. Moreover, the findings demonstrate that the factors that negatively affect teacher motivation towards Bologna Process implementation are; lack of training, technological and teaching materials are not well provided, the subjects taught do not ensure students' employability, teachers' fees, lack of promotion of teachers who perform better, fear of teachers for not having their contracts prolonged. The findings will benefit all the trustees, boards and faculty members in institutes and universities in Erbil that implement or aim to implement Bologna Process and want to have their teachers motivated. [ABSTRACT FROM AUTHOR]

This paper aims to analyze the impact of a pedagogical training program aimed to promote teacher professional development in a higher education institution in Portugal. Based on a mixed-methods approach, the study evaluates the satisfaction of 36 higher education teachers with the pedagogical training program offered and discusses its impact on teachers’ perceptions of teaching practices, conceptions, and professional development. The results from the questionnaires applied to participants, including multiple choice questions and open-ended answers, indicate high satisfaction with the implemented training program. Based on this case study, the authors discuss the implications of findings for teacher professional development and identify key characteristics for the design of successful pedagogical training programs in higher education.

The teaching-learning process must constantly overcome the barriers imposed by rapid scientific and technological advances, as well as changes in the profiles of students and access to information. This study intended to analyze the perceptions of students and professors of medical courses of the teaching-learning strategies used in physiology at different Brazilian universities as well as the factors that influence or hinder the learning of this discipline. Questionnaires were analyzed from 174 students and 16 professors of physiology from medical courses of 20 higher education institutions (public and private) in a southern Brazilian state. The teaching strategies most used by physiology teachers coincided with the classroom activities that students consider to have the greatest contribution to their learning (expository classes/lectures, tests and questionnaires, problem-based learning/clinical case studies, and demonstrative/practical classes). It was also evidenced that teachers' didactic is considered as a very influencing factor for the students during their learning process, whereas the teachers pointed out daily pedagogical practice as the most relevant factor in the development of their skills within the classroom. In addition, some factors hindering the teachinglearning process of physiology were identified by the respondents, such as large amounts of information, little time for study outside the classroom, previous knowledge, and intrinsic difficulty of the discipline. Finally, students tended to study alone and generally used teachers' slides and their own notes as study materials. The continuous assessment of the perceptions, needs, and difficulties of students and teachers plays an essential role in improving the teaching-learning process. [ABSTRACT FROM AUTHOR]

Copyright of Social & Economic Studies is the property of University of the West Indies - Mona and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Venezolana de Gerencia (RVG) is the property of Revista de Filosofia-Universidad del Zulia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Graduate student instructors occupy a unique 'liminal space' as trainees in and instructors of their discipline. While research has explored challenges graduate students face while teaching, there is a limited exploration of the challenges they face that transcend disciplinary boundaries while preparing for and teaching their first undergraduate class. This qualitative study asked graduate students to reflect on the challenges and surprises they encountered while preparing for and teaching their first undergraduate class. Our findings indicate that consistent with previous literature, most graduate student pedagogical training is not sufficient for preparing graduate student instructors and many of the challenges they encounter are the result of a lack of support and prioritization of pedagogy in graduate training. We anchor these findings in a discussion of structural barriers to effective pedagogical training in graduate school and a brief review of model graduate pedagogical training programs. [ABSTRACT FROM AUTHOR]