دورية أكاديمية
Teachers' Pedagogical Competences in Higher Education: A Systematic Literature Review
| العنوان: | Teachers' Pedagogical Competences in Higher Education: A Systematic Literature Review |
|---|---|
| اللغة: | English |
| المؤلفون: | Moreira, Maria Alfredo (ORCID |
| المصدر: | Journal of University Teaching and Learning Practice. 2023 20(1). |
| الإتاحة: | University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: https://ro.uow.edu.au/jutlp/ |
| Peer Reviewed: | Y |
| Page Count: | 36 |
| تاريخ النشر: | 2023 |
| نوع الوثيقة: | Journal Articles Information Analyses Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Teacher Competencies, College Faculty, Teaching Skills, Teacher Attitudes, Teacher Characteristics, Cultural Awareness, Student Diversity, College Students, Interpersonal Relationship, Faculty Development, Pedagogical Content Knowledge, Interpersonal Communication |
| تدمد: | 1449-9789 1449-9789 |
| مستخلص: | The current university model in a market-driven and knowledge-based society entails a change in the teachers' roles. The prevailing narrative sustains a competence-based approach in higher education, considering that quality education implies that teachers in this context must have personal, research and pedagogical skills that enable them to perform their teaching function effectively. A systematic review of empirical articles published between 2009 and 2019 provides a comprehensive and updated analysis of the higher education teachers' pedagogical competences. A total of 51 texts that describe the teaching competence components (knowledge, skills, and attitudes) were reviewed and retrieved from seven international databases in three languages. Personal skills and qualities stand out as the features most valued by students, whereas teachers highlight curriculum and instructional competence as the most important. Cultural competence and specific competences to respond to diversity and promote inclusion in higher education classrooms are almost nonexistent. The study has implications for defining quality teaching practice transnationally and designing professional development programs focused on the competences and indicators most valued. The resulting framework is also helpful for individual teachers as a tool for reflecting on their teaching characteristics and for improving their practice. It also problematises the current dominant performance-based model of teaching competence in a context that does not recognise the importance of situational profiles that cater for diversity in academic settings. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| رقم الأكسشن: | EJ1382347 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1449-9789 1449-9789 |
|---|