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Developing the Teaching Competences of Novice Faculty Members: A Review of International Literature
Abstract
The purpose of this article is to outline what could be learned from the international research literature on the issue of developing teaching competences of novice faculty members. The mission of academics has changed in recent years. Academics must now also meet a strong social demand for graduates' access to employment and are increasingly required to possess a number of competences beyond disciplinary knowledge. The challenge of developing these competences in faculty members is therefore ambitious. However, a review of research literature shows that developing the competences of novice academics, as described here, is not well documented. The literature addresses the issue of university lecturers at the start of their career quite well, but does so more from a point of view of professional development. The notion of competence is not excluded, but often appears only to identify knowledge, skills and attitudes that novice academics should possess as part of reference frameworks. This literature review was developed using a traditional method with a theme-based approach. The results make it possible to identify avenues for necessary and possible research in the field of developing competences of novice university academics based on the concept of situated competence.
... Westera (2001) states that it's important to understand how to wisely mobilize resources. According to Kiffer and Tchibozo (2013) mobilization should be internalized. According to Blaskova (2014), mobilization must be done appropriately, that is, in accordance with ethical principles. ...
... In this context, Blaskova (2014) distinguishes between competence and skills (elemental competence), the latter of which involves "performing a specified set of operations in response to a known and recognizable signal or scenario without difficulty or uncertainty." Nevertheless, the scenario that must be understood also involves complexity: "a given task, the consequence of which is not immediately evident" (Kiffer &Tchibozo, 2013). ...
... Blaskova (2014) utilizes terms like "competence put into action" and "situational competence" in this context. With the ideas of "situated approach" and "enacted competence," Kiffer and Tchibozo (2013) have emphasized this idea more recently, meaning that they have formed during the activity in the original place. They differentiate accordingly between a competence-oriented strategy and an enacted-competenceoriented approach (Kiffer &Tchibozo, 2013). ...
The study aims to determine ways of acquiring and improvement of teaching competences of novice teachers. I used a quantitative method for initial research as it concentrates on the numbers and statistics that sustain an opinion of social actuality. This small survey has been carried out among 16 full-time novice teachers of Amanzholov University, Kazakhstan, who have graduated from the university and have worked as university teachers for five months. The literature review focuses on defining the competencies required for teachers and on methods of acquiring them. The study builds on the theory of Donnay and Romainville (1996), who argue in their research of teaching in higher education that teachers learn to teach at university through experience. According to the results of the data, it was revealed that most of the novice teachers develop teaching competencies while teaching and solving situational problems. The level of preparation of new teachers depends on practical hours spent in the classrooms with students and in preparation for lectures and assessment work. In addition, it was found that the development of teaching competencies is facilitated by the mutual work of more experienced colleagues and novice teachers. Also, the exchange of experience and discussions between novice teachers contributes to the development of analytical skills in teaching and self-reflection.
... Concurrent with these rapid adjustments, limited opportunities for development and preparation of novice educators for the academy are often noted (Summers, 2017) though professional development and support are necessary elements for developing scholarly practices and career satisfaction in academia (Heffernan & Heffernan, 2019;Mathews, Lodge & Bosanquet, 2012). Further, it is acknowledged that novice academics share concerns about challenges they experience early in their career (Brown & Sorrell, 2017;Kiffer & Tchibozo, 2013;McDermid, Peters, Daly, & Jackson, 2016). Some of the needs identified by novice academics themselves include professional development opportunities to facilitate easy transition to academic life , research and publication and development of teaching skills, identity development, and purposefulness in service (Acker & Webber, 2017;Fitzmaurice, 2013;Matthews et al., 2012;Smith, 2017). ...
... Academics at the early stage of their career are variously referred to by names such as 'novice faculty members' (Kiffer & Tchibozo, 2013), 'early career academics' (Acker & Webber, 2017;Haddow & Hammerfelt, 2019;Matthews et al., 2012), and'new academics' (Behari-Leak, 2017) or by PhD and employment status (Haddow & Hammerfelt, 2019). ...
... Though much literature on this group focuses on academics fresh from PhD studies, Kiffer and Tchibozo, (2013) adopted the term 'novice academics' (p. 278) to include those academics without a PhD but with previous professional experience. ...
... Accordingly, the reference frameworks devised to classify competencies vary depending on whether we interpret competencies as the improvement obtained in teaching behavior after receiving a training course (competence) or in a broader sense that takes into account the specific requirements of the educational context (competency). Kiffer & Tchibozo (2013) propose a competency model based on the acquisition, development and assessment of competencies in context, defining competency as 'the aptitude to mobilize in a relevant manner a set of appropriate resources in order to deal successfully with problem situations' (p. 279), therefore the concept of competency itself is highly situational (Visser-Wijnveen, et al., 2014;Kiffer & Tchibozo, 2013;Hollins, 2011). ...
... Kiffer & Tchibozo (2013) propose a competency model based on the acquisition, development and assessment of competencies in context, defining competency as 'the aptitude to mobilize in a relevant manner a set of appropriate resources in order to deal successfully with problem situations' (p. 279), therefore the concept of competency itself is highly situational (Visser-Wijnveen, et al., 2014;Kiffer & Tchibozo, 2013;Hollins, 2011). The teaching-learning processes in the university context, as in other levels, have a certain dose of unpredictability. ...
The aim of the study is to assess the extent to which university teacher training in Spain matches with the literature framework about teaching competencies in higher education. The absence of a generic definition of what it means to be a competent teacher and the need for a competency profile on which to base the study, leads to undertake an initial bibliometric review of the main educational research databases ERIC, PsycINFO and Psychology Database. The studies were selected to extract a categorical classification that allowed to code the content analysis of the training programs offered in 41 Spanish public universities in seven competencies: content-related competency (research), personal, pedagogical, social, communicative, digital and technological and ecological. 2425 training courses were coded and analyzed with Maxqda version 20.4.2 and Excel database. The findings show that university teachers receive more training in competencies related to technology, pedagogy, and disciplinary content-research, and less training in personal and ecological competencies. The conclusion of the study highlights the lack of consensus between literature review and programs on what constitutes good teaching among teachers and students and the fact that continuing professional development remains dependent on teacher initiative.
... Competencies and standards are critical factors in advancing professionals in this field (Martin & Ritzhaupt, 2020). Unlike ability and skills, teaching competencies compromise the dynamic changes of social contexts in teaching and emphasize "problem solving in real situation" and "practice in action" (Kiffer & Tchibozo, 2013). Teaching competencies support "effectively" and "successfully" teaching content and emphasize more on the high-quality teaching outcomes (Kiffer & Tchibozo, 2013). ...
... Unlike ability and skills, teaching competencies compromise the dynamic changes of social contexts in teaching and emphasize "problem solving in real situation" and "practice in action" (Kiffer & Tchibozo, 2013). Teaching competencies support "effectively" and "successfully" teaching content and emphasize more on the high-quality teaching outcomes (Kiffer & Tchibozo, 2013). ...
Switching the emphasis from researching to teaching has accelerated the reformation of higher education. This switch is directly reflected in the establishment of the Center for Teaching and Learning in universities worldwide and has gradually become standardized and mature for faculty professional development.
... Research on factors influencing teacher turnover intention has predominantly focused on individual factors, compensation, job characteristics, and organizational management. Individual influencing factors encompass gender, teaching experience, marital status, among which novice teachers tend to exhibit a higher turnover intention (59). In terms of job characteristics, factors such as role stress, work-family conflict, professional identity, and job burnout also impact the level of turnover intention. ...
Background
Turnover intention is one of the common disturbances that affect the career development and management of university teachers. With an aim to solve this thorny issue, the study examined the associations between turnover intention and work stress among local undergraduate university teachers in China.
Methods
A questionnaire survey was carried out on 7,565 local university teachers. Initially, confirmatory factor analysis was employed to validate the reliability and validity of the scale. Subsequently, descriptive statistics and correlation analyses were conducted. Following this, a latent moderated structural equation (LMS) was used to explore the relationship among work stress, job burnout, self-efficacy, and turnover intention. Moreover, the bias-corrected Bootstrap method was applied to further examine the mediating effects, moderating effects, and moderated mediating effects in the model.
Results
The hypothesized moderated mediation model was verified significant. Work stress directly and positively predicted job burnout and turnover intention, with job burnout serving a partial mediating role between work stress and turnover intention. Additionally, self-efficacy negatively moderated the direct impact of work stress on job burnout, as well as the mediating effect of job burnout. As the self-efficacy of university teachers increased, the direct effect of work stress on job burnout and the mediating effect of job burnout decreased.
Conclusion
This study expanded the research on the antecedent variables of university teachers’ turnover intention and revealed the individual contingency mechanism by which work stress affected turnover intention: the negative moderating effect of self-efficacy. Work stress induced university teachers’ turnover intention, and this phenomenon was more obvious for faculties with low self-efficacy. Administrators of local undergraduate universities need to rationalize the allocation of teachers’ job responsibilities and pay attention to the negative consequences of work stress in order to reduce turnover intentions. Particular attention should be paid to enhance teachers’ self-efficacy. The findings of this study can provide in-depth recommendations for university faculty management and policy making, which can help shape a working atmosphere more conducive to teaching and research, thus enhancing the overall quality and competitiveness of faculty members within universities.
... However, Serbati (2015) comments in his work that the term competence is the subject of debate; its definition might vary depending on author or discipline. Kiffer & Guy (2013) in their bibliographical review point out that competence is, in principle, situational, meaning that it is dependent on the moment and the needs that a certain circumstance requires. For this reason, it is difficult to assess the degree to which students acquire a specific competence, so it is essential to assess them through the observable and measurable behaviours that students carry out. ...
The present education system must evolve in order to adapt to today's digital age where technology and communication heavily influence learning. However, many classrooms still provide instruction through the traditional lecture method. The traditional, teacher-focused classroom can be uninspiring and even build frustration during the learning process. This chapter explores how a didactic intervention based on project-based learning through the flipped classroom model impacts the interest and content knowledge of 5th level of primary education students in Spain.
... The simulated reallife situations provide a relevant learning experience and allow for making mistakes without dangerous consequences (Pandey, 2019). This allows for a platform to test one's mastery levels, while at the same time providing role-models and directed feedback to help build self-efficacy (Bandura, 1986;Kiffer and Tchibozo, 2013). Scenarios that provide real world simulations of Red Team attacks, has been shown to have better learning outcomes (Cheung et al., 2011). ...
Education in Cybersecurity is considered one of the key challenges facing the modern digitized world. Several frameworks, e.g., developed by NIST or ENISA, have defined requirements for cybersecurity education but do not give recommendations for their development. Developing appropriate education offerings need to incorporate theory-based approaches that are evidence supported. Adopting the Intervention Mapping paradigm, we propose an educational framework incorporating validated theoretical and evidence-based approaches to cybersecurity education encompassing stakeholders' input, identified competency needs, and how to implement and evaluate learning outcomes. This paper presents a case study of how Intervention Mapping can be used to help design cybersecurity education, discuss challenges in educational and professional aspects of cybersecurity, and present an applied educational approach based on Intervention Mapping and its evaluation.
... In terms of the effects of teacher experiences on their turnover intention, a range of empirical findings has revealed that turnover is more common among young and novice teachers (Hanushek et al., 2016;Kiffer and Tchibozo, 2013). A study using a national dataset in the United States revealed that almost 40% of new teachers left the field within their first five years (Ingersoll and Smith, 2003), and the attrition rates of first-year teachers have increased by 33% in the past 20 years (Ingersoll, 2012). ...
The high turnover rates in public schools, especially in those hard-to-staff schools, remains a growing problem and has become the largest component of teacher supply problems in the US school system. The purpose of the study was to examine the individual and school organizational factors that were associated with teachers’ intentions to change school by using the dataset of the US TALIS 2013 administrated by the Organisation for Economic Co-operation and Development. The results of the multilevel models showed that although the variance in teacher turnover intentions was, to a substantial degree, explained by the individual variables, the school organizational-specific effects have notably contributed to the outcome as well. Additionally, the analysis of the cross-level interaction has detected both direct and indirect effects of disadvantaged schools on teacher transfer intention. The implications for teacher retention policies have been discussed as well.
... Les compétences que doivent détenir les enseignants-universitaires sont le plus souvent confinées dans des référentiels (Brassard, 2016 ;Centre d'appui pour l'enseignement, 2010 ;Theall et Arreola, 2006) et ne désignent pas l'approche spécifique d'une aptitude à résoudre des situations complexes. Ces référentiels présentent de manière prescriptive les ressources que doivent détenir les enseignants plutôt que des compétences (Kiffer et Tchibozo, 2013). l'éducation. ...
Le métier d’enseignant universitaire s’apprend le plus souvent « sur le tas » (Knight, Tait et Yorke, 2006). Que recouvre précisément cet apprentissage « sur le tas » ? Cet article vise à répondre à cette question en identifiant les pratiques d’apprentissage que les universitaires novices mettent en œuvre pour construire leurs compétences en enseignement. Dans ce but, en 2016, un questionnaire administré à 376 maîtres de conférences en France a permis de relever que les pratiques d’apprentissage de ces derniers sont éclectiques et tendanciellement non-structurées. Ces pratiques pourraient traduire une aspiration à l’autonomie, c’est-à-dire la capacité à prendre en charge la responsabilité de la construction de leurs compétences d’enseignement leur apprentissage à l’enseignement. À l’heure où la formation pédagogique des enseignants-chercheurs de l’université en France relève d’une obligation statutaire (Le Journal officiel de la République française, 2017), les résultats de cette recherche engagent à une réflexion sur une formation pédagogique des universitaires qui prendrait en compte la diversité des pratiques et l’aspiration des novices à l’autonomie.
... The problem of teachers' professional growth is sufficiently developed in contemporary science (Akerlind, 2003;Birman, Desimone, Porter, & Garet, 2000;Clarke & Hollingsworth, 2002;Kiffer & Tchibozo, 2013;Hargreaves, 2000;Malm, 2009;Matushansky & Frolov, 2000). Scientific and methodical culture of the teacher and his methodical professionalism are in the focus of Russian studies of the last decade (Podpovetnaya & Rezanovich, 2012;Sergeeva, Uvarova, & Nazarova, 2002;Erganova, 2007). ...
The present study examines the professional development problems of a high school teacher. High school teacher is both a scientist and a teacher. Teaching and research activities are integrated by his methodical activity. Methodical competency of a teacher is defined as a basis in the context of Competence-based Education. Methodical competency building model is founded upon recursion. Recursion, as a technique based on consistent reduction of a complex problem solution to solutions to a set of “simpler problems” of the same class and obtaining on this basis the solution to the original problem, allows the teacher to build an individual route to form and develop methodical competency. Teacher performs different types of methodical activities (educational and methodical, scientific and methodical, organizational and methodical, and examination and methodical activities) in “non-linear” way, as well as assimilates the corresponding methodical roles (engineer, researcher, expert, manager, and teachers’ coach). Actually, the beginning of assimilation of one role is accomplishment and/or continuation of the other role. Thus, the methodical competency structures, recursively referencing to each other, are developed out of themselves.
Smyrnova-Trybulska, E. (ed.) (2022) E-learning in the Transformation of Education in Digital Society. „E-learning” Series. Vol. 14 (2022) Katowice-Cieszyn: STUDIO NOA for University of Silesia. ISSN 2451-3644 (print edition), ISSN 2451-3652 (digital edition), ISBN 978-83-66055-31-5 https://doi.org/10.34916/el.2022.14
The theme of the 14th annual scientific international conference ”Theoretical and Practical Aspects of Distance Learning” is E-learning in the Transformation of Education in Digital Society.
The 14th volume of the Series on E-learning monograph – E-learning in the Transformation of Education in Digital Society includes articles of authors from ten countries and from more than twenty universities, participants of the scientific international
conference entitled “Theoretical and Practical Aspects of Distance Learning”, subtitled: E-learning in the Transformation of Education in Digital Society, which was held on 17 and 18 October 2022 in hybrid mode, organized by the Faculty of Arts and Educational Sciences in Cieszyn, the Faculty of Social Sciences, the Institute of Pedagogy, the Faculty of Science and Technology, the Institute of Computer Science, University of Silesia in Katowice, Poland. Co-organizers and Partners: University of Ostrava (UO), Czech Republic, Silesian University in Opava (SU), Czech Republic, Constantine the Philosopher University in Nitra (UKF) Slovakia, University of
Extremadura (UEx), Spain, University of Twente (UT), The Netherlands, Lisbon Lucíada University (LU), Portugal, Curtin University in Perth (CU), Australia, Borys Grinchenko Kyiv University (BGKU), Ukraine, Herzen State Pedagogical University
of Russia, St. Petersburg (HSPU), Russian Federation, Dniprovsk State Technical University (DSTU), Ukraine, IADIS – International Association for Development of the Information Society, a non-profit association, Polish Pedagogical Society, Branch in Cieszyn, Polish Scientific Society for Internet Education, Association of Academic E-learning, Poland. Experts on e-learning from 12 countries, in particular Austria, Australia, Bulgaria, Czechia, Georgia, Poland, Portugal, Slovakia, Spain, Russia, Ukraine, Turkey, reflect on E-learning in the Transformation of Education in Digital Society, E-learning in the time of COVID-19 and after this time, presented research results, contemporary trends and scientific and educational projects devoted to MOOCs, artificial intelligence
(AI), augmented reality (AR), virtual reality (VR), selected Web 2.0 and Web 3.0 technology, LMS, CMS, STEM, mobile learning and other topics.
In Recent Years, Improving The Scientific And Educational Situation And Being Among The Prestigious Universities Has Been The Goal Of Many University Managers Around The World. Experts Believe That Quality And Competent Faculty Members Are A Key And Important Element To Achieve A World-Class University. Despite The Concern About This Issue Among Experts, Administrators And Educational Leaders, But Until Now, The Competencies Of Faculty Members In The Context Of A World-Class University Have Not Been Presented In The Form Of A Scientific And Codified Model. In Order To Cover This Scientific Gap In The Country, This Research Has Provided A Model Of The Competencies Of Faculty Members Of A World-Class University. This Research Is Practical In Terms Of Its Purpose, And In Terms Of The Method Of Data Collection, It Is A Qualitative Research Of Thematic Analysis Type. The Statistical Population Of The Research Was The Resources Related To The World-Class University And Especially The Competencies Of Faculty Members In The World-Class University. After Reviewing The Sources Extracted From The Databases, 84 Sources Were Selected As A Purposive Sample. To Analyze The Data, The Method Of Coding And Thematic Analysis Was Used, And In Order To Validate The Data, The Method Of King And Harrocks Was Used. After Analyzing The Data, A Total Of 96 Basic Themes And 13 Organizing Themes Under Three Overarching Themes Including: "Scientific, Professional", "Social, Cultural" And "Contextual" Were Identified. The Professional Scientific Theme Has 6 Organizing Themes (Scientific Superiority, Teaching Skills, Professional Development, Scientific Freedom, Excellence In Research, Computer Literacy). The Comprehensive Social And Cultural Theme Also Has 5 Organizing Themes (Human Relations, Leadership, Scientific Extroversion, Global Citizenship And Cultural Intelligence).Also, The Comprehensive Social And Cultural Theme Has Two Organizing Themes (Professional Ethics And Cognitive Characteristics).
Introduction: The purpose of present study was to analyze the content of domestic and foreign articles in the field of mentoring faculty members to provide a model for promoting the human capital of faculty members in medical universities. Methods: This research has been compiled by a synthesis research review (Meta-synthesis strategy). Therefore, after designing the research questions (what are the main components of the faculty mentoring model? What are the factors influencing the faculty mentoring model? What are the main characteristics of mentoring and mentoring faculty members? What are the faculty mentoring challenges? Systematic search of articles in time period (1390-1399) (2000-2020) in Persian and English in Magiran databases, SID; Human, Noormags, ScienceDirect, Eric, Sage with the keywords of "Mentoring Faculty Members" and "Mentoring in Higher Education". Consequently, out of 73 researches, 38 researches acquired the final analysis. Result: Findings in response to the first question, with 5 sub-categories (regular prior planning, preparation, correct implementation, systematic feedback and results management), in response to the second question, in 3 sub-categories (incentive capacity development, effective cooperation, interests and expectations) Mentor and Menti), in response to the third question, with 3 secondary sub-categories (Menti personality traits, Menti specialized traits and Menti cognitive traits) and Mentor faculty members, including 5 traits (Mentor personality traits, Mentor specialized traits, counseling services, empowerment research and educational empowerment) were classified. In response to the fourth question, they were categorized into 6 sub-categories (inappropriate interactions, weak mental performance, weak mental performance, unfamiliarity with academic norms, inefficient management, lack of planning). Conclusion: Considering the importance of Mentoring programs in the development of human capital of faculty members of medical universities, the identified components should be considered by the managers of the higher education system to improve the performance of faculty members.
In recent years,study ofdevelopment (FD) has progressed significantly, such that it has become an emerging discipline with an extensive body of literature, with a primary focus regarding FD effectiveness across disciplines.review of review studies was conducted to systematically synthesize the findings of 14studies on FD, published between 1990 and.main purpose of this review study was to investigate the current FD literature, concentrating on the identificationFD activities, evaluation methods, outcomes, and influential factors.findings indicate that a large number of review studiesconducted inand medical field, focusing primarily on teaching improvement, used aliterature review method and applied Kirkpatrick's evaluation taxonomy to assess FD outcomes. The most common FD outcomes involved changes in faculty members’ knowledge, skills, and behavior.on the findings, we developed a conceptual framework for FD, centering on FD effectiveness. These findings and the conceptual framework would contribute tofoundation for the enhancement of FD research and practices.
La pédagogie par les compétences est entrée dans les formations du secteur sanitaire et social, en France, depuis les années 2000. L’objectif de cette thèse est d’en explorer les effets sur la motivation, les résultats scolaires et l’adaptation professionnelle. La thèse s’appuie sur les théories constructiviste, socioconstructiviste, et sociocognitiviste. Dans ce cadre, trois enquêtes ont été menées, les deux premières auprès des étudiants et la dernière auprès des professionnels de terrains. Ces enquêtes ont permis de comparer deux groupes d’étudiants : un groupe ayant bénéficié d’une pédagogie par les compétences et un autre groupe ayant bénéficié de pédagogies traditionnelles. La thèse montre que les étudiants ayant bénéficié d’une pédagogie par les compétences ont moins d’amotivation, et plus de motivation extrinsèque (MEID et MERE). Leurs résultats scolaires sont aussi plus élevés. Par contre, ils semblent moins autonomes et moins aptes à transférer leurs connaissances. Ces résultats interrogent l’encadrement, la formation des encadrants, et l’emploi du portfolio et des unités d’intégration en formation.
Although ample literature exists regarding the effectiveness of faculty development (FD) activities, there is a gap in the literature synthesizing its outcomes. This review, using a predetermined review protocol, analyzed 22 publications on FD for teacher educators using Kirkpatrick’s training evaluation taxonomy. We found that North American universities provide the most empirical evidence about FD activities, focusing on technology integration in teaching and pedagogical skill improvement. Formal programs, such as serial workshops and developmental relationship, were reported with high frequency, compared to self-directed learning and organizational development activities. Empirical research was heavily based on self-reported, qualitative data and emphasized individual-level outcomes. There is a lack of information regarding the impact of FD activities for teacher educators on subsequent student learning or the downstream effect on school systems. Similarly, institutional involvement in FD remains largely unexplored. We conclude with robust recommendations for research and practice.
The rationale of the present paper is to investigate and stimulate a reflection on the Tuning contribution to academic innovation through the collection of case studies among some Tuning projects, focussing on methods and tools to implement successful and innovative approaches to learning, teaching, and assessment appropriate for competence-based approach (CBA). In order to deepen these concepts, a conceptual framework on competence-based approach and student-centred learning will be presented, particularly focussing teacher conceptions of teaching as well as pedagogical content knowledge and their influence on teaching practices. The Tuning contribution in supporting academic innovation will then be deepened, through a macro-level overview of the methodology, and a synoptic table of cross-cutting themes identified across the Tuning projects will be the starting point of the empirical part of this study. Moreover, the multiple case studies conducted through semi-structured interviews with teachers from Higher Education Institutes involved in previous completed Tuning projects will be presented. Research design, sampling and data analysis will be described, and major findings will be presented. Results show a general understanding, but with different perspectives on the competence based approach as well as appropriate teaching and learning methods applied worldwide within the CBA framework. Outlines on the Tuning contribution to academic innovation in this framework will be offered, by identifying main strengths, weaknesses, threats and opportunities of the methodology. Suggestions and guidelines for future projects, training and researches of the Tuning Academy are provided for possible implementation, highlighting the relationship between teaching, learning and research.
A majority of formal and nonformal adult education activities are facilitated or taught by full and part time faculty, adjuncts or instructors with no formal training in adult education theories or method. The literature on continuing education and professional development, faculty development, and participation was examined to determine whether implicit or explicit recognition of a professional identity that includes a teacher/educator component is a predictor of participation in professional development learning activities by adult educators with no formal background or training in adult education theories or method. Raising awareness and recognition of the teacher/educator component of the professional identity of those whose duties include the education of adults may lead to an increased rate of voluntary participation and engagement in learning activities for the professional development of educator/teacher skills and knowledge.
Keywords: adult educator, attitudes, professional development, professional identity
For the last two decades, competency-based approach has entered college not without creating new stakes and sparking a debate between supporters of and opposers to such an approach. New teaching practices were developed like for instance around professionalization, for which the text gives several useful principles. Nevertheless this article aims above all at showing how important theory is when based on different scientific works in order to construct a model of competence that can throw light on teaching interventions. The idea is therefore to show how competency-based approach with such tools can help create new practices.
For the last two decades, competency-based approach has entered college not without creating new stakes and sparking a debate between supporters of and opposers to such an approach. New teaching practices were developed like for instance around professionalization, for which the text gives several useful principles. Nevertheless this article aims above all at showing how important theory is when based on different scientific works in order to construct a model of competence that can throw light on teaching interventions. The idea is therefore to show how competency-based approach with such tools can help create new practices.
Avec la massification des effectifs et la compétitivité croissante des établissements dans l'espace européen et mondial de l'enseignement supérieur, ont émergé des questions de qualité à la fois scientifique et pédagogique. La primauté de la recherche sur l'enseignement est devenue plus ouvertement un objet de débat. Le métier d’enseignant-chercheur a évolué, avec une fonction enseignante plus explicite et des pratiques pédagogiques plus diversifiées et plus « actives », même si le travail reste peu coordonné, en particulier dans les sciences humaines et sociales ; des initiatives originales, bien qu'encore limitées dans leur portée, commencent à voir le jour, pour valoriser l’activité d’enseignement. D’une façon générale, l'excellence pédagogique mobilise aujourd’hui davantage l'attention, et actualise les discussions sur la formation et l'accompagnement pédagogiques des enseignants-chercheurs. (...)
Addressing and analysing needs is as essential step of curriculum and instructional design within the framework of faculty development units. This article studies educational and professional development needs established by French faculty through an inquiry. The purpose is to take into considerations specific aspects related to our context. The study indicates a low interest of faculty in answering the questionnaire but a high interest in educational development for those who take part. More precisely, if the respondents hold junior positions, their expectations do not differ from more experienced teachers. All express multiple needs basically related to the need to understand students, to relate to them easily or to overcome discomforted regarding teaching.
Dans le modèle de développement des Structures Universitaires de Pédagogie, questionner et analyser les besoins est une étape incontournable de la démarche d’ingénierie de formation. Dans cette perspective, cet article s’intéresse aux besoins de formation et d’accompagnement pédagogiques exprimés par des enseignants universitaires français à partir d’une enquête exploratoire. Il s’agit ainsi d’apporter des éléments prenant en compte la spécificité du contexte dans lequel nous évoluons. La recherche montre un faible intérêt des enseignants à répondre à cette enquête, mais la très forte motivation pour les questions de pédagogie de ceux qui y participent. Plus spécifiquement, si les répondants sont plutôt jeunes dans leur fonction d’enseignant, leurs attentes ne différencient pas des plus expérimentés. Tous expriment des besoins multiples et variés liés aux besoins de mieux connaître les étudiants, d’interagir plus facilement avec eux ou encore de pallier un certain sentiment d’inconfort.
Résumé
Cet article présente les résultats d’une recherche qualitative par entrevues semi-structurées portant sur les conceptions éducatives des nouveaux professeurs d’université au Québec (Canada). Notre réflexion et notre analyse des conceptions éducatives s’inspirent du constructivisme. Les résultats font voir que les conceptions éducatives des nouveaux professeurs au sujet de l’apprentissage et de l’enseignement peuvent constituer des obstacles importants à leur développement pédagogique et à leurs relations à l’enseignement et à l’apprentissage. Relativement à la formation à l’enseignement de ces nouveaux professeurs, une approche innovatrice, non centrée sur la traditionnelle connaissance des techniques et activités d’enseignement, mais plutôt sur la relation entre la pratique enseignante et la réflexion sur l’enseignement, serait plus pertinente si elle prenait en compte les conceptions des nouveaux professeurs.
There is a growing interest in the concept of 'competence learning' in various areas of education, training and professional development. Competences are commonly assumed to represent more than the levels of knowledge and skills and to account for the effective application of available knowledge and skills in a specific context. But, with this trend, the term 'competence' is being used in many different ways. How are competencies thought to relate to knowledge, skills and attitudes, and what meaning and validity do various claims about competences have? The competence concept is quite troublesome, and it is argued that the term has no significance beyond that which is associated with the term 'skills'.
This review of the literature was carried out in order to assess the impact of mentoring in educational settings and in particular mentoring addressing faculty in early stages of their academic career and the necessary requirements for implementing programmes. The main issues raised by our study indicate that as far as informal mentoring and formal mentoring are concerned there is no definite answer regarding the efficiency of one over the other. Furthermore despite contrasted views in the literature, it seems that mentoring does have a positive impact on professional development of early stage academics for most of the components of their professorial function including teaching. Last of all experiences carried out in various institutions allowed us to examine implementation and practise in mentoring and to devise a framework comprising three steps.
This article summarizes an extensive literature review addressing the question, How can we spread and sustain innovations in health service delivery and organization? It considers both content (defining and measuring the diffusion of innovation in organizations) and process (reviewing the literature in a systematic and reproducible way). This article discusses (1) a parsimonious and evidence-based model for considering the diffusion of innovations in health service organizations, (2) clear knowledge gaps where further research should be focused, and (3) a robust and transferable methodology for systematically reviewing health service policy and management. Both the model and the method should be tested more widely in a range of contexts.
The study of current research on competence emphasizes three main elements. First, there are many definitions of competence which correspond to various conceptions. Yet, the literature achieves some kind of consensus on competence: it is linked to action, is the goal-oriented ability to cope with certain tasks (or a more or less large class of tasks) in a given context, and consists of such elements as knowledge, functional competence and behavioural competencies. Third, the components of competence are not defined following a psychological model based on the processes involved in performing and regulating any activity. However, psychology offers several theoretical frameworks and notions useful to study the concept of competence. One of the aims of our paper is to review some psychological approaches and sum them up to form a model of competence we call MADDEC (model of dynamic analysis to describe and assess competencies). This model is based on the following concepts: schemes, as analyzed by Gérard Vergnaud (1990), proactive and retroactive controls, and instrumental activity. We distinguish three types of retroactive controls: short-term loops (or productive loops), long-term loops (or constructive loops), and scheme changes (integrative loops). Two empirical studies are mentioned to show how this model can be used to describe and assess competencies. The first example shows how you can pass from an occupational framework to a competence framework. We prove how useful the data collected are to design a training method. The second example indicates how the model can identify qualitative and quantitative differences in the workers' professional competencies in a tyre company according to their work experience (short or long). We finally offer a mentoring model we call MADIC (model to help individuals to develop their competencies). It derives from the competence model we present and aims to more systematically analyze or design training initiatives to develop professional or academic competencies.
Schools are from now on the den of a new doxa: skill-based pedagogy. This article herein takes a critical look at this new wave. According to the author, it originated from outside the field of education sciences. The very definition of the concept of skills is problematic and seems in the final analysis to refer to a norm described as new complexity. In the final analysis, the author considers that the skill-based approach tackles a real issue which is mobilizing knowledge in problem situation. But he suggests a rather unsound solution, refusing the entry through disciplines, the approach is confronted with difficult if not impossible questions like for instance the notion of groups of situations. In conclusion the author suggests to forget the notion of skills and rethink the notion of learning.
Le mot « competence » est loin, on le sait, de reunir l’unanimite, ni sur son sens, ni sur son interet. Alors qu’il est de plus en plus utilise par les responsables des systemes educatifs pour designer ce que les eleves doivent acquerir a l’ecole, mais aussi ce que les enseignants doivent savoir faire, il est souvent l’objet d’attaques virulentes de polemistes ou d’enseignants qui refusent qu’on formule au moyen de ce terme ce que l’ecole a mission de transmettre. Comment ce mot peut-il susci...
Faculté de psychologie et des sciences de l'éducation Université de Genève 2001 Sommaire La compétence comme mobilisation située de ressources cognitives guidant la décision et l'action Construire un référentiel Compétences et autres objectifs de formation Références Comment fixer les objectifs d'une formation professionnelle ? Idéalement, en analysant le métier auquel on prétend préparer et en identifiant, à partir des pratiques, les compétences, les capacités, les savoirs, les postures, les attitudes nécessaires. Lorsqu'un artisan forme un unique apprenti, il a le privilège de tout avoir en tête, sans être tenu de le formuler, encore moins de le concerter avec d'autres formateurs. Il peut renoncer à expliciter les compétences visées. Elles n'existent alors qu'en creux, à travers ce qu'il montre, les conseils qu'il donne, les jugements qu'il porte sur le travail de l'apprenti. Un tel formateur peut avoir l'impression de savoir parfaitement à quelles maîtrises il forme sans avoir une seconde l'obligation d'élaborer un référentiel. D'une certaine manière, il incarne l'objectif. Les choses se compliquent lorsque la formation implique un ensemble de formateurs qui s'inscrivent dans un plan de formation. Même alors, on peut se passer d'un référentiel, en confiant aux responsables de la " formation pratique " le soin d'incarner le modèle professionnel, les autres formateurs se bornant à développer des connaissances et des capacités spécifiques. Pourquoi veut-on, aujourd'hui, expliciter les compétences visées en fin de parcours ? Il peut y avoir une raison tactique : lorsque les écoles sont soumises à un contrôle, dont dépend leur financement ou la reconnaissance de leurs diplômes, elles ont intérêt à adopter un référentiel négocié avec les institutions de tutelle et le champ professionnel, ce qui leur laisse une relative autonomie dans la construction des programmes proprement dits.
In this study the Delphi Method was used to validate teaching competencies of faculty members in higher education. Through the use of expert opinion, a panel of national leaders in college-level teaching validated twenty seven competencies as important or very important for faculty members who teach. Seven other competencies were rated slightly below a mean score of 4.0 suggesting, based on additional feedback by the panel, that the importance of some competencies may depend on specific variables found within a given context.
This contribution takes stock on the emergence of competence-based education in European Union (EU) countries. The article explains how economic constraints but also educational motives led educational policies and systems in the EU to shift to competence-based education. The related instructional frame and concepts are presented, as are the major EU-level initiatives. This article also highlights ways to be explored for further progress, especially in the fields of peer assessment, co-teaching and reflexive practice.
In higher education, approaches to teaching are becoming more student-centred, which demands different teaching competencies. Therefore, it is necessary to have an adequate framework of teaching competencies that can be used for evaluation purposes. The weaknesses of the existing frameworks are that they do not pay attention to the person as teacher, they are too narrowly defined, they are not validated and they are not adjusted to modern approaches to teaching.
The aim of this study was to develop and validate a framework of teaching competencies in higher education. A framework for teaching competencies was therefore constructed containing the following domains: The Person as Teacher, Expert on Content Knowledge, Facilitator of Learning Processes, Organiser and Scholar/Lifelong Learner. The framework was validated using a Delphi method. Educational experts (N = 63) were asked: ``How important are the following teaching competencies in each domain for an experienced teacher in higher education?'' A confirmatory factor analysis was conducted to assess the adequacy of the domains.
After two rounds, the shift in ratings was minimal, so the results were considered stable. The response rate was 82%. From the original list with 134 items, 30 items were omitted because many experts failed to respond to them. The experts reached consensus on 61 out of the resulting 104 items (59%). A confirmatory factor analysis on the three best scoring items in each domain confirmed the model. A framework of teaching competencies was developed and validated that can be used as a starting point for teacher evaluation in higher education.
Translation of :"Les héritiers, les étudiants et la culture." Incl. bibl.references.
Educational professional development is a global concern. It is often characterised by event‐delivery methods, though there are signs that other approaches are gaining favour. The authors stress the significance of non‐formal learning, and the ways in which it can be promoted and enhanced within the activity systems within which teachers in higher education work. Their argument is complemented by findings from a study of 2401 part‐time teachers, and online responses from 248 full‐time staff, in the UK Open University. Twelve implications for international practice are identified.
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