7. Teachers & Teacher training
Teacher training – staff
enhancement
• Voluntary courses
• 77% in place
• 13% planned
• Compulsory courses
• 37% in place
• 17% planned
• Training on learning outcomes
• 25% - for all teaching staff
• 39% - on request only
• 12% - compulsory for new
teaching staff
Low interest in “teacher training”
Who is teaching?
• Professors – but also
assistant professors,
lecturers, experts,
researchers, PhD
candidates, students ...
• Teaching support staff
• Research on teaching
(67%)
• Collaboration among
teachers, with other
staff
Growing importance of
collaboration /
institutional approaches
7
Teaching
qualifications
• 50% of the institutions
require teaching
experience at start of
employment
• Academic degree
(doctorate)
• Teaching skills &
training are important -
but less than research
and other generic
academic skills
Research output, not
teaching counts for career
development - 2nd biggest
obstacle for L&T.
9. Feedback
received
It’s philosophical
We have it all in
place
We need
only a part of
it
How can we do
all this?
Can we
change
them?
http://bit.ly/EFFECTprinciples
KA3 project
5 – Nov. 2018
ers
11. Where to go
• Strengthen teachers
• multifaceted roles (research, admin., outreach)
• enable collaboration and exchange
• L&T as a mission for the entire institution:
• strategies, structures, means, knowledge, data expertise
• leadership
• Beyond the institution:
• intra-university cooperation & network
• Governments, QA agencies, employers, schools etc.
• The Bologna Process – 2018 Paris Communiqué
“cooperation in innovative learning and teaching practices as
another hallmark of the EHEA”.
“support higher education institutions to develop and
enhance their strategies for learning and teaching”
“We call upon the BFUG to take digitalisation forward”
“higher education institutions to prepare their students and
support their teachers to act creatively in a digitalised
environment.”
But not in isolation ..., and there
must be ways to speed up!