Clever Ndebele made a presentation on the Structure, Culture and Agency project at ICED, Stockholm, in June 2014. The data focuses on the voices of academics at Venda University, South Africa.
Plenary: Group Report Part 1
Teacher working Conditions and Motivation (at School Level)
Presentation to 9th International Policy Dialogue Forum
5-7 December 2016 Siem Reap, Cambodia
Plenary: Group Report Part
Teacher Motivation and Education Governance
Presentation to 9th International Policy Dialogue Forum
5-7 December 2016 Siem Reap, Cambodia
This is a presentation at the workshop on Emerging opportunities in post-graduate public health education for health systems development, Cape Town, 2015
The School of Public Health (SOPH) at the University of the Western Cape (UWC) hosted a two-part workshop series in May and October 2015, as part of its ongoing work with 15 sister institutions in Africa and the global South. The overall aim of the workshops was to explore emerging opportunities for expanding access to, and delivery of, post-graduate training in public health for people working in or managing health services/systems.
Plenary: Group Report Part 1
Teacher working Conditions and Motivation (at School Level)
Presentation to 9th International Policy Dialogue Forum
5-7 December 2016 Siem Reap, Cambodia
Plenary: Group Report Part
Teacher Motivation and Education Governance
Presentation to 9th International Policy Dialogue Forum
5-7 December 2016 Siem Reap, Cambodia
This is a presentation at the workshop on Emerging opportunities in post-graduate public health education for health systems development, Cape Town, 2015
The School of Public Health (SOPH) at the University of the Western Cape (UWC) hosted a two-part workshop series in May and October 2015, as part of its ongoing work with 15 sister institutions in Africa and the global South. The overall aim of the workshops was to explore emerging opportunities for expanding access to, and delivery of, post-graduate training in public health for people working in or managing health services/systems.
Center for Excellence in Teaching and Learning at WSSU: Towards an Effective ...Alvaro Galvis
This paper presents a case study that can be helpful for higher education leaders who are struggling with the creation, implementation, or improvement of academic support units that seek to enhance quality of teaching and learning in higher education institutions. The Center for Excellence in Teaching and Learning (CETL) at Winston-Salem State University (WSSU) is a case of faculty development initiatives devoted to foster academic excellence in a middle-sized historically black higher education university. The document includes: Analysis of the context in which this case study occurs, a literature review, and a case study of CETL itself. The study also includes lessons learned about the ways in which organizations such as CETL can be effective and viable.
This paper was published by JHEM, Vol 25, No 1, 2010, pp. 40-73
In undergraduate research, students learn and are assessed in ways that come as close as possible to the experience of academic staff carrying out their disciplinary research.
Leibowitz, Bozalek, van Schalkwyk and Winberg presentation at ICED, Stockholm...Brenda Leibowitz
Leibowitz et al made a presentation on the Structure, Culture and Agency project, looking at the influence of institutional context on quality teaching and professional academic development.
The autonomy is defined in terms of freedom to prescribe its own courses of studies and device methods of teaching and evaluation.
The freedom in Academic, financial and administrative matters should be accompanied by accountability.
Forging Research Partnerships in Higher Education AdministrationUT Austin: ACA
Presented by Dr. Audrey Sorrells and Heather Cole at the 2011 ACA & APSA Professional Development Day conference on 2/17/11. Discusses the Research Initiative in the Office of the Dean of Students at UT Austin. This Research Initiative was created to bridge research to practice between academics, student services and community-based agencies to advance opportunities for collaboration and professional development within UT.
Foundations for sustaining learning-centered practicesStephen C. Ehrmann
Learning-centered practices such as learning communities, capstone courses, studio courses, ePortfolio initiatives and service learning have remained at the margins, sparkling and fading over the years. In addition to developing such practices directly, institutions of higher education need also to promote conditions that will allow learning-centered education to flourish and become the new normal. This presentation at the 2015 Lilly Conference in Bethesda MD outlined seven such foundations, ranging from specific kinds of leadership to specific kinds of support services. The session, lasting 75 minutes, was highly interactive and the slides include some notes taken during the session, in blue.
Chris Winberg's presentation at ICED, Stockholm, 2014Brenda Leibowitz
Chris presented data from the Cape Peninsula University of Technology case study, which forms part of the Structure, Culture and Agency research project.
Center for Excellence in Teaching and Learning at WSSU: Towards an Effective ...Alvaro Galvis
This paper presents a case study that can be helpful for higher education leaders who are struggling with the creation, implementation, or improvement of academic support units that seek to enhance quality of teaching and learning in higher education institutions. The Center for Excellence in Teaching and Learning (CETL) at Winston-Salem State University (WSSU) is a case of faculty development initiatives devoted to foster academic excellence in a middle-sized historically black higher education university. The document includes: Analysis of the context in which this case study occurs, a literature review, and a case study of CETL itself. The study also includes lessons learned about the ways in which organizations such as CETL can be effective and viable.
This paper was published by JHEM, Vol 25, No 1, 2010, pp. 40-73
In undergraduate research, students learn and are assessed in ways that come as close as possible to the experience of academic staff carrying out their disciplinary research.
Leibowitz, Bozalek, van Schalkwyk and Winberg presentation at ICED, Stockholm...Brenda Leibowitz
Leibowitz et al made a presentation on the Structure, Culture and Agency project, looking at the influence of institutional context on quality teaching and professional academic development.
The autonomy is defined in terms of freedom to prescribe its own courses of studies and device methods of teaching and evaluation.
The freedom in Academic, financial and administrative matters should be accompanied by accountability.
Forging Research Partnerships in Higher Education AdministrationUT Austin: ACA
Presented by Dr. Audrey Sorrells and Heather Cole at the 2011 ACA & APSA Professional Development Day conference on 2/17/11. Discusses the Research Initiative in the Office of the Dean of Students at UT Austin. This Research Initiative was created to bridge research to practice between academics, student services and community-based agencies to advance opportunities for collaboration and professional development within UT.
Foundations for sustaining learning-centered practicesStephen C. Ehrmann
Learning-centered practices such as learning communities, capstone courses, studio courses, ePortfolio initiatives and service learning have remained at the margins, sparkling and fading over the years. In addition to developing such practices directly, institutions of higher education need also to promote conditions that will allow learning-centered education to flourish and become the new normal. This presentation at the 2015 Lilly Conference in Bethesda MD outlined seven such foundations, ranging from specific kinds of leadership to specific kinds of support services. The session, lasting 75 minutes, was highly interactive and the slides include some notes taken during the session, in blue.
Chris Winberg's presentation at ICED, Stockholm, 2014Brenda Leibowitz
Chris presented data from the Cape Peninsula University of Technology case study, which forms part of the Structure, Culture and Agency research project.
The Professional Development of Academics with Regard to the Teaching Role –...Brenda Leibowitz
Presentation made at the UKZN Teaching and learning conference, September 2014. The focus is the professional development of academics with regard to their role as teachers.
Effective Creation, Mediation and Use of Knowledge in and about Education.EduSkills OECD
This presentation was given by Philippa Cordingley from the Centre for the Use of Research and Evidence in Education (CUREE) at the CERI Conference on Innovation, Governance and Reform in Education on 3 November 2014 during session 3.a: Knowledge-intensive Governance, Innovation and Change.
This presentation formed part of the HEA-funded workshop 'Research methods for teacher education'.
This event brought together academic experts in educational research methods with school leaders, to debate, share and determine how student teachers and teachers on part-time Masters-level programmes can best be taught to use research methods to better understand and ultimately, improve the quality of their teaching and improve educational outcomes for pupils and schools.
This presentation forms part of a blog post which can be accessed via: http://bit.ly/1m8vkEW
For further details of HEA Social Sciences work relating to teaching research methods in the Social Sciences please see http://bit.ly/15go0mh
Community-Based Learning: Pedagogies, Partnerships, and Practices: Bonner Foundation
Slides for plenary session at Bonner 2014 SLI with Ariane Hoy, Ashley Cochrane, Consuelo Gutierrez-Crosby, Kristine Hart, Bryan Figura, and David Roncolato. For the faculty and administrator track at Berry College.
Active engagement with the relevant domain of the world around us
Leadership in thinking and doing
Continual learning from, communication with, and dissemination to others
Unafraid to differ, and advocate change/innovation
But not pursue change just for the sake of change
This presentation formed part of the HEA-funded workshop 'Research methods for teacher education'.
This event brought together academic experts in educational research methods with school leaders, to debate, share and determine how student teachers and teachers on part-time Masters-level programmes can best be taught to use research methods to better understand and ultimately, improve the quality of their teaching and improve educational outcomes for pupils and schools.
This presentation forms part of a blog post which can be accessed via: http://bit.ly/1m8vkEW
For further details of HEA Social Sciences work relating to teaching research methods in the Social Sciences please see http://bit.ly/15go0mh
The Scholarship of Teaching and Learning - A social justice perspectiveBrenda Leibowitz
Talk given at the First International Conference on the Scholarship of Teaching and Learning at the Central University of Technology, Bloemfontein, on 1 - 2 October 2015
This is the presentation that Elmarie Costandius gave at the SOTL@UJ: Towards a socially just pedagogy seminar series on the Graphic arts and social justice
Leibowitz being and becoming a good university teacherBrenda Leibowitz
presentation made by Brenda Leibowitz at the OLKC Conference in Milan in April 2015. The presentation concerns theory informing research on learning to teach
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
2. ICED 2014 SWEDEN
Voices of academics on conditions enabling and
constraining their uptake of professional
development opportunities as teachers at a south
African university
Dr Clever Ndebele
Director
Centre for Higher Education Teaching and Learning
University of Venda, South Africa
2
3. The Study
Study sought to find out from academics what they considered as
the enablements and constraints in their uptake of professional
development opportunities in their role as teachers
3
4. METHODOLOGY
• Qualitative paradigm
• Semi structured interview schedule
• Ten academics who indicated willingness to be interviewed in a
preliminary questionnaire
• The study used Margaret Archer’s Social realist analytical
framework (specifically the concepts Structure , Culture and
Agency)
• Archer sees the social world as consisting of two components,
parts(structure and culture) and agency (people)
4
5. Social Realism
Structure: relates to material resources and to the recurring
patterns of social behaviour or to the interrelationship between
different elements of society around the distribution of these
(e.g. social class, gender, race, marriage, education, systems,
committees –Staff Development Committee, Senate Teaching
and Learning Committee)
• What mechanisms have been put in place to support
academics wishing to develop themselves as teachers?
5
6. Social Realism
Culture: ideas, beliefs, values, ideologies (What ideas, values,
beliefs are held in relation to professional development of
academics as teachers by the academics , by management , by
ED practitioners? Does one have to receive training or is
disciplinary expertise enough on its own to make one a good
teacher?
Agency: personal and psychological make up of individuals, their
social roles and relates to the capacity of people to act in
voluntary ways .(Boughey 2010). How does structure and
culture(e.g. how do huge workloads and the valuing of research
over teaching affect the way academics respond to professional
development opportunities offered?
6
7. Constraints -Structure
Huge workloads-little time for issues such as professional
development
People are extremely busy. Everyone has got more than enough
and then there is also pressure on new academics to be
finishing their masters, or doing PhD because that’s what’s more
valuable to the department
The workload might affect how you embrace a lot of things,
because if you are teaching a huge number, it tends to affect
how you avail yourself to such opportunities, and I think
there's a need to look into that, the large classes
7
8. Constraints -Structure
Lack of administrative support in schools was said to affect
academics ability to get time to engage in professional
development opportunities as shown in the responses below;
•-You don't get a secretary or somebody who can assist you to be
doing 1, 2, 3, 4, 5. And you are responsible for teaching; you are
responsible for marking; you are responsible for entering marks;
you are responsible for everything
•-If they can employ more staff, or if they can employ supportive
staff for lecturers. Because as lecturers we also work as
academics and we do all the other administrative things for
ourselves, and we don't have time to do that
•-as academics, whether you are a professor, whether you are a
doctor or a senior lecturer, you do all the administrative stuff by
yourself.
8
9. Constraints: Culture
Privileging of research over teaching-
•In most cases it seems that to have a post graduate qualification
in your own field is valued much higher than working with your
teaching and learning so the research is often given far higher
priority.
•I really think teaching and learning does not enjoy the priority that
it should by default, simply because of this huge emphasis on us
jacking up our research output and our research endeavours. You
know, what happened was that suddenly the university put
resources into research.
9
10. Constraints: Culture
• So I think what constrains the development of academics as
teachers is the emphasis on research, and the perceived
benefits...well, not only the perceived but the real benefits in
terms of financial reward, and the perceived benefits for their
academic careers.
• -Even the one now (teaching development workshop held
recently) , I was supposed to be there, but I had to go to a
paper-writing retreat. So I was writing papers for publication
and all that. You know, at the university they always demand
papers out of researchers
10
11. Enablements- Structure
• The establishment of the Centre for Higher Education Teaching
and Learning (CHETL)
-since CHETL started, they now have induction for academics. I
think it runs for three days, and they will actually take them
through what is expected of a teacher, which I think is important.
So after they've attended the university-wide induction, we
have our own induction for the staff members in the faculty.
• Deliberate identification of courses/formal qualifications on
academic development and funding staff members to enrol for
these
11
12. Enablements- Structure
• Funding readily available for staff development from the
Teaching Development Grant and the staff development and
training section in the human resources department
• The structures that have been put in place; School Based
Teaching and Learning Committees and the Senate Teaching
and Learning Committee have been established
• A policy on staff development exists which provides guidance
on staff development issues
12
13. Enablements- Culture
• Valuing of teaching The recently introduced VC Teaching
Excellence awards (alongside the well established research
incentives) was seen as helping to enhance the status of
teaching as shown in this response; The award system, in terms
of teaching and learning , I was very impressed with that.
• The recent classification of Teaching and Learning as a
research niche area now attracting similar funding from the
university as disciplinary research (this was achieved after
extensive lobbying by CHETL(funding for research on teaching
and learning was previously half of that of disciplinary research)
13
14. Enablements : Agency
• Supportive key agents in the university-the support of key
agents in executive management in the university was said to
create a conducive environment for academic staff
development There is higher management support especially
from the DVC academic
• The strategic positioning of the post of director as member of
decision making committees means he can push the staff
development agenda at those meetings
14
15. Recommendations from
academics
• A special category of leave, for example, special leave would be
more appropriate rather than using their current study leave
entitlement
• More incentives for teaching
• Provision of administrative support to free up lecturer time so
they engage in professional development opportunities
15
16. Recommendations of this
study
• Evidence of competence in teaching and learning should form an
integral part of policy on promotion and tenure in universities. This will
ensure that the three tier issue of teaching and learning, research and
community engagement is taken seriously with equity in universities.
• Professional development courses offered by teaching and learning
centres in universities should be varied and tailor-made to ensure
relevance to different faculties and departments in universities as this
can encourage uptake.
• Equitable distribution of teaching load to ensure that staff members
have teaching loads that allow them to participate in other
professionally relevant activities.
• Teaching and learning centres should devise ways of constantly
engaging staff to motivate them to make it a priority to undertake
professional development courses in teaching and learning.
• Compulsory HE teaching qualification
16