Features of professional and pedagogical activity of a higher education teacher

Iryna Tamozhska; Nataliia Tymofiienko; Antonina Demianiuk; Marianna Klyap; Maria Tsurkan

doi:10.34069/AI/2023.63.03.13

Iryna Tamozhska Kharkiv Auto-Transport Applied College, Kharkiv, Ukraine, Ukraine. https://orcid.org/0000-0003-0865-2380
Nataliia Tymofiienko Ukrainian State University named after Mykhailo Drahomanov, Kyiv, Ukraine. https://orcid.org/0009-0009-8770-2235
Antonina Demianiuk West Ukrainian National University, Ternopil, Ukraine. https://orcid.org/0000-0002-8994-7633
Marianna Klyap Uzhhorod National University, Uzhhorod, Ukraine. https://orcid.org/0000-0003-4677-8718
Maria Tsurkan Bukovinian State Medical University, Chernivtsi, Ukraine. https://orcid.org/0000-0003-2866-1743

DOI: https://doi.org/10.34069/AI/2023.63.03.13

Keywords: higher education teacher, professional competencies, requirements for professional activity, specifics of working with students, teaching and assessment methods, research activities, formation of professional identity, challenges, and prospects for the development of the profession.

Abstract

Determining the peculiarities of the pedagogical activity of higher education teachers is important not only from a scientific viewpoint but also for solving strategic and tactical educational problems. Among these problems is the improvement of the quality of higher education, which is one of the priorities. The article aims to reveal the peculiarities of the work of a higher education teacher, his or her professional competencies, and requirements for this profession to improve the efficiency of the educational process and train quality specialists with higher education. The methods used to write the article were analysis, synthesis, generalization, explanation, and qualification of data. One of the main specifics of the professional and pedagogical activities of a higher education teacher is the need to combine research and teaching. A teacher must have a high level of scientific knowledge, be aware of the latest achievements and trends in their field, conduct research, and publish scientific papers. Moreover, he or she must be able to translate complex scientific concepts into an accessible language for students and other listeners to transfer the necessary knowledge and skills.

Downloads

Download data is not yet available.

Author Biographies

Iryna Tamozhska, Kharkiv Auto-Transport Applied College, Kharkiv, Ukraine, Ukraine.

Doctor of Pedagogical Sciences, Kharkiv Auto-Transport Applied College, Kharkiv, Ukraine, Ukraine.

Nataliia Tymofiienko, Ukrainian State University named after Mykhailo Drahomanov, Kyiv, Ukraine.

Candidate of Psychological Sciences, Associate Professor, Department of Deaf Pedagogy and Deaf Psychology named after M. D. Yarmachenko, Faculty of Special and Inclusive Education, Ukrainian State University named after Mykhailo Drahomanov, Kyiv, Ukraine.

Antonina Demianiuk, West Ukrainian National University, Ternopil, Ukraine.

PhD in Economics, Associate Professor of Department of Educology and Pedagogy, Faculty of Humanities and Social Sciences, West Ukrainian National University, Ternopil, Ukraine

Marianna Klyap, Uzhhorod National University, Uzhhorod, Ukraine.

Candidate of Pedagogical Sciences, Associate Professor, Department of Physical Rehabilitation, Faculty of Health and Physical Education, Uzhhorod National University, Uzhhorod, Ukraine.

Maria Tsurkan, Bukovinian State Medical University, Chernivtsi, Ukraine.

Doctor of Pedagogical Sciences, Professor, Department of Social Sciences and Ukrainian Studies, Bukovinian State Medical University, Chernivtsi, Ukraine.

References

Berk, R. A. (2005). Survey of 12 strategies to measure teaching effectiveness. International Journal of Teaching and Learning in Higher Education, 17(1), 48-62. Retrieved from https://doi.org/10.4236/ojpm.2014.41007

Bok, D. (2006). Our underachieving colleges: A candid look at how much students learn and why they should be learning more. Princeton University Press. Retrieved from https://psycnet.apa.org/record/2008-01930-000

Brown, P. C., Roediger III, H. L., & McDaniel, M. A. (2014). Make it stick. Harvard University Press. Retrieved from https://psycnet.apa.org/record/2013-42812-000

Casal-Otero, L., Catala, A., Fernández-Morante, C., Taboada, M., Cebreiro, B., & Barro, S. (2023). AI literacy in K-12: a systematic literature review", International Journal of STEM Education, 10(1). https://doi.org/10.1186/s40594-023-00418-7

Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. American Association for Higher Education Bulletin, 3-7. Retrieved from https://eric.ed.gov/?id=ED282491

Dewey, J. (1938). Experience and education. Kappa Delta Pi. Retrieved from https://acortar.link/rIsPvp

Doghonadze, N. (2016). The state of school and university teacher self-development in Georgia. International Journal of Research in Education and Science (IJRES), 2(1), 104-113. https://files.eric.ed.gov/fulltext/EJ1105141.pdf

Felder, R. M., & Silverman, L. K. (1988). Learning and teaching styles in engineering education. Engineering Education, 78(7), 674-681. Retrieved from https://acortar.link/FtNmSf

Gibbs, G. & Coffey, M. (2004). The impact of training of university teachers on their teaching skills, their approach to teaching, and the approach to learning of their students. Active Learning in Higher Education, 5(1), 87-100. Retrieved from https://doi.org/10.1177/1469787404040463

Gibbs, G. (2010). Dimensions of quality. York: Higher Education Academy. Retrieved from https://www.sparqs.ac.uk/ch/E4%20Dimensions%20of%20Quality.pdf

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge. Retrieved from https://acortar.link/agwZaY

Mitchell, K. (2013). What makes a great lecturer? Times Higher Education. Retrieved from

Ramaliyov, R. (2019). How to become an effective teacher: experience of an English language teacher. Bulletin of Kharkiv National University named after V. N. Karazin. Series: Pedagogical sciences, 55, 100-109.

Shakuna, K. S., Mohamad, N., & Ali, A. B. (2016). The effect of school administration and educational supervision on teachers teaching performance: training programs as a mediator variable, Asian Social Science, 12(10), pp. 257–272.

Shelestova, I. V. (2019). Formation of professional competence of teachers in higher education institutions in the conditions of higher education modernization. Scientific Bulletin of Kherson State University. Series: Pedagogical sciences, 2, 54-58.

Shulha, T. M. (2019). Formation of competencies of higher education teachers in the process of qualification improvement. Polissya scientific bulletin, 1, 161-167.

Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57 (1), 1-22. https://doi.org/10.17763/haer.57.1.j463w79r56455411

Vaughan, N. & Denny, P. (2019). Promoting active learning in the online environment. Springer. https://acortar.link/9KCeVb

Yoon, J. S. (2002). Teacher Characteristics as Predictors of Teacher-Student Relationships: Stress, Negative Affect, and Self-Efficacy. Social Behavior and Personality, 30, 485-493. https://doi.org/10.2224/sbp.2002.30.5.485