CONCEPTUALISATION OF ACADEMIC STAFF’S DIDACTIC PRACTICES IN THE CONTEXT OF PROFESSIONALISATION

Authors

  • Birutė Jatkauskienė Klaipeda University
  • Elvyra Acienė Klaipeda University

DOI:

https://doi.org/10.17770/sie2017vol1.2307

Keywords:

conceptualisation of didactic practices, model of didactic practices, a lecturer’s professional behaviour, roles, professionalisation

Abstract

The article presents a theoretical discourse of academic staff’s didactic practices with a particular emphasis on importance of conceptualisation of their didactic practices in the professionalisation context. The authors analyse the essence of didactic practice conceptualisation studies and their contribution to the professionalisation process, disclose the interrelations of conceptualisation of didactic practices and lecturers’ professional behaviour, their role-playing and models of didactic practices, that are oriented to the study process organisation, planning programmes, modules and classes, a search of information transmittal forms, the use of advanced teaching methods, as well as student counselling and communication. On the basis of the didactic practice conceptualisation studies, the authors argue that the analysis of conceptualisation of lecturers’ didactic practices and their professional behaviour (performance models, roles) can be helpful in adding missing elements to the professionalisation of academic staff and suggest strategies for professional development.

Downloads

Download data is not yet available.

References

Clanet, J. (2004). Que se passe-t-il en cours? Éléments de description des pratiques enseignantes à l'Université [What is going on? Elements of description of teaching practices at the University]. In Dans E. Annoot & M.-F. Fave-Bonnet, Pratiques pédagogiques dans l'enseignement supérieur: Enseigner, apprendre, évaluer [Teaching Practices in Higher Education: Teaching, Learning, Evaluation] (pp. 93-125). Paris, France: L'Harmattan.

Fox, D. (1983). Personal theories of teaching. Studies in higher education, 8(2), pp. 151-63.

Dall’Alba, G. (1991). Foreshadowing conceptions of teaching. In B. Ross (dir.), Teaching for effective learning. Research and development in higher education (Vol. 13, pp. 293-297). Sydney, NSW: HERDSA.

Donnay, J., & Romainville, M. (1996). Politiques de formation pédagogique des professeurs d’université [Policies for pedagogue training of university professors]. In J. Donnay & M. Romainville (Dir.), Enseigner à l’université, un métier qui s’apprend? [Teaching at the University. A craft that can be learned?] Brussels, Belgium: De Boeck.

Dunkin, M.-J. (1990). The induction of academic staff to a university: Processes and products. Higher Education, 20(1), pp. 47-66.

Jasper, K. (1998). Filosofijos įvadas [Introduction to philosophy]. Vilnius, Lithuania: Pradai.

Jatkauskienė, B., & Andriekienė, R.M. (2013). Universiteto dėstytojų veiklos daugiafunkcionalumas profesionalizacijos kontekste. Klaipėdos universiteto atvejis. Monografija [Multifunctionality of university teachers' activities in the context of professionalization. Study case of Klaipėda University. Monograph]. Klaipėda, Lithuania: Klaipėda University Press. ISBN 978-9955-18-722-6.

Jatkauskienė, B., Andriekienė, R.M., & Trakšelys, K. (2014). Universiteto dėstytojų didaktinė veikla: reali praktika, problemos, poreikiai [Didactic activities of university teachers: real practice, problems, needs]. Andragogika. Mokslo darbai [Andragogy. Scientific publications] 1(5), pp. 65-84, Klaipėda, Lithuania: Klaipėda University Press. ISSN2029-6894, Retrieved from http://www.tsi.lt/galery/_tsi/doc/katedra/andragogika_nr.4.pdf

Jorro, A. (2003). Professionnaliser le métier d‘enseignement [Professionalisation in teaching profession]. Paris, France: ESF.

Joyce, B., Weil, M., & Calhoun, E. (2004). Models of Teaching (7th ed.). Boston, MA: Allyn and Bacon.

Kane, R., Sandretto, S., & Heath, C. (2002). Telling the half of the story: a critical review of research on the teaching beliefs and practices of university academics’. Review of educational research, 72(2), pp. 177-228.

Kember, D. (1997). A reconceptualisation of the research into university academics’ conceptions of teaching. Learning and instruction, 7(3), pp. 255-275.

Langevin, L. (2007). Conceptions, besoins et pratiques pédagogiques de professeurs d’université: perspectives pour la formation [Concepts, needs and pedagogical practices of university professors: perspectives for training] (p. 18). Montreal, Canada: University of Quebec.

Legendre, M.-F. (2004). Cognitivisme et socioconstructivisme: des fondements théoriques à leur utilisation dans l’élaboration et la mise en oeuvre du nouveau programme de formation [Cognitivism and socio-constructivism: from theoretical foundations to the use of them in the development and implementation of a new training programme]. In P. Jonnaert & A. M’Batika (dir.), Les réformes curriculaires: Regards croisés [Curriculum reforms: Cross-checking] (pp. 15-47). Quebec, Canada: Presses of the University of Quebec.

Legendre, R. (2005). Dictionnaire actuel de l’éducation [Current dictionary of education] (3rd ed.). Montreal, Canada: Guérin.

Loiola, F. A. (2001). Les conceptions éducatives des nouveaux professeurs d’université dans un contexte particulier de socialisation formelle à l’enseignement. Thèse de doctorat inedited [Educational conceptions of new university professors in a special context of formal socialisation in teaching. Unpublished Doctoral Thesis]. Sainte-Foy, Canada: Laval University.

Meirieu, P., Devela, M., Durand, C., & Mariani, Y. (1996). Le transfert des connaissances en formation initiale et en formation continue [Transfer of knowledge in initial and continuing education]. Lyon, France: CRDP.

Neyts, L., Nils, F., Parmentier, P., Noël, B., & Verwaerde, A. (2006). Regards étudiants sur les dispositifs d’aide à la réussite à l’Université Catholique de Louvain, aux Facultés Universitaires Catholiques de Mons et aux Facultés universitaires Saint-Louis [Student Views on Success Stories at the Catholic University of Louvain, Faculties of the Catholic University of Mons and Faculties of the Saint-Louis University]. In P. Parmentier (dir.), Promotion de la réussite des nouveaux bacheliers à l’Université [Promoting the success of new bachelors in the university] (pp. 43-59). Namur, Belgium: Presses of the University of Namur.

Pratt, D. D. (1992). Conceptions of teaching. Adult education quarterly, 42(4), pp. 203-220.

Pratt, D. D. (2005). Five Perspectives on Teaching in Adult and Higher Education. Malabar, FL: Krieger.

Ramsden, P. (2003). Learning to Teach in Higher Education. New York, NY: Routledge.

Romainville, M. (1996). Politiques de formation pédagogique des professeurs d’ Université [Policies for pedagogue training of university professors]. In J. Donnay & M. Romainville (Dir.), Enseigner à l’université, un métier qui s’apprend? [Teaching at the University. A craft that can be learned?] (pp.78-94). Brussels, Belgium: De Boeck.

Romainville, M. (1998). Les “nouveaux” étudiants [The “new” students]. In. M. Frenay, B Noël, Ph. Parmantier, & M. Romainville (dir.), Ĺ étudiant – apprenant. Grlles de lecture pour l‘enseignement universitaire [The student-learner. Reading grids for university education] (pp. 149-166). Paris, France: De Boeck et Larcier.

Samuelowicz, K., & Bain, J. (1992). Conceptions of teaching held by academic teachers. Higher Education, 24, pp. 93-111.

Saussez, F. (1998). Vers un cadre conceptuel pour l’étude de déterminants des conceptions des enseignants de l’enseignement supérieur à propos de l’acte d’enseigner. Mémoire inédit de licence en sciences de l’éducation, préparatoire au doctorat [Towards a conceptual framework for the study of determinants of the conceptions of higher education teachers about the act of teaching. Unpublished dissertation in the sciences of education, preparatory to the doctorate]. Louvain-la-Neuve, Belgium: Catholic University of Louvain.

Schön, D.A. (1994). Le praticien réflexif [The reflective practitioner] (p. 53). Montreal, Canada: Editions Logiques.

Šedžiuvienė, N. (2005). Kolegijų dėstytojų pedagoginės veiklos vertinimo sistemos sudarymas (principai ir kryptys) [Developing the assessment system for college teachers’ pedagogical activities (principles and areas)]. Pedagogika [Pedagogy], 76, pp. 33-38. Vilnius, Lithuania: VPU.

Trigwell, K., Prosser, M., & Taylor, P. (1994). Qualitative differences in approaches to teaching first year university science. Higher Education, 27, pp. 75-84.

Trowler, P. R., Saunders, M., & Bamber Veronica (dir.). (2011). Reconceptualising Evaluation In Higher Education: The Practice Turn. Maidenhead, UK: Open University Press.

Vienneau, R. (2005). Apprentissage et enseignement [Learning and teaching]. Montreal, Canada: Gaëtan Morin.

Downloads

Published

2017-05-26

How to Cite

Jatkauskienė, B., & Acienė, E. (2017). CONCEPTUALISATION OF ACADEMIC STAFF’S DIDACTIC PRACTICES IN THE CONTEXT OF PROFESSIONALISATION. SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference, 1, 169-183. https://doi.org/10.17770/sie2017vol1.2307