Session Information
99 ERC SES 03 A, Ignite Talks
Ignite Talks Session
Contribution
Topic description. The topic of my presentation is one part of my PhD thesis research on development of educational competence among university teachers in different cultural environment, which contains thematic content analysis of the regulations of Lithuanian universities and semi-structured interview which well be taken in the framework of the research. The primary stage of the research is thematic content analysis of all regulation documents about developing educational competence among universaity teachers in Lithuania.
The main research question of this presentation. HOW THE EDUCATIONAL COMPETENCE DEVELOPMENT SYSTEM IN LITHUANIAN UNIVERSITIES COULD BE UPGRADED?
Additional (secondary) research question: what is the gap between the regulation texts and the real educational competence situation of the Lithuanian universities?
Relevance of the research. In the fast changing environment of the world educational processes the relevant concepts of the competence and educational competence are always changing (Lennon-Harmon, 2022; Enyon, Iuzzini, 2020; Carbone, 2021; Santoso, Lestari, 2019; Cebrian et al., 2020; Mahlanga, Moloto, 2022). So, despite there is a "common" theory backrounf like White (1959) and Chomsky's (1962) concepts of competence, this concept always can be updated to the current situation (Arifin, 2021). The definition of the educational competence is so flexible, that we are able to "compose" and/or interpretate this concept according to current situation: cultural, political environment, certain country, reagion or institution. This give a large potential for this research not only in Lithuanian, but also in very broad international context.
The practical relevance of the topic. Many higher education institutions (universities and colleges) of Lithuania have an absolutely formal syste, of educational competence development of the teachers/professor. Mostly it contains just a number of hours, which should be spent in specialized events. So, the practical significance of this research is to provide new model, how the educational competences system among university teachers couold be upgraded.
Method
The research contains two major stages: I. Thematic content analysis of the documents of the Lithuanian universities, which regulate the system of developing the educational competence among the university students. On the first stage this will be very common content analysis to know the main points, which part of educational competence regulations should be concentrated on in the next (interviewing stage). During the content analysis of the regulatory documents the very modern Cardno (2018) approach will be used. This approach bases on using the regulatory document text as a practical tool. E.g., building proper questions "what this text could be used for". This is a very appropriate tool for concentrating on the MOST relevant points of the regulatory document text. II. Collecting semi-structured interviews from the younger university teachers (up to 5 years of university teaching experience). The younger colleagues are more preferrable interviewed, because in Lithuania most of the educational competence developing regulations are provided for younger university teachers, i. e. those, who have less than 10 year university teaching experience. After that the documents text analysis results will be compared to the interview content analysis results, the main "regulations vs. reality" will be described.
Expected Outcomes
The main expected outcome: Which certain points of the regulatory documents for developing educational competences among university teachers are really practically working for improving the educational competence training among the university teachers. There will be also few secondary expected outcomes of the research. 1. The practically effective measures, described in the regulatory documents. 2. Less practically effective measures, which are described in the regulatory documents, but are not that practically effective for university teachers' educational competence development. 3. The key points, mentioned by interviewed university teachers, how university teachers' educational competences cuold be developed. 4. Summarizing results of the document analysis and interview thematic content analysis and building possibly effective upgrades on educational competence improvement measures.
References
Carbone, A. (2021). The ripple effect: How the Australian Awards for University Teachers (AAUT) build and maintain excellence in teaching and learning across the nation. Journal of University Teaching & Learning Practice, 18(6), 12-17. Cardno, C. (2018). Policy Document Analysis: A Practical Educational Leadership Tool and a Qualitative Research Method. Educational Administration: Theory & Practice, 24(4), 623-640. Eynon, B., & Iuzzini, J. (2020). Teaching & Learning Toolkit: A Research-Based Guide to Building a Culture of Teaching & Learning Excellence. Achieving the Dream. Mahlangu, V. P., & Moloto, B. M. (2022). Strategic Competencies and Skills for Future University Leaders: Creating More Agile Universities. In Leadership and Management Strategies for Creating Agile Universities (pp. 169-181). IGI Global. Santoso, A., & Lestari, S. (2019). The roles of technology literacy and technology integration to improve students’ teaching competencies. KnE Social Sciences, 243-256.
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