Development of Teachers’ Pedagogical Competence in Higher Education: a comparative study between a European and an African University
Author(s):
Marta Mendonca (presenting / submitting) Gun-Marie Franberg Oleg Popov Eugénia Cossa
Conference:
ECER 2012
Network:
21. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Format:
Paper

Session Information

ERG SES H 13, Higher Education

Parallel Paper Session

Time:
2012-09-18
13:15-14:45
Room:
FCEE - Aula 4.8
Chair:
Fiona Hallett

Contribution

The recent curriculum reforms at Eduardo Mondlane University (UEM), Mozambique, underline importance of continuous teachers’ pedagogical development in higher education, as a way to assure the excellence and quality in the teaching and learning process (UEM, 2008). Similarly, Umeå University in Sweden, implements a plan of action for pedagogical development that provides guidelines for the university educational work (Umeå Universitet, 2009). In official documents of both universities, explicit focus is placed on the development of students’ critical thinking as well as the development of pedagogical know-how for all teachers.

Ryegård, Apelgren & Olsson (2010, p. 10) argue that “without a common language and theoretical foundation the development of pedagogy for higher education cannot go forward.” In this regard, the focus of this study is concerned with conceptualization and analysis of frames and foundations for the development of university teachers’ pedagogical competences. The study especially compares how pedagogical competences are conceptualized, developed and valued in two different cultural contexts, European and African.

According to Ritchie and Lewis (2003) comparison in qualitative research contribute by identifying the absence or presence of particular phenomena, exploring the reasons, impacts, consequences, interactions and differences in the contexts.

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Method

A qualitative study was carried out based on the comparison of steering documents, the demands addressed by the actual practices, as well as evaluation of pedagogical capacity building courses carried out at both universities. Vygotsky’s concept of development (Eun, 2011) and the concept of scholarship of teaching were used as basis to analyze the data of this study.

Expected Outcomes

The findings show that both institutions stress the role of pedagogical competence in the process of teaching and learning. The most important similarity found between the two universities, was related to the methods and strategies used, that value participative methods based on group work, presentations and discussions. The study also showed that the teachers’ interaction and reflection in their everyday practices were seen as good ways to develop an academic culture in educational settings. In addition, the results of the study indicate that pedagogical training as a social activity, needs concrete tools to value increased pedagogical competence. Despite the similarities encountered, the main differences were found in the instruments used for valuing teachers’ pedagogical competence, the articulation of the significance of pedagogical development courses for univeirsty teachers, access to resources and existing pedagogical and general research culture at two universities. The inferences that could be drawn from the study are that the contextual factors, such as cultural, physical and human resources available are important issues to consider when designing pedagogical training courses. Existing cultural and academic traditions and power relationships at the university significantly shape teachers’ willingness to participate and their level of engagement in the pedagogical development courses.

References

Ritchie, J. & Lewis, J. (2003). Generalizing from Qualitative Research. In J. Ritchie & J. Lewis (Eds.), Qualitative Research Practice: A Guide for Social Science Students and Researchers, pp. 263-286. London: SAGE Publications Ltd. Ryegård, A., Apelgren, K. & Olsson, T. (2010). About the project-background, organization and results. In Å. Ryegård, K. Apelgren & T. Olsson. A Swedish perspective on pedagogical competence (pp. 3-23). Uppsala University, Sweden: Division for Development of Teaching and Learning. Eun, B. (2011). A Vygotskian theory-based professional development: implications for culturally diverse classrooms. Professional Development in Education, 37 (3), 319-333. UEM (2008). Plano Estratégico 2008-2012. Maputo: Ciedima, SARL. Umeå Universitet (2009). Pedagogical plan of action for Umeå University 2010 – 2013. University board. Sweden.

Author Information

Marta Mendonca (presenting / submitting)
Eduardo Mondlane University
Academic Development Center
Maputo
Gun-Marie Franberg
Umea University, Sweden
Oleg Popov
Umeå Univeristy
Science and Mathematics Education
Umeå
Eugénia Cossa
Eduardo Mondlane University, Mozambique

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