Session Information
ERG SES H 13, Higher Education
Parallel Paper Session
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
Expected Outcomes
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.
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