Perception of teaching competencies by administrators, faculty and students of Indian agricultural universities: an assessment of faculty training needs

Ramesh, P.; Raju, D. Thammi; Reddy, K. M.; Krishnan, P.; Biswas, Amit K.; Umamaheshwari, T.

doi:10.1080/1389224x.2019.1609997

Cited by 12 publications

(19 citation statements)

References 67 publications

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“…The result confirmed the findings of Kafi [53] who reported commitment to profession as well as learners as crucial professional ethics of EFL university instructors. The result of identifying the importance of students confirmed the findings of Ramesh [54] who reported a positive attitude towards students as the strongest competency of the faculty members. The finding of life-long learning as a teaching competency confirmed Sahan's [55] conclusion that life-long learning tendencies predicted teaching-learning process competencies.…”

Section: Structure Of Teaching Competenciessupporting

confidence: 82%

Teaching Competencies of Language Teachers in Research Universities in Beijing: Perspectives from SoTL and Institutional Theory

Zhang

Liu

2021

Sustainability

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Though professional development of language teachers has received increasing attention over the past decade, there is a lack of research on development of language teachers’ teaching competencies in research universities. Informed by the institutional perspective and the framework of Scholarship of Teaching, this study investigates the development of 16 language teachers’ teaching competencies in Beijing research universities. The findings show that language teachers’ teaching competencies include English proficiency, professional ethics, pedagogical content knowledge, reflective thinking, and research-informed teaching. Factors influencing language teachers’ teaching competencies range from the department level to the university level and the academia level. Pathways are proposed from the cultural-cognitive perspective, the normative perspective, and the regulative perspective to develop teaching competencies of language teachers.

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Section: Structure Of Teaching Competenciessupporting

confidence: 82%

Teaching Competencies of Language Teachers in Research Universities in Beijing: Perspectives from SoTL and Institutional Theory

Zhang

Liu

2021

Sustainability

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“…According to lecturers, their aptitudes and their attitudes towards teaching are always the highest; however, the opinions that their students have about these aptitudes and attitudes are not so high. Lecturers need to be equipped with knowledge, skills and competences in both teaching and research in order to offer quality education (Ramesh et al, 2019). Furthermore, it has also been shown that fostering good relationships depends on the attitudes of both the teacher and the students (Fassinger, 1996).…”

Section: Discussionmentioning

confidence: 99%

Lecturers’ Aptitudes, Attitudes and Professional Development in Higher Education at University of Cuenca

Pacheco¹,

Espinoza²,

Cabrera-Arias³

et al. 2021

EUROPEAN J ED RES

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Continuous changes in social demand and development provide an acute and continuous pressure on universities. The question is whether higher education institutions (HEI) in Ecuador deliver graduates with the competences to provide timely economic, ecological, and sustainable solutions. Additionally, HEIs should prepare graduates to find employment in a society characterized by greater uncertainty, extensive use of information technology, speed, risk, complexity and interdisciplinary work. To face this challenge, universities need lecturers to possess a mix of aptitudes, attitudes, and professional development in teaching, research, and services. Unfortunately, knowledge is sparse about the readiness of their pupils to function effectively in a rapidly changing and increasingly globalized environment. Accordingly, this study uses an explanatory sequential mixed-methods approach to explore the impact of lecturers' aptitudes, attitudes, and professional development on teaching and student learning at the University of Cuenca. Lecturers' perceptions about their aptitudes and their attitudes are higher than the students' perceptions. Faculty representatives believe that untenured lecturers have a better attitude and aptitude than the tenured lecturers. A third part of lecturers have achieved one of the required criteria in research development. Students from biological sciences are more satisfied with their lecturers and the competence development that they receive than the students from social sciences or engineering. Understanding the likely implication of the variables, aptitudes, attitudes and professional development, on the quality of teaching and learning is fundamental for the design and carrying out of educational reforms.

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“…Thus, the results of the training needs of the extension professionals clearly high lights the need for reorienting the present curriculum at the farm universities. Accordingly so as to equip the agricultural graduates could carry out the extension programs and development activities effectively with greater confidence [8].…”

Section: Training Needs Of Agricultural Extension Professionals For E...mentioning

confidence: 99%

Policy Initiatives for Improving Competencies of Agricultural Extension Graduates for Promotion of Agricultural Innovations

Shivamurthy¹,

Madhushree²

2022

IJECC

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Agricultural education and training systems still have some refinement to dofor producing workforce-ready graduates. Even after continuous upgrading once in five years through Deans committee recommendations the existing curricula in Agricultural Universities are getting lots of criticism and still there is a mismatch to meet the demands of the needs of both modern industry employers and those of farmers. To address this lacuna, the present study was conducted in Kolar, Tumkur and Chikkaballapur districts of Karnataka state to identify possible areas according to agricultural extension professionals on the areas training is needed by field agricultural extension for effective promotion of agricultural innovations. A large group of agricultural extension professionals felt that, effective training should be given on techniques to develop long-term extension program plans, establish programming priorities and techniques of in need or problem assessment. Lack of required number of technical and non-technical staff at the field level, political interference and promotion of politically motivated popular subsidy schemes were major hurdles faced by the field extension professionals. The field level extension professionals opined that, more emphasis has to be given to techniques to use formal information gathering, digital communication skills in extension and techniques of evaluation of extension programs on an annual basis.

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Perception of teaching competencies by administrators, faculty and students of Indian agricultural universities: an assessment of faculty training needs

Cited by 12 publications

References 67 publications

Teaching Competencies of Language Teachers in Research Universities in Beijing: Perspectives from SoTL and Institutional Theory

Teaching Competencies of Language Teachers in Research Universities in Beijing: Perspectives from SoTL and Institutional Theory

Lecturers’ Aptitudes, Attitudes and Professional Development in Higher Education at University of Cuenca

Policy Initiatives for Improving Competencies of Agricultural Extension Graduates for Promotion of Agricultural Innovations

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