Promoting educational innovations and change through networks between higher education teachers

Stasewitsch, Elena; Dokuka, Sofia; Kauffeld, Simone

doi:10.1007/s11233-021-09086-0

Cited by 11 publications

(4 citation statements)

References 66 publications

(129 reference statements)

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“…Teaching innovation networks have emerged as a response to a shared perception that work needs to be developed around particular academic areas to improve HE (Stasewitsch et al 2022). As such, networks can be seen as catalysts for change.…”

Section: The Teaching Innovation Network As Catalyst For Changementioning

confidence: 99%

English medium education: a handbook for teachers: insights from the University of Girona

Waddington,

Ferrer Viader,

Mateu i Figueras

et al. 2024

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The Handbook aims to be accessible and useful to current and future English Medium Education (EME) teachers. Although conceived initially for teachers at the University of Girona, it may be of equal interest to teachers and policymakers in other higher education (hereinafter HE) settings where EME is being implemented. The Handbook is organised into separate sections focusing on different themes of interest and concern to EME teachers. These themes have been extracted from an in-depth thematic analysis of presentations delivered by members of the EME Teaching Innovation Network (Josep Pallach Institute of Education Sciences (ICE), UdG). The aim of these presentations was to share EME teaching experiences, highlighting notable findings reported, difficulties encountered, and lessons learned. Ten presentations were delivered by five female and five male teachers with varying years of teaching experience and diverse areas of academic expertise, from different departments in the faculties of Education and Psychology, Sciences, Law, Nursing, Arts, Medicine, Tourism, Economic and Business Sciences, the Polytechnic School, and the School of Health and Sport. The themes that emerged from these presentations were debated at length by members of the Network. The results of these debates have been summarised in this Handbook for the benefit of other university teachers. As indicated above, the Handbook provides an experience-based perspective that aims to be accessible to current and future EME teachers. It is by no means presented as an exhaustive account of EME, but rather as an introductory guide to some of the issues that have emerged from our own experiences. Considerable research has been developed on the topics discussed in this Handbook in the specialised literature on EME and EMI. As a network, our aim is to contribute to these lines of enquiry by carrying out specific studies exploring the themes that have emerged in our own university context. In the meantime, and in response to the growing demand for support and guidance for EME teachers, this Handbook shares our initial findings and encourages other teachers to reflect upon the issues discussed in relation to their own practice. The references provided may be of particular interest to readers who would like to know more about recent developments in EME research .

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Section: The Teaching Innovation Network As Catalyst For Changementioning

confidence: 99%

English medium education: a handbook for teachers: insights from the University of Girona

Waddington,

Ferrer Viader,

Mateu i Figueras

et al. 2024

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“…Most studies on how teachers use educational innovations distinguish between adopters and non-adopters and do not clearly define what the adoption of an educational innovation entails, i.e. whether it is used for its originally intended purpose (Scott & McGuire, 2017;Smith, 2012;Stasewitsch et al, 2021;Warford, 2017).…”

Section: Use Of Educational Innovationsmentioning

confidence: 99%

Determinants of the Innovation Behaviour of Teachers in Higher Education

Kottmann,

Schildkamp,

van der Meulen

2024

Innov High Educ

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The study examined what factors determine the use of educational innovations by teachers in higher education. Three sort of factors were compared: teachers’ motivation for the enhancement of education, their contact with or exposure to dissemination of educational innovations and institutional factors, that is, support provided by higher education institutions. Further, teachers were classified regarding their use of educational innovations. The study used survey data collected among academic staff at public Norwegian higher education institutions. Results of the multinominal logistic regression models showed that intrinsic motivation was an important factor for teachers' innovation behaviour in this context. Dissemination and institutional factors exerted little or no significant impact. The assumptions currently underlying research on educational innovations and the design of national and institutional support programmes are discussed against the background of these results.

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“…Furthermore, these reports predict that these phenomena will be exacerbated in the short term, both in intensity and in frequency [4]. Therefore, and as insisted on by different authors [5][6][7][8][9][10][11][12][13][14], the teaching of this phenomenon at all school levels should be prioritized in order to achieve and increase the resilience of society to adapt to climate change.…”

Section: Introductionmentioning

confidence: 99%

Climate Change in School Geography Textbooks (Spain) in the Era of the ICTs: Perception and Teaching According to Teachers

Seguido

Hernández

2023

Education Sciences

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Climate change has become one of the major themes in the academic world, as it constitutes a socio-environmental challenge faced by society in the twenty-first century. The objectives of this study, based on the opinions of geography teachers (secondary education and baccalaureate, Spain), were to analyze the frequency of use of school textbooks in geography classes, to examine how climate change is addressed in these resources, to study how teachers impart these contents, and to review the importance of teaching global warming according to the opinions of the teachers. Based on a sample of 96 teachers surveyed between 2019 and 2022, the results show a disparity of opinions regarding textbook use, a not-altogether-adequate treatment of this phenomenon with these resources (the sum of the responses with values of 1 and 2 amounted to 44.8%), and a predominance of an explanation of climate change by teachers through everyday cases in the students’ environment (35.4%) and talks and workshops given in class by experts (27.1%). Knowing the use made by teachers of the traditional textbook in the era of the ICTs, their perception of the adequacy of the contents on climate change in these resources, and how this phenomenon is taught is highly relevant to raising awareness and educating the youngest cohorts about one of the main challenges faced by society today.

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Promoting educational innovations and change through networks between higher education teachers

Cited by 11 publications

References 66 publications

English medium education: a handbook for teachers: insights from the University of Girona

English medium education: a handbook for teachers: insights from the University of Girona

Determinants of the Innovation Behaviour of Teachers in Higher Education

Climate Change in School Geography Textbooks (Spain) in the Era of the ICTs: Perception and Teaching According to Teachers

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