TILES UTAS’ Post

Education is one of the fundamental pillars on which a prosperous and equitable society is built. In this context, the role of the teacher becomes crucial, since he is the main agent of change in the teaching-learning process. My professional career as a teacher has been marked by a deep commitment to the academic and personal development of my students, and a constant search for pedagogical methods that promote meaningful and lasting learning. Over the years of teaching experience, I have cultivated an unwavering passion for education. This passion translates into a student-centered pedagogical approach, where each lesson is an opportunity to foster critical thinking, creativity, and intellectual curiosity. The implementation of innovative and adaptive pedagogical methods has been a constant in my teaching practice, allowing me to address the diverse needs and learning styles of my students. Curriculum planning is one of the key competencies that I have developed during my career. Designing study programs that not only meet academic standards, but also inspire and motivate students, is a task that I undertake with meticulousness and enthusiasm. Furthermore, educational evaluation, understood as a continuous and formative process, allows me to adjust my pedagogical strategies and provide constructive feedback that drives student progress. The commitment to continuous training is another fundamental aspect of my professional profile. Participating in workshops, courses and seminars, as well as keeping up to date with the latest research in education, allows me to constantly improve my teaching practices. This lifelong learning is essential to ensure that my students receive a quality education that prepares them not only for academic success, but also for their professional and personal lives. Finally, my goal as a teacher is to contribute to the success and professional growth of my students in a collaborative and stimulating environment. I firmly believe in the transformative power of education and my responsibility to guide students on their path to knowledge and personal fulfillment. Each achievement of my students is a reflection of the positive impact that I seek to have in their lives, thus reaffirming my vocation and dedication to teaching.

We welcome proposals for the 2025 Pedagogicon, which is online this year and free! The 2025 theme is Teaching & Learning Durable Skills. Learn more and submit proposals at https://lnkd.in/eNGfvhHV. #teaching #learning #highereducation #faculty #facultydevelopment #instructionaldesign #essentialskills

At the forefront of inclusive education, a recent article highlights the importance of diversifying teaching methods in predominantly white institutions. The research emphasizes how traditional lecture formats often fail to engage students from diverse backgrounds, leaving many feeling disconnected from the learning material. By actively incorporating techniques such as small group discussions, authentic learning, and varied assessment options, educators can create a more inclusive environment that fosters meaningful participation and success. This approach not only supports BIPOC students but enriches the educational experience for everyone involved. What strategies have you found effective in diversifying your teaching methods? I would love to hear your insights! https://lnkd.in/gyvzR2Gw

"Think back to your own time as an undergraduate—chances are you can easily recall both your best and worst instructors. Students often express frustration, wondering why certain faculty members remain in the classroom despite consistently poor teaching performance. This speaks to the broader issue: while we can recognize bad instruction, higher education lacks a consistent mechanism for addressing it. However, it’s crucial to note that effective teaching is not synonymous with an easier, less rigorous experience. In fact, the most impactful instructors are often those who set high academic standards while still fostering an engaging, supportive learning environment. Their success lies not in lowering the bar but in helping students rise to meet it. Professional development in teaching should be a required component of faculty training, and performance should be regularly evaluated through both formative and summative assessments. Tying salary increases to measurable improvement and teaching effectiveness is a crucial step toward ensuring accountability and fostering growth in instructional quality." ~An esteemed management professor told me years ago that financial awards are short-term sugar highs that often do not have lasting performance effects. Never mind the fact that financial awards in this instance are paying faculty extra for what they should already be doing.

My piece for Higher Education Digest® High-quality teaching is fundamental to the higher education sector. It is a multifaceted concept that evolves in response to societal shifts and student needs. Peer observation of teaching holds significant potential for defining quality teaching standards, sharing successful practices, and promoting collaboration among faculty. #highered #highereducation #education #teaching #evaluation #peerobservation #qualityassurance https://lnkd.in/dtmrhkMq

This article examines how student evaluations of teaching (SETs) are used as a quality development tool in Danish universities, specifically exploring the extent to which they facilitate dialogue about teaching practices between teachers, managers, and students. Key Takeaways • The study finds that institutionalized practices often hinder the implementation of a more systematic evaluation regime and the use of SETs as a catalyst for change. • The narrative of “mean comments” from students discourages dialogue and contributes to a perception of teaching as a private enterprise. • The dual function of SETs as both a quality development tool and a quality assessment tool creates tension and undermines their effectiveness. • SETs are often perceived as an additional burden and a source of stress for teachers, particularly in terms of feeling like they are “pawns in a system.” • Dialogue with students about evaluation results is more prevalent than dialogue between teachers and management, but teachers often focus on clarifying or operationalizing feedback rather than initiating broader discussions about teaching practices. • The sensemaking perspective helps explain why teachers may resist adopting new practices or incorporating SETs as a salient cue in their sensemaking processes. • The study emphasizes the need to consider sensemaking frames and mechanisms when designing and implementing systematic approaches to quality development in higher education. https://bit.ly/4gB4Hf6

This is an Abstract of our peer reviewed article Systems in the 21st century are increasingly embracing competency-based pedagogy (CBP) reform fors ustainable education and socio-economy development mainly determined by teacher education (TE) andt eaching quality. The CBP reform for sustainable development is complex and needs alternative TE and teaching with transformative learning (TL) insights that are still scantily spread in diverse fields. To assist ins trengthening existing debilitations, the current article uses the TL model to analyse TE’s response to CBP reform for sustainable education. The main question is how TE responds to CBP reform for sustainable education through the TL model insight. To seek answers, the research design uses text comprehension,questionnaires and focus-group discussions with 409 samples in Cameroon CBP-reform-TE transitions. Outsetf indings reveal scanty TL insights with weak TE response to CBP reform for sustainable education that needs revival. Improving TL insights of articulating-diverse-prior-experience, engaging-critical-reflection-discourse, enacting-varied-interactive-practices; controlling-constrains and reusing-ongoing-evaluation-outcomes that iterate CBP reform also updated TE and student learning outcomes. In conclusion, iterating CBP reforms in TE themes needs a TL journey for trainees-teachers and learners as transformative agents who update mutual lifelong development outcomes. TE programs should respond to 21st-century pedagogy reforms for sustainable education and socio-economy development through further TL model characterisations. THE 21ST CENTURY COMPETENCE-BASED-PEDAGOGY REFORM AND SUSTAINABLE TEACHER EDUCATION THROUGH TRANSFORMATIVE LEARNING MODEL. (2024). GEN-MULTIDISCIPLINARY JOURNAL OF SUSTAINABLE DEVELOPMENT, 2(2), 57-68. https://lnkd.in/d3PbckM5

Instructional Support in Special Education: Empowering Student Success Introduction: Instructional support in special education encompasses tailored strategies, resources and services facilitating learning, engagement and academic achievement for students with diverse abilities. Effective instructional support fosters inclusive environments, addressing unique student needs. Types of Instructional Support: Academic Support: Tutoring, mentoring, study skills guidance and academic counseling. Assistive Technology: Text-to-speech software, adaptive hardware and accessibility features. Emotional Support: Counseling, social-emotional learning and mental health services. Environmental Support: Adapted classrooms, accessible materials and inclusive physical spaces. Benefits of Instructional Support: Improved Academic Performance*: Targeted support enhances understanding and retention. Increased Confidence: Students develop self-efficacy and self-advocacy skills. Better Engagement: Supportive environments foster motivation and participation. Reduced Achievement Gaps: Instructional support addresses disparities, promoting equity. Instructional Support Strategies: Universal Design for Learning (UDL)*: Flexible, inclusive lesson planning. Differentiated Instruction: Tailored teaching approaches. Visual Supports: Visual aids, schedules and checklists. Collaborative Learning: Peer-to-peer support and group work. Roles in Instructional Support: Special Education Teachers: Developing Individualized Education Programs (IEPs). General Education Teachers: Providing adaptations and accommodations. Instructional Coaches: Enhancing teacher capacity. Counselors: Offering emotional support. Parents/Guardians: Collaborating with educators. Effective Implementation: Needs Assessment: Identify student requirements. Collaborative Planning: Educators, families and students work together. Ongoing Evaluation: Monitor progress, adjust support. Professional Development: Educator training. Family Engagement: Encouraging participation. Overcoming Challenges: Resource Allocation: Ensuring equitable access. Teacher Training: Developing expertise. Technology Integration: Addressing digital divides. Cultural Responsiveness: Tailoring support. Conclusion: Instructional support in special education empowers students with diverse abilities, fostering academic success, confidence and independence. Collaborative efforts between educators, families and students ensure effective support. Resources: Council for Exceptional Children (CEC) Individuals with Disabilities Education Act (IDEA) Call to action: "Collaborate with educators: Join our special education community!" Learn more about special education https://lnkd.in/eRYi_ZwY

🌍 🗳️Schools with accredited teachers reported a 30% higher student academic performance, according to the World Education Forum. https://lnkd.in/g2Z7dD-a #newblogpost #accreditedteachers #teachers #Accreditation #educational #teaching #Employability #hiringmanagers

Thoughts On Education: Week 3: Faculty members play a pivotal role in offering high quality education to students. Their expertise, dedication, and commitment are essential in creating a nurturing and stimulating learning environment that fosters creativity and encourages intellectual growth. Excellent faculty members possess a deep understanding of their respective fields and are equipped with the necessary knowledge and skills to effectively impart that knowledge to their students. They bring real-world experiences and cutting-edge research into the classroom, ensuring that students receive relevant and up-to-date information. Moreover, excellent faculty members have a passion for teaching and are dedicated to the success of their students. They go beyond simply delivering lectures; they actively engage with students, encouraging critical thinking, fostering open discussions, and providing guidance and support. By creating a dynamic and interactive learning environment, they inspire students to explore new ideas, challenge their assumptions, and develop their own unique perspectives. High quality education also relies on the ability of faculty members to adapt their teaching methods to cater to diverse learning styles and needs. They recognize that every student is unique and embrace different approaches to teaching and learning. By employing innovative teaching strategies, such as project-based learning, experiential learning, and collaborative activities, they create opportunities for students to engage with the material in meaningful and creative ways. Furthermore, excellent faculty members serve as mentors and role models for their students. They not only impart knowledge but also instill values such as integrity, curiosity, and a thirst for lifelong learning. They inspire students to push their boundaries, take risks, and pursue their passions, ultimately shaping them into well-rounded individuals ready to contribute to society. In conclusion, having excellent faculty members is crucial for offering high quality education. Their expertise, dedication, and ability to create a nurturing and stimulating learning environment are instrumental in providing students with the knowledge and skills they need to succeed. By fostering creativity, encouraging critical thinking, and embracing diverse learning styles, faculty members play a vital role in shaping the future leaders and innovators of our society.