1st Edition
Pedagogical Competence Development in Higher Education Volume 1 Exploring Foundations and Dimensions of Pedagogical Practices
List of Contributors
Section I: Theoretical and Conceptual Foundations of Pedagogical Competence
1. A Conceptual Clarification and Advancement of Pedagogical Competence in Higher Education
Abdulghani Muthanna, Håkon Naasen Tandberg, and Myint Swe Khine
2. Why Do Higher Education Teachers Need Pedagogical Competence on Supporting Students’ Learning of Generic Skills?
Tarja Tuononen, Heidi Hyytinen, Katri Kleemola, Telle Hailikari, and Auli Toom
3. Handling Standardisation in Higher Education: Approaches and Paths Ahead
Christian Franklin Svensson
4. Technical Pedagogy and the Dialectial Alternative in Higher Education
Magnar Ødegård, Håkon Naasen Tandberg, Aleksandra Sæheim, and Jon Arne Løkke
5. Standardized or Situated? Rethinking Professional Learning in University Pedagogy
Eli Smeplass
6. Validation of Practical Experience as a Supplement to Formal Training for Teaching and Learning in Higher Education
Yngve Nordkvelle, Yvonne Fritze, and Stig Eriksen
7. The Impact of the Pedagogical Competences on the Accreditation Processes of the Teaching Staff in the Spanish Higher Education Institutions
Begoña Rumbo Arcas and Tania F. Gómez Sánchez
Section II: Contextual and Institutional Dimensions of Pedagogical Practices
8. Self-Initiated Professional Development of English Faculty in Yemen
Abdu Al-Kadi
9. A Holistic Approach to Updating English Education Programs at Yemeni Public Universities
Marwan Saeed Saif Moqbel
10. A Model for Establishing a University Pedagogy Program in a Conflict-Affected Context
Abdulghani Muthanna and Bakil Ghundol
11. Graduate Research Supervision as Pedagogical Craft: Perspectives of the Professoriate in a College of Humanities in a Postcolonial Context
Suriamurthee Moonsamy Maistry
12. Digitalization and Datafication in Higher Education: Experiences of English Language Instructors
Elif Genç Yılmazer and A. Cendel Karaman
Biography
Abdulghani Muthanna is an Associate Professor at the Centre for Pedagogical Development and Learning, Østfold University College, Norway. His research interests include critical pedagogy, teaching professionalism and collaboration. He has recently co-edited a book about professional identity development, published by Routledge.
Håkon Naasen Tandberg is the head of the Centre for Pedagogical Development and Learning at Østfold University College, Norway. He is currently a board member of the Norwegian Network for University and College Pedagogy. His research interests include teaching cultures and dialectical pedagogy.
Myint Swe Khine is an academic staff member at Curtin University, Australia. He has worked at the Learning Science and Technology Academic Group at Nanyang Technological University, Singapore, and published widely on teacher education and educational research.
