Reported Pedagogical Practices of Faculty in Higher Education in the UAE

Autor/inn/en	McMinn, Melissa; Dickson, Martina; Areepattamannil, Shaljan
Titel	Reported Pedagogical Practices of Faculty in Higher Education in the UAE
Quelle	In: Higher Education: The International Journal of Higher Education Research, 83 (2022) 2, S.395-410 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McMinn, Melissa) ORCID (Dickson, Martina) ORCID (Areepattamannil, Shaljan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-020-00663-7
Schlagwörter	College Faculty; Teacher Attitudes; Educational Practices; Teaching Methods; Student Centered Learning; Gender Differences; Teacher Characteristics; Diversity (Faculty); Teaching Experience; Teacher Qualifications; Foreign Nationals; STEM Education; Vocational Education; Foreign Countries; United Arab Emirates + Suchen Sie Ihr Suchwort? Fakultät; Lehrerverhalten; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Geschlechterkonflikt; Lehrqualifikation; Ausländer; Ausländerin; STEM; Ausbildung; Berufsbildung; Ausland; Vereinigte Arabische Emirate
Abstract	Higher education in the United Arab Emirates (UAE) is a relatively modern phenomenon, but it is a sector which has experienced immense growth since the first national university opened in 1976. A wide diversity of faculty, in terms of experience, nationalities, and qualifications, is employed to teach in the country's higher education institutions. In this article, the faculty's reported pedagogical practices taking place in universities across the country are reported. A well-established, pre-developed survey tool was used to gather quantitative data which ultimately classifies responses as employing more student-centric or teacher-centric approaches. A total of 130 participants, drawn from multiple institutions, were surveyed. The findings indicated that overall, faculty tended to adopt a student-centric approach to teaching significantly more frequently than a teacher-centric approach. However, there were significant variations in the adoption of student- or teacher-centric approaches by faculty gender, subject specialism, and presence of a vocational teaching qualification. Female faculty adopted a student-centric approach to teaching significantly more frequently than did their male counterparts. However, STEM faculty adopted a teacher-centric approach to teaching significantly more frequently than did their non-STEM peers. Further, faculty who did not hold vocational teaching qualifications also adopted a teacher-centric approach to teaching significantly more frequently than did their peers who held vocational teaching qualifications. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11