| 1. |
- Antera, Sofia, 1992-, et al.
(författare)
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Challenges for university teachers in the midst of a paradigm shift
- 2023
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Ingår i: Academia. - 2241-1402. ; 30, s. 3-23
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Tidskriftsartikel (refereegranskat)abstract
- The COVID-19 pandemic suddenly became a reality at the beginning of 2020, affecting all parts of everyday life with higher education included. Teaching and learning were transferred online without any particular preparation in many cases, leading to the emergent distance education mode. Nevertheless, discussions have been centered around how this sudden change has led to a paradigm shift in education and how this shift is perceived by the actors included in it. This study presents the perspective of university teachers, in Sweden and Greece, as the receivers of this change but also as the facilitators of learning in this new setting. Focus group discussions showed how changes in higher education during the pandemic have reflected the stages of a paradigm shift according to Kuhn's theory. These stages are summarised in three waves, representing the sudden shift, the concerns for the new learning mode, and, finally, the challenge of the system and the reconsideration of identities. While university teachers in both groups seem to have experienced the process similarly, negative feelings towards change were observed to a higher extent in the Greek group, indicating a higher lack of trust in the respective higher education institution and the overall Greek education system.
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| 2. |
- Gougoulakis, Petros, 1958-
(författare)
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Educating Scientists. Philosophy and Practice of University Pedagogy
- 2017
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Ingår i: Academia. - 2241-1402. ; :8, s. 35-75
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Tidskriftsartikel (refereegranskat)abstract
- A large number of people are educated every year in universities and higher education institutions allover the world to gain competencies, skills and knowledge, with a view to contributing after graduationfrom several important positions, to the proper functioning of society and the improvement of itsproduction and reproduction base. All of them come into contact with teachers in various roles; some ofthem delivering lectures or seminars, coordinating or helping them in laboratory activities, orsupervising undergraduate and graduate course work and as examiners of their performance andknowledge. It is of immense interest to probe what kind of skills and competencies a university teachershould possess. This paper focuses on the role of the University as a knowledge producer, as well as anenvironment for education and training, based on sound scientific research and reflective experience.Thereafter, a particular understanding is delineated on the academic disciplines of Pedagogy andDidactics, in an effort to draft a philosophical framework of the University Pedagogy, concluding with apresentation of specific teacher training practices of faculty members applied in Sweden.
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| 3. |
- Gougoulakis, Petros, 1958-, et al.
(författare)
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Teaching in Tertiary Education - A reflective and experiential approach to University Pedagogy
- 2020
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Ingår i: Academia. - 2241-1402. ; 20-21, s. 101-137
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Tidskriftsartikel (refereegranskat)abstract
- This paper presents the round-table discussions on the theme of “University Pedagogy: Thoughts, Proposals, Reflections,” at the 2nd International Experiential Conference on Applied Teaching: “Teaching Trends and Challenges in Contemporary Learning Environments”. In order to achieve the active and experiential engagement of all participants, a process inspired by the Science Café movement has been applied. Participants were invited to send in short comments and questions regarding the issue of University Pedagogy/Teaching and learning in Higher Education. These comments were collected, categorized and discussed immediately after the predetermined speeches, which are presented extensively herein with the following titles: “University Pedagogy: Trends and perspectives in Greece and internationally”, “University Pedagogy in Practice: An Epistemological and Didactical Approach” and “University Pedagogy in Greece: findings of empirical research”. The participants then participated in an open discussion based on the questions they had asked before andalso after the preparedlectures. The review of all the contributions during the discussion, and of the proposals submitted, concludes that University Pedagogy can be a powerful means of enhancing the quality of Greek Higher Education, provided that: a) university institutions invest in the continuous improvement of the teaching skills of their teaching staff, and b) universityprofessors have incentives and the readiness to engage in teaching and learning based on scientific and well-tried methods.
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| 4. |
- Sabatakakis, Vasileios
(författare)
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Οι Νεοελληνικές Σπουδές στο Πανεπιστήμιο Lund
- 2018
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Ingår i: Academia (Greece). - 2241-1402. ; 2018:13, s. 80-87
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Αν και η αρχαία ελληνική αποτελούσε βασικό μάθημα στο Πανεπιστήμιο Lund από την αρχή της λειτουργίας του, η διδασκαλία της Νέας Ελληνικής ξεκίνησε το 1957 υπό την επίδραση του αυξανόμενου ενδιαφέροντος για τη νεοελληνική λογοτεχνία και της ανάγκης εκπαίδευσης των Σουηδών αρχαιολόγων με αντικείμενο έρευνας την Ελλάδα. Το Τμήμα Νεοελληνικών Σπουδών του Πανεπιστημίου Lund, έχοντας πλέον αυτονομηθεί από το Τμήμα Αρχαίων Ελληνικών, αποτελεί από το 2006 ένα από τα 35 Τμήματα του νεοσυσταθέντος Κέντρου Γλωσσών και Λογοτεχνίας και δραστηριοποιείται ενεργά στη διδασκαλία σε προπτυχιακό και μεταπτυχιακό επίπεδο, στην έρευνα και σε μεταφράσεις Ελλήνων λογοτεχνών. Αν και η χρηματοδότηση από το σουηδικό κράτος αποτελεί εγγύηση για την ύπαρξη των νεοελληνικών σπουδών στο Πανεπιστήμιο Lund, η βοήθεια από την ελληνική πολιτεία ή ελληνικά ιδρύματα κρίνεται απαραίτητη για το μέλλον των Νεοελληνικών Τμημάτων στα Ευρωπαϊκά Πανεπιστήμια, ευρύτερα.
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