Title: Ouality of Teaching and Learning in Higher Education Institutions: An Example of University of Zagreb
Stream: Higher Education
Presentation Type: Live-Stream Presentation
Authors:
Rona Bušljeta Kardum, Faculty of Croatian Studies University of Zagreb, Croatia
Lovorka Brajković, University of Croatian Studies, Croatia
Dunja Jurić Vukelić, Faculty of Croatian Studies, Croatia
Abstract:
European education policy emphasizes the importance of improving the qualifications of teachers in higher education with numerous documents, initiatives and actions. Professional competencies of teachers in higher education include, among other things, teaching competencies. This is evidenced by the strategic European documents which emphasize the need for professional development of higher education teachers, especially in terms of training and continuing education for teaching. European countries, in accordance with their higher education policy, regulate in various ways the need for additional professional education of higher education teachers. In the Republic of Croatia, despite the recognized need to improve the process of teaching and learning at the higher education level, efforts and activities in this direction are left to the universities. Starting from the necessary professional competences for teaching in higher education and based on a survey conducted among participants in the Program of Methodological Training and Development of University Teachers and Associates, we gained insight into the necessary teaching competencies of junior academics and the usefulness of training to improve teacher competencies. The results of the study show that the participants asses continuous evaluation of students during the semester, communication skills of lecturers aimed at motivating students, using digital tools in teaching process, and creating a working atmosphere, encouraging active and collaborative learning as important. Communication and oratory skills, verbal and non-verbal communication techniques, and conflict resolution methods were highlighted as topics that participants would like to learn more about. The diversity of participants' answers to open-ended questions indicates individual expectations and also the estimated benefits gained from the implemented Program of Methodological Training and Development of University Teachers and Associates.
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