Mentoring among university teachers: on the way to
pedagogically productive talk

k 2023

Mentoring among university teachers: on the way to pedagogically productive talk

NEKARDOVÁ, Barbora

Základní údaje

Originální název

Mentoring among university teachers: on the way to pedagogically productive talk

Autoři

NEKARDOVÁ, Barbora

Vydání

The 27th Annual JURE Conference for Research on Learning and Instruction 2023 Thessaloniki, Greece, 2023

Další údaje

Jazyk

angličtina

Typ výsledku

Prezentace na konferencích

Obor

50301 Education, general; including training, pedagogy, didactics [and education systems]

Utajení

není předmětem státního či obchodního tajemství

Označené pro přenos do RIV

Organizační jednotka

Filozofická fakulta

Klíčová slova anglicky

Higher Education, Mentoring and Coaching, Qualitative Methods, Teacher Professional Developmen

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 17. 1. 2024 16:00, Mgr. Barbora Nekardová

Anotace

V originále

This paper examines the mentoring conversations among university teachers and shows how the concept of pedagogically productive talk is used in these conversations. Pedagogically productive talk is teacher collaborative discourse that combines six principles, which assumed to socialize teachers into productive ways of talking and thinking about practice, dispositions to reflect on and improve practice, and a commitment to student learning and teaching excellence (Lefstein et al., 2020). The quality of teacher education is perceived as an important factor influencing the quality of teaching and student outcomes (Hattie, 2009; MacPhail, Ulvik, Guberman, Czerniawski, Oolbekkink-Marchand & Bain, 2018). Improving teachers' pedagogical competencies plays a key role, especially in improving the quality of teaching and learning at universities (Kaynardağ, 2017). This tendency is now also confirmed by Masaryk University. One of the tools it uses for this purpose is the development of the pedagogical competencies. For this reason, the program Development of Pedagogical Competences is established. The mentioned program consists of a total of four parts (Masaryk University, 2022). The last part of the program is focused on the cooperation of participants (university teacher) with a mentor, engaging in various activities such as joint discussions, joint teaching and the like. Studies have repeatedly shown that mentoring plays an important role in the pedagogical development of university teachers; however, we do not have much information about the discourse of the mentoring conversation among university teachers, which I address in the Czech environment in the program Development of Pedagogical Competences.

Návaznosti

MUNI/A/1356/2022, interní kód MU

Název: Studenti a učitelé v terciálním vzdělávání

Investor: Masarykova univerzita, Studenti a učitelé v terciálním vzdělávání

Citovat

NEKARDOVÁ, Barbora. Mentoring among university teachers: on the way to pedagogically productive talk. In The 27th Annual JURE Conference for Research on Learning and Instruction 2023 Thessaloniki, Greece. 2023.

@proceedings{2303877,
   author = {Nekardová, Barbora},
   booktitle = {The 27th Annual JURE Conference for Research on Learning and Instruction 2023 Thessaloniki, Greece},
   keywords = {Higher Education, Mentoring and Coaching, Qualitative Methods, Teacher Professional Developmen},
   language = {eng},
   title = {Mentoring among university teachers: on the way to pedagogically productive talk},
   year = {2023}
}

TY  - CONF
ID  - 2303877
AU  - Nekardová, Barbora
PY  - 2023
TI  - Mentoring among university teachers: on the way to pedagogically productive talk
KW  - Higher Education, Mentoring and Coaching, Qualitative Methods, Teacher Professional Developmen
N2  - This paper examines the mentoring conversations among university teachers and shows how the concept of pedagogically productive talk is used in these conversations. Pedagogically productive talk is teacher collaborative discourse that combines six principles, which assumed to socialize teachers into productive ways of talking and thinking about practice, dispositions to reflect on and improve practice, and a commitment to student learning and teaching excellence (Lefstein et al., 2020). The quality of teacher education is perceived as an important factor influencing the quality of teaching and student outcomes (Hattie, 2009; MacPhail, Ulvik, Guberman, Czerniawski, Oolbekkink-Marchand & Bain, 2018). Improving teachers' pedagogical competencies plays a key role, especially in improving the quality of teaching and learning at universities (Kaynardağ, 2017). This tendency is now also confirmed by Masaryk University. One of the tools it uses for this purpose is the development of the pedagogical competencies. For this reason, the program Development of Pedagogical Competences is established. The mentioned program consists of a total of four parts (Masaryk University, 2022). The last part of the program is focused on the cooperation of participants (university teacher) with a mentor, engaging in various activities such as joint discussions, joint teaching and the like. Studies have repeatedly shown that mentoring plays an important role in the pedagogical development of university teachers; however, we do not have much information about the discourse of the mentoring conversation among university teachers, which I address in the Czech environment in the program Development of Pedagogical Competences.
ER  -

NEKARDOVÁ, Barbora. Mentoring among university teachers: on the way to pedagogically productive talk. In \textit{The 27th Annual JURE Conference for Research on Learning and Instruction 2023 Thessaloniki, Greece}. 2023.

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