PEDAGOGIC SKILLS NEEDED BY THE UNIVERSITY PROFESSOR FOR SUCCESSFUL TEACHING AND LEARNING

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1 PEDAGOGIC SKILLS NEEDED BY THE UNIVERSITY PROFESSOR FOR SUCCESSFUL TEACHING AND LEARNING By Etelvina Maria Valente dos Anjos Silva (Federal University of Vicosa Brazil) (Visiting Fellow, Curtin University of Technology, Western Australia) Silvia Regina Sangaletti Bellato (Federal University of Vicosa Brazil) Jaya Earnest (Science and Mathematics Education Centre) (Curtin University of Technology, Western Australia) Abstract Pedagogic competency is currently amongst one of the most important issues in Brazilian universities dealing with the quality of teaching of university professors. This kind of competency is the main problem related to the didactics and methodology used in classroom teaching. It means that good classroom practice needs more than specific academic discipline knowledge. This study has as its focus the practical training and pedagogic skills of the university professor. The research was carried out in the Human Science department of the University of Vicosa, Brazil over a period of two years. This research is the first of its kind carried out in the Department of Human Sciences at the University of Vicosa. In Brazil there is concern about teacher training and pedagogic skills especially of University professors. To date, only a few studies in the field of pedagogic competencies have been undertaken in Brazil and none have been at the university level. The present study investigates one tertiary institution s attempt to improve the pedagogic competency and didactic skills of university professors. Brazil s rapidly expanding education system and largely teacher-centred mode of delivery makes this study timely because the study provides potentially significant insights into how the pedagogic skills and didactic capabilities of the University professor may be improved. KEY WORDS: pedagogic skills, teacher training, university professor, student perceptions, exploratory research.

2 Objectives of the Study The objective of the study was to obtain the perception of students of their vision of a "good professor" and how a professor directs and leads the teaching-learning process. This descriptive exploratory research study involved students and professors. The research made use of a student questionnaire and structured interviews for professors and was guided by two main research questions: 1. What do students perceive are the qualities of a "good professor? 2. What do professors perceive as necessary for success in pedagogic practice? Theoretical Framework for the Study The studies and works of Perrenoud (2000); Alarcao (1997); Cachapuz (1997); Balzan (1994); Cunha (1992); Abreu & Masetto (1990); Menezes (1986) deal with the didactic skills and pedagogic competencies of the university professor. This group of researchers discuss the skills and qualities required for good performance in the classroom. Their work discusses the methodologies used in the classroom by a university professor, the teacher training skills imparted to a professor and the influence it has on effective student learning. Much research has been carried out into the relationship between student achievement and the quality of the classroom learning and teaching. Consistent and overwhelming evidence from these studies suggests that the pedagogic competencies of the university professor strongly influences student achievement and learning especially at the tertiary level. Lewin s (1936) seminal work in non-educational settings, recognised that both the

3 environment and its interaction with the individual are potent determinants of human behaviour. To analyse the life history and the work environment of the professor is important, especially at a time when the formation of the professor and conception of education has evolved through several historical stages, from the traditional stage to the modern and post-modern stage. In a democratic society, it is important for professors to search and explore what happens in the classroom and to reflect on their teaching (Silva, 1991). The efficiency and capacity of the professors in carrying out tasks when transmitting knowledge in their area of specialization, is often affected due to lack of pedagogic skills and students are thus not able to understand and comprehend (Menezes, 1986). Beyond the domain of the knowledge in the area of which the professor is a specialist, the professor must have abilities and skills such as: ability to develop a positive student teacher relationship, have the capacity to transmit knowledge, to stimulate creativity, to encourage in the student the capacity for critical thinking, questioning and the desire for discovery and invention. The University professor must be able to connect and apply knowledge with the reality of life and society and thereby develop and establish a relationship between education and society (Cunha, 1992). Thus being an effective professor can never be properly defined, for the teaching professor needs to change daily according to the needs of the students and the situation he encounters. The professor has to draw links between the theoretical and the practical aspect of the knowledge he imparts, as well as the need to constantly update his knowledge. In addition the professor needs to integrate the knowledge of

4 many sciences and uses of all scientific knowledge and the practical aspects, in a creative and stimulating way, together to prompt student learning and thinking (Barros & Silva, 1990). Pedagogical skills in a transformative perspective are characterized by new and challenging situations. It is important for the student to develop skills of critical thinking, problem solving and creative imagination. Educators must rethink the content of education in such a way, that educational institutions give freedom of space to individuals, there is a search for knowledge amongst all in the institution and there is increased learning through collective construction and a combination of the technical, human and political dimension of knowledge (Balzan,1994). The productive combination of qualitative and quantitative methods (Tobin & Fraser, 1998) and use of interpretative research (Erickson, 1998; Tobin, 1998) is increasing rapidly in the field of education today. This study draws on and contributes to the field of teacher education at the tertiary level and investigates teaching and learning of professors and students at a university in Brazil. Methods This study was guided by descriptive exploratory research (Ludke & Andre, 1986), and was carried out in two stages. This research seeks to describe, explore and study a certain situation. The research is concerned with the perception of the participants. The whole research process is important rather than the final result. In the case of this study the researchers decided to explore the perceptions of students and teachers with respect to the teaching and learning process in the Faculty of Human Sciences at the University of Vicosa, Brazil

5 In the first stage a simple questionnaire comprising 2 questions was administered to a sample of 111 final year students, from seven different courses, in the area of the Human Sciences. Some of the faculties are the Departments of Education, Languages, Economics, Law and Home Economics. The first stage sought to diagnose which professors the students considered good and what they perceive are the qualities and characteristics of these good professors. In the second stage, a sample of 10 professors considered "good professors" from students question analysis were individually interviewed using 5 structured questions. The questions sought to elicit answers to the following questions: What did the professors consider as good qualities in a university professor? Why did they feel they had those qualities? How do they teach their subjects and what methodologies do they use? What difficulties do they experience in carrying out their duties? What are their perceptions about university professors today? What is their vision about education in Brazil in general? All interviews were audiotaped with the permission of the professors. Results The analysis of the results disclosed that, students perceived a " good professor " as one who had excellent content knowledge and could transmit this knowledge with clarity, objectivity and dynamism. The professor thus needed to have a combination of scientific and pedagogical knowledge. Students also felt that the professor must be an organized and efficient planner, must be able to put theory into practice coherently and be able to evaluate effectively. With respect to relationships students felt that a professor must be sincere, friendly and interested in student issues. He/She must be

6 able to encourage students and permit student dialogue and expression. The sample group of students also felt that a good professor must constantly update his knowledge, must be competent, responsible and enjoy teaching. Analysis of interview data from professors considered to be good by students indicated that the professors were able to express themselves in a coherent manner, easily understood by students. These professors were interested in new knowledge and issues in their field of study. They were confident and able to confront problems and situations as they arose. They enjoyed teaching and felt it was important to motivate and challenge students. They reflected on the quality and standard of their work and believed that effective teaching resulted in effective learning. The general difficulties perceived by these professors in carrying out their duties were inadequate planning, large student numbers in classes, lack of resources for students, inability to cater to differences in student ability, the time spent in marking and testing. The difficulty in combining research, teaching and professional development duties like attending conferences and seminars and conducting workshops. The results of this research allowed the researchers to explore and describe a good professor using the perceptions of the students and the professors themselves. He/She is that professor who uses different methodologies to facilitate learning, improves his/her own content knowledge, allows an affective relationship, of friendship, respect and companionship between student and teacher both inside and outside of the classroom; and still is an intellectual and capable professional.

7 Discussion and Conclusion Thus this exploratory and descriptive study indicates that the success of pedagogical work depends on the technical expertise and pedagogical competence of the professor, who creates challenging situations for the student to become competent and creative. The results of the research were disclosed to the professors of the Department of Human Sciences at a meeting and were also made known to the Department that provides help to the university professors. The department then designed and offered courses with the help of the first author in the area of pedagogic skills. The department has also been able to improve the courses it offered professors for inservice professional development. This study is important because it is one of only a handful of studies in the field of pedagogic competency of university professors at the University of Vicosa in Brazil. In addition, the findings of the study provide useful and practical information to the university department wishing to improve the pedagogic and didactic skills of professors. The study is valuable because it has the potential to create a clearer perception of how professors and university departments can work together to create positive attitudes, improve pedagogic skills, improve teaching and learning and academic performance of students. The study was significant in that, by exploring perceptions of students and professors and informing the university of results, a professional development course, was designed to improve the pedagogic and didactic skills of the university professor.

8 References Abreu, M.C, & Masetto, M.T. (1990). The univesity professor in classroom: practice and theorics principles. São Paulo, Brazil: Cortez. Alarcao, I. (1997). Contribution of Didacticism for teachers' formation: reflections on its teaching. IN: PEPPER, S.G., org. Didacticism and Formation of Teachers: courses and perspectives in Brazil and in Portugal. São Paulo: Cortez. pp Balzan, N.C. In: Pimentel, M. G. (1994). The professor in Constrution. Campinas, São Paulo, Papirus. Barros, D. F. & Silva, R.C. (1990). The teacher training in university : scientific capable or teaching capable? Impulso, São Paulo, Unimep, nº7, pp Cachapuz, T. (1997). Investigation in Didacticism of the Sciences in Portugal: a critical swinging. IN: PEPPER, S.G., org. Didacticism and Formation of Teachers: courses and perspectives in Brazil and in Portugal. São Paulo: Cortez. pp Cunha, M. I. (1992). The good professor and your practice. Campinas, São Paulo, Papirus. Erickson, F. (1998). Qualitative research methods for science education. In B.J. Fraser and. K. Tobin (Eds.), The international handbook of science education (pp ). Dordrecht, The Netherlands: Kluwer Academic Publishers. Ludke, M. e Andre, M. E. D. A. (1986). Research in the Education: quality approach. São Paulo, EPU. Perrenoud, P. (2000). Ten new competences to teach. Translation: Patrícia Chittoni Ramos. Porto Alegre: South Medical arts. Silva, E.M.V.A. (1991). University teacher: difficulties in the educational practice. São Paulo, UNIMEP.

9 Tobin, K., & Fraser, B. (1998). Qualitative and quantitative landscapes of classroom learning environments. In B. J. Fraser & K. G. Tobin (Eds.), The international handbook of science education (pp ). Dordrecht, The Netherlands: Kluwer Academic Publishers