There are several things that contribute to educational flexibility, including the emotional intelligence of the teacher, who is able to accommodate all his students to an equal extent without discrimination.

There are several things that contribute to educational flexibility, including the emotional intelligence of the teacher, who is able to accommodate all his students to an equal extent without discrimination.

Mohammed Saleh Alajmi I agree that this is true in situations were there are some relatively minor changes to the student population, the curriculum, etc. But with respect to a sudden switch to emergency remote teaching (as in 2020, due to Covid19), I'm not sure flexibility is enough. That's why we're curious about which other factors may have contributed to maintaining teaching quality, e.g. institutional support, prior experience, non-formal professional development, workload, technical support, etc. Please consider responding to the survey if you haven't already to let us know about your experiences. Thank you!

Do you really want the higher education institution to reach its highest quality, then commit itself to feeding it with practical research for excellence and the strict application of laws

Interested

Yüksek öğretim kalitesini arttırmakta en etkili faktörlerin başında öğretim görevini üstlenmiş kimsenin öğretilmesi amaçlanan konuya dair yeterli donanıma (teorik ve pratik anlamda) sahip olup olmaması gelmektedir. Teorik anlamda yeterlilik; pratik olarak desteklenmedikçe, teorik bilgiye maruz kalan öğrenciler için öğretilen konu, sınav sorusunun cevabı olmaktan öteye geçemeyecektir. Sınav bilgisini yaşama aktaramayan bireyler için öğrenilen konu, bu yönüyle; güneş karşısında eriyip buhar olan buz kütlelerine benzer.

I think higher education teachers should possess:

1. High levels of emotional intelligent

2. Deep disciplinary and pedagogical competencies;

3. Improved digital skills

4. Ability to give relevant and prompt feedback

5. Furthermore, those educators that are able to create constructionist teaching and assessment environment; qualifies in this category.

I think we should collect between teach with digital teaching and teaching face to face to rain emotional with our learners

I think higher education teachers should possess:

technological knowledge,

content knowledge

pedagogical knowledge

and facilitator role

Excellent contributions from our colleagues, all the answers I take as very valuable, therefore, I also appreciate this interesting question. Teaching is a long and complex act and it deserves these multiple and intelligent looks.

No recipe works by itself.

The knowledge of university professors requires diversifying, opening up to changes and integrating, in the new times, with the complex world of emotional management.

regards

Reinaldo

Remote, online tuition requires multiple skills, as contributors to this thread have identified. All the skills of face-to-face pedagogical communication are transferable to virtual settings - except kissing, cuddling and sharing joints, etc. I wonder if a sense of adventure and of humour might be emphasised as means of engaging learners sitting alone in their study room without even a biscuit or cup of tea. My references for this kind of epistemological insight are, of course, Marcel Proust and Martin Heidegger. Usual caveats apply.

Teniendo como punto de partida, el concepto de Groetber (1995) sobre resiliencia, referida a la capacidad universal de los humanos para enfrentar los infortunios, fatalidades o adversidades de la vida, trascenderlas, prevalecer sobre ellas o llegar a ser transformado por las mismas y el de Michel Rutter (1992), que lo asocia a la combinación de elementos que hacen que la persona pueda sobreponerse ante problemas y grandes dificultades de la vida, considero que para fortalecer la resiliencia en la gestión y práctica educativa de la educación superior, se hace necesario, abordar los correspondientes procesos integralmente bajo los principios de la inclusión social, la diversidad, la pertinencia, libertad y democracia; formar desde las emociones, y por no perder de vista la alteridad, como elementos significativos para formar seres integrales, para utilizar sus recursos personales como habilidades, conocimiento y experiencia. Implica igualmente que el docente, sea un sujeto creativo, crítico, sensible y con alto nivel de capacidad para enfrentar situaciones difíciles y/o conflictos. De esta manera se fortalece igualmente la calidad educativa.

Al respecto, S. Wolin y R. Wolin en 1993 instituyen el Mandala de la Resiliencia, conformado por 7 factores o pilares de la resiliencia (Rodríguez, 2016): 1.Introspección, 2.independencia, 3. Capacidad para relacionarse, 4. Iniciativa, 5. Humor, 6. Creatividad y 7moralidad.

Joshua, the notion of resilience especially within the HE sector, has received increasing attention and focus within the context of the COVID-19 pandemic. Recently, a colleague of mine, P.M. Bal and myself co-edited a Special Issue with the journal Advances in Developing Human Resources on the topic “The Impact of Resilience in Developing Individual and Organizational Capacity to ‘Bounce Back’ from Challenges". It was interesting to note some key emerging factors that could potentially impact on individual and collective organisational resilience which could be applied to and be found relevant to your project. These could be broadly categorised to include internal and external factors such as structural, procedural, processual, competency or people-development-based, socio-cultural...I'd be interested in the developments. Good luck.

Taking as a starting point, the concept of Groetber (1995) on resilience, referring to the universal capacity of humans to face the misfortunes, fatalities or adversities of life, transcend them, prevail over them or become transformed by them and that of Michel Rutter (1992), which associates it with the combination of elements that make the person able to overcome problems and great difficulties in life, I consider that to strengthen resilience in the management and educational practice of higher education, makes it necessary to address the corresponding processes in full under the principles of social inclusion, diversity, relevance, freedom and democracy; to form from the emotions, and not to lose sight of the otherness, as significant elements to form integral beings, to use their personal resources such as skills, knowledge and experience. It also implies that the teacher is a creative, critical, sensitive subject with a high level of ability to face difficult situations and / or conflicts. In this way, educational quality is also strengthened.

In this regard, S. Wolin and R. Wolin in 1993 instituted the Mandala of Resilience, made up of 7 factors or pillars of resilience (Rodríguez, 2016): 1.Introspection, 2.Independence, 3. Ability to relate, 4. Initiative, 5. Humor, 6. Creativity and 7morality.

Hello

You can see higher level in poor people or immigrants They should study

Best regards

Ph.D. Ingrid del Valle García Carreño