11. Educational Improvement and Quality Assurance
Poster
Improving Ability to Prove Concepts in Nerve Impulse Generation and Transmission Topic in A-Level Students Using Modeling Based Learning (MBL)
Martina Khontay, Aigul Suleimenova, Jackline Mumbi Matu, Zhuldyz Bimanova
NIS in Karaganda city, Kazakhstan
Presenting Author: Suleimenova, Aigul
This research study aimed to improve the ability of students to prove concepts in nerve impulse generation and transmission topic using the model-based learning approach. The objectives of this research were to explain the neuron’s structure, and location and relate this with its functions and to describe how mechanoreceptors react to the stimulus pressure and how nerve impulses are transmitted along the PNS and CNS using the Modeling Based Learning approach (MbL).
This is a descriptive research study at Nazarbayev Intellectual School in Karaganda where two groups with a total of forty grade 11 Biology students were asked what they would expect from studying the human nervous system using the model-based learning approach. The students all indicated that they expected to gain a thorough understanding of the topic as well as broaden their perspective on its significance. They also hoped to increase their analytical reasoning and abilities to prove and connect concepts in nerve impulse transmission topic.
The learning process was done with the MbL approach for six lessons. During the first lesson, students learned the concepts about neuron’s structures, functions, and location in the human body from the handbook they usually use in biology class. They learned of the mechanoreceptors (Pacinian corpuscles) and their reaction to changing stimulus, and pressure. In the second lesson, they learned the initiation and transmission of the action potential in myelinated neurons and the connection between the structure and function of the cholinergic synapse. In the next three lessons, using the guidelines of the rubric, the students discussed, prepared, and presented their models on the transmission of nerve impulses in the human nervous system. In the last lesson, they answered the formative assessment questions and filled in the questionnaire. The other group was taught without the model-based approach and formative assessment given.
For the group that went through the model-based lessons, the results showed that fifteen students out of twenty (75 %) had 70 % or above marks on their work on the worksheet. For the group that did not study by model-based learning, the results showed that seven students out of twenty (35 %) had 70 % or above marks on their work on the formative assessment worksheet. This was an indication that this group of students could not answer questions that required them to prove the concepts of the neuron’s structures, functions, location; and nerve impulse transmission along the PNS and CNS.
According to the research study, the majority of the students’ capacity to prove concepts of the human nervous system was in a good category and above. Therefore, if the concept taught has a higher complexity than the lower complexity concept, MbL can allow a strong association between thinking level and the ability to verify concepts.
Some recommendations for Biology teachers, for example, must be creative in order to diversify instructional aids based on current scientific research and technology. For example, using animation and video or modeling-based learning to explain abstract and microscopic concepts. Stand-alone learning utilities allow students to study at their own pace either in or out of school hours and gain knowledge beyond the textbook content. This pedagogical technique should begin in preschool or elementary school. If necessary, the modeling-based learning technique can be repeated in the following classes with minimal customization.
Methodology, Methods, Research Instruments or Sources UsedThis descriptive research study used random sampling of two groups of a total of forty A-level Biology students of grade 11, in Nazarbayev Intellectual School, Karaganda, who are learning the human nervous system as their Biology curriculum requirement. This study involved students answering the questionnaire and rubric on their level of understanding of the topic of Nerve impulse generation and transmission and a formative test of the topic which contains eight structured questions following bloom’s taxonomy higher order thinking levels. The two grade 11 class groups are randomly sampled from four grade 11 class groups to answer both research instruments.
The learning process was done with the MbL approach for 6 lessons. During the first lesson, students learned the concepts about neuron structures, functions, and location in the human body from the handbook they usually use in biology class. They learned of the mechanoreceptors (Pacinian corpuscles) and their reaction to changing stimulus, and pressure. In the second lesson, they learned the initiation and transmission of the action potential in myelinated neurons and the connection between the structure and function of the cholinergic synapse. In the following three lessons, they discussed, prepared, and presented their models on the transmission of nerve impulses in the human nervous system. In the last lesson, they answered the formative assessment questions and filled in the questionnaire.
For modeling, students were offered rubrics with criteria for evaluation. With rubrics, students could evaluate not only themselves but also the work of other students and give 2 suggestions for improvement and 1 good point. This allowed students to properly organize their work and simulate the mechanism of formation and transmission of a nerve impulse successfully, linking everything into a single whole. Rubrics are used for both formative assessment (in-process feedback to be used for improvement) and summative assessment (evaluation of student learning at the conclusion of an assignment or project). Essentially, a rubric is a tool for communication between instructor and student. Students assess their own work using the rubric more effectively and submit the rubric with their assignment. This is a great basis for deep discussion about which aspects they can improve or change.
Conclusions, Expected Outcomes or FindingsThe questionnaire results for students taught with the Modeling based lessons from the Very poor to Very good categories were 3.33%, 26.67%, 46.67%, 23.33%, and 10.00%. Those taught without were 6.67%, 43.33%, 26.67%, 13.33%, and 0.00%.
In the group that went through the model-based lessons, the formative assessment results show that fifteen out of twenty (75 %) got 70 % or above marks on their work on the worksheet. For the group that did not study by model-based learning, the results show that seven students out of twenty (35 %) got 70 % or above marks on their work on the formative assessment worksheet. This is an indication that this group of students could not answer questions that required them to prove the concepts of the neuron’s structures, functions, location; and nerve impulse transmission along the PNS and CNS.
In the control group, students were not offered the use of rubrics and they went through the whole mechanism in parts and did not do the simulation at the end, which would help to visualize and see the relationship between the work of the parts of the neuron. They could not answer questions where it was asked to provide evidence. We believe that it was rubric modeling that helped students demonstrate the ability to present evidence.
We recommend using rubric modeling to improve students' understanding of different concepts so that they can bring evidence to their answers through analysis and evaluation.
Not to give topics separately, but to study in relation to other topics and sections, as is done in the reverse design method, to offer different ways of modeling to show exactly their understanding.
References[1] Owens M.T., Tanner K.D. Teaching as Brain Changing: Exploring Connections between Neuroscience and Innovative Teaching. CBE Life Sci Educ. 2017 Summer; 16(2).
[2] Marzano R. J. and Heflebower T. Grades that show what know. 2011 69 34-9
[3] Goff E, Reindl K, Johnson C, McClean P, Offerdahl J, Schroeder N, and White A 2017
Biochemistry and Molecular Biology Education 45 226 – 34
[4 Lazarowitz R and Penso S 1992 J. Of Biological Education, 26 215–23
[5] Lestari D, Mulyani S E S, and Susanti R 2016 J. of Innovative Science Education 5 83–93
[6]Cavalho J C Q, Beltramini L M, and Bossolan N R S 2018 J. of Biological Education 53 205-16
[7]Louca L T, and Zacharia Z C 2012 Educational Review 64 471-92
[8]Fretz E B, Wu H K, Zhang B, Davis E A, Krajcik J S, and Soloway E 2002 Res. in Sci.
Education 32 567–89
[9]Penner D E 2001 Review of Research in Education 25 20
[10]Grosslight L, Unger C, Jay E and Smith C L 1991 J. of Res. in Scie. Teach. 28 799–822
[11]Harrison A G and Treagust D F 2000 Int. J. of Science Education 22 1011–26
[12]Gilbert J K and Justi R 2016 Modelling Based Teaching (Switzerland: Springer) pp 123-126
[13]Van Meter P, Cameron C, and Waters J 2017 Learning and Instruction 49 188 – 98
[14]Paivio, A 1990 Mental Representation: A Dual Coding Approach (New York: Oxford University Press, Inc)
[15]Adodo S O 2013 Mediterranean J. of Social Sciences 4 163-72
[16]Balim A G 2013 Int. Res. in Geographical and Environmental Education 22 337-52
11. Educational Improvement and Quality Assurance
Poster
How to Improve the Functional Literacy of Reading in Biology Lessons Through the Formulation of High-order Questions? Teacher's Researchnd Education
Gulmira Bessenbayeva
Nazarbaev Intellectual School, Kazakhstan
Presenting Author: Bessenbayeva, Gulmira
The article sets the task of developing functional reading literacy among students in biology lessons through the performance of tasks to text material.
According to the results of PISA, we know of a certain lack of skills among students of schools in Kazakhstan. One of the main reasons for the low result of international research is the inability of students to work with the proposed information: to compare disparate fragments, correlate the general content with its concretization, purposefully search for missing information, etc. The application of the subject skills formed by schoolchildren is complicated by the fact that, solving problems, our students uncritically reproduce the usual, stereotypical ways of acting. When faced with tasks like PISA, schoolchildren, without analyzing the whole described situation on their own, reproduce the existing connections:
for examle, literary text – general reasoning, mathematical – an accurate, detailed solution.
The daily use of works with text material in biology lessons is of great importance for the development of functional reading literacy among students, which develops their skills to work with various types of texts. When performing test work, students begin to realize that reading in biology lessons will lead them to enjoy a properly completed task and create situations of success, lack of stress.
The article presents the results of an initial survey of students on the understanding of various types of texts and a survey on the achievement of exected results. The necessity of developing functional reading literacy for successful learning is also revealed. Samples of high-level tasks (analysis, synthesis and evaluation), tasks in the PISA format and various techniques of working with texts that were used in the lessons to achieve the goals. In the course of the study, different types of texts were also used, such as continuous texts, discontinuous texts. Diagrams, schemes, and graphs were used to interpret the data and apply this data when performing tasks of a high level of thinking according to Bloom's taxonomy.
In the modern world, the concept of literacy is changing and expanding, but it still remains associated with the understanding of a variety of texts. Along with printed books, a modern person can read electronic books, audiobooks are also very popular today, so the school should teach the student to work with various texts: "paper", electronic and sounding.
Methodology, Methods, Research Instruments or Sources UsedIn the course of observing students in biology lessons , I pursued the following main goals:
1. Broad consideration of the concept of "reading": reading graphs, charts, tables, etc.
2. The use of text material when performing high-order tasks;
3. Preparation for the International PISA Study;
4. Instilling students with responsibility for their learning;
5. Search for pedagogical techniques for the formation of functional reading literacy.
6. Development of students' reading skills.
Expected results: Students will be able to understand the written text, use it and reflect on it, interpret and reflect on what they have read, as well as use reading to achieve their own goals in life.
In order to ensure the content of the work, I preferred to choose information-attractive texts. The texts had to contain relevant information for the student and meet his urgent needs. They should be free of shortcomings that make it difficult to read and do not target students to actively search for answers to the questions posed.
Methods of collecting information:
initial survey;
the use of various texts with the creation of high-order questions to them;
using various techniques of working with texts;
analysis of students' test papers
repeated survey.
At the beginning of the school year, I conducted a questionnaire in the 8-9th grades and received the following results.
After processing the results of this questionnaire, I came to the conclusion that not all the guys understand the meaning of the scientific text, are able to work with it: they find the main thing, definitions or concepts, do not see "hints" in the text itself.
This means that when working with a textbook or additional literature, it is necessary to pay attention to the formation of the following reading skills in students:
• purposefully, selectively read the text, articles from the textbook;
• make a plan for the read text;
• perform tasks that include drawing diagrams, tables;
logically, consistently state the answer to the question posed;
• exchange information about the object obtained from other information sources;
• find a description of the illustrations in the text;
• compare the objects depicted in the textbook illustrations, compose questions for them
• in a group or independently perform test tasks based on the text of the textbook and additional literature.
Conclusions, Expected Outcomes or FindingsThe article describes 8 techniques of working with various texts and 12 examples of high-order tasks applied in grades 8-12.
The results of the repeated survey showed that students can make a plan for the text they read, can perform tasks that include drawing up diagrams, tables; logically consistently state the answer to the question posed, understand the text read; find a description of the illustrations in the text;
compare the objects depicted in the textbook illustrations, prepare questions for them; they can perform test tasks in a group or independently based on the text of the textbook and additional literature.
Conclusion
The findings suggest that this approach can also be useful in other academic subjects. Conscious reading is the basis of personal self–development - a person who reads correctly understands the text, reflects on its content, easily expresses his thoughts, freely communicates. In high school, the amount of information increases dramatically, and it is necessary not only to read and memorize a lot, but mainly to analyze, generalize, and draw conclusions. Conscious reading creates a basis not only for success in Russian language and literature lessons, but also is a guarantee of success in any subject area, the basis for the development of key competencies. The realization that reading is a pleasure and that it may even be useful for mastering the educational material is already half the battle. In addition, the use of different methods of working with text and performing tasks of different types will instill in students the habit of reading.
References1.https://kopilkaurokov.ru/nachalniyeKlassi/prochee/razvitiiefunktsionalnoighramotnostiuuchashchikhsiachieriezchtieniieipismo
2.https://infourok.ru/proekt-po-teme-formirovanie-funkcionalnoy-gramotnosti-shkolnikov-na-urokah-matematiki-489409.html
3.2007 Prokopyeva N.V. Senior lecturer of the Department of Methods of Teaching Physics at KSPU.
4.https://www.eduneo.ru/rabota-s-nesploshnymi-teksta-kak-sposob-razvitiya-navykov-funkcionalnogo-chteniya/
5.https://krippo.ru/files/PISA/task.pdf
6.https://moluch.ru/conf/ped/archive/270/12867/
11. Educational Improvement and Quality Assurance
Poster
Development of Skills for Independent Study of Processes Through Practice-Oriented Training
Elmira Akimova
NIS school, Kazakhstan
Presenting Author: Akimova, Elmira
Chemistry is a science where, along with theoretical material, research skills and the ability to make calculations based on the data obtained are also formed. Laboratory work, organized in the form of mini-research, helps students develop practical skills in working with chemicals, teaches them how to safely handle certain substances at school and at home. By performing laboratory work, students gradually master such skills as how to properly handle laboratory equipment, chemical glassware, and measuring instruments to obtain accurate readings.
Performing experiments in chemistry lessons contributes to the formation of knowledge through observation, develops the skills and abilities of analyzing and formulating conclusions on the work done. The combination of these skills and abilities represents the stages of the experimental research method. According to L.Ya. Zorina, when performing an experiment, students learn to determine the purpose of the experiment, research problem, research hypothesis, experimental methodology, results analysis of the experiment, taking into account possible errors and draw conclusions [3].
Based on the works of A.I. Savenkov, general research skills and abilities can be understood as the following skills and abilities: to see problems; to ask questions; put forward hypotheses; define concepts; classify; compare; observe; conduct experiments and draw conclusions; establish causal relationships; structure the material work with text prove and defend their ideas[1].
Analysis and generalization of psychological and pedagogical literature allows A.I. Savenkov to highlight the principles of the formation of research skills and abilities of schoolchildren. The work on developing the skills and abilities needed for research should be carried out systematically and purposefully.
Dweck's research generally confirms that if students are told that learning ability and intelligence are improving, their grades increase. Although this does not work in all settings, Smith and Firth believe that it is worth shaping the students' concept of flexible, growing thinking and developing their positive "self-concepts"[2]. It's not a fact that this will affect the results directly, but it will certainly help the students feel more confident.
Low self-esteem leads to self-doubt, prevents students from taking on more complex and interesting tasks, makes them too nervous before tests and make mistakes due to excitement.
How to apply:
Explain that the brain is constantly changing physically when learning new things - skills and abilities can be developed;
motivate students to compare themselves not with others, but with their previous self;
it is reasonable to encourage - to praise for efforts, and not for personal qualities, and not just to cheer up, but in connection with progress.
According to the theory of psychologist Reinhard Pekrun, both positive and negative emotions are important: both can stimulate a person to learn.
Methodology, Methods, Research Instruments or Sources UsedAfter the first summative assessment for a section in the first quarter, groups of students were identified who find it difficult to complete tasks precisely on summative assessment, although questions on these learning objectives are discussed in the classroom when studying the topic. Interviews were held with the psychological and pedagogical service of the school, with teachers of other subjects, with curators and parents of students. This work helped to find out the psychological and pedagogical characteristics of each student in the studied groups. Having identified the problem, a survey was conducted among the students.
36 students took part. The students noted the problems they face during training, how the teacher’s teaching method affects them, how ready they are to perceive the material, how much they can show independence when studying new material, how much they expect the teacher to explain the material, how much they themselves can learn the material on their own . The results of the questionnaire were analyzed, and the results of the analysis of personal data were used at the next stage, when planning a series of lessons according to the methodology of practice-oriented learning.
When planning a lesson, according to the ability of the class, assignments, descriptors, and assessment criteria were compiled. The achievements of each student were recorded in an observation log. When studying the topic: “Oxidation-reduction reactions”, examples of compiling redox reactions were analyzed on the board, then the students performed in pairs, and then the student could independently complete such tasks. Performing several exercises to compose redox reactions, the student developed skills.
When studying the topic "Electrolysis", the students easily mastered the topic, as they first performed practical work. The organization of the practical work on the “stations” made it possible to use time effectively. The students saw in practice the processes occurring at the cathode and anode, observed changes in the determination of substances released on the electrodes. Instruction sheets were provided detailing the steps to perform the experiments, leading questions, and questions that require the student to explain their observations.
For active learning, the Mix / Freeze / Pair method (Kagan, 1994) was used - a method that allows students to be active and be able to cooperate in solving a problem.
Conclusions, Expected Outcomes or FindingsAccording to the results of the first survey, it was revealed that some students find it difficult to learn the material on their own (30%). In each group, there are children who can work independently and do an excellent job with tasks (20%), there are students who need the support of a teacher or a classmate (50%).
After conducting a series of lessons developed through practice-oriented learning, I did not notice an improvement immediately. Pupils gradually got used to the proposed form of education, developing the skills of independent work.
According to the results of the survey, it was found that when studying a new topic, most students begin to work according to the algorithm, and then they can already complete tasks on their own. When studying new material, schoolchildren aged 15-16 are still not confident in their abilities, doubt the correctness of their answers when solving certain problems, and therefore always need the support of a teacher, because, due to their age characteristics, adolescents are not yet mature enough to follow this form of education, which requires the independence and responsibility of students.[5]
Comparing the results of the 1st and 2nd quarters, in class 10A you can see the 1st quarter -83% (5-1,4-9, 3-2), in the 2nd quarter - 100% (5-4, 4-8) the quality of knowledge improved by 17%. In grade 10, the quality of knowledge in the 1st quarter was -83%, in the second quarter -100%, which led to the maximum increase in the quality of knowledge.
Using practice-oriented learning, I noticed that students began to actively participate in the lessons, increased motivation, increased self-confidence, and also improved the ability to find and explain the cause of certain phenomena, the ability to manage attention, skills to work with information, communication skills, and time management.
References1. A. I. Savenkov. Path into the unknown: how to develop your research skills. - M., Genesis, 2005. , 94s.
2. Suldina T.I. Pedagogical aspects of practice-oriented teaching of chemistry // Scientific review. Pedagogical Sciences. - 2017. - No. 2. - P. 107-109;
3. https://scienceforum.ru/2016/article/2016029047
4.https://spravochnick.ru/pedagogika/teoriya_obucheniya/praktiko-orientirovannye_metody_obucheniya/
5.https://www.psypharma.ru/ru/novosti/mezhdunarodnye-novosti-psihiatrii-ot-eleny-mozhaevoy/golovnoy-mozga-podrostkov-issledovaniya
11. Educational Improvement and Quality Assurance
Poster
Dimension of International Mobility of Academic Personnel as a Resource for Development of Pedagogical Competence
Tamāra Pīgozne1, Arturs Medveckis2
1University of Latvia; 2Liepaja University, Latvia
Presenting Author: Pīgozne, Tamāra;
Medveckis, Arturs
Adult learning is part of the concept of continuous learning that takes place throughout life (Salleh et al., 2015).
The ongoing changes in education systems require support in order to move from traditional teaching in the local environment to a more international context. One of the initiatives supporting this educational approach is the Erasmus programme.
Personnel mobility is crucial, and it usually precedes student mobility so as to prepare the flow of students between higher education institutions, thereby ensuring the quality, attractiveness and competitiveness of educational programmes (Seidahmetov et al., 2014).
The main objectives of staff mobility are:
- expansion and enrichment of the range and content of the courses offered in the participating institutions;
- formation and strengthening of connections among higher education institutions;
- promote the exchange of pedagogical methods and experience;
- motivate students to participate in mobility schemes;
- enabling students, who do not have the opportunity to go abroad, to benefit from the foreign professors’ international experience of (internationalization at home);
- knowledge transfer infrastructure among higher education institutions and enterprises.
When choosing one of the 2 types of staff mobility (for teaching and for training), the main reasons are: development of skills and competences as part of professional development;· strengthening the cooperation with partner institutions and creating new networks;·increase the quality of services and teaching offered to students by the respective staff members (Jahnke, 2018).
Even though in recent years the proportion of staff international mobilities has tended to increase compared to student mobilities (Teichler, 2017), staff mobility has been analysed episodically and fragmentarily in the scientific literature (Valeeva & Amirova, 2016), provoking discussions about the measurement of its added value (Palma-Vasquez, Carrasco, & Tapia-Ladino, 2021). In general, the potential offered by the mobility paradigm in the context of higher education is huge and largely unrealized and it can open up new learning and educational opportunities nowadays (Chattara & Vijayaraghvan, 2021),
The future vision of Latvia education in 2027 is characterized by the transformation of the role of educational institutions, during which educational institutions will become as "learning organizations" and offer diverse learning opportunities, environments and approaches for adults; they are organizations with a high level of professional competence of management, teachers and academic staff, strategic vision, responsibility and autonomy; they are also organizations that actively cooperate (About Educational Development Guidelines 2021-2027, 2021), although studies emphasize stronger mobility impact on short-term and personal/professional development compared to long-term or institutional impact (Lam & Ferenc, 2021).
In the context of the research, the understanding of the competence of adult educators as "being able to act in relation to certain known, unknown and unpredictable situations" is relevant, which emphasizes action (Illeris, 2011, 33) and is often the point of convergence of the education of adult educators and the needs of schools (Gümüs , 2022).
Research shows that adult learners have high competence, partly due to the activities they get engaged in, including Erasmus mobilities (Salleh et al., 2015).
Competence includes three important aspects, which are knowledge (cognitive), attitude (affective) and skills (psychomotor), which are combined in order to solve certain tasks (UNIDO, 2002).
In the context of the research, the Iceberg competence model is relevant, which is based on three main aspects, namely knowledge, attitude and skills, adapting and modifying it to 5 areas of competence or competence domains: knowledge, skills, attitude and values, cooperation, as well as achievements (Salleh et al., 2015).
Research questions:
- What is the evaluation of the competences acquired by university teachers during Erasmus mobility?
- Are there any and what statistically significant differences exist there depending on the profile of university lecturers (teaching and training)?
Methodology, Methods, Research Instruments or Sources UsedIn order to answer the research questions, a descriptive cross-sectional research design and a data collection method have been chosen - a questionnaire in the Google docs environment, structured in 2 parts - profile questions and substantive questions. The first part includes a profile question about the type of mobility of university lecturers (teaching or training), the second - about the competences acquired during mobility, where as a result of the theoretical analysis 5 competence criteria of adult educators have been identified with the corresponding indicators:
• knowledge (improvement of knowledge in the application of information and communication technology tools);
• skills (development and experimentation of new and innovative teaching methods; acquisition of industry-specific and practical skills that correspond to professional development; improvement of foreign language skills);
• attitude and values (learning from good practices abroad, improvement of job satisfaction);
• cooperation (cooperation with a partner institution, civil cooperation and labour market representatives);
• achievements (increase of social, linguistic and cultural competences; strengthening and expansion of one's professional network; improvement of one's career opportunities; development of organizational, management and leadership skills).
An online survey has been administered by applying a questionnaire containing a 6-point Likert scale (1=not applicable, 2=strongly disagree, 3=rather disagree, 4=neither agree nor disagree, 5=rather agree, 6= strongly agree), in which substantive issues have been assessed.
The Cronbach's alpha coefficient for the test reliability examination indicates good internal consistency (α=.82).
The results of the Kolmogorov-Smirnov Test on the non-compliance of the empirical distribution with the normal one (p=.000) have determined the application of non-parametric methods for the secondary data acquisition.
Empirical data processing methods using SPSS software to provide quantitative data processing methods:
• Descriptive statistics (mean, median, mode);
• Mann-Whitney U Test to detect differences between 2 independent samples.
221 respondents from Latvian higher education institutions took part in the survey: 49 respondents who have used staff mobility for teaching (outbound) and 172 who have used staff mobility for training (outbound).
Conclusions, Expected Outcomes or FindingsOverall, respondents have rated the benefits of ERASMUS mobility as achievements, cooperation, skills as well as attitudes and values the highest.
Among the achievement indicators, the respondents have rated strengthening and expansion of their professional network the highest.
Among the indicators of cooperation, the respondents have highlighted cooperation with the partner institution.
Out of the skills, they have rated the acquisition of industry-specific and practical skills that correspond to professional development the highest.
Regarding attitudes and values, respondents have emphasized learning from good practices abroad.
Depending on the profile of the respondents, there are statistically significant differences in the assessment of cooperation (p<.001) and skills (p<.001) in general and in individual indicators - respondents who have used staff mobility for training rate higher the cooperation with civil cooperation and labour market representatives (p <.001) and acquisition of industry-specific and practical skills corresponding to professional development (p<.001), compared to respondents who have used staff mobility for teaching.
This complies with the results of other studies on the impact of mobility on the professional development of lecturers (Zajadacz et al., 2021; Kafarski & Kazak, 2021), which in turn promotes the academic, professional and individual development of participants, at the same time contributing to the expansion of the global labour market (Mizikaci &Uğur Arslan , 2019), as many of the skills analysed here include the European dimension that can only be fully exploited in an international perspective (Gardel Vicente, 2022).
ReferencesAbout Educational Development Guidelines 2021-2027. (2021). https://likumi.lv/ta/id/324332-par-%20izglitibas-attistibas-pamatnostadnem-%2020212027-gadam
Chattara, D., & Vijayaraghvan, A,P. (2021). The mobility paradigm in higher education: a phenomenological study on the shift in learning space. Smart Learning Environments, 8(1): 15.
Gardel Vicente, A. (2022). Skills Gained through Erasmus+ Mobility: Erasmus Jobs Literature Review. https://project.erasmusjobs.org/docs/research/ErasmusJobs%20IO1_SkillsGainedThroughErasmus+Mobility_Literature_review.pdf
Gümüs, A. (2022). Twenty-First-Century Teacher Competencies and Trends in Teacher Training. In Y. Alpaydin & C. Demirli Educational Theory in the 21st Century, 243–267.
Jahnke, S. (2018). Erasmus: Why university staff should take part in mobility. https://www.linkedin.com/pulse/erasmus-why-university-staff-should-take-part-mobility-stefan-jahnke
Illeris, K. (2011). Workplaces and learning. In M. Malloch, L. Cairns, K. Evans, & B. N.O’Connor (Eds.), The Sage handbook of workplace learning (pp. 32–45). London: Sage.
Kafarski, K., & Kazak, J.K. (2021). Erasmus Staff Mobility in the Building of a European Network: The Case of a Central European University. Sustainability, 14(9), 4949. https://doi.org/10.3390/su14094949
Lam, Q.K.H., & Ferenc, I. (2021). Erasmus+ staff mobility comparative data analysis. ACA. https://www.cmepius.si/wp-content/uploads/2021/04/TCA-Report-12-March-2021_FINAL.pdf
Mizikaci, F., &Uğur Arslan, Z. (2019). A European Perspective in Academic Mobility: A Case of Erasmus Program. Journal of International Students, 9(2), 705-726.
Palma-Vasquez, C., Carrasco, D., & Tapia-Ladino, M. (2021). Teacher Mobility: What Is It, How Is It Measured and What Factors Determine It? A Scoping Review.
International Journal of Environmental Research and Public Health, 19(4), 2313; https://doi.org/10.3390/ijerph19042313
About Educational Development Guidelines 2021-2027 (2021)/. https://likumi.lv/ta/id/324332-par-%20izglitibas-attistibas-pamatnostadnem-%2020212027-gadam
Salleh, K.M., Khalid, N.H., Sulaiman, N.L., Mohamad, M.M., & Sern, L.C. (2015). Competency of adult learners in learning: Application of the Iceberg Competency Model. Procedia - Social and Behavioural Sciences, 204, 326 – 334. 10.1016/j.sbspro.2015.08.160
Seidahmetov, M., Kulanova, D., Abdikerimova, G., Myrkhalykova, A., & Abishova, G. (2014). Problem Aspects of Academic Mobility are in Republic of Kazakhstan. Procedia - Social and Behavioural Sciences 143 (2014) 482 – 486.
UNIDO competencies: Strengthening organizational core values and managerial capabilities. (2002). Vienna, Austria: UNIDO.
Teichler, U. (2017). INTERNATIONALISATION TRENDS IN HIGHER EDUCATION AND THE CHANGING ROLE OF INTERNATIONAL STUDENT MOBILITY. Journal of International Mobility, 5, 179-216.
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