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Teaching in Higher Education: Theories, Realities and Future Controversies

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  • Katerina R. Toka
  • Labrina Gioti

Abstract

The purpose of this paper is to investigate the field of University Pedagogy and specifically the relationship between theory (learning theories university teachers adopt) and practice (actual teaching) in Higher Education Institutions. To this end, we conducted a mixed methodology research (triangulation) by implicating both the students and the university teachers of post graduate programs of the former Alexander Technological Educational Institute–ATEI-of Thessaloniki (current International Hellenic University-IHU). The data collection methods were-7 semi-structured interviews with the teaching staff, student questionnaires (n=98) and non-participatory observation. Results show that teachers’ views about learning and teaching are consistent mostly with person-centered humanistic learning theories and cognitive constructivism. Learning is viewed as a dynamic process revolving around students and their needs. Their student-centered approach and the theories they embrace are consistent with their teaching practice to a satisfactory degree (role, climate, teacher-student relationship, objectives, connection to reality). However, an issue detected is the relatively limited use of the most active teaching techniques.

Suggested Citation

  • Katerina R. Toka & Labrina Gioti, 2021. "Teaching in Higher Education: Theories, Realities and Future Controversies," Journal of Education and Training Studies, Redfame publishing, vol. 9(6), pages 1-15, June.
    • Handle: RePEc:rfa:jetsjl:v:9:y:2021:i:6:p:1-15
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    JEL classification:

    • R00 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - General - - - General
    • Z0 - Other Special Topics - - General

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