The first project phase – assessment of the context and needs of the teaching staff at Islamic University of Gaza (IUG) – includes data collection through questionnaire on pedagogical competencies. Project team developed the questionnaire which was launched online on 29.11.2017.
The questionnaire aims to collect data on pedagogical approaches and education practices at IUG. Development of the questionnaire relied on several theoretical perspectives on university teaching such as Approaches to learning and teaching (Trigwell & Prosser, 2004), Teachers’ self-efficacy beliefs (Dellinger et al., 2008) and Technological Pedagogical Content Knowledge (Schmidt et al., 2009; Baser et al., 2016).
The questionnaire was then piloted to ensure the reliability and validity of the instrument and finally launched on an online platform at the end of November. After the data collection has been completed, the project team will proceed with organizing interviews with IUG teaching staff in order to collect further qualitative data on education practices at IUG.
Data collected through questionnaire and interviews will (1) contribute to better understanding of the situation at IUG, (2) provide basis for development of the training programme, and (3) provide material for joint research publications.
Baser, D, Kopcha, T.J. & Ozden, Y.O. (2016). Developing a technological pedagogical content knowledge (TPACK) assessment for preservice teachers learning to teach English as a foreign language, Computer Assisted Language Learning, 29(4), 749-764
Dellinger, A.B., Bobbett, J.J., Olivier, D.F. & Ellett, Ch.D. (2008). Measuring teachers’ self-efficacy beliefs: Development and use of the TEBS-Self. Teaching and Teacher Education, 24, 751-766
Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J. & Shin, T. S. (2009). Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument for Preservice Teachers. Journal of Research on Technology in Education, 42(2), 123-149
Trigwell, K. & Prosser, M. (2004). Development and Use of the Approaches to Teaching Inventory. Educational Psychology Review, 16(4), 409-424