Early Career Academics' Reflections On Learning To Teach In Central Europe

Discussing in pairs

The book contains studies from how participants of an educational development programme offered at the University of Economics in Bratislava and Masaryk University in Brno have integrated acquired knowledge and skills with their pedagogic practice. The chapters are written as case studies of good practice or case studies of problematic issues encountered in the participants’ teaching. Relying on the relevant literature, each case study describes one or two pedagogic concepts that informed the change that the participant introduced in their teaching. The chapters are grouped according to a teaching challenge faced by the author and form five clusters (with two or three chapters each). A commentary by an external expert (educationalist) accompanies each group of chapters to highlight its theoretical and practical implications. The book is thus framed by a theory-to-practice link that is so vital to good educational development.

The book is edited by Gabriela Pleschová and Agnes Simon (ISBN: 978-1-902435-63-3). Published 2018.

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Reactions to each chapter can be found at SEDA blog and ALPS.

You can download the PDF of the whole book here.


Introducing Educational Development for University Teachers in Central Europe by Gabriela Pleschová Chapter 1: Using cut-ups and and topic maps in semiotic analysis seminars to enhance student participation, interest and knowledge by Michał TkaczykChapter 2: Group work as a tool to improve participation and overcome fear of foreign languages among non-native English speakers by Godwin Kwasi AwuahCluster 1 Commentary: Young Academics' stories from learning to teach; Taking the plunge into group work by Lynn McAlpineChapter 3: 'Design your own flying carpet': Helping students to master research proposal writing by Ivana Rapošová Chapter 4: Using the flipped classroom approach to teach qualitative comparative analysis by Kateřina FridrichováCluster 2 Commentary: Stepping stones in a learning journey as a university teacher by Katarina MårtenssonChapter 5: Does active learning work? The experiences of Brno and Tehran psychology students by Stanislava KováčováChapter 6: Student perception of active learning methods in a political science course by Ina Fujdiak Cluster 3 Commentary: Activating teaching methods - Multiple perspectives for educational development by Peter Van PetegemChapter 7: Life after academia; preparing students for successful collaboration by Dubravka KovačevićChapter 8: Enhancing formative assessment as a way of boosting students’ performance and achieving learning outcomes by Nikita Minin Cluster 4 Commentary: Small-scale scholarly teaching innovations that might spark wider change by Torgny Roxå Chapter 9: Redesigning an unpopular university course: Ways to promote student's motivation and quality of learning by Ludmila KašpárkováChapter 10: It takes two to tango: How to get international relations students engaged in their learning by Barbora PadrtováChapter 11: Student pair work as a tool to promote active learning among students in Kosovo by Shpend VocaCluster 5 Commentary: Enhancing student motivation, interest and participation: Young academics' experiments with active learning by Kathleen M. Quinlan Chapter 12: Engaging non-majors in an introductory political science course via debates, primary sources and cut-up cards by Martin KarasChapter 13: Comparing classes with different levels of student control while cultivating students' intercultural competences by Alexander PecherskyChapter 14: Implementing constructive alignment and active learning while leading accounting seminars by Petra SrnišováCluster 6 Commentary: Fostering active learning for student engagement in higher education by Kate ThomsonChapter 15: Peer feedback to facilitate independent learning among first year sociology students by Alica Rétiová Chapter 16: Using an online quiz as a formative tool in Latin medical terminology courses by Natália GachallováChapter 17: 'I know what social work is': Bringing constructive alignment to a social work course by Daniela Jaklová StřihavkováCluster 7 Commentary: Reflection on feedback and reflection as feedback by Allan GoodyConclusion: Inspiring change in teaching in Central Europe and elsewhere by Agnes Simon
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