2020 werden durch die zehnjährige "Qualitätspakt Lehre"-Förderung des BMBF in 186 Hochschulen Interventionen zu Veränderungen der akademischen Lehr-Lern- und Studienstrukturen und -kulturen geführt haben. Angenommen, die Qualitätspakt Lehre-Projekte wären ein voller Erfolg, wie sähe die Hochschullehre für eine heterogene Studierendenschaft aus der Perspektive der Hochschuldidaktik dann aus?

Es kann angenommen werden, dass Lehrende an Hochschulen überaus erfolgreich die Anforderungen der verschiedenen Bereiche des Bildungssysems bewältigten. In den Bildungskarrieren der Dozent_innen ist in der Regel kein Schulabbruch zu finden.

Lehre und Lernen an der Hochschule haben das Ziel "Wissen, Fähigkeiten, Kompetenzen und Werte, insbesondere im Rahmen des jeweiligen Faches professionell zu vermitteln. Damit bildet Hochschullehre ein komplexes System vielseitiger, fachspezifischer Strategien ab, Lernende auf ihrem Weg von Studierenden zu Fachexpert_innen zu begleiten.

Digitale Medien in der Lehre einzusetzen birgt vielfältige Potentiale, die jedoch durch Hochschullehrende in Abhängigkeit von ihren Kompetenzen, Einstellungen und den Rahmenbedingungen, unter denen Lehre geplant und durchgeführt wird, häufig nicht vollständig ausgeschöpft werden.

Die sieben staatlichen Hochschulen des Landes Sachsen-Anhalt sowie die Transferstelle des Wissenschaftszentrums Wittenberg erarbeiten in diesem Verbund gemeinsam Konzepte zum Umgang mit einer zunehmend heterogener werdenden Studierendenschaft vor dem Hintergrund des demografischen Wandels.

Mit Inkrafttreten der neuen Approbationsordnung für Ärzte hat die Medizinische Fakultät der Universität Leipzig zum Wintersemester 2003/04 ihr Curriculum umgestellt. Der Studiengang wurde komplett neu konzipiert und es wurden erstmalig für Leipzig auch 3 Kurse mit problemorientiertem Lernen (POL) eingeführt.

States of matter and phase changes are important topics in the teaching and learning of physical science. It is a common fact that learners find it difficult to understand the states of matter and phase changes. One of the main reasons is that learners do not abandon their own naive perceptions when the scientific concepts are taught. They do not connect their experiences outside the laboratory / classroom with their experience in science lessons. Learners consequently hold their own views even after instruction. According to the constructivist view on teaching and learning educators need to take learners' perceptions into account in the teaching of these topics. The first aim with this study was to determine learners' alterative conceptions about the states of matter and phase changes from a literature study. The second was to determine by means of an empirical study the alterative conceptions Grade 11 learners still hold after instruction of the topics. The empirical survey was conducted amongst a group of 110 Grade 11 learners studying physical science. A questionnaire was used to obtain information on this group of learners' knowledge on the states of matter and of phase changes after instruction of these topics. From the results of the questionnaire alternative conceptions could be identified. The results of the empirical study indicate that learners still have alternative conceptions about the states of matter and phase changes after instruction. Alternative conceptions were identified and recommendations on how to teach the states of matter and phase changes more effectively were made. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.

Desde o início da década de 1980, pesquisadores defendem que as escolas de negócios precisariam preencher as lacunas em relação às necessidades dos estudantes executivos, profissionais que buscam educação continuada. Com as mudanças do ambiente de negócios, facilidade de acesso à informação e evolução das técnicas didáticas, o papel do professor tem passado por importantes mudanças, deixando de ser o de fornecedor do conteúdo para se tornar o de um curador de conteúdos e facilitador do processo de aprendizagem. Com as alterações no ambiente de marketing, o crescimento da preocupação com a aplicabilidade prática, a valorização do discurso sobre a adoção de novas metodologias de ensino-aprendizagem, o aparecimento de novas alternativas de educação continuada e os questionamentos sobre a adequação de professores de cursos de pós-graduação lato sensu, torna-se fundamental aprender com os docentes que se destacam pelo desempenho em um cenário desafiador de ensino e aprendizagem. Este projeto defende a tese que diferentes fatores, além dos técnicos e didáticos, influenciam o desempenho profissional do docente e tem como objetivo principal propor um modelo conceitual de organização do conhecimento, identificando, compreendendo e mapeando as contribuições dos diferentes fatores no desempenho dos docentes em cursos de pós-graduação lato sensu de Marketing. Este estudo se justifica pelo aumento do interesse nas recentes mudanças em ensino e aprendizagem para adultos, pela crescente demanda dos cursos de pós-graduação lato sensu em Marketing, pelas mudanças do ambiente de marketing e pela relevância do papel dos docentes na transformação da educação. Este trabalho pode ser classificado como um estudo exploratório, qualitativo, com uso de estudo de casos múltiplos. O estudo de caso será composto de análise documental de dados secundários e entrevistas em profundidade. O modelo proposto sugere que o desempenho docente é decorrente da prática docente, esta sim influenciada pelo conhecimento técnico, formação didática e fatores pessoais e viabilizada pela atuação e respaldo da escola. A prática docente é influenciada pelo conhecimento técnico que o professor aprendeu em sala de aula como aluno, na prática de marketing e com a atividade de pesquisa e pela capacidade de crítica, de generalização e de exemplificação desenvolvida na pós-graduação stricto sensu. É influenciada também por sua formação didática, adquirida em treinamentos formais, com a inspiração de professores-referência durante sua vivência como estudante e com a aprendizagem na prática. Ainda, recebe influência de sua história de vida, de seus valores, atitudes e motivações / Since the early 1980s, researchers have argued that business schools would need to fill the gaps with the needs of executive students, professionals seeking continuing education. With the changes of the business environment, ease of access to information and evolution of teaching techniques, the role of the teacher has undergone important changes, from being the supplier of content to becoming a content curator and facilitator of the process of learning. With the changes in the marketing environment, the growing concern about practical applicability, the appreciation of the discourse about the adoption of new teaching-learning methodologies, the emergence of new alternatives for continuing education and the questioning about the adequacy of course teachers of lato sensu graduate, it becomes fundamental to learn from the teachers who stand out for their performance in a challenging teaching and learning scenario. This research defends the thesis that important factors, in addition to the technical and didactic factors, influence the professional performance of the teacher and its main objective is to propose a conceptual model of knowledge organization, identifying, understanding and mapping the contributions of different factors in the performance of faculty in lato sensu postgraduate courses in Marketing. This study is justified by the increased interest in recent changes in teaching and learning for adults, the growing demand for lato sensu graduate courses in Marketing, the changes in the marketing environment and the relevance of the role of teachers in the transformation of education. This work can be classified as an exploratory, qualitative study using multiple case studies. The case study will be composed of documentary analysis of secondary data and in-depth interviews. The proposed model suggests that the teaching performance is due to the teaching practice, which is influenced by the technical knowledge, didactic training and personal factors and made possible by the performance and support of the school. The teaching practice is influenced by the technical knowledge that the teacher has learned in the classroom as a student, in the marketing practice and with the research activity, and by the capacity for criticism, generalization and exemplification developed in stricto sensu graduate studies. She is also influenced by her didactic training, acquired in formal training, with the inspiration of reference teachers during her experience as a student and with learning in practice. Still, it receives influence from its life history, its values, attitudes and motivations

This study investigates the role of leadership in teacher professional development in Lesotho high schools. The specific variables being investigated include teachers‟ perceptions of teacher professional development; their expectations as well as the principals‟ role in facilitating teacher professional development. Developments in leadership have led to changes in the ways teachers work. These have subsequently increased the need to review teacher professional development programmes as a means to enhance teachers‟ competences and to determine their appropriateness to their work Green (1999) in Blandford (2000) argues that professional development has now become a prerequisite to effective schools. In his view, effective schools don‟t just happen; they thrive because the people in them work hard to make them successful. Blandford (2000) emphasises this in stating that, “in order [for schools] to be effective, managers and teachers will need to engage in professional development.” One of the most influential links to accurate teacher professional development is the active involvement of principals in such initiatives. The objective of this research is to establish how the dual responsibility of the principal and the teachers manifests itself in professional development. So while, the principal is expected to take a lead role, both are expected to take an active part if professional development is to have any impact in their teaching and learning - the core business of schools. Even though, it is very important to know teachers‟ perceptions on the link between leadership and teacher professional development, this is one of the few researches carried out on how leadership contributes to teacher development, This research is iii therefore significant as it examines the voices of teachers on how leadership contributes to teacher professional development. In Lesotho, there is a problem of limited understanding of professional development by teachers and the schools in general. The research was conducted using qualitative methodology. It was based on a case study of two high schools in the Leribe district in Lesotho. Data was collected using questionnaires and follow up interviews which were administered to elicit responses from principals, deputy principals and teachers in both schools. The findings revealed a need for teachers in Lesotho to engage more in teacher professional development programmes so that they may have a better understanding of the concept. Their understanding at the time did not go beyond workshops or at the most induction programmes that are provided at the beginning of their careers. This study also demonstrated that teacher professional development should be core to the work of both the principals and teachers in order to create a learning environment in their schools where both can develop professionally. In addition to this, teachers should be encouraged to initiate some of the professional development activities that can only be accessed if they show willingness. This is consistent with Blandford (2000:4), who asserts that the effective management of professional development depends on individual enthusiasm, not compulsion, and on individuals prepared to take action in addressing their own professional needs. What also emerged as one of the key findings was that teachers felt that principals should take more responsibility in reinforcing the culture of professional development in schools. iv Based on the results obtained in this study, the results suggest that schools in Lesotho need more awareness in teacher professional development and how it is influenced by leadership. There is an overarching need for a properly functioning policy that would guide the implementation of teacher professional development activities both from outside and within the school.

Education in Lesotho was not available to all children until the year 2000 with the introduction of the Free Primary Education policy. Since then, the huge rise in enrolments, the abolition of school fees, the effects of new policies and the problems of HIV/AIDS have expanded the demands on the principal while limited human and financial resources threaten the quality of education. This study investigates the role of two principals in the Botha Bothe district in the leadership and management of teaching and learning as well as the strategies they employ to overcome the difficulties. Special attention is given to distributed leadership so that accountable, effective and efficient leadership and management can take place. Qualitative methodology has been used through instruments such as questionnaires, followup interviews and observations to obtain data from the principals at the schools, one deputy principal and three to four teachers each. The findings indicate that the perceived main role of the principal at both these schools is managing and leading teaching and learning to the required standard. In both schools, it has been found that principals share their complex managerial duties with teachers and deputy principals, that most teachers willingly give of their time to contribute to the success of the school in this way and understand the need for doing so. By incorporating and respecting teachers’ contributions to leadership, the study shows how both principals cope with their particular leadership challenges. While the strategies used can serve as a guide to others within similar contexts, the researcher suggests that the education authorities in Lesotho need to be more aware of the problems facing schools, should make sufficient human and physical resources available to help principals manage the schools properly, and provide for AIDS orphans adequately. In addition, support for quality education in the form of ongoing professional development for both principals and teachers is needed, and more research needs to be conducted related to education issues in Lesotho.