Innovative teaching level in university classrooms in Ukraine

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dc.contributor.advisorVillardón Gallego, Lourdeses_ES
dc.contributor.advisorYániz Álvarez de Eulate, Concepciónes_ES
dc.contributor.authorVereshchahina, Tetyanaes_ES
dc.contributor.otherFacultad de Psicología y Educaciónes_ES
dc.contributor.otherInnovación educativa y aprendizaje a lo largo de la vidaes_ES
dc.date.accessioned2024-02-05T09:56:22Z
dc.date.available2024-02-05T09:56:22Z
dc.date.issued2015-10-09
dc.description.abstractThis doctoral thesis proposes a descriptive quantitative investigation that mainly aims to gauge the level of innovative teaching in university classrooms in Ukraine. Specifically, this study examines the difference in the levels of innovative teaching depending on teachers’ sociodemographic and cognitive characteristics. The theoretical part of the thesis strives to distinguish innovative teaching in different contexts: teaching paradigm shift, learning theories, teaching practices, etcetera. In addition, based on related literature, we define the notion of innovative teaching, specify its characteristics and offer a research model. The model presented in this study encompasses two main components: teachers’ characteristics (cognitive attributes and sociodemographic data) and innovative teaching level (dimensions: planning, application, evaluation). According to our model, teachers’ characteristics make a difference in their level of innovative teaching. Quantitative analyses allow us to fulfil research objectives and answer research questions established at the beginning of the work. According to the results, the innovative teaching level has been mainly upper-medium in total and across all teaching dimensions. Findings also indicate significant differences in innovative teaching depending on teachers’ gender, faculty position, education degree, as well as all cognitive characteristics: self-efficacy, creativity and receptivity to change. Teachers with higher levels of these attributes tend to exhibit higher levels of innovative teaching. However, the results indicate a certain lack of student-centred approaches being used by teachers. The results of our research can be useful in as much as they support teachers’ lifelong education and self-study. They can also contribute to future teachers’ theoretical training and enhance teachers’ professional and entrepreneurial skills. This research is especially interesting in the context of the educational reforms that Ukraine is currently implementing.es_ES
dc.identifier.urihttp://hdl.handle.net/20.500.14454/590
dc.language.isoenges_ES
dc.publisherUniversidad de Deustoes_ES
dc.subjectPsicologíaes_ES
dc.subjectPsicopedagogíaes_ES
dc.titleInnovative teaching level in university classrooms in Ukrainees_ES
dc.typedoctoral thesises_ES
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