The positive attitude approach for teaching in higher education: an untrodden path for policy and practice

In: Miočić, Ivana and Brajdić Vuković, Marija and Ledić, Jasminka (2020) The positive attitude approach for teaching in higher education: an untrodden path for policy and practice. European journal of education, 55 (4). pp. 560-572. ISSN 1465-3435 (Online)

Abstract

IN ENGLISH: This article reports on a study in which a new conceptual framework for fostering a positive attitude towards teaching in higher education (PATTHE) was developed. The PATTHE framework builds on a holistic four‐dimensional theoretical concept and is not limited by the specificity of teaching within a particular discipline or national higher education context. The four dimensions of PATTHE pertain to (a) emotional dimension, (b) professional development, (c) constructivist approaches to teaching, and (d) the teaching and research nexus; all of which are relevant for empowering quality teaching at personal, institutional and/or national higher education policy levels. The purpose of our study was to test and analyse this conceptual framework. Creative qualitative research methods were used including identification of keywords, evoking participant opinions through visual materials, reactions to vignettes, and by documenting discussions regarding the proposed PATTHE conceptual framework. A purposive and critically informed approach was used for the selection of twelve higher education experts as research participants. Responses from the selected education developers were collected through an online protocol system. Research results revealed that participant reflections on a positive attitude towards teaching showed a high level of agreement with the proposed conceptual framework; the proposed theoretical concept is thereby deemed well‐constructed and acceptable with minimal extensions. --- IN CROATIAN: Ovaj članak izvještava o studiji u kojoj je razvijen novi konceptualni okvir za poticanje pozitivnog stava prema nastavi u visokom obrazovanju (PATTHE). Okvir PATTHE temelji se na holističkom četverodimenzionalnom teorijskom konceptu i nije ograničen specifičnošću poučavanja unutar određene discipline ili nacionalnog konteksta visokog obrazovanja. Četiri dimenzije PATTHE odnose se na (a) emocionalnu dimenziju, (b) profesionalni razvoj, (c) konstruktivistički pristup poučavanju i (d) nastavnu i istraživačku povezanost; sve su to relevantne za osnaživanje kvalitetne nastave na osobnoj, institucionalnoj i / ili nacionalnoj razini politike visokog obrazovanja. Svrha našeg istraživanja bila je testirati i analizirati ovaj konceptualni okvir. Korištene su kreativne kvalitativne metode istraživanja, uključujući identifikaciju ključnih riječi, izazivanje mišljenja sudionika kroz vizualne materijale, reakcije na vinjete i dokumentiranje rasprava o predloženom konceptualnom okviru PATTHE. Namjenski i kritički utemeljen pristup korišten je za odabir dvanaest stručnjaka za visoko obrazovanje kao sudionike istraživanja. Odgovori odabranih programera obrazovanja prikupljeni su putem internetskog sustava protokola. Rezultati istraživanja otkrili su da su razmišljanja sudionika o pozitivnom stavu prema nastavi pokazala visoku razinu slaganja s predloženim konceptualnim okvirom; predloženi teorijski koncept stoga se smatra dobro konstruiranim i prihvatljivim s minimalnim proširenjima.