One of the distinguishing features of this educational level is to look for ambitious and profound learning results because it is already a terminal level of studies, where formal education concludes. The educational goals of the teacher can be classified into two types, which differ qualitatively from each other. They are abstract, generic and personal development, and those referred to the domain of disciplinary knowledge including the particular skills and techniques that distinguish each profession. We will briefly explain each one of them. The first is an abstract, generic and personal development purpose. An implicit purpose of an educational institute is to get students to think for themselves.” More recently stated goals point out that “they must learn how to learn” and “think critically”.
Notable attributes of engaging and highly effective educator
- Teach students to critically analyze ideas and topics.
- Develop students’ intellectual and thinking skills.
- Teach students to understand principles and generalizations.
It is to draw attention the consistency in the aims of higher education, despite being from different eras, that is: despite the time elapsed the same purposes continue to be appreciated.
The second type refers to concretion in a discipline of these general purposes. A point of coincidence is that academics regularly attach great importance to the factual mastery of the discipline. Examples of what they say in different disciplines are as follows:
- Take creative and innovative approaches in the design of urban problems (urbanism).
- Be able to analyze different perspectives on the nature of Renaissance art (art).
- Communicate professionally with the patient (listen carefully, interpret correctly and respond tactfully) (medicine).
- Understand the limitations of the concept of marginal utility in real situations (economy).
These are the usual teaching aims to be found in the approaches of both higher education institutions and their teachers; these are broad and ambitious purposes, the problem of which is that most students do not seem to achieve them. For most students in higher education, their experience consists of living poorly organized curricula with scattered topics, with indefinite goals, classes that emphasized passive learning and forms of evaluation that demanded only memorizing the material and a very low level of understanding of the concepts.
Proficiency of applying knowledge
While they may retain a great deal of information or know the formulas, they do not know where or when to apply them, or they are unable to integrate and make sense of what they have reviewed. Another point of concern, especially if you want them to be self-regulating and learn to learn, is that many of them are not aware of their ignorance, much less what they would have to do to remedy it; that is, “they do not know that they do not know”. The above demonstrates that we are faced with a clear contradiction; since the purposes are little resembled the results and in the quest to reverse such situation the role of the teacher is crucial.