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"learning"

Introduction: The competency of education is advocated in the 2023 United Nations Sustainable Development Goals. UNESCO encourages countries to provide inclusive, equitable, competency education and lifelong learning opportunities for all. Starting from 2019, 12-Year-Basic-Education, a new curriculum, was fully implemented in Taiwan to conform to the competency education strategy. For the teachers on site, teachers’ understanding of the new curriculum and teaching practice has a direct impact on the competency of the implementation of this new policy. The main purpose of this study was to explore the relationship between vocational senior high school teachers’ competency-oriented teaching, teaching identity and teaching transformation regarding this new curriculum. Methods: In order to effectively expand teachers’ understanding of competency-oriented teaching identity, this study put forward 6 hypothetical approaches based on the implicit theory of teaching transformation. The 747 valid questionnaires accounted for 97.1% of the total recovered questionnaires. The reliability and validity analyses, as well as overall model fitting analysis and research model validation were performed on these valid questionnaires. Results: The results of the study showed: (1) With the background of Competency-oriented teaching, teachers’ teaching attitude and teaching willingness has a positive impact on teaching identity; (2) teachers’ teaching identity has a positive impact on teaching preparation, teaching practice, further study, three types of teaching transformation. In summary, three conclusions from this study were concluded on the aspects of teaching preparation, teaching practice and further study on practical competency-oriented teaching, teaching identity and teaching transformation in the educational field. Conclusion: Three conclusions were derived for the relationships among these six constructs: (1) Teachers with a “good attitude” and “strong willingness” to teach, a “high sense of identification” acceptance and full implement of “teaching preparation” are considered as teachers with a “foresight and a visionary predictive style”; (2) Teachers with a high sense of self-awareness who can fully practice “teaching practice” are teachers with a “pragmatic teaching by example style”; (3) Teachers with a “good attitude,” a “strong willingness” to teach, a “high sense of identification” acceptance and who are able to fully practice “advanced research” are considered as teachers with an “empowerment-enhancing coaching style”. © © 2024 Lin, Lee and Ye.

Introduction: Promoting a professional vision of teaching as a key factor of teachers’ expertise is a core challenge for teacher professionalization. While research on teaching has evolved and successfully evaluated various video-based intervention programs, a prevailing emphasis on outcome measures can yet be observed. However, the learning processes by which teachers acquire professional vision currently remain a black box. The current study sought to fill this research gap. As part of a course dedicated to promoting a professional vision of classroom management, students were imparted knowledge about classroom management that had to be applied to the analysis of authentic classroom videos. The study aimed to determine the variety of individual strategies that students applied during their video analyses, and to investigate the relationship between these and the quality of the students’ analyses, measured by their agreement with an experts’ rating of the video clips. Methods: The sample comprised 45 undergraduate pre-service teachers enrolled in a course to acquire a professional vision of classroom management. By applying their imparted knowledge of classroom management, students engaged in the analysis of classroom videos to learn how to notice and interpret observable events that are relevant to effective classroom management. Implementing a learning analytical approach allowed for the gathering of process-related data to analyze the behavioral patterns of students within a digital learning environment. Video-based strategies were identified by conducting cluster analyses and related to the quality of the students’ analysis outcomes, measured by their concordance with the experts’ ratings. Results: We gained insight into the learning processes involved in video-based assignments designed to foster a professional vision of classroom management, such as the areas of interest that attracted students’ heightened attention. We could also distinguish different approaches taken by students in analyzing classroom videos. Relatedly, we found clusters indicating meticulous and less meticulous approaches to analyzing classroom videos and could identify significant correlations between process and outcome variables. Discussion: The findings of this study have implications for the design and implementation of video-based assignments for promoting professional vision, and may serve as a starting point for implementing process-based diagnostics and providing adaptive learning support. © © 2024 Oellers, Junker and Holodynski.

Engineering students are expected to develop their professional skills throughout the course of their degrees. Yet, there is no clear consensus among educators of which skills are being developed or how this is done effectively. This scoping review has been produced to draw together and disseminate information on effective techniques for developing six specific professional skills (communication, teamwork, problem solving, leadership, project management and entrepreneurship) and tracing the evolution of these skills in engineering education. Using search engines and backwards and forwards snowballing, a scoping literature review on skills development in engineering was conducted, encompassing a 40-year time span (1980–2020). Specified search terms, and inclusion criteria were applied, and findings have been presented quantitatively and qualitatively. In total, 165 studies were included. Key findings indicate skills are more nuanced and accepted today than they were in 1980, with an increased focus on specific skill areas. Additionally, more sophisticated integrated delivery methods are used to teach skills, although short courses remain popular. By synthesising data in this way, professional educators can identify what skill areas to focus on, and how to teach these skills for effective development among students. Gaps in knowledge are also identified through this review. This study is significant in that it has created an exceptionally useful roadmap of skills development, which is of benefit to the engineering community and beyond. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.