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"Teaching"

Background: This study, undertaken in Bangkok, Thailand, explored the extent to which paediatric residents in a non-Western setting experienced burnout and the potential association with factors in the medical educational climate and work-related quality of life. Methods: An exploratory sequential mixed methods design was employed in a cross-sectional study. The initial, quantitative phase used the validated Maslach Burnout Inventory, the Postgraduate Hospital Educational Environmental Measure (PHEEM) and Work-Related Quality of Life scale (WRQoL). Regression analysis was used to identify the correlation between burnout and educational climate. Thereafter, residents in all years with high levels of burnout on subscales were interviewed individually. Results: Forty-one paediatric residents completed the three questionnaires. None had high levels related to burnout in all three domains (emotional exhaustion, high level of depersonalization and perceived low personal accomplishment), seven (17%) showed high levels in two out of three domains. Emotional exhaustion and educational climate (perceptions of role autonomy, perceptions of teaching, perceptions of social support) were correlated with work-related quality of life. In the interviews, the main themes related to burnout were inappropriate tasks, teachers and teaching styles, the perception of knowledge insecurity relating to task performance, time dimensions, life crisis during training, role expectations and work allocation clarity, and facilities such as accommodation. Conclusions: The study, in a non-Western setting, demonstrated a positive relation between educational climate and work-related quality of life. To help reduce the risk of burnout, the following factors were identified: minimize unnecessary or duplicated workload, schedule time arrangements to avoid extension of regular duty hours, and clearly define role expectations. The impact of inappropriate tasks, teachers and teaching styles (including unsafe environment) on the incidence of burnout was also highlighted. Additional studies focusing on teaching styles, safe learning climate and mistreatment in a non-Western context are needed. © 2019 The Author(s).

teaching English for Tourism initiates a sustained academic discussion on the teaching and learning of English to tourism professionals, or to students who aspire to build a career in the tourism industry. Responding to a gap in the field, this is the first book of its kind to explore the implications of research in English for tourism (EfT) within the field of English for specific purposes. This edited volume brings together teachers and researchers of EfT from diverse national and institutional contexts, focusing on connecting current research in EfT contexts to classroom implications. It considers a wide range of themes related to the teaching of EfT, including theoretical concepts, methodological frameworks, and specific teaching methods. The book explores topics relating to the impact of changing technologies, the need for cultural understanding, and support for writing development, among others. teaching English for Tourism explores this growing area of English for specific purposes and allows for researchers and practitioners to share their findings in an academic context. This unique book is ideal reading for researchers, postgraduate students, and professionals working in the fields of English language teaching and learning. © 2020 selection and editorial matter, Michael Joseph Ennis and Gina Mikel Petrie. All rights reserved.

The objective of this paper is to present a critical literature review of the Building Information Modelling (BIM) methodology and to analyze whether BIM can be considered a Virtual Learning Environment.Aconceptual framework is proposed for using BIM in a university context. A search of documents was carried out in the Core Collection of Web of Science; it was restricted to the last five years (2013-2017). A total of 95 documents were analyzed; all documents were written in English and peer reviewed. BIM meets all the characteristics of Virtual Learning Environments. The proposed framework has three dimensions (competencies, pedagogical approach and level of integration). It allows for the planning and analysis of future experiences of teaching BIM in a university context. © 2019 TEMPUS Publications.

During the last decade, entrepreneurship education has become a central curricular topic in many locations in the world. In Sweden, entrepreneurship education was implemented in the curriculum for the first time in 2011, as something that should be included in all upper secondary school programmes. In this article, we focus on one of these programmes, the handicraft programme, investigating how entrepreneurship education is formulated in the latest curriculum and how teachers understand and transform such content in their teaching. Drawing on Bernstein’s concepts of classification and framing, we illustrate how entrepreneurship education in the Swedish curriculum has a ‘dual definition’, representing very different framing and classification, but still clearly belongs in a ‘market relevance’ discourse. This is expressed through the way in which the concept is transformed by teachers in their teaching. We also find that entrepreneurship education has low legitimacy among teachers, particularly when it is classified weakly. The weak framing and classification, taken together with the low legitimacy among teachers, are likely to lead to very different transformations of entrepreneurship education in different educational contexts. In the long run, this could have a negative effect on the equivalence of teaching at upper secondary school. © 2018, © 2018 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Teachers are increasingly required to incorporate information and communications technologies (ICT) into the modern classroom. The implementation of ICT into the classroom should not be seen as merely an add-on, however, but should be included with purpose; meaningfully implemented based on pedagogy. The aim of this study is to explore potential factors that might predict purposeful implementation of ICT into the classroom. Using an online survey, skills in and beliefs about ICT were assessed, as well as the teaching and learning beliefs of forty-five K-12 teachers. Hierarchical multiple regression revealed that competence using ICT and a belief in the importance of ICT for student outcomes positively predicted purposeful implementation of ICT into the classroom, while endorsing more traditional content-based learning was a negative predictor. These three predictors explained 47% of the variance in purposeful implementation of ICT into the classroom. ICT competence was unpacked further with correlations. This revealed that there is a relationship between teachers having ICT skills that can personalize, engage, and create an interactive atmosphere for students and purposeful implementation of ICT into the classroom. Based on these findings, suggestions are made of important focal areas for encouraging teachers to purposefully implement ICT into their classrooms. © 2018, Springer Science+Business Media, LLC, part of Springer Nature.

With a focus on the synergies between practice and research, and the way they can inform each other in the education and training of future interpreters and translators, this article discusses pedagogical approaches in T&I education and makes training-of-trainers recommendations to be followed when choosing T&I teachers in courses that match the needs of today’s markets and the new realities of contemporary higher education. Aiming to cross the divide between practitioners and researchers and between T&I training and education, the article proposes that higher education institutions promote the presence of both the vocational and the academic in the classroom by recognising the status of practitioner-researchers and valuing the experiential. To fulfil their pedagogical duties and roles, any practitioner, academic, or practisearcher involved in a T&I course should undertake teacher training and acquire the teaching expertise necessary to properly guide and advise future T&I professionals. Higher education institutions should ensure that their T&I trainers and educators acquire the didactic knowledge, at both micro and macro levels, needed to guide trainees along solid pedagogical lines. © 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group.

In the last decades effective teaching and learning and e-learning environments have been performed in order to construct courses jointly with the collaboration with Industry and High-Level Educational Institutions. On another way there are several terminologies that attempt to specify the best teaching and learning methods applied to engineering, from problem-based learning, project-based learning, work-based learning, teamlearning, self-direct learning for example. However motivational studies and motivational scales typically discard uncertainty characteristic in for quantitatively evaluating the different dimensions on student's motivational assessment in (e)-learning environments. This paper presents a computerized framework grounded on Artificial Intelligence techniques, namely the Case Based Reasoning approach for problem solving, complemented with a Knowledge Representation and Reasoning method that considers unknown, incomplete or even self-contradictory data or knowledge in the motivational student's assessment. © 2019 Association for Computing Machinery.

This book articulates the complexities inherent in higher education's multi-faceted response to the forces of mediatization—or how institutions change when their social communication gets mediated by technology—and introduces a novel perspective to comprehend them in a systematic way. By drawing on archival analysis and six organizational case studies, the author empirically traces the emergence of a cyber-cultural institution within higher education. As these case studies demonstrate, this new institutional logic requires creativity, individual recognition, and an underlying platform powered by cyber technologies and digitization of content. Using an analytical lens, this cyber-cultural perspective answers many questions about why faculty refuse to adopt online education, why students struggle with mediated teaching, and what possibly could be done to take online education to its next level. © 2019 Taylor and Francis.

This paper explores the perceptions of professionals working with young people who are NEET (Not in Employment, Education or Training) about their role in young people’s trajectories. The issue of professionally and educationally inactive young people is a growing concern in Western economies and has been at the forefront of government agendas for the last 30 years. However, policies designed to re-engage young people position them as lacking in qualities sought by employers. Meanwhile, the educational provision dedicated to NEETs is often described as providing low-value qualifications, and practitioners who work with NEETs are considered to have a lower status than other teaching professionals. A mixed-methods study was conducted including six semi-structured interviews and an online survey completed by 25 professionals working with NEETs. The findings highlight that professionals working with NEETs are positioned in a contradictory role. On the one hand, they are tasked with delivering courses based on educational policies that place the responsibility for employment within the individual. On the other hand, they perceive NEET young people’s circumstances as the result of structural inequalities. Practitioners seem to reconcile these contradictions by construing their own role as the provision of a safe space in which young people can develop. ©, © Association for Research in Post‐Compulsory Education (ARPCE).

Vocational education is expected to serve the function of preparing competent and skilled graduates to meet the needs of industries. Therefore, this study aimed to determine the effects of implementing a teaching factory learning model integrated into the subject of Vehicle Body Painting on the students' competency. Using the research design of an experimental approach, this study involved two research groups that consisted of Automotive Engineering students following the subject of Vehicle Body Painting. The control and the experimental groups were treated respectively with a training based learning model and a teaching factory learning model. Indicators to be observed were the results of the competency test and the feasibility of the students' work. The data were collected through a competency test and documentation. The findings of this study suggested that the teaching factory learning model had significant effects on the students' competency (83.82) compared to the students treated with the training-based learning model (77.87). © Published under licence by IOP Publishing Ltd.