Search Results for
"Teaching"

Journal writing is a common practice for pre-service teachers to reflect on their learning and teaching experiences about the course in the campus. Dewey (1933) believed that thinking is natural but that reflective habits of mind needed to be taught. This study aims to investigate the use of written journal to promote reflective thinking by the pre-service teachers. The case study was conducted among the twenty pre-service teachers who carried out a micro-teaching session in a children’s literature course. A content analysis was carried out on the reflective journals written by the pre-service teachers. The findings indicated that the pre-service teachers employed five strategies of reflective thinking such as identifying, associating, analysing, assessing and decision-making in their written journals. It is recommended for teacher education to establish learning and teaching environment and promote a shared practice among the peers that facilitate reflective thinking. © BEIESP.

Student projects with an industry partner provide a meaningful way for students to translate abstract knowledge into practice, and to develop the data management and communication skills desired in industry. This paper provides suggestions for engaging an industry partner in a classroom and improving the classroom project experience. Set up as a competition, a single industry partner works with a multitude of student teams on the same problem. The project design aims to develop students' project framing, data management, and communication skills. The paper covers general considerations for field-based course projects, and provides suggestions on how to address these issues. In general, students have given exceptionally good feedback ratings for the project. Learn-ings from the student, faculty, and industry partner perspectives are discussed. Although based primarily on experiences in a simulation class, instructions and practitioners can apply many of these observations more widely in an operations research or analytics curriculum. © 2018 The Author(s)

Among the most pressing social challenges today is the formation of individuals in a complex and unstable social and labor world. Organizations should enhance collaboration as an element for the social transformation and development of the individuals linked to them. In this regard, vocational training should meet the needs and interests of both the work environment and students. A questionnaire was administered to the management teams of 193 regulated vocational schools in Andalusia from a total population of 383 to determine the collaborative relationships they maintain with the environment. The results reveal possible models of centers depending on the nature of their collaboration: administrative (A), initiation (B), formalized (C) and support (D). Support centers are those which have established a culture of collaboration that strengthens and promotes the teaching of vocational education and the professional and personal development of students through networking with the environment. The results can aid in establishing guidelines to enhance collaboration between schools and their reference communities and organizations at the macro (government and administration) and micro (managers and institutions) levels. © 2018 Educar. All Rights Reserved.

This paper performs a verification of some innovative training methods recently proposed by the authors for training students in Computer Networks and Network Security within the frame of current trends in Technical and Vocational Education, based on a meta-analysis conducted by researchers in Europe, Asia and North America [1]. Focus is set on research methodology, apprenticeship-like training, teaching and evaluation methods and the use of information technologies in technical and vocational education. We conclude that the analyzed innovative training methods are deducted as being representative from the point of view of both conceptual and research papers, being based on case-studies and covering a wide majority of data sources considered valid for Technical and Vocational Education. Further development of the training methods by the authors is aimed through the introduction of a new 'Internet of Things' course at the 'Gheorghe Asachi' Technical University of Iasi, Romania. © 2018 IEEE.

Orientation: Work Integrated Learning (WIL) is often hailed for leveraging students’ swift and flexible adaptation to organisational work demands and accentuating the relevance of knowledge acquired in academic environments to work contexts. However, an inclusive view of WIL’s impact on students’ academic life, especially the broadening of their academic competences, is often occluded by a selective approach to WIL, which emphasises employers’ professional expectations and ignores the nature and process of competence development of students. Research purpose: To bridge the research gap created by employer-centred approaches, this study explores particular South African University of Technology (UoT) ‘students’ perceptions’ on the influence of WIL programmes on the broadening of Office Management and Technology (OMT) competencies (i.e. knowledge, skills and abilities). Motivation for the study: To promote an alternative approach to unravelling OMT competencies, which takes cognisance of the perceptions of students, who are the actual participants in WIL. Research design, approach and method: The study drew on a quantitative case study of 94 OMT students from the UoT’s two campuses who had been successfully placed at 20 organisations in South Africa. Main findings: The findings demonstrated that students’ participation in WIL enhanced their practical knowledge of space management, encouraged swift learning of work-based skills and abilities as well as facilitated the transfer of these competencies across a wide range of contexts, activities and tasks. Practical and managerial implications: The strong correlation between course organisation and WIL’s enhancement of space management knowledge, skills and abilities implies that educators and employers need to place more emphasis not just on their delivery methods but also on the selection and organisation of content, which is critical to such delivery. Recommendations: The study recommended the strengthening of the entire WIL conceptualisation and implementation process (i.e. content selection, content organisation, teaching modalities and computer-assisted delivery) and its delivery regime to ensure sustained improvement of student competencies. © 2018. The Authors.

A boundary is a metaphor for an experience of discontinuity wherein a socio-cultural difference is perceived as a challenge or obstacle in action or interaction. This case study explores eight student teachers’ perceptions of boundaries during an international teaching internship to identify where experiences of professional learning originate. We found four types of boundary experiences related to discontinuity: (1) existing pedagogical approaches, (2) personal aspects, (3) a specific school type or culture, and (4) the world outside the classroom. Results suggest that the learning potential of experiencing discontinuity resides in situations wherein student teachers’ beliefs are being questioned, thus making the student teacher aware of their implicit beliefs. Student teachers’ attempts to reposition themselves while experiencing discontinuity resulted in questioning their existing ways of thinking and acting. Everyday teaching approaches were no longer always taken for granted, thus opening alternate perspectives. In this study, student teacher experiences of discontinuity had various dimensions (cultural, professional, and personal), which also determined their learning potential. © 2018, © 2018 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.

This case study explored examples of pre-service teachers’ learning when experiencing discontinuity and (re)positioning themselves in various professional communities and cultures during an international teaching internship. Pre-service teachers’ experiences of discontinuity were defined as boundary experiences, when challenging or problematic socio-cultural differences significantly influenced their (inter)actions. Pre-service teachers’ attempts to (re)position themselves in the unfamiliar professional and cultural contexts are described as a state of continuity and examples of boundary crossing. Learning mechanisms of identification, coordination, reflection and transformation in the theory of boundary crossing were used to analyze 15 boundary experiences. The four learning mechanisms provided insight into how a multi-level approach (including personal, professional and cultural aspects) gives a more nuanced perspective on the dominant adjustment paradigm. The value of a boundary experience for pre-service teachers’ learning during an international teaching experience resided mostly in raising awareness of existing, often taken-for-granted, personal and professional beliefs and their ability to switch between cultural and professional perspectives. The 15 boundary experiences in this study suggest that educators could focus more on pre-service teachers’ coping strategies, existential questions and cultural negotiation when they experience discontinuity, in addition to the current focus on learning outcomes, transformations, or cultural fit. © 2018 Elsevier Ltd

The modern apprenticeship talent cultivation mode can meet the needs of high-skilled talents under the new normal economic and social conditions in China. As a bridge between the government, enterprise and school, industry associations are of great significance and play an important role in the cultivation of talents in schools. This paper studies the participation of industry associations in the talent cultivation education mode of modern apprenticeship, analyzes the role and responsibility of industry associations in the talent cultivation of modern apprenticeship and constructs the talent cultivation education mode of modern apprenticeship participated by industry associations. The research results show that: industry associations can promote the connection between the school and enterprise and government, provide teaching resources for the talent cultivation education mode of modern apprenticeship to facilitate the professional settings and curriculum construction. This study provides a scientific basis for the participation of industry associations in the talent cultivation of modern apprenticeship and can promote the development of talent cultivation of modern apprenticeship. © 2018 ESTP.

This paper presents a project-based learning (PjBL) in subjects with Audio Video the Study Programme Electro Engineering Universitas Negeri Surabaya which consists of two ways namely the design of the prototype audio-video and assessment activities project-based learning tailored to the skills of the 21st century in the form of employability skills. The purpose of learning innovation is applying the lab work obtained in the theory classes. The PjBL aims to motivate students, centering on the problems of teaching in accordance with the world of work. Measures of learning include; determine the fundamental questions, designs, develop a schedule, monitor the learners and progress, test the results, evaluate the experience, project assessment, and product assessment. The results of research conducted showed the level of mastery of the ability to design tasks (of 78.6%), technical planning (39,3%), creativity (42,9%), innovative (46,4%), problem solving skills (the 57.1%), skill to communicate (75%), oral expression (75%), searching and understanding information (to 64.3%), collaborative work skills (71,4%), and classroom conduct (of 78.6%). In conclusion, instructors have to do the reflection and make improvements in some of the aspects that have a level of mastery of the skills less than 60% both on the application of project-based learning courses, audio video. © 2018 Institute of Physics Publishing. All rights reserved.

The purpose of this study is to develop a student worksheet about the transistor power amplifier based on higher order thinking skills include critical, logical, reflective, metacognitive, and creative thinking, which could be useful for teachers in improving student learning outcomes. Research and Development (R & D) methodology was used in this study. The pilot study of the worksheet was carried out with class X AV 2 at SMK Negeri 5 Surabaya. The result showed satisfies aspect of validity with 81.76 %, and effectiveness (students learning outcomes is classically passed out with percentage of 82.4 % and the students gave positive responses to the student worksheet of each statement. It can be concluded that this worksheet categorized good and worthy to be used as a source of learning in the learning activities. © 2018 Institute of Physics Publishing. All rights reserved.