Search Results for
"Teaching"

Introduction. The ongoing changes in the education system of Kazakhstan, in particular, the updating of the content of school education, have actualized the problem of language training of future subject teachers who conduct school disciplines in English. The purpose of the study is to identify the organizational and pedagogical conditions required to implement language training of future biology teachers in the context of the updated content of school education. Materials and Methods. The study was conducted by means of analyzing and summarizing scientific and theoretical sources on the research problem, review of normative documents on the organization of language training of biology students, analysis and systematization of empirical data on the basis of interviewing teachers of profile subjects, giving lessons in English, as well as Biology students. Results. The authors identified a range of organizational and pedagogical conditions necessary for effective implementation of language training of future biology teachers in conditions of updating the content of school education. During the analysis of the interview results, the authors revealed the main problems of organizing language training for future school subject teachers, among which the lack of language readiness and inadequate educational and methodological base are dominant. Conclusions. The authors summarize the organizational and pedagogical conditions for language training of future biology teachers in the context of the updated content of school education, which implementation can contribute to effectiveness of language training of future biology teachers. © 2011–2018 NSPU Bulletin All rights reserved

This paper aims to design an application that can help the school and the company in monitoring the implementation of apprentices' productive teachers using internet applications. The monitoring system implemented is still manual and through direct monitoring that takes up considerable time and effort. Implementation of productive teachers' apprenticeship is currently less effective in terms of implementation time and other busyness faced by productive teachers. This monitoring application design is an innovation in the development of productive teacher apprentices model that can streamline and streamline apprenticeship monitoring. The working system of this application can be used anywhere because the supervisor can monitor from the internet the workplace each containing the presences, daily activity reports, activity photos, daily evaluation results by the company, and daily targets. © Published under licence by IOP Publishing Ltd.

Purpose. The purpose of this paper is to draw a conceptual analytical framework to help understanding university guidance as a sociologically relevant issue and a matter of educational and active learning strategies, that needs to be redesigned through adequate policy interventions, so as to primarily promote the development of metacognitive skills and eventually positively impact the phenomenon of NEETS and graduates' employability. Design/methodology/approach. The paper analyses the current Italian policies on guidance, and presents a literature review accounting for those teaching experiences and practices already known as effective in terms of students' learning and empowerment, thus focusing on employability and project-based learning, active learning and learning patterns. Findings. The paper advances the proposal of an original, educational model of university guidance, arguing that effective guidance should shift from being extracurricular, as it currently is in Italian universities, to being embedded in curricula, thus becoming part of the learning process. Research limitations/implications. The research proposes an analytical framework and a policy proposal, inviting future empirical investigation. Originality/value. The paper contends that existing models of guidance represent an inadequate, incomplete and ineffective approach, due to the insufficient attention paid to a proper educational dimension, hence develops an original model of university guidance built on the already extant division into entry-progress-exit guidance, but substantially renewing each phase with different activities, meant to be compulsory curricular learning activities, and within an integrated organizational framework. Paper type. Conceptual paper. @ 2018 ADAPT University Press

Teachers and teaching in Vocational and Professional Education introduces a critical understanding of how teachers deliver occupational or vocational courses at various academic levels. Including wider coverage of work-related programmes and based on empirical research, this book uses the term occupation-related to refer to programmes spanning several academic levels and education sectors, including the further and higher education sectors. The book disassociates the English context of work-related studies, where issues of the academic-vocational division and socio-cultural dimensions have hampered critical investigations of this under-researched topic. Also, it offers a conceptual framework from the perspectives of teachers in their teaching and work-related settings derived from the understanding and development of Bernstein's recontextualization process. Teachers and teaching in Vocational and Professional Education will be of great interest to academics, researchers and postgraduates who are engaged in the study of education and occupation-related programmes. The programme areas include accounting, dental hygiene, equine studies, fashion and textiles, health and social care, medical training of clinicians and emergency medicine, and travel and tourism. © 2018 Sai Loo. All rights reserved.

The new training plans of the European Higher Education Area recommend the implementation of new teaching methods, which poses new challenges. Different teaching methods have produced successful results by applying collaborative methodologies. This paper evaluates adapting a collaborative methodology for engineering project subjects at a university school of engineering. A statistical analysis that employs a multifactor analysis of variance was performed to identify the factors that influence the success of implementing this approach in engineering project subjects. The results indicate that the size of the group is the most influential factor in implementing a collaborative methodology. With an analytic hierarchy process, a value function was defined to compare the behavior of the proposed collaborative methodology with the behaviors of other methodologies. Using this value function, the results of the proposed collaborative methodology were compared with those of lectures. Relating the comparison criteria to the skills that are acquired by the project subjects, better results are observed with the collaborative methodology. © 2013 IEEE.

Learning the technical vocabulary of an academic field, profession or trade is an important, and demanding, element of higher education or training for a profession. Students encounter technical vocabulary in course readings and classrooms and are expected to use it in speaking and writing in their studies and later in their professional practice. For tutors and learners in the trades, this vocabulary is central to learners’ development as ‘tradies’ (in New Zealand English) and signals belonging to the field. For English for Specific Purposes (ESP) teachers, there are few resources which identify the technical vocabulary of a field such as automotive technology. This article introduces an Automotive Technology Word List and accompanying lists of technical abbreviations (e.g. WOF, 4WD) and proper nouns. The three main aims of this article are as follows: (1) to outline features of technical vocabulary that are important for automotive technology; (2) to examine high-, mid- and low-frequency vocabulary in automotive technology, and how each of these frequency bands can present particular issues for L2 learners in the trades; and (3) to provide an evaluation of the Automotive Technology Word List. The article ends with suggestions on ways to use the list for planning, testing and strategy training and for production of teaching and learning materials. © 2021. EQUINOX PUBLISHING.

The community college is the largest single sector of the U.S. higher education network. As of 2005, 40 percent of newly enrolled undergraduate students attended community colleges. The American two-year school is a vast, rapidly changing, and under-studied institution. The aim of The Community College and the Good Society is tocritically analyze the internal changes and external forces that shifted the focus of the two-year college from the liberal arts to job training. Chad Hanson raises a series of questions about what is lost or forsaken when public institutions become preoccupied with economic goals. When educational institutions turn their attention toward training workers to private-sector specifications, Hanson argues, our social and cultural lives suffer. He describes the "the learning college movement," an ideological framework that justifies the current emphasis on vocational training. In addition, he explores the implications of competency-based education, a philosophy and method for creating curriculum with strong support among administrators and boards of trustees. For more than four decades, a steady stream of commentary aimed at understanding the two-year school made its way into the literature on higher education. In this work, Hanson provides an alternative view of the community college. He offers suggestions for new teaching strategies, curriculum, and organizational structure. These changes will encourage the potential for the two-year college to flourish as an institution that provides a permanent place for the arts and sciences. © 2010 by Taylor & Francis. All rights reserved.

This much-anticipated fifth edition of Exploring Education offers an alternative to traditional foundations texts by combining a point-of-view analysis with primary source readings. Pre- and in-service teachers will find a solid introduction to the foundations disciplines -- history, philosophy, politics, and sociology of education -- and their application to educational issues, including school organization and teaching, curriculum and pedagogic practices, education and inequality, and school reform and improvement. This edition features substantive updates, including additions to the discussion of neo-liberal educational policy, recent debates about teacher diversity, updated data and research, and new selections of historical and contemporary readings. At a time when foundations of education are marginalized in many teacher education programs and teacher education reform pushes scripted approaches to curriculum and instruction, Exploring Education helps teachers to think critically about the “what” and “why” behind the most pressing issues in contemporary education. © 2018 Taylor & Francis.

Attracting selecting and retaining better teachers is fundamental to improving education in the Spanish context. In this chapter we examine the motivations for choosing a teaching career using the FIT-Choice framework with a sample of Pre-Primary and Primary preservice teachers (N=851) and show that prior teaching and learning experiences are important factors when people choose to undertake a teaching degree. Confirmatory Factor Analysis using maximum likelihood estimation showed construct validity of the FIT-Choice scale when translated into Spanish. One-way between-groups multivariate analysis of variance assessed the impact of prior teaching experiences on the FIT-Choice motivational and perceptional factors, confirming the results obtained from other national studies undertaken in Spain. The most highly valued factors were work with children, intrinsic career value and shape the future of children. Fallback career was the least endorsed factor. Our results demonstrate the influence of prior informal experiences in the form of school, family and work experience in choosing a teacher education degree. Knowing that there is an effect between prior informal experiences and perceived ability, intrinsic career value, social utility and social influences can inform policy designed to attract capable students, as well as more males into the teaching profession. © Cambridge University Press 2017. All rights reserved.

This paper reports the results of preliminary research into how Portuguese academics and employers perceive the responsibility of different higher education stakeholders—students, teaching staff, higher education institutions, employers, and policy-makers—for developing graduate employability. The study was conducted 8 years after the implementation of the Bologna Process, the reform that placed employability firmly on the agenda of higher education institutions (HEIs) in Portugal. This paper aims to assess the extent to which higher education is held responsible for developing employability, and to characterize the activities undertaken by the two actors to achieve that end. In particular, with respect to academics, we characterize curricular and other changes to study programmes, and, with respect to employers, their participation in activities undertaken by HEIs meant to ease the transition of students to the labour market. The data comes from a survey responded to by 684 Portuguese academics and 64 employers. Academics and employers alike were found to attribute high responsibility for developing employability to higher education, suggesting that the political message of the Bologna Process regarding the relation between higher education and the labour market has been assimilated. However, the activities reported by both types of respondents indicate only an average commitment to developing employability. Here, the low participation of employers in internal institutional activities is noteworthy, suggesting that the recognition of employers as stakeholders in higher education, as advocated by policy-makers, has yet to happen in Portugal. © 2016, Springer Science+Business Media Dordrecht.