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"Teaching"

The development of generic pedagogical competencies is regarded as a key element of university-based teacher education. In the Observe project, the professional vision of pre-service teachers is investigated as an indicator of the acquisition of applicable generic pedagogical knowledge with regard to important teaching and learning components. With the aim of bridging the research gap regarding the relationship between professional knowledge acquisition and professional practice, the structure of pre-service teachers’ professional vision was modeled and then empirically tested using the Observer, a standardized yet contextualized instrument. Changes in the professional vision of pre-service teachers within university-based teacher education were measured, and approaches were developed to connect professional vision with teaching action in the classroom. In this chapter, we present a project overview and the most important findings of our research activities during the last 6 years. © 2017, Springer International Publishing AG.

Context: Learning outcomes for residency training are defined in competency frameworks such as the CanMEDS framework, which ultimately aim to better prepare residents for their future tasks. Although residents’ training relies heavily on learning through participation in the workplace under the supervision of a specialist, it remains unclear how the CanMEDS framework informs practice-based learning and daily interactions between residents and supervisors. Objectives: This study aimed to explore how the CanMEDS framework informs residents’ practice-based training and interactions with supervisors. Methods: Constructivist grounded theory guided iterative data collection and analyses. Data were collected by direct observations of residents and supervisors, combined with formal and field interviews. We progressively arrived at an explanatory theory by coding and interpreting the data, building provisional theories and through continuous conversations. Data analysis drew on sensitising insights from communities of practice theory, which provided this study with a social learning perspective. Results: CanMEDS roles occurred in an integrated fashion and usually remained implicit during interactions. The language of CanMEDS was not adopted in clinical practice, which seemed to impede explicit learning interactions. The CanMEDS framework seemed only one of many factors of influence in practice-based training: patient records and other documents were highly influential in daily activities and did not always correspond with CanMEDS roles. Additionally, the position of residents seemed too peripheral to allow them to learn certain aspects of the Health Advocate and Leader roles. Conclusions: The CanMEDS framework did not really guide supervisors’ and residents’ practice or interactions. It was not explicitly used as a common language in which to talk about resident performance and roles. Therefore, the extent to which CanMEDS actually helps improve residents’ learning trajectories and conversations between residents and supervisors about residents’ progress remains questionable. This study highlights the fact that the reification of competency frameworks into the complexity of practice-based learning is not a straightforward exercise. © 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education

This chapter adheres to a broad definition of professional development including pre-service education and in-service lifelong formal and informal learning. Thus far the professional development of teachers in vocational education has not gained overwhelming attention, but there are signs this issue is becoming highly prioritized on the vocational education agenda. Characteristic of the Netherlands is that specialized teacher education programs preparing new teachers for a career in vocational education hardly exist. As a consequence, many new teachers do not possess any teaching certificate when they are entering vocational education. Learning the ropes of the teaching profession is blended in with the first years of working for newly hired teachers, since it is mandatory for them to participate in a program that provides them the basic instructional and pedagogical competencies. Afterwards, they are obliged to continue to work on their professional development, since it is established in collective labor agreements (higher professional education) and legal acts (regional colleges) that a percentage of the working hours needs to be reserved for professional development purposes. Thus far human resource policies have been acknowledged as important for safeguarding teachers’ employability and professional growth, but institutional policy plans have not been implemented fully in practice. As a consequence, it remains unclear, also due to a lack of research, what teachers actually do and what the effects of their professional development activities are on their performance and identity as teacher, and on their careers. Research is needed for further insights into, for example, the contribution of informal learning and the integration of professional development with school innovation strategies. © Springer International Publishing AG 2017.

A key aim of encouraging law students to participate in student pro bono, a form of experiential learning in legal education, is to develop their commitment to volunteer lawyering after graduation. This paper examines student pro bono in legal education in Australia and the United States. A critical review of the current approaches to student pro bono in both jurisdictions demonstrates that although student pro bono exposes students to lawyering skills, the absence of structured follow-up as part of student pro bono, results in limited changes to students’ attitudes to commit to volunteer lawyering. The benefits of adopting reflective activities as part of student pro bono are discussed. It is argued that transformative pedagogies can encourage critical consciousness and social transformation necessary for active involvement in volunteer lawyering after graduation. teaching and learning strategies are suggested to simultaneously enhance social and personal transformation and to develop lawyering skills through student pro bono. © 2017 Informa UK Limited, trading as Taylor & Francis Group.

The PEERS program proposes international exchanges adapted to the context of teacher training institutions wishing to take advantage of internationalization in order to link training, research, and practice. PEERS is based on the completion of Research and Innovation (R&I) projects during the academic year, during which international groups of professors and students from teacher training partner institutions collaborate remotely as well as during two placements of one week. For the students, the PEERS program aims to develop competencies in distance collaboration with the help of Information and Communication Technology (ICT), the management of intercultural groups, and the continuous improvement of their activities through reflective thinking and the spirit of research. For the professors the PEERS program aims to better link research and training, to reinforce their skills in the management of international research projects and to foster opportunities for international publications. The aim of this collective book is to give an overview of the Issues, case studies and perspectives of the PEERS program. The first section entitled "Issues, Opportunities, and Challenges for the Internationalization of Teacher Training in a Globalized, Multicultural, and Connected World", focuses on the foundations and general features of PEERS projects, as well as the context of globalization in the intercultural and connected world in which it is situated. The second section, "Case Studies and Lessons Learned from the PEERS Project in Southern Countries" constitutes a series of chapters presenting case studies on PEERS projects focused on innovation and cooperation in the developing world. The third section, "Results of Research-Oriented PEERS Projects," considers the results from PEERS projects that have enabled the implementation of theoretical and practical educational research, generally taking the form of small-case research studies or innovations in the design of teaching units. Finally, in the conclusion we propose to present the key points of the three sections that make up this book "Linking Research and Training in Internationalization of Teacher Education with the PEERS Program: Issues, Case Studies and Perspectives". © Jean-Luc Gilles 2017. All rights reserved.

This chapter provides an overview of the relevant research on professional competencies in industrial-technical fields, focusing on the nonacademic level. First, we outline the findings on structures of competencies and proficiency scaling which apply across fields, reflecting the relevant state of research within Germany. Then, we present new trends on the development of instruments for measuring professional competencies. Finally, we address the issue of relevant predictors for the development of professional competence. The key results of the research in this field are: 1.Professional competencies are multidimensional constructs, whereat generally we can differentiate between professional knowledge and subject-specific problem-solving skill, the latter representing the ability to update the professional knowledge by dealing with problematic requirements. Further differentiations are observable in the course of apprenticeship, both for the professional knowledge and for the subject-specific problem-solving skill.2.In the end of apprenticeship, significant proportions of the trainees do not meet the required standards stated in the curricula.3.Authentic simulations of technical systems prove to be valid instruments for assessing professional competencies.4.The professional knowledge is the strongest predictor for the subject-specific problem-solving skill (e.g., operationalized by troubleshooting in technical systems). Relevant predictors for the professional knowledge are the physical-technical prior knowledge, the IQ, and mathematical and reading basic competencies. Curricular foci and motivational aspects are also relevant, but with substantially lower weights than in the case of the prior cognitive capacities. Quality features of teaching-learning arrangements influence the competence manifestations only indirectly through motivation. © Springer International Publishing Switzerland 2017.

This study treated adult in-service students of adult education institutions as the subjects and collected data through a questionnaire survey. This study conducted confirmatory factor analysis, and reliability analysis in order to develop questionnaire on "Occupational Performance of Teachers in Adult Education Institutions" and "Instructional Satisfaction in Adult Education Institutions". The collected data were analyzed to discuss the occupational performance and instructional satisfaction in adult education institutions, as well as the correlation between the two and their predictability. It is found that occupational performance and instructional satisfaction in adult education institutions are highly positively correlated and greatly predictable. It is therefore suggested that teachers in adult education institutions work actively to deliver their occupational performance so as to enhance instructional satisfaction and help students to achieve their learning objectives in an effective manner. © The Authors, published by EDP Sciences, 2017.

The changing nature of healthcare education and delivery is such that clinicians will increasingly find themselves practicing in contexts that are physically and/or conceptually different from the settings in which they were trained, a practice that conflicts on some level with socio-cultural theories of learning that emphasize learning in context. Our objective was therefore to explore learning in ‘professionally distant’ contexts. Using paramedic education, where portions of training occur in hospital settings despite preparing students for out-of-hospital work, fifty-three informants (11 current students, 13 recent graduates, 16 paramedic program faculty and 13 program coordinators/directors) took part in five semi-structured focus groups. Participants reflected on the value and role of hospital placements in paramedic student development. All sessions were audio recorded, transcribed verbatim and analyzed using inductive thematic analysis. In this context six educational advantages and two challenges were identified when using professionally distant learning environments. Learning could still be associated with features such as (a) engagement through “authenticity”, (b) technical skill development, (c) interpersonal skill development, (d) psychological resilience, (e) healthcare system knowledge and (f) scaffolding. Variability in learning and misalignment with learning goals were identified as potential threats. Learning environments that are professionally distant from eventual practice settings may prove meaningful by providing learners with foundational and preparatory learning experiences for competencies that may be transferrable. This suggests that where learning occurs may be less important than how the experience contributes to the learner’s development and the meaning or value he/she derives from it. © 2016, Springer Science+Business Media Dordrecht.

In 2010, a mandatory teacher training course was introduced for new vocational college teachers in Denmark. Since then, all vocational teachers have to complete the same course, regardless of practical work experience and educational background. After completion, they apply the knowledge to a very specific practice (i.e. teaching within a specific vocational field at a specific type of college). Thus, individual teachers experience different 'learning trajectories', depending on the vocational field and place of employment. They amass different experiences, including going back to school, just like newly enrolled students at a vocational college. This paper is based on empirical data from a qualitative study. It examines the learning trajectories of vocational teachers who choose to return to vocational colleges as VET teachers. Based on the analyses of two cases, we discuss the consequences for teachers' pedagogical practice at vocational colleges and its potential for solving various challenges that colleges face. © 2017 European Research Network Vocational Education and Training. All rights reserved.

The last century took us from covered wagons on the pampas to rockets on the moon. Similarly, education has observed a meritorious shift in the new millennium from the conventional methods to the emergence of contemporary approaches. The conventional education systems were based on certain philosophies, theoretical frameworks, and practices which maintained a sluggish environment wherein educating meant to transmit knowledge from expert to amateurs. However, these values and systems do not harmonize with the needs of the current dynamic environments where there is an unbelievable pool of advanced information. In light of this rapidly changing knowledge-based society, the role of teaching and learning is changing dramatically. Now is the era, where countries are looking for the emergence of 'edupreneurs'. © 2018 by IGI Global. All rights reserved.