Search Results for
"Teaching"

Advances in students' educational experiences are regularly studied, documented, and improved upon. However, to provide the best foundation for students, professional educators must also continue their own education in order to perfect their teaching abilities. Personalized Professional Learning for Educators: Emerging Research and Opportunities is an advanced scholarly reference source that discusses the most effective methods and techniques that can provide educators with a strong path for continuing their education. Featuring insights on relevant topics such as digital learning, educational coaching, personalized learning, and pedagogical practices, this publication is an ideal resource for professional educators, students, and researchers interested in upcoming trends in teacher education. © 2018 by IGI Global. All rights reserved.

Humanism has never been able to establish a firm place in technical education, which remains predominantly pragmatist in response to industry needs, certification requirements and educational standardisation. However, after a period of decline, humanism has made somewhat of a comeback as part of the movement toward student-centred education. Research conducted at a technical college showed that although humanistic elements are largely absent from educational practice in post-secondary technical education, they are not detrimental to the achievement of stated educational objectives. This research indicated that including humanistic elements in educational practice will enable instructors to be more effective in helping students to develop skills in relation to team work, problem-solving, systems improvement, lifelong learning and other areas that are becoming increasingly necessary for success in the workplace. The specific recommendations from this research include a constructivist approach with a focus on contextual teaching and learning using situated cognition, cognitive apprenticeships, anchored instruction and authentic assessment. At the same time, some suggestions for improving professional development for teachers by using a Gestalt approach along with self-study in the context of learning communities have been discussed. © 2017 European Research Network Vocational Education and Training. All rights reserved.

To instigate the conception of sustainability in education, it takes a top-down commitment from the administration of a tertiary institution as well as a bottom-up initiative stimulating interests of its faculty and students to collaborate learning proactively. This Chapter aims to develop a conceptual framework that adopts a model of knowledge development for the attraction of sustainability competence of a new generation of professional accountants. A personal knowledge management model is advocated for students of a tertiary education program to develop their explicit and tacit knowledge needed for sustainability competence. Through a case study of an undergraduate program in accountancy in Hong Kong, it highlights the integrative role of an undergraduate program that is designed with an emphasis on the ethical aspects of corporate social responsibility (CSR) and knowledge about sustainability. Standalone compulsory and elective courses integrated with a program of learning and teaching activities with involvement of students would engender a dynamic process for sustainability competence as a higher order of learning beyond the confines of vocational education. The significance of pertinent faculty research activities and transferring contemporary knowledge about sustainability with local relevance is pointed out. © 2017, Springer International Publishing AG.

Vocational education and training have become significant in developing the country in various aspects. Thailand has emphasized on improving the quality of vocational education with the promotion of ICT to support the teaching and learning. However, vocational teachers are limited with the knowledge, skills, and confidence in using technology in their classroom, making their students' learning unmotivated and unengaged to the learning. Therefore, this study proposes a novel framework to developing the vocational teaching with the use of ICT support. The framework aims to make the vocational teachers skillful with TPACK in serving 21st-century education. Thus, this framework is integrated into the training workshop basing on project-based learning strategy, starting from considering actual teaching context, planning and finding solutions to address the need-to-be-enhanced learning topics in particular situations, applying learning technologies to support and motivate teaching and learning, to creating instructional activities. Furthermore, an experiment to investigate the perceptions and feedbacks towards the proposed framework was conducted with the vocational teachers in a training workshop. The findings show that the framework could help increase the vocational teachers' perceptions on using ICT for teaching on confidence in using ICT for teaching and ease of use the ICT to assist teaching. Moreover, the teachers provide qualitative perspective in using ICT and suggestions for the institution. In addition, a proposal of practical guidelines and suggestions on vocational teachers' development in Thailand with ICT has been proposed. © 2017 Asia-Pacific Society for Computers in Education. All rights reserved.

Knowledges and skills are important elements to perform a professional job. However, personal attributes such as attitudes and values determine how an engineer uses knowledges and skills in optimal way. Commonly employers request knowledges and skills, without explicit requisite of attitudes and values. In the academic context there is a few attention on teaching explicitly such personal attributes; moreover, there are not much guidelines on how to assess attitudes and values. In this paper we present a proposal towards a formalization of the connection between the Bloom's Taxonomy and attitudes and values. We also present a pilot survey applied to students and graduates for assessing the acceptance and appreciation of Software Engineering knowledges and the practice of personal attributes. We obtained encouraged results, which shown that attitudes and values are practiced during the learning and workplace practice of Software Engineering knowledges. © 2017 IEEE.

Art and Design Pedagogy in Higher Education provides a contemporary volume that offers a scholarly perspective on tertiary level art and design education. Providing a theoretical lens to examine studio education, the authors suggest a student-centred model of curriculum that supports the development of creativity. The text offers readers analytical frameworks with which to challenge assumptions about the art and design curriculum in higher education. In this volume, Orr and Shreeve critically interrogate the landscape of art and design higher education, offering illuminating viewpoints on pedagogy and assessment. New scholarship is introduced in three key areas: •curriculum: the nature and purpose of the creative curriculum and the concept of a ‘sticky curriculum’ that is actively shaped by lecturers, technicians and students; •ambiguity, which the authors claim is at the heart of a creative education; •value, asking what and whose ideas, practices and approaches are given value and create value within the curriculum. These insights from the perspective of a creative university subject area also offer new ways of viewing other disciplines, and provide a response to a growing educational interest in cross-curricular creativity. This book offers a coherent theory of art and design teaching and learning that will be of great interest to those working in and studying higher education practice and policy, as well as academics and researchers interested in creative education. © 2018 Susan Orr and Alison Shreeve.

The problem of how best to assess student learning is a fundamental one in education. Changes to computer science curricula seek to emphasise teaching practices that promote deep learning through direct, contextual examination of student performance on tasks that resemble those of practitioners, rather than more traditional methods. This kind of "authentic assessment" is becoming more popular as it appears to incorporate employability skills associated with professional practice into the curriculum in a natural way. In this paper, we report on an investigation into how computing students themselves understand the terminology of authentic assessment. We give a brief summary of some of the salient points of the theory before using a simple qualitative methodology to analyse responses from a cohort of first year students on their understanding of the term. We produce a learner characterisation of the concept and compare this to those found in educational models of this assessment approach. We comment on the similarities and differences that emerge and draw inferences about its use and the necessary scaffolding that should accompany it in order for it to be successful. © 2017 ACM.

Concept mapping has often been acknowledged as an efficient instrument for aiding students in learning new information. Examining the impact this tool provides in STEM fields can help to create more effective teaching methods. Advanced Concept Maps in STEM Education: Emerging Research and Opportunities highlights both the history and recent innovations of concept maps in learning environments. Featuring extensive coverage of relevant topics including object maps, verbal maps, and spatial maps, this publication is ideal for educators, academicians, students, professionals, and researchers interested in discovering new perspectives on the impact of concept mapping in educational settings. © 2018 by IGI Global. All rights reserved.

Background: Students’ positive emotions, such as enjoying learning activities at school, are increasingly recognized as being conducive to learning. Researchers therefore seek to understand the roles that teachers’ emotions and instructional behaviours play for promoting activity-related enjoyment among their students. This study is the first to investigate emotional crossover in vocational classrooms, combining Control-Value Theory and Broaden-and-Built Theory to substantiate potentially mediating teaching characteristics (clarity and support, enthusiastic teaching, application-orien-tation). Moreover, this study explores contextual moderators of crossover by comparing different types of training (classes in dual and in school-based training programs) as well as different domains of training (commercial, technical, and social occupations). Methods: Survey data were gathered from 77 teachers and 1522 students with a temporal distance of about 5 months, covering a considerable period of instructional interaction. Data were examined with multilevel latent contextual models, which allow controlling for measurement and sampling errors as well as for potential confounders when testing mediation and moderated mediation in nested data structures. Results and conclusions: Mediation analysis for the full sample indicates substantial positive relations between (a) teachers’ work enjoyment and teaching characteristics, and between (b) teaching characteristics and students’ enjoyment of lessons. Still, crossover of activity-related emotions cannot be empirically established. Moderator analyses reveal that crossover occurrence is not a function of training type. However, positive relations between teaching characteristics and students’ enjoyment vary in strength across the three contrasted vocational domains, and the same applies to positive associations between teachers’ enjoyment and teaching characteristics. Consequently, crossover effects are demonstrable only in commercial classes. The paper therefore discusses methodological issues, further research needs and practical implications. © The Author(s) 2017.

Universities around the world are shifting to a learning style which combines theory and practice. Work Integrated learning (WIL) is therefore an attempt to explore an academic avenue which employs an educational approach that could enable better alignment of academic and work place practices for the mutual benefit of both the students and their employers. This paper examines the potential employability, the practical implementation and the overall impact of WIL on selected Operations Management Engineering students. Sixty students from the Operations Management class volunteered to participate in the study. Questionnaires were administered to these students and the results revealed that WIL has a direct impact on the teaching and learning of engineering courses. The students were reported to enjoy the work experience and were aware of the benefits of WIL, such as developing skills, attitudes and behaviors essential to improve employability. Support from university, mentors and supervisors were considered to be crucial in WIL programmes. The students reported being assigned to non-engineering tasks, such as business, science, education, etc., hence a lack of better placement for engineering students was observed. The students also seemed to be concerned about the lack of university assistance and lecturer visits during the WIL period. Recommendations were then made to university policymakers and companies who are expected to be the main targeted audience. © 2017 IEEE.