Search Results for
"Teaching"

This textbook on Instructional Design for Learning is a must for all education and teaching students and specialists. It provides a comprehensive overview about the theoretical foundations of the various models of Instructional Design and Technology from its very beginning to the most recent approaches. It elaborates Instructional Design (ID) as a science of educational planning. The book expands on this general understanding of ID and presents an up-to-date perspective on the theories and models for the creation of detailed and precise blueprints for effective instruction. It integrates different theoretical aspects and practical approaches, such as conceptual ID models, technology-based ID, and research-based ID. In doing so, this book takes a multi-perspective view on the questions that are central for professional ID: How to analyze the relevant characteristics of the learner and the environment? How to create precise goals and adequate instruments of assessment? How to design classroom and technology-supported learning environments? How to ensure effective teaching and learning by employing formative and summative evaluation? Furthermore, this book presents empirical findings on the processes that enable effective instructional designing. Finally, this book demonstrates two different fields of application by addressing ID for teaching and learning at secondary schools and colleges, as well as for higher education. © 2017 Sense Publishers. All rights reserved.

Introduction: In different German regions, seminar programs have been conducted for General practice residents. In each region, selection and teaching of learning content is conducted in a different manner. So far, no structured, standardized curriculum has been implemented nationwide. We have investigated, if the development of a common 5-year program of learning topics is conceivable between the different university departments of General practice in Germany. Method: The seminar program working group of the DEGAM (German College of General Practitioners and Family Physicians) has conducted an online survey based on information gathered via preliminary telephone conference (n=7; physicians with postgraduate teaching experience) among all German university departments of General Practice and two non-university teaching institutions, identified via the internet. 884 topics were extracted from 14 Seminar programs. The topics were entered in a database, discussed and categorized: Practice management/practice work flow/standardized documentation forms/quality management (n=33 topics), common acute and chronic diseases, including disease management programs (n=29 topics), communication, neurological, psychological and psychiatric consultations (n=24 topics), common medical problems, including eye, ear, nose, throat, skin and pediatric problems (n=99 Topics) family physicians general approach, including epidemiology, shared decision making, test of time (n=42 Topics). These topics have been rated for priority and desirable number of teaching-units. Results: A catalogue of 111 topics was designed, encompassing 160 teaching units. There is a suggestion of wide topics collections plus an add-on catalogue. Conclusion: A proposal for a 5-year-thematic catalogue for postgraduate training of general practice residents in Germany has been developed. This newly developed curriculum has the potential to improve knowledge and skills that have not been covered during in-house and ambulatory general practice residencies. © 2017 Sommer et al.

Transitioning medical students are anxious about their readiness-for-internship, as are their residency program directors and teaching hospital leadership responsible for care quality and patient safety. A readiness-for-internship assessment program could contribute to ensuring optimal quality and safety and be a key element in implementing competency-based, time-variable medical education. In this paper, we describe the development of the Night-onCall program (NOC), a 4-h readiness-for-internship multi-instructional method simulation event. NOC was designed and implemented over the course of 3 years to provide an authentic “night on call” experience for near graduating students and build measurements of students’ readiness for this transition framed by the Association of American Medical College’s Core Entrustable Professional Activities for Entering Residency. The NOC is a product of a program of research focused on questions related to enabling individualized pathways through medical training. The lessons learned and modifications made to create a feasible, acceptable, flexible, and educationally rich NOC are shared to inform the discussion about transition to residency curriculum and best practices regarding educational handoffs from undergraduate to graduate education. © 2017, The Author(s).

The modern paradigm of education development has new demands on the professional and personal traits of a teacher, in particular, the ability to organize research activity of schoolchildren and to support their interest in science. The research competence of future teachers is a key characteristic that provides these skills. Properly organized research activity of future science teachers contributes not only to their research competence development, but also to their self-confidence as a professional, and thus, supports their motivation for further improvement in the field of teaching. This article presents a developed model of a methodological system for organizing the research activity development in training the future biologists at the pedagogical university. Based on the model, we have developed a comprehensive program for student's research competence development, which was tested at two courses of a pedagogical university. Comparison of the nine experimental groups (220 students) and nine control groups (218 students) showed that our program designed to develop student's research competence is effective. The paper also discusses the conditions, under which the program is effective, in particular, the importance of continuing education of teacher educators, as well as the necessity of interaction between educational and scientific institutions. © Authors.

An international repositioning of vocational teachers in relation to knowledge and the workplace is reflected in English Further Education through the terminology of ‘dual professionalism’. Particularly in settings most closely linked to specific occupations, this discourse privileges occupational expertise that vocational educators bring from their former employment alongside pedagogic expectations of the teaching role. In a qualitative study of recently qualified teachers employed substantially in workshop settings, using the analytical framework of Margaret Archer, workplace skills and generic attributes provided a basis for claims to expertise, extending to a custodianship of former occupations. Further augmentation of educator roles, however, appeared constrained by market approaches to development and employment insecurity in the sector and beyond. In Archer’s terms, the current environment appears to cast ‘dual professionalism’ as morphostasis, drawing on former practice at the expense of teacher identity in the face of insecurity. Morphogenesis into enhanced professional teacher identities, for example, developing coherent vocational pedagogies informed by research into advances in knowledge, appears the less likely outcome in the current and emerging sector. © 2017 The Vocational Aspect of Education Ltd.

In recent years in many educational curriculums, entrepreneurship has attracted much attention as a concept, from primary education to higher education. In this sense, attention is given to the concept of entrepreneurship that is included in both national and international science education curriculums. In this research, the aim was to investigate studies conducted on entrepreneurship in science education in terms of their general characteristics (publication year, number of authors, publication type) and characteristics of their content (purpose, method, data collection tool, sample type, conclusion and suggestions). As a result of the research, it is noteworthy that studies have been published in recent years in general. On the other hand, it was identified that there are studies much more published as literature review, document analysis, theoretical. In some research, it was seen that the teaching model, curriculum and modules are developed and integrated within science education to promote entrepreneurship. In addition, it is observed that in most of the studies have been reached positive results about the concept of entrepreneurship should be integrated with science education. Depending on the results, it should be said that teaching curriculums can be designed and implemented that are likely to improve students' entrepreneurial skills in science courses.