Search Results for
"Teaching"

This article examines the purposes of education with a particular focus on young people with severe learning difficulties (SLD). The topic is explored with reference to a specific case, whereby some of the key findings of an evaluation of the first year of ‘The Greenside Studio’, an English special school’s vocational teaching resource for young people with SLD, are presented. A conceptualisation of different ‘sides’ to the Studio is discussed in relation to the purposes of education for these learners in which the view of vocational learning as a stepping stone to paid employment and independence is presented as problematic. With a broader interpretation of vocational education this stepping stone is reconfigured as a bridge to life after school, whatever form that takes. It is argued, however, that the nature of this life must be viewed aspirationally. © 2016 University of Cambridge, Faculty of Education.

Self-Regulated Learning (SRL) is one of the learning strategies in Student-Centred Learning (SCL). Although the theoretical success stories of SRL have been well documented, there are few stories from actual practice and implementation of SRL, especially in technical and vocational education. Hence, this paper investigates postgraduate students' readiness for the implementation of SRL. The results of the investigation are encouraging; students appear ready for the implementation of SRL for specific subjects and levels. This is a good indicator for educators to improve teaching and learning, steering it away from a teacher-centred to a student-centered orientation. Hence, in the future, students will become student-centred learners and apply SRL in the learning process to increase the quality of their academic achievement and vocational qualification. © 2017 Universiti Putra Malaysia Press.

With “The Graduating European Dentist”, ADEE provides a new approach that reflects best academic practice for European undergraduate dental education. The new suite of documents sees increased emphasis on important curriculum components such as patient safety, working as a team and patient-centred care. There is also an increased emphasis on teaching excellence, student satisfaction and student preparedness and support. Guidance relating to methods of teaching and learning, and assessment (educational measurement), is also provided. It is anticipated that this new format will further increase accessibility and utility for educators, institutions, societies and regulators, across the sector. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd

The current study investigates the learning of student teachers in alternative programmes in which they combine a teaching job with an in-service teacher-training program at the university. The aim of this paper is to explore which work-related and training-programme related factors facilitate the learning of these teachers-in-training in the workplace. Starting from the framework of the Job-Demands-Control-Support model, a total of 11 teachers were interviewed. Results of the qualitative analyses indicated that high levels of job demands, autonomy and social support were important for in-service student teachers’ learning in the workplace. Social support and guidance from colleagues in the workplace seemed more relevant for learning than the support and guidance from the supervisors from the teaching program at the university. Implications for practice and for further research are discussed. © 2016, Instituto Superior de Psicologia Aplicada, Lisboa, Portugal and Springer Science+Business Media Dordrecht.

Purpose: The purpose of this paper is to synthesize and evaluate research on hospitality and tourism education in the past ten years (2005-2014) and to suggest directions for future inquiries. Design/methodology/approach: From 13 hospitality and tourism journals, 644 full-length articles were reviewed. A multi-stage process was used to code and analyze each article by two analysts independently to ensure objectivity and accuracy. Two more researchers were involved in discussion to resolve differences in coding. Findings: The analysis resulted in five distinctive meta-themes, grounded within 30 sub-themes. Observations are made in terms of teaching and learning, student development, curricula and programs, education environment and faculty development. Areas requiring further scholarly attention under each theme were identified. Research limitations/implications: This review provides an important reflection of the scholarly activities over the past decade on hospitality and tourism education, summarizes the current knowledge on various relevant concepts and offers avenues for future education research. Practical implications: This review provides a one-stop information source for education and industry practitioners engaged in human capital, professional and executive development practices. Originality/value: Operating under the dynamic industry and changing higher education environment, it is timely to conduct a comprehensive evaluation of recent education research to assess whether these activities address the challenges faced. © 2017, © Emerald Publishing Limited.

Vocational training (VT) allows young people to receive specialized training in a short period and enter the labor market with a qualification. However, VT is often seen as an unglamorous educational route, despite the fact that there are few admission requirements and that it prepares students for jobs with good conditions. Furthermore, the characteristics of VT students have been poorly documented empirically. To fill this gap, this study first examined the achievement profiles of 368 VT students based on three criteria: academic performance, academic persistence, and behavioral engagement. A two-step classification provided four groups: three profiles of students who persisted and successfully completed their training program and a fourth profile of students who withdrew from their program. The motivational and individual characteristics of the students from each profile were then examined based on six variables: motivation (self-efficacy and task value [importance, interest, cost, and perceived utility value of the training program]), gender, and age. The results showed that the profiles differed based on all the characteristics examined except student gender. Overall, the data contribute to better understanding the characteristics of VT students, which may guide teaching practices to better ensure the success of these students. © 2016, Springer Science+Business Media Dordrecht.

This study aims to evaluate entrepreneurship education and training in higher educational institutions in Ghana. The purpose is to come out with an innovative approach to teaching entrepreneurship. The mixed method research design was used to collect and analyze data from five out of ten polytechnics selected randomly. Chi-square analysis was used to explore the variables. The study revealed a continual usage of the traditional passive and the incremental teaching approach to entrepreneurship. This approach was observed to affect students’ ability to practically apply their knowledge and skills acquired through education and training. It is recommended that attention should be drawn to the globalized art of science of teaching and learning of entrepreneurship. To promote a strong educational system in teaching and learning of entrepreneurship, constant innovation should be encouraged. This would assist in producing competent graduates with employability skills. © 2017, Springer Science+Business Media, LLC.

Vocational education aims both to meet economic and social needs. It is expected from teachers that they adapt their pedagogy to vocational education new demands. In this context, the establishment of professional learning communities (PLCs) seems promising. The literature highlights several potential benefits for both teachers and students. The learning process in the PLCs are, however, less studied. The objective of this research is to describe expansive learning actions (Engeström, 1987) of a vocational teachers' PLC. Results indicate that, although issues and analysis are focused primarily on the characteristics of students, members of the PLC have formalized several models of action and transformed their teaching practice collaboratively. © 2017 Canadian Society for the Study of Education.

The extremely rapid development of technology raises the importance of leaders of higher education institutions, as well as educators teaching public relations, to monitor scientific developments of the profession, market trends, and in particular, the needs of employers who will in the future employ recently educated personnel. This element is even more pronounced during times of global crisis in the communications industry where the number of jobs is decreasing, and the increase in criticism of educational institutions, which can be summarized in the claim that educational programs are not adapted to market needs. Guided by this situation, in this paper, the authors analyze the interrelationship between the academic community and employers in the communications industry, and compare their views on the issue of knowledge, skills and competencies which communication professionals must possess in order to be successful in this profession. The main research question is to what extent the views on the quality of education of future PR professionals differ from the perspective of employers and the academic community. © 2017 Elsevier Inc.

The contemporary education process frequently emphasises the importance of teaching and learning by focusing teaching activities towards research and collaborative work, the encouragement of critical thinking, the creative and productive application of knowledge, an active approach to the teaching content, and solving specific problems in project activities. A survey was conducted on a sample of 220 elementary school teachers from three counties in Croatia (Primorje-Gorski Kotar, Lika-Senj, and Istria) regarding the frequency of implementing project activities that encourage critical thinking in pupils. The objectives of the research were to determine the regularity of implementing project activities at the class level and at the level of the entire school, and to examine possible differences between teachers who estimated regular implementation of project activities in their schools and those who estimated the levels of irregular implementation of project activities, in the application of contemporary work strategies, as well as in the attitudes on the contemporary paradigm of childhood and the education process. The research results showed that the majority of teachers estimated that project activities were carried out regularly at their school (66.5% on a class level and 65% on a school level). Teachers who reported the regular implementation of project activities at the class level and at the school level more frequently applied contemporary work strategies and techniques of critical thinking than their colleagues did. The research results also indicated that those teachers more frequently use established approaches to the educational process (teacher should explain, exhibit facts, and point out important conclusions) than their colleagues do. There were no statistically significant differences in contemporary attitudes between the two groups of teachers. Since the objective behind the implementation of project activities was to create the knowledge that, in the creative act, boundaries of the known or tried are transcended in the direction of new and expanded knowledge, importance should be given to the role of teachers in promoting the development of critical thinking and guiding pupils to explore and discover new knowledge. © 2017, University of Ljubljana. All rights reserved.