Search Results for
"Teaching"

The landscape of teacher education is undergoing significant change in many countries and this is often associated with a move towards greater school involvement in the preparation of teachers. One aspect of teaching expertise that is particularly challenging for primary student-teachers is the development of subject knowledge across a wide range of subject areas. Subject knowledge for teaching is multi-faceted and is itself linked to broader questions about curriculum and the content that should be taught. It is timely, therefore, to consider how subject knowledge development might be reconceived in a school setting and how university and school staff might work in new ways with student-teachers to this end. Communities of practice theory is employed as a framework for analysing the learning environment and evaluating these future possibilities. It is argued that collaboration with peers, with their mentoring teachers and with a wider professional community is an under-exploited way of integrating facets of subject knowledge: giving this time and status through structured activities might be a particularly fruitful form of hybrid working in situ. The paper concludes by proposing four principles to underpin this sort of practice. © 2017 Informa UK Limited, trading as Taylor & Francis Group.

In the information age, blended learning is one of the important ways of teaching reform, it is a kind of new learning mode that blend the learning environment, learning style, learning space and learning process. At the same time, the implementation of 'excellent engineer education training program' puts forward new requirements for the cultivation of excellent teachers. Therefore, in this context, the teaching evaluation system is in urgent need of innovation and reform. This paper firstly expounded the background of the construction of teaching evaluation system, and then on the basis of analyzing the present situation of teacher's teaching evaluation, the evaluation system of the excellent teachers in the blended learning environment was constructed, and the corresponding evaluation indexes were put forward. © 2017 IEEE.

In this exploratory qualitative study, we describe instructors' self-reported practices for teaching and assessing students' ability to troubleshoot in electronics lab courses. We collected audio data from interviews with 20 electronics instructors from 18 institutions that varied by size, selectivity, and other factors. In addition to describing participants' instructional practices, we characterize their perceptions about the role of troubleshooting in electronics, the importance of the ability to troubleshoot more generally, and what it means for students to be competent troubleshooters. One major finding of this work is that, while almost all instructors in our study said that troubleshooting is an important learning outcome for students in electronics lab courses, only half of instructors said they directly assessed students' ability to troubleshoot. Based on our findings, we argue that there is a need for research-based instructional materials that attend to both cognitive and noncognitive aspects of troubleshooting proficiency. We also identify several areas for future investigation related to troubleshooting instruction in electronics lab courses. © 2017 authors. Published by the American Physical Society.

This study seeks to identify similarities and differences between vocational and academic-level bachelor programs within Indonesian hospitality and tourism education. Both the abilities and knowledge profiles of the graduates and the curriculum content are considered. These degrees were developed in 2008 following government recognition of hospitality and tourism as a field of study. Formerly these areas of study were only offered at diploma levels with a strong vocational emphasis. The findings from archival and interview assessments indicate that although subtle differences exist in the content of vocational and academic bachelor offerings, they are largely indistinguishable. A more searching underpinning of the programs using a distinctive educational philosophy is suggested to guide the aims and objectives of the different degrees. Such a structured approach could serve as a guideline for the selection of course content and teaching and learning endeavors. © 2017 The International Council on Hotel, Restaurant, and Institutional Education.

Despite becoming a big issue in public debate, social mobility is one of the most misunderstood processes of our time. In this accessible and engaging text, Geoff Payne, one of Britain’s leading mobility analysts, presents up-to-date sociological research evidence to demonstrate how our politicians have not grasped the ways in which mobility works. The new social mobility argues for considering a wider range of dimensions of mobility and life chances, notably the workings of the labour market, to assess more accurately the causes and consequences of mobility as social and political processes. Bringing together a range of literature and research, it covers key themes of mobility analysis, and offers a critical and original approach to social mobility. This important book will challenge the well-established opinions of politicians, pressure groups, the press, academics and the public; it is also sufficiently comprehensive to be suitable for teaching and of interest to a broad academic audience. © Policy Press 2017.

Background: Personalizing education by adapting learning opportunities and instructional practices to individual abilities and dispositions has been a long-standing objective among educators and indeed, among all who seek more powerful learning experiences. Interest in adapting learning opportunities to meet the needs of learners has continued throughout history up to the present time. Purpose: This article considers both historical and contemporary work to create adaptive learning opportunities to illustrate the various strands of thought about the personalization of learning experiences and to identify active lines of relevant research and development activities. Research Design: A wide range of work to create adaptive learning applications both within the education sector and the research community and beyond is reviewed. The review is organized according to a model of the processes leading to adaptive learning opportunities that calls attention to seven categories of work encompassing everyday tasks, learning tasks, learning theory, assessment, curriculum, teaching, and networking activities. Conclusions: After noting some promising directions for additional work, the paper concludes by identifying issues that should be considered in the further development of adaptive learning applications to avoid potential negative effects. © by Teachers College, Columbia University.

Mobile devices play a significant role in society, in general, and a very limited one at the different levels of education. Smartphones, tablets and other mobile devices allows learning to occur anywhere (and at) anytime. These powerful technological devices can enhance the teaching and learning processes by helping to promote collaborative and individual learning and broadening the boundaries of the classroom to different contexts of learning. Many students have mobile devices and their applications can provide access to learning outside the classroom, for greater flexibility and more dynamic learning. In this sense, the articulation of technological and methodological efforts allowed us to create learning scenarios supported by the devices that students take to the classroom (BYOD), and use them to motivate and involve students in meaningful learning. These devices offer the advantage of integrating various technologies in the curricular contents, such as in foreign and mother language courses, representing a set of possibilities of ubiquity that can have great impact on the learning process. Thus, we developed strategies with vocational and educational students' methodologies, such as augmented reality, project-based learning, game-based learning, collaborative learning and gamification. In this text, we present the results of two mobile learning studies in teaching French as a foreign language (to 18-23 year-old-students) and Portuguese language, as a mother tongue (to 15-19 year-old-students), in vocational education, implemented as a mediation tool in education to promote the construction of learning and development of significant skills of collaborative work. From the data collection, through a questionnaire, with open and closed questions, we highlight the favorable perception of the students to the integration of mobile devices in learning, and the recognition of the benefits of the teaching strategies used throughout the year, in the increase of curricular learning. © 2017 by Nova Science Publishers, Inc. All rights reserved.

This study aims to examine whether an improvement effect appears in communication competence of university students when applying the project-based learning to "Systems Analysis & Design" subject. The study conducted the analysis on the lowest communication competence of job-seeking students among various areas of basic occupation skills while thought to be the most important in the industry. The study conducted the analysis on the lowest communication competence of job-seeking students among various areas of basic occupation skills while thought to be the most important in the industry. From the study results, the project-based learning was shown to be generally effective in improving the communication competence of the university students. Among the sub-factors of communication competence, especially, the ability of listening, open communication, proactive communication, and understanding others' perspectives revealed significant results. Through this study, it was identified that the project-based learning is a useful teaching-learning method in improving the basic vocational skills of university students; however, there is a need for new studies to improve some abilities belonging to the sub-areas of communication.

This paper presents a new innovative curriculum model in advanced manufacturing to transform BA graduates to enable them to find good paying jobs in advanced manufacturing. The curriculum model is an accelerated one year certificate program with a total of 25 credits. The certificate program offers two tracks: technology and innovation. The certificate courses are hybrid (offered both online and face-to-face), modular (short duration courses with targeted topics) and stackable (modular courses build on each other). The design of the courses provides flexibility to students to select the modules that match their interest and abilities. An integral and important part of the program is a one-semester long industry internship that students must take to prepare them for the new career. These internships are provided by the program industry partners. The certificate program is offered at a community college to make it more affordable for the target audience. The main contribution of the paper is the design and delivery of a technical curriculum for non-technical majors: BA graduates. This poses many design and delivery challenges as discussed in the paper. The remainder of the paper presents the model in more details, its rationale, methodology, the challenges, and conclusions. © 2017 Tempus Publications.

This study aimed to describe verbal student–teacher interactions in vocational education from a socio-cultural perspective on negotiation of meaning. teaching as part of these interactions is addressed by a combination of diagnosing, checking and intervening strategies. A study was conducted in which students (n students = 20) and teacher (n teachers = 5) from Social Work (SW) and Information and Communication Technology (ICT) worked together in small groups (n groups = 5) discussing vocational core problems. Each group held five discussions (n discussions = 25). All discussions were audio recorded and transcribed before they were analysed for negotiation of meaning including teaching strategies. The results showed that 5–8% of the interactions include negotiation of meaning. Interactions in SW groups revealed more negotiation of meaning than in interactions in ICT groups. teaching strategies mainly included checking and intervening activities in favour of diagnosing activities. Furthermore, teachers used meta-cognitive and conceptual interventions most frequently. The implications of these results are discussed by reflecting on occupational differences and on how negotiation of meaning including teaching strategies can be enhanced. © 2016 Informa UK Limited, trading as Taylor & Francis Group.