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"Teaching"

This paper focuses on the current research work done within the Pro-Skima project (2015–2018) which aims at providing a suitable method to evolve classical Information Technology Master graduate levels towards some teaching contents and a pedagogical organisation more adapted to the competency needs of local employers and Qatar Society in the field of new technologies. A first important step of the project is to define a method for building a competency framework for the Master curriculum. The aim of this paper is related to the first step of the project, i.e. to examine critically different possible methods that can be used for designing such competency framework and analyse what can be a realistic approach considering local specificities of Qatar University, characteristics of the technical field (IT) and possible partnerships with some surrounding companies. © Springer International Publishing AG 2017.

Teachers’ Know-How: A Philosophical Investigation presents a comprehensive and up to date philosophical treatment of the kinds of knowledge and “know-how” that educators should possess. • Offers an original and in-depth study of teachers’ know-how which situates teaching within the spectrum of professions • Critiques the currently fashionable craft conception of teaching and the view of teaching as protocol-driven which is currently influential in policymaking circles • Utilizes epistemological debates on the nature of know-how to inform understanding of the work of teachers • Features detailed examples including some drawn from the author’s own long professional experience of a teacher in a wide range of different contexts © 2017 Christopher Winch.

In this study, the concept of ‘community of learners’ was used to improve initial vocational education. The framework of a ‘community of learners for vocational orientation’ that we present offers both a theoretical understanding of teaching–learning processes in initial vocational education and heuristics for the design of innovative learning environments for optimising these processes. In a design research study, we investigated if, and how, learning environments designed on the basis of these heuristics fostered communities of learners for vocational orientation, in which students experience to learn in a shared, meaningful, reflective and transfer-oriented way. We examined students’ perceptions of the learning environment and their learning activities during eight curriculum units specifically designed to foster the communities of learners. During almost all of the units that we designed, students found themselves learning in a more shared, meaningful, reflective and transfer-oriented way than during regular units. We conclude that the proposed heuristics had been useful starting points for the design of innovative learning environments that foster communities of learners for vocational orientation. In addition, we show how the heuristics can be elaborated for a particular school, based on practical and pedagogical content knowledge of teachers, as well as students’ perceptions of the learning environment and their learning activities. © 2015, Springer Science+Business Media Dordrecht.

Evidence suggests that in the professional education of teachers the moral goals are currently a neglected topic in favor of the subject matter and knowledge. The constructivist instructional approach VaKE (Values and Knowledge Education) addresses this problem by combining the moral and epistemic goals through the discussion of moral dilemmas. The main research question of this practice-based study was whether teacher educators can improve their instructional practice by using VaKE. We describe an empirical study of a teacher educator who used VaKE in order to (i) facilitate pre-service teachers to solve moral conflicts which they are faced with in their workplace learning and to (ii) increase the moral climate in his course. 58 pre-service teachers who formed two classes participated in the study. The study consisted of three research phases: In the first research phase the types of the pre-service teachers’ moral conflicts were examined. In the second research phase the most frequent types of moral conflicts were used as a basis for an explorative quasi-experimental pre-posttest study. This study investigated the effects of VaKE compared to a traditional case-analysis approach with regard to the pre-service teachers’ application of discourse-oriented actions for conflict resolution. In the third phase, a case study method was used comprising a random sample of seven pre-service teachers chosen from each class to investigate the perceived learning climate during the intervention. The results indicate that VaKE provides the possibility to combine the moral and epistemic goals of the professional education of teachers. © 2015, The Author(s).

Dave Evans makes a convincing case that practice learning occupies a central role in the education and training of the caring professions. In doing so, he affirms the activities of many service agency staff involved in practice teaching and assessment and offers them clear models and illustrative examples to aid their development. He also explores ways in which practice learning and assessment can be effectively developed in academic settings. © Dave Evans 1999. All rights reserved.

Objectives High-quality teaching performance is important to ensure patient safety and encourage residents’ learning. This study aims to explore the content and phrasing of suggestions for improvement that residents provide to support excellent teaching performance of their supervisors. Methods From February 2010 to November 2011, 577 residents were invited to evaluate 501 teachers from both surgical and medical residency training programmes from 20 hospitals. Feedback was collected through a validated formative feedback system named System for Evaluation of teaching Qualities. Two researchers independently coded the suggestions for improvement with literature-based coding schemes on (1) content and (2) linguistic characteristics. Besides these qualitative outcomes, descriptive statistics were calculated using SPSS. Results In total, 422 residents (73%) evaluated 488 teachers (97%), yielding 4184 evaluations. Of all teachers, 385 (79%) received suggestions for improvement focusing on teaching skills (TS), 390 (80%) on teaching attitude (TA) and 151 (31%) on personal characteristics. For 13%-47% of the suggestions for improvement, residents added (1) the location or situation where the observed TS or TA had taken place, (2) concrete examples of what teachers could do to improve or (3) (expected) effects of what the change in TS or TA would mean for residents. Conclusions Residents provide mainly relevant suggestions for improvement that mirror important aspects of teaching performance. However, these comments often lack specific phrasing limiting their value for performance improvement. Therefore, residents are recommended to increase the specificity of the suggestions for improvement. The paper provides directions to phrase narrative feedback. © 2016, BMJ Publishing Group. All rights reserved.

This article aims at clarifying whether and how University Business Cooperation (UBC) can be expanded from knowledge transfer to the core field of education. Higher education institutions exert a decisive influence by teaching students to understand academic theories, methods and areas of knowledge, contributing to their cultural enrichment and development of personality, and preparing them for further work and other spheres of life. Higher education aims at establishing the basis of relevant knowledge that will help students to understand and acquire the competencies they will need in their professional lives. Universities supply graduates to the economy and that includes developing the right set of skills to acceptable levels. Consequently, an explicit goal of UBC should be to point out what those skills should be and how to target education at developing them. The competencies acquired by the flow of new graduates emerging each year from higher education institutions in the labour market is an expression of the multidimensional output obtained from the resources allocated to the higher education system. New ways for UBC are called to play a prominent role in defining both a model of teaching and learning that is better adjusted to social and economic demands and a dynamic and flexible system of continuing education to retrain people as social and economic conditions evolve. Nevertheless, the implementation of reforms in higher education calls for a deeper understanding of possible trade-offs between the diverse types of resources involved and the outcomes obtained. Resources should be examined in terms of their relative costs and the results interpreted with regard to their value to individuals and society. © 2016 John Wiley & Sons Ltd.

The master and his apprentice represent a historical model of teaching and learning in the workplace. It may be a very old model but, historically, it is certainly not the only form of work-related training. The revival of workplace apprenticeships, which began in the 1970s and 1980s, has given it a new impetus, but the transmission relationship has changed profoundly: it no longer involves only the trade concerned but also a qualiication and integration into the labour market. © Tous droits réservés.

Increasingly, tourism and hospitality university programs in France include internships which add a vocational dimension to the academic aspects of the course. These internships a) provide exposure to real world professional situations, b) add market value to the student experience, and c) offer a foothold for employment. The field of blog research is increasing in an effort to understand the social and economic context and impact of blogs: However, most existing studies only provide insight into English-language content. This paper explores French tourism and hospitality undergraduate student blogs-completed during their 4-6 month internships outside of France-as a manifestation of their knowledge. Qualitative analyses by means of text mining of the students' posts, was used to assess their experiences and perceptions. Utilizing content analysis, 28 blogs were examined with the aim of understanding blogs and blogging under the theoretical framework of cultural perceptions. Results demonstrated that these internship blogs provide rich and authentic feedback; the blogs facilitate student monitoring while allowing for a wide cross-section of readers to assess different destination-based student internship experiences. The results showed that the "image" students projected of their destinations were chiefly positive, yet tended to conform to their preconceived ideas of these places. This study underscores the importance of empathy and appreciation when working in foreign contexts, because even though student internships were located all over the world, a tendency to believe in stereotypes of peoples and places remained. The findings a) shed light into the process of perception transformation during overseas work placements, and b) have practical and methodological implications for researchers and educators who are see academic blogging as a teaching and learning tool. © 2016 The Governors of the University of Alberta.

In view of the deficient transfer of knowledge from research to practice in the social sciences in agriculture, the subject of agrarian teacher training, with teachers being important stake-holders in terms of the transfer of knowledge and skills, deserves particular attention but has been neglected by experts up to now. Compared to jobs learned during an apprenticeship, the so-called green jobs reveal shortcomings in terms of successful final exams. One reason for such deficits lies in the fact that basic two-phase teacher training is largely lacking. Lateral and side entries as well as a combination of internships by experts in agricultural administration and experts from technical schools in agriculture replace the teachingoriented approaches recommended by education experts. The study at hand was able to show that the basic prerequisites by the Standing Conference of Ministers of Education and Cultural Affairs (KMK) regarding educational skills for the qualification of future teachers are not met. From a teacher's and expert's point of view, technical practical experience is of vital importance if the whole of teacher training in agriculture is to develop into a comprehensive set of subjects, via practical experience, bachelor, master and, where applicable, PhD studies, which will be as manifold and varied as the current second phase of teacher training. In conclusion, it seems that the current system should be abandoned.