Search Results for
"Teaching"

This paper revisits the liberal studies movement, a significant feature of the English further education (FE) sector from the 1950s until the beginning of the 1980s. Its central argument is that liberal and general studies (LS/GS) and similar provision offered a vehicle where, at least in some circumstances, certain politically-motivated FE teachers were able to engage in forms of mutual, dialogic teaching and learning which can be conceptualised as critical pedagogy—or at least as close to critical pedagogy as can be achieved within the formal education system in a nation such as England. The paper draws on interviews with former FE lecturers who taught various forms of liberal studies to vocational students in FE colleges across England during the 1960s, 1970s, and 1980s. Whilst it is recognised that LS/GS was always contested terrain, data presented in this paper provide evidence to suggest that the spirit of critical pedagogy existed amongst a certain strand within the liberal studies movement, at least for a time—even if not all learners wished to be emancipated by their studies. © 2016 Informa UK Limited, trading as Taylor & Francis Group.

Project management education was designed traditionally according to an expository paradigm. However, it needs to be redefined to engage students in higher order thinking and to facilitate effective learning. This study proposes a student-centered approach that is aligned with situated learning theory in virtual teams and explores its impact on student satisfaction and learning outcomes. Using a quasi-experimental design, 122 undergraduate and master's degree students enrolled in project management courses at two universities in separate locations. They were separated randomly into two groups, an experimental group in which students used the proposed student-centered approach and a control group in which students followed a more traditional course design. Data analysis indicated a higher level of satisfaction and performance with the proposed methodology. These results suggest that the presented methodology, which was based on project-based learning in an authentic context that offers opportunities for students to experience virtual teamwork, was more effective than traditional teaching approaches. Furthermore, there were some positive and significant correlations between students' satisfaction and their final marks. In this matter, the most relevant aspects to facilitate students' academic performance were (1) positive expectations of future professional development, (2) clear learning objectives that consistently relate to the content of the course, (3) positive feelings induced by teachers' support in resolving doubts, and (4) academic self-perception. The findings of this study suggest that motivational and affective states influence student learning in higher education. This is consistent with current learning theories. © 2016 Elsevier Ltd

This exploratory study focuses on Hospitality and Tourism Management internships to examine whether these cooperative education experiences complement student learning and furthermore, enhance knowledge previously gained through a traditional classroom setting. It specifically focuses on preparation for the internship experience, identifies signs of links to prior classroom learning, explores if the internship allowed the student to develop new skills and finally seeks connections between academic theories and their practical application in the workplace. A mixed methodology is used which initially analyses quantitative data from 339 questionnaire respondents before examining qualitative outcomes via a series of focus groups with consenting students. Whilst set in the context of a Case University, the study suggests that students feel that the education they received prior to their internship had prepared them for their experiences. In addition, statistical significance showed that theories discussed in the classroom are important to their learning and that examples of these theoretical approaches were evident during their practical experiences. Finally, as a result of their internships, students felt that their classroom education underpinned the additional learning of new skills and competencies that occurred during their internships. The findings provide a sound first step in the examination of the teaching effectiveness at the Case University and offer opportunities for further research in a broader context. © 2016 Elsevier Ltd

[No abstract available]

The purpose of this study was to explore the discrepancy between teacher beliefs and behavior in a Problem-Based Learning (PBL) environment. Using a survey and observations, this study demonstrated that tutors prefer learner-oriented beliefs, but in their teacher behavior they showed a more traditional approach to teaching. Analysis of semi-structured interviews indicated that this inconsistency could be attributed to the way in which problem-based learning is embedded in the curriculum, the confidence teachers have in the self-directed capabilities of students, and the self-confidence of teachers regarding their own facilitation skills. © 2016 Elsevier Ltd

This concise and up-to-date guide to 14-19 education aims to demystify recent policy initiatives in the sector to help teachers and practitioners understand the rationale for the qualifications on offer and support them in their daily practice. Offering lots of additional guidance, it will help teachers to access the ongoing support that is available and develop their own professionalism. A Teacher’s Guide to 14-19 Policy and Practice considers the types of knowledge needed to teach vocational education and offers a wealth of strategies for effective learning, teaching and assessment to ensure that all students achieve and progress. It also explores the ways that teachers can follow the Information, Advice and Guidance (IAG) standards to develop employability in the classroom and help students gain the skills they will need to manage their personal lives and careers in the future. The four sections cover: • The Political Environment in 14-19 Education • teaching and Learning in the 14-19 Sector • Making 14-19 Work • Going Further in 14-19 Education Featuring case studies, practical tasks and reflective questions, this timely new text will be essential reading for all trainee and practising teachers and practitioners in the 14-19 sector. © 2017 Lynn Senior.

Management education institutions world over are adopting learner centred approaches with a hope to enhance the effectiveness of teaching learning process and also ensure management education fulfils its role of creating leaders who are global players on a sustainable basis. However, the evidence supporting these is tangential. Even the proof illustrating improvement in student learning through use of these approaches is still questioned. Through exhaustive literature review and grounded theory approach this chapter investigates the learner centred approach - teaching nexus and reflects on the use of them to enhance student learning in this globalized knowledge society. The critical review of the learner centred approaches for better understanding to adopt appropriate strategies by management educators is also delved. This is hoped to enhance the value of management education which is vital in this turbulent world and pressures from knowledge driven economies. © 2017, IGI Global.

In Germany, students in lower track secondary schools (LTSS) typically receive intensive career guidance. Nevertheless, the majority of LTSS student graduates does not start an apprenticeship immediately after graduation. This paper analyzes career planning, school grades, and the first transition after graduation for LTSS students in Freiburg during the late 2000s. Only about 10% of LTSS students start an apprenticeship immediately after graduation. About half, typically those with better grades, participate in additional general teaching (AGT) and rather continue schooling after graduation, expecting that this will improve their future career options. The majority of students with poor school grades, especially male students with a migration background, continue with pre-vocational training, even though career guidance was effective in terms of the career planning activities reported by students. Our results suggest that a focus of career guidance on the immediate start of an apprenticeship after graduation may be misplaced for those students continuing in further schooling. Furthermore, such a focus potentially raises hopes for an immediate start of an apprenticeship among the other students, which may later on be frustrated when a student continues with pre-vocational training. © Lucius & Lucius Verlagsgesellschaft mbH - Stuttgart -2015.

At all levels of technology education, language plays an important role. This chapter combines insights from applied linguistics, the philosophy of technology, and the pedagogy of technology to explore characteristics of the specific language requirements of technology and the way in which students can be guided in the intertwined development of subject and language. More than traditional grammar, Systemic Functional Linguistics offers tools to describe the language of technology as a multimodal resource for meaning making, including textual (oral and written) and graphical modes. Elaboration of writing tasks that are closely related to “designing” and “systems thinking” reveals that language demands can only be understood from a content perspective. These demands depend on choices for pedagogy and orientations to technology education: vocational skills training could ask for writing tasks describing procedures, while orientations toward technological literacy could result in texts that discuss the impact of technologies on societies. The chapter further outlines content and language integrated approaches and discusses their potential for teaching technology, taking into account the specific position of learning at the edge of school and workplace. What these approaches have in common is that technology and engineering teachers need knowledge about language that can be considered part of pedagogical content knowledge. The chapter concludes with a broad outline for further multidisciplinary research and development. © Springer International Publishing AG 2017.

This chapter explores music teachers’ professional knowledge as a form of embodied know-how specific to, and constructed within, particular workplace contexts. Beginning with an argument for thinking of professional knowledge as socially constructed know-how, we evoke a sociological frame of reference that includes the cultural practices of teachers’ workplaces, their vocational cultures, and their active and negotiated identities. Following Britzman (2003), we argue that teaching is about coming to terms with particular orientations towards knowledge, power and identity. We know, for example, that instrumental teachers construct their identities and teaching practices in response to the dominant values of their workplace (Triantafyllaki 2010a). In this process, certain definitions of know-how are adopted by teachers and subsequently enacted, re-constructed and developed. In the first part of the chapter, we examine the nature of this socially constructed know-how and the ways in which teachers take it up and negotiate it in accordance with their biographies, circumstances and workplace cultures. © Eva Georgii-Hemming, Pamela Burnard, Sven-Erik Holgersen and the Contributors 2013.