Search Results for
"Teaching"

ABSTRACT: This article contributes to contemporary debates about the significance of emotions within Higher Education. Using a psychoanalytic lens we analyse the ways in which experiences of anxiety and tension are essential for learning. The anxiety associated with learning can stimulate meaningful and reflexive outcomes but ‘learning inaction’ [Vince, R. 2014. ‘What Do HRD Scholars and Practitioners Need to Know About Power, Emotion, and HRD?’ Human Resource Development Quarterly 25: 409–420] is also possible. In adopting a psychoanalytical lens we assert the agency of both learners and teachers in scholarly relationships and we draw attention to the emotions of educators as well as students. This has important implications for teacher education and academic formation activities. © 2016 Informa UK Limited, trading as Taylor & Francis Group.

The quality of teachers and the effectiveness of education are closely related. The pre-service teacher education programs offered in universities differ greatly in terms of environment, quality of faculties, equipment, training, quality of students, and also the internship system. Therefore, pre-service teacher education programs should work towards in becoming a more exquisite training progress, optimizing the quality of teachers. Utilizing the Professional Standards for Qualified Vocational Education Teacher developed in a former study in 2013, this study analyzed the professional performance of pre-service teachers in areas of auto mechanics, re-figuration and air conditioning, interior design, and drafting. This study also further examines the performance of pre-service teachers by means of documentary analysis and focus group discussion. The results and conclusions of this study hope to aid the industrial departments of vocational high schools to establish a professional performance checking system for pre-service teachers, and also provide concrete suggestions for future development. © 2016 IEEE.

The work-process-oriented curriculum (WPOC) becomes increasingly popular in vocational education and training (VET). It links the curricula and ultimately the learning processes to the work activity and simultaneously to promote action-oriented learning at the curricular level. In particular, information and communication technologies (ICTs) are more and more applied in WPOC for effective and efficient working and learning. However, it is difficult for a teacher in VET to develop a WPOC, because comprehensive technological pedagogical content knowledge (TPACK) is needed for developing a sound WPOC. To help teachers learn to acquire TPACK, we developed a web-based learning environment with three training curricula that addresses the situated nature and complex interplay of technology, pedagogy and content. In this paper, we present the development of our web-based WPOC authoring and delivering environment and the development of the three training curricula. By exploiting the tools and the curricula, the teacher can be trained to develop a work-processoriented curriculum in a way of Learning by Design (LbD). Through testing, the technical feasibility and potential usability of this LbD environment are initially demonstrated.

The use of remote laboratories has been received with great interest in secondary schools since these resources are seen as a great chance to convert into practice theoretical contents, especially in areas such as electronics, robotics or control systems. In this publication the benefits from their usage and the rationale for the inclusion of these resources are depicted as well as a description of the actions taken in order to approach Golab initiative to secondary school. © 2016 IEEE.

This book offers a comprehensive, up-to-date review of the recent professional developments of teachers of English in the western region of China in the context of English language teaching reform and teacher education reform. It discusses a wealth of theories, frameworks, qualitative case studies and quantitative investigations, while also covering a range of key practices that are indispensable. It equips readers with an in-depth understanding of the impact of the current curriculum reform on the promotion of teachers’ cognition, emotions, attitudes and awareness of their self-development, as well as teachers’ corresponding efforts to update their educational concepts, reassess their teacher roles, enhance their teaching skills, and implement new approaches to their professional development. It is a valuable resource for anyone pursuing research in this field as well as in-service teachers, teacher educators and education administrators. And as it offers practical help for the potential difficulties and challenges they might encounter, it is also a must-read for the student teachers of English. © Springer-Verlag GmbH Germany 2017.

Since teaching is a practical activity, efficient problem-solving skill is one of the fundamental competencies teachers need to possess. All teachers face challenging school situations during teaching-learning process no matter where they teach or since when. Despite similarities appearing on the surface, every school situation is unique and depends on several internal and external factors that should have been taken into account. Therefore, in many problematic cases it is not enough to deal with the symptoms, but teachers need to go deeper. This book provides a theoretical and practical background for this step-by-step problem solving-oriented thinking process. The practical activities can help teachers to frame and identify their challenges, to analyse the cause and effect of their situation, and also to find their own solutions and strategies. The material in this book can be used in pre-service or in-service teacher training that deal with pedagogic cases, or challenges of teaching and learning processes. However, most of the tools can also be used individually by teachers at any stage of their career, including any type of compulsory education, thanks to the clear description of each technique. © 2016 Sense Publishers.

In terms of the lack in practical ability of professional masters students majoring in mechanics, an innovative training model integrating theory and practice is proposed and analyzed in detail. It is suitable for these students from several aspects including: i) the establishment of student comprehensive practical platform, ii) integrated training model of theory and practice, iii) team construction of double qualified tutors. With the combination of many years of teaching experience of postgraduates, this paper puts forward the idea that “Enterprise project-student-tutor-tutor team” training model should be adopted in-campus while “Enterprise internship-student-enterprise tutor” model applied off-campus. In this way, students who are trained through the integration of those two models in and off campus can meet expectations better of both society and enterprises. © 2017, UK Simulation Society. All rights reserved.

Objective Since many years, teaching and training in communication skills are cornerstones in the medical education curriculum. Although video recording in a realtime consultation is expected to positively contribute to the learning process, research on this topic is scarce. This study will focus on the feasibility and acceptability of video recording during real-time patient encounters performed by general practitioner (GP) trainees. Method The primary research question addressed the experiences (defined as feasibility and acceptability) of GP trainees in video-recorded vocational training in a general practice. The second research question addressed the appraisal of this training. The procedure of videorecorded training is developed, refined and validated by the Academic teaching Practice of Leuven since 1974 (Faculty of Medicine of the University of Leuven). The study is set up as a cross-sectional survey without follow-up. Outcome measures were defined as ‘feasibility and acceptability’ (experiences of trainees) of the videorecorded training and were approached by a structured questionnaire with the opportunity to add free text comments. The studied sample consisted of all firstphase trainees of the GP Master 2011-2012 at the University of Leuven. Results Almost 70% of the trainees were positive about recording consultations. Nevertheless, over 60% believed that patients felt uncomfortable during the video-recorded encounter. Almost 90% noticed an improvement of own communication skills through the observation and evaluation of. Most students (85%) experienced the logistical issues as major barrier to perform video consultations on a regular base. Conclusions This study lays the foundation stone for further exploration of the video training in real-time consultations. Both students and teachers on the field acknowledge that the power of imaging is underestimated in the training of communication and vocational skills. The development of supportive material and protocols will lower thresholds. Practice implications Time investment for teachers could be tempered by bringing up students to peer tutors and by an accurate scheduling of the video training. The development of supportive material and protocols will lower thresholds. Further research should finally focus on long-term efficacy and efficiency in terms of learning outcomes and on the facilitation of the technical process. © 2016, BMJ Publishing Group. All rights reserved.

The focus in this chapter is on the teaching practices of novice Vocational Education and Training (VET) teachers in Australian schools. An Australian case illuminates the local practice architectures that shape teachers’ vocation and their ways of working, the ways practice architectures constrain and enable their practice, and the ways these teachers respond to challenges they perceive in the school as a workplace. The case examines the practices of newly qualified Australian VET in Schools teachers with extensive industry experience gained in their previous occupations. © Springer Science+Business Media Singapore 2017.

Purpose: The purpose of this paper is to critically examine the dominance of the participation metaphor for learning in the literature on learning organizations and to propose a working model of the teaching organization with conceptual input from educational science and the sociology of professions. Design/methodology/approach: The paper combines theoretical critique and a selective review of literature that is relevant to the discussion of the concept “teaching organization”. Findings: Concepts referring to teaching as a systemic attribute of learning organizations are not made explicit in texts on organizational learning and knowing. Key concepts from educational science are almost completely absent from this literature. Originality/value: The paper describes elements from educational science and the sociology of professions and proposes to integrate them in a model of a teaching organization that could serve as a theoretical platform for further empirical studies. © 2016, © Emerald Group Publishing Limited.