Search Results for
"Teaching"

Background/Objectives: The most obvious and important feature of information age is widespread influence of ICT in all fields. The research aims evaluation of ICT use in teaching-learning process. Methods/Statistical Analysis: The method of research is descriptive- surveying. The statistical population of the study was all teachers of Isfahan elementary schools. The sample size was determined 350 persons according to Kokeran formula that selected through cluster sampling method. The research tools is researcher made questioner in use of ICT in teaching-learning process which has been used after confirming its reliability and validity. Data analysis has been done with using Spss19 software. Findings: The results showed that the use and the application level of ICT in teaching-learning process has a meaningful relationship with ICT equipment in schools, their Literacy and information skills (their e-readiness) and the teachers attitude to use ICT in teaching-learning process. Challenges of ICT tools have been specified in 5 levels such as organizational (Lack of motivational stimulus of organization, difficulty and complexity of working, Teachers lack of cooperation with each other with ICT) management (Lack of managers' supervision on the implementation the plan of ICT, Lack of relevance and appropriateness of lesson content, managing and controlling class when using ICT) equipment-financial (Busy work responsibilities when using ICT, Lack of computer and internet equipment, Lack of enough motivation of teachers in ICT application) Educational (Low Experience and skill of teachers, lack of practical in-service courses, Lack of sufficient time for teaching with, ICT), Attitudinal (Distrust and anxiety of teachers in the use of ICT, teachers concern of replacing ICT with them, Negative attitudes of those involved in the Internet due to ethical issues). Applications/Improvements: The teachers should have more cooperation and engagement to transfer the information and experiences to each other in the field of working with ICT tools.

[No abstract available]

General practice registrars in Australia undertake most of their vocational training in accredited general practices. They typically see patients alone from the start of their community-based training and are expected to seek timely ad hoc support from their supervisor. Such ad hoc encounters are a mechanism for ensuring patient safety, but also provide an opportunity for learning and teaching. Wenger’s (Communities of practice: learning, meaning, and identity. Cambridge University Press, New York, 1998) social theory of learning (‘communities of practice’) guided a secondary analysis of audio-recordings of ad hoc encounters. Data from one encounter is re-presented as an extended sequence to maintain congruence with the theoretical perspective and enhance vicariousness. An interpretive commentary communicates key features of Wenger’s theory and highlights the researchers’ interpretations. We argue that one encounter can reveal universal understandings of clinical supervision and that the process of naturalistic generalisation allows readers to transfer others’ experiences to their own contexts. The paper raises significant analytic, interpretive, and representational issues. We highlight that report writing is an important, but infrequently discussed, part of research design. We discuss the challenges of supporting the learning and teaching that arises from adopting a socio-cultural lens and argue that such a perspective importantly captures the complex range of issues that work-based practitioners have to grapple with. This offers a challenge to how we research and seek to influence work-based learning and teaching in health care settings. © 2015, Springer Science+Business Media Dordrecht.

[No abstract available]

In order to respond to the ever-changing global economic environment, the technological and vocational education system in Taiwan needs to be dramatically reformed to the changing needs of the domestic industrial structure. Integrating practical talents with practical industrial experiences and competences can help avoid discrepancy and close the gap between vocational education and the practical demands of industries. Thus, to achieve the goals of technological and vocational education, it is necessary to incorporate instruction that meets the demands of the industrial-oriented manpower in Taiwan. In this study, the well-known problem-based learning (PBL) approach, utilized commonly in the educational area of medicine and business management, was integrated with the qualitative method of action research to explore how such a learning strategy could influence college students’ learning outcomes regarding industrial-oriented competences. The research results were induced from the empirical data collected via participatory classroom observations, and analyses of teachers’ instructional journals and semi-structural interviews. A survey with quasi-experimental design of the control group pretest and posttest was conducted by using an industrial-oriented competences scale to explore the influences of PBL on students’ learning outcomes of industrial-oriented competences. The findings are expected to shed light on the teaching and learning strategy of college students’ industrial-oriented competences and contribute to theoretical implications and future educational and industrial development of Taiwan. © 2015, The Author(s).

Here we compare the training of cabinetmakers in vocational schools (full-time) and in the dual-system (part-time school and part-time workplace), in the French-speaking part of Switzerland, canton of Vaud. The teachings are analyzed and the notion of «professional order» that affects the school paradigm and gives structure to the boundaries of professional identity. The cabinetmaker profession tends to be confused with that of a carpenter, in a context where the operational skills take precedence over the school paradigm.

Background: There has been some ground-breaking research on self-directed learning (SDL) in nursing education which reveals the superiority of SDL to traditional learning methods in terms of students' academic performance and the development of positive attitudes toward the learning process on the part of both students and teachers. Objectives: The relationship between students' self-directed learning readiness (SDLR) and students' academic performance, and the mediating role of students' perceptions of the learning environment needs further investigation. In this study, it is proposed that students' perceptions of their learning environment could enhance their SDLR and thus boost their academic performance (in terms of their GPA). Design: A descriptive design was used to examine the relationships between the domains of SDLR, which are self-management, desire to learn and self-control and students' perceptions of the learning environment (SPLE) and students' GPA. Data source: A survey involving 142 Saudi students from nursing and emergency medical services undergraduate programs in King Saud University was used for this research. Results: The results showed that SDLR level positively influenced students' academic performance positively, and that students' perceptions of their learning environment played a significant role in determining their level of SDLR and academic performance. Conclusion: It is recommended that nursing and emergency medical services educators provide a supportive learning environment in terms of good teaching, clear goals and standards, appropriate assessment, appropriate workload, and emphasis on independence to encourage students to engage in the process of SDL which can, in turn, enhance their academic performance. © 2015 Elsevier Ltd.

In recent years a professional sector has emerged within the UK delivering angling-based intervention programmes targeted at young people ‘disengaged’ with education. These coaches bring with them an angling cultural background, which influences their interactions with young people as ‘novices’, emerging in ‘angler talk’ that accompanies waterside coaching. We argue that young people's exposure to ‘angler talk’ amounts to a cultural apprenticeship, socialising young people into an experience-based learning community. Through angler anecdotes and waterside banter young people are encouraged to be active participants in an egalitarian system of knowledge exchange that is particularly appealing for working with disaffected young people. By identifying how angling as a community of practice manifests in the teaching and learning relationship, we demonstrate the benefit of ethnographic approaches for appreciating the subtle cultural influences at work in skill-based intervention programmes. © 2015 Taylor & Francis.

In most initial teacher preparation (ITP) programmes, learning in teaching placements is considered to be an important component for providing workplace learning experiences to develop the skills of being a teacher. This paper is based on a bigger qualitative study which explored the learning experiences of a group of in-service student vocational teachers prior to and during their one-year ITP programme in Brunei. The study examined these student teachers’ dispositions to learning as revealed through their experiences on different placements during their training. The findings of this paper highlight the importance of the student vocational teachers’ roles and positions relative to their teaching placements. Theoretically, the findings also extend Bourdieu’s thinking, where existing cultural capital in the form of subject knowledge which is valued in one context does not necessarily help the learning of individuals in becoming a vocational teacher in another context. In addition, the paper argues for a need to reconceptualise in-service teacher education, more specifically, the workplace learning aspect. Lastly, it concludes with recommendations to support these student teachers in their placements through creating more expansive learning environments. © 2016 The Vocational Aspect of Education Ltd.

The use of advanced instructional design (ID) principles, especially those that include a collaborative authoring environment is becoming ever more critical in the successful workplace. Faculty in instructional technology programs who provide an environment that effectively nourishes these ID skills have a responsibility to continually evaluate and update their instructional methods to ensure that course goals are met. Using students’ drawings of their expressed mental models as an assessment tool is one approach that helps evaluate teaching methods, determine what students have learned, and how they have conceptualized important concepts. In this study, teams of instructional technology graduate students in a two-semester, multimedia design and development course used an authoring program to create multimedia projects for real clients. This study examined the cognitive changes that occurred when these students were immersed in a technology-rich, collaborative environment. Comparison of students’ visual representations of their mental models of multimedia design and development from the beginning and end of the course provided insight into conceptual changes that occurred in regards to the multimedia course, its goals, and the collaborative process. Analysis of students’ drawings of their mental models indicated substantial transformations from linear, individualistic, and skills-based thinking to recursive, collaborative, and team-oriented concepts. This data provides evidence that the visual, graphic nature of mental models provides a coherent, fluid, and detailed representation of students’ thinking, one that captures a level of richness that may be missing from essay methods, product assessment, or class evaluations. © 2014, Association for Educational Communications and Technology.