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"Teaching"

It is increasingly common for universities to provide cross-curricular education in bioethics as part of contemporary attempts to produce 'global citizens.' In this article I examine three perspectives drawn from research into pedagogy that has been conducted from the perspective of cognitive anthropology and consider its relevance to bioethics education. I focus on: two metaphors of learning, participation and acquisition, identified by Sfard; the psychological notion of moral development; and the distinction between socialization and enculturation. Two of these perspectives have been particularly fruitful in understanding the processes of teaching and learning in a variety of domains. The third perspective has been developed in relation to the formal ethical education of medical students. I examine their relevance for 'non-professional' bioethics education suggesting that if we take seriously the idea that it is part of 'educating for citizenship' then the distinction between 'ethics' and 'politics' is blurred as such programmes aim at the development of student's political subjectivity. © W. S. Maney & Son Ltd 2014.

The Competency-Based Training (CBT) system departs from the traditional mode of training by focusing post-secondary training on defining, teaching, and assessing competencies industry requires. Therefore unlike the conventional system whereby the unit of progression is time and teacher-centered, in a CBT system the unit of progression is mastery of specific knowledge or skills, and is learner-centered. Comparably, the lean philosophy is proposing a departure from the traditional mode of construction to a more customer centered approach to construction. This paper seeks to compare the tenets of CBT with those of Lean Construction to establish an alignment. The study was inspired by a growing concern for the adoption of lean methods to teach Lean Construction. Data for the study was mainly obtained from a case application of the CBT model in a B-Tech (Building Technology) programme in a polytechnic in Ghana. The data from the case study was checked against the principles of lean thinking to establish the extent to which the CBT model of training compares with the tenets of Lean Construction. Attention to customer needs, transparency, involvement and continuous improvement where some of the areas where CBT compares with lean.

Competition among students has been found to support motivation, learning, and knowledge if interrelated with collaboration. In this chapter, it is argued that the development of constructive competition is closely related to competitive intentions and material resources. Drawing on activity theory, learning is understood as materially mediated activity in a collective cultural setting and involving transformation of novel concepts and objects. The presented findings in this chapter are based on a field study, where students and teachers participate in activities of vocational learning and preparing for apprenticeship. The findings show that the students' competitive intentions for achieving recognition of their cooking skills mediate engagement and vocational learning for students at risk of dropping out. Findings further suggest that the students' participation in and conceptualization of vocational activities are materially mediated through competitive actions and deployed artifacts like "timing" and use of food ingredients. A central conclusion presented in the chapter is that it is important to take into account the particular competitive intentions and the related mediating artifacts of constructive competition, through which student engagement and learning is developed. © 2015 by IGI Global. All rights reserved.

Vocational and general computer science education in Germany use different teaching approaches in some areas to educate their students. Despite all differences of the school types and their goals of education, there are concepts and ideas which have separately developed, but cover similar pedagogical, basic concepts. The concept of “Learning Field-orientated Computer Science Education” (LFCS – “Lernfeld-konzept”) in vocational computer science education and “Computer Science in Context” (CSiC – “Informatik im Kontext”) in secondary education are such related concepts, as both follow the idea of teaching computer science in an activity-orientated and multidimensional way by developing suitable contexts and learning situations. In this paper we first explore the different aspects of both concepts. Afterwards we compare the similarities and differences of the concepts of “Learning Field-orientated Computer Science Education” and “Computer Science in Context”. As result of this comparison, we derive requirements for a general model of these situated and activity-orientated teaching concepts in computer science education. © Springer International Publishing Switzerland 2014.

With the continuous development of the computer industry, the digital media industry is also changing constantly, and this has resulted in growing numbers of vacancies for digital media engineers. It is apparent that the existing training mode for digital media engineers cannot provide an adequate number of digital media professionals for this industry. A new approach to training digital media engineering professionals, based on teaching and industry, is proposed and discussed in this article. First, the general policy of having digital media engineers' training based on formal teaching and industry training is explained. It would connect school and enterprise better, promoting the continuous development of the digital media industry by conveying digital media professional engineers from school to society. Second, outside-school practice based on a model of four fusions is proposed after the formal teaching of digital media is completed. Finally, the effect of proposed teaching/training mode is evaluated. © 2014 WIETE.

Preservice teachers’ professional vision is an important indicator of their initial acquisition of integrated knowledge structures within university-based teacher education. To date, empirical research investigating which factors contribute to explaining preservice teachers’ professional vision is scarce. This study aims to determine which factors are related to preservice teachers’ incipient professional vision and may constitute necessary conditions for development processes. The participants were 55 preservice teachers who completed a questionnaire investigating their individual characteristics and opportunities used for learning and a video-based tool assessing their professional vision regarding generic pedagogical knowledge of teaching and learning. We conducted multiple regression analyses to identify relevant factors. The results showed that the number of attended courses on teaching and learning and the level of interest in the content are closely related to higher levels of professional vision. No relation was found with practical experience. It is concluded that professional vision is related to conditions of content-specific knowledge acquisition, as provided in formal teacher education programs. © 2014, Springer Science+Business Media Dordrecht.

A qualitative case study was carried out in order to understand the enacted reality for three primary school teaching assistants of the notion of situated learning in relation to Lave and Wenger’s concept of communities of practice and their description of legitimate peripheral participation. The case study subjects were studying for a work-based Foundation Degree in Educational Studies at a UK higher education institution and took part in a longitudinal study that lasted the duration of their 2-year course. By viewing their experiences through the lens of Lave and Wenger’s work, new understandings have been developed of how useful and realistic their notion of situated learning and concepts of communities of practice and legitimate peripheral participation are in relation to learning on a work-based Foundation Degree. © 2014, The Vocational Aspect of Education Ltd.

This study aims to explore the teaching effect of a TRIZ (Teoriya Resheniya Izobretatelskikh Zadatch), an integrated factory practicum in a BOPPPS (Bridge-In, Objective, Pre-Assessment, Participatory Learning, Post-Assessment, and Summary) model in a university in Taiwan. The subjects in this study were undergraduate interns in a factory at the university. They were divided into an experimental group and a control group. The teaching strategies of 'BOPPPS and TRIZ' were tested. The outcomes from the data analysis show that the 'BOPPPS and TRIZ' strategies are extraordinarily effective for developing students' creativity and synergizing learning. Accordingly, training teachers to use 'BOPPPS and TRIZ' can make the factory practicum a more meaningful internship program. © 2014 TEMPUS Publications.

Background: In a professional learner-centered(ness) educational environment, communication and alignment of expectations about teaching are indispensable. Professional education of residents could benefit from an analysis and comparison of teachers' and residents' educational expectations and beliefs. Our purpose is to identify success factors and barriers related to aligning expectations and beliefs and building a supportive professional learner-centered educational environment.Methods. We conducted semi-structured individual interviews with teachers and semi-structured focus groups with residents. A single interview format was used to make it possible to compare the results. Data were analysed using a qualitative software package (AtlasTi). Data analysis steps were followed by the author team, which identified four domains of good teaching: personal traits, knowledge, relationships and teaching qualities.Results: Teachers and residents agreed about the importance of personal professional characteristics like being a role model and having an open and enthusiastic attitude. They all thought that having a specific knowledge base was essential for teaching. Approaching residents as adult learners was found to be an important element of the learner-centred environment and it was agreed that teachers should take practical experiences to a higher level. However, teachers and residents had different expectations about the practical consequences of being a role model, adult learning, coaching and openness, and the type of knowledge that was needed in the professional development program. Communication about different expectations appeared to be difficult.Conclusions: Teachers and residents agreed on a conceptual level about expectations and beliefs regarding good teaching, but disagreed on an executive level. According to the residents, the disagreement about good teaching was not the biggest barrier to creating alignment and a supportive professional relationship; instead, it was the absence of a proper dialogue regarding issues about expectations and beliefs. © 2014van Roermund et al.; licensee BioMed Central Ltd.

This paper presents findings of a research project that aimed to critically examine the pedagogical beliefs of work-based learning teachers, and their potential implication on practice and expectations of learners and employers. Based on an online tool, qualitative and quantitative (descriptive) data were generated from a purposive sample of some 120 academics working in the sector across the United Kingdom. Two pedagogical belief orientations emerged: ‘pedagogical belief A’ – transfer of professional/working knowledge; and ‘pedagogical belief B’ – facilitating learning and developing reflective practice. The paper argues that the ability of work-based learning teachers to look beyond their own beliefs and understanding of teaching to more strategically blended and shared understanding would be important to ensure that while teaching and learning meet academic quality standards, student learning experiences would meet expectations at the workplace. © 2014, © 2014 Further Education Research Association.