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"Teaching"

Multimedia technology, as one of the inspiring teaching methods, is an extension and innovation to traditional lecture teaching. In the teaching of International Trade, the author tries to incorporate multimedia technology into it. By searching information, collecting online trade cases, practicing TMT (Teach Me Trade is designed by Shanghai Collegiate Internship Centre for International Business, TMT software hereafter) software in a multimedia environment, which simulates a real international business world, students construct their knowledge and develop their analytical and strategic thinking. This paper describes the necessity of this method. © 2013 WIT Press.

In the present article I will be discussing the importance attributed to aesthetic experiences in the vocational education of bookbinding master Wolfgang B. using the philosophy of Friedrich Schiller both to understand what constitutes these processes and to examine Schiller’s thoughts in the light of his recollections. By doing this I hope to elaborate on a potential, and often overlooked, Bildung-related possibility or affordance at least in craft vocational education and training (VET) as well as to articulate a pattern that can be generalized from into other VET contexts. This leads to a richer understanding of the potentials inherent in teaching skills or capabilities and the pedagogy needed to elicit these as opposed to the belief that teaching technique is a straightforward and unambiguous issue of manual practice. These are in the realm of aesthetic and ethical learning potentials (given that such learning is never automatic) as well as in the connections that one might establish to various fields of scientific and cultural knowledge. Through all of this there emerges a partial description of a vocational Bildung tradition that has its roots in the teaching of crafts. © 2014, Springer Science+Business Media Dordrecht.

Medical education and training in Australia comprises four phases: basic education, prevocational training, vocational training and continuing professional development. Between the 1860s and 1960s, eight medical schools were established in Australia, admitting school leavers to courses comprised of preclinical, paraclinical and clinical phases. Between the 1970s and the 1990s, two innovative new schools were established and all schools made major reforms to student selection, curricula and teaching, learning and assessment methods. Since 2000, student numbers expanded rapidly, both in existing medical schools and in eight new schools established to meet workforce demands, particularly in the rural sector. Prevocational training, first introduced as a compulsory internship year in the 1930s, has undergone reform and extension to subsequent years of junior doctor training through the agency of health departments and postgraduate medical education councils. Vocational training and continuing professional development, delivered by 15 specialist medical colleges, has evolved since the 1930s from a focus on specialist care of individual patients to include broader professional attributes required to manage complex health care systems. The Australian Medical Council began accreditation of basic medical education in 1985 and its remit now extends to all phases of medical education and training. With national governance of the entire system of medical education and training now achieved, mechanisms exist for flexible integration of all phases of medical education to meet the local and global challenges facing Australia's medical workforce.

The integration of learning across different learning sites is an important and challenging task for each vocational education and training system. Although various integrative teaching and learning models have been developed and many reforms have been undertaken, their implementation is complicated by several factors. In particular, individual ways of understanding the relationship between the learning sites could be considered filters that may potentially influence the communications and actions of protagonists in this learning context. This study aimed to explore different ways of conceptualising learning and teaching across learning sites in the Swiss vocational education and training system. Semi-structured interviews were conducted with 26 vocational school teachers, company trainers and apprentices in apprenticeship programmes in industry and business and administration in the Canton of Tessin. Data were analysed by combining data-driven (phenomenography) and theory-driven (content analysis) text analysis procedures. By adopting a phenomenographic method, four ways of conceptualising vocational learning across multiple learning sites were found: as separate learning experiences, as complementary learning experiences, as experiences mediated by intercompany training centres and as experiences integrated at the school level. Content analysis showed qualitative differences among the conceptions in relation to what extent they included socio-cultural key claims of school-workplace connectivity. Conclusions regarding potential implications for teachers, trainers and apprentices are drawn, and suggestions for future research are made. © 2014, Springer Science+Business Media Dordrecht.

This study examines the vocational training offered by a charity from the perspective of young apprentices. 20 young apprentices participated, 14 women and six men, aged between 15 and 22 years, with at least six months experience in the program. It was used a qualitative approach with semi-structured-interviews. The interviews were analyzed using thematic content analysis. Thereafter it was found that the learning experience was perceived by young people as a privileged position to their training and professional insertion. However, the authors believe that this training is limited because it focuses on behavioral issues, teaching to play and to follow the rules of business.

This article analyses the impact of a constructivist approach to learning in Jordan, where a traditional context of passive/receptive philosophy of teaching prevails. Student teachers were introduced to journal writing. It was expected that their experiences with journal writing would afford them a better understanding of how it would affect their learning to teach social education. Thirty students were given a short course in journal writing as a reflective learning tool in their final placement. The schools operated passive/receptive approaches to learning and the students in the sample had experienced this throughout their own schooling. The impact of the course was assessed using semi-structured interviews. Some students found the experience stressful, but 75% found it fruitful and motivating. © 2014 John Wiley & Sons Ltd.

Just as workers are confronting the rapidly changing practices of the restructured, technological workplace and the increasing convergence of working and learning, so those involved in any form of workplace education or training are also restructuring their focus, teaching methods and approaches. This book examines the conceptual and practical challenges facing education and training professionals in redefining their contribution to improving communication and learning at work. Interweaving theory and commentary with actual case-studies, the book explores a multifaceted approach to workplace education which aims to develop individual workers' skills as well as integrating learning, language and cross-cultural issues into work, communication and management practices. It is a strategic, practical approach which draws on a range of applied linguistic and educational traditions and is informed by related disciplines such as cognitive and social psychology and organisational behaviour. The book does not present formulae for success; rather it illustrates the complexities and challenges faced by educators as they learn to balance different, and often conflicting priorities. Language and Literacy in Workplace Education: Learning at Work has been written with a wide audience in mind, from language and literacy professionals, Human Resources staff, vocational trainers, managers, as well as students of education and linguistics. The book is clearly presented, and takes care to explain specific educational or organisational terminology making the study accessible to newcomers to the field. © 1999, Taylor & Francis. All rights reserved.

Higher education in China is shifting from a specialised to general education focus that is marked by a new campaign of teaching system reforms, by changing from specialist training to professional education. Based on development planning at Zhejiang University of Technology, combining professional features and demands for logistics talent from Zhejiang manufacturing development, this article proposes the global adoption of professional teaching and curriculum and a CDIO-based practical teaching system of logistics engineering. This can be achieved through rethinking CDIO engineering education by combining project teaching with practical work experience in corporations, improving the practical abilities of teachers and cultivating undergraduates' engineering practical abilities. The aim is to further deepen students' understanding of declarative knowledge, to enhance students' analytical abilities, develop their skills in conducting research, solving practical problems, and carrying out the related theoretical and practical tasks, to promote students' competitiveness in their subsequent academic and professional studies. Results have shown that this system is an effective practical teaching model.

Learning in the circumstances of practice stands as the commonest and most enduring way occupational capacities have been learnt across human history, and, likely, are currently learnt. Yet, a comprehensive account of this means of learning remains absent, which limits the legitimacy of workplaces as sites of learning, the learning arising from them and understandings of how to organize, promote and evaluate that learning. When advancing this account, it is necessary to avoid being constrained by the discourse of schooling and orthodoxies of schooled societies, which can distort considerations of learning through practice on its own terms. When reviewed, anthropological and historical literature on learning occupational practices outside of educational provisions offers fresh suggestions including that such an account likely comprise elements of practice curriculum and pedagogies and personal epistemologies, albeit set within particular complexes of cultural, societal and situational factors. A key distinction arising from such a review is the emphasis on individuals’ active processes of learning and how these are enacted in the circumstances of practice, rather than on teaching or instruction. Such a distinction runs deep in this literature and has consequences for conceptions of understandings and efforts to promote and improve learning through practice. © 2014, Taylor & Francis.

The United States has a renewed emphasis on advanced manufacturing as an engine of economic development. Numerous reports, conferences and initiatives have been created by entities in the public, private and non-profit sectors to give guidance on this topic. The Advanced Manufacturing Partnership (AMP) is one of the most prominent of these many initiatives. Among the many related issues is the need for a highly skilled engineering workforce at the sub-Bachelor's level. Numerous studies have indicated that the U.S. has a dearth of these workers in the educational pipeline, and industry reports that many such jobs are going unfilled, in spite of the very high youth U.S. unemployment rates; (August 2013 unemployment rates for those aged 20-24 was 13%; 16-19 was 22.7%) Austria has one of the world's lowest unemployment rates, including one of the lowest youth unemployment rates (August 2013 rates for those aged 15-24 was 8.6%). While it is understood that many factors are involved, a significant element is the country's dual- Track education system, in which students at relatively young ages; 14 or 15, can choose to enter into a combined academic and vocational training program. Austria uses a well-integrated system of government, academic and trade union partnerships to make this system work. Students learn engineering technical training skills on the job, as well as in the classroom. The result of this system is a well- Trained workforce that continuously brings youth and innovative ideas into the workplace, and at the same time provides industry with the needed skills and talents to ensure a well-qualified workforce. The lack of enough highly skilled young workers to enter into the advanced manufacturing system in the U.S. is highly problematic, and has significant impacts on the potential success of the afore-mentioned AMP initiative and others. Years ago, U.S. high schools played a role in vocational education, but this system has been largely dismantled in favor of a mostly collegebound academic track. Community colleges in the U.S. have taken up the mantle with some success, but the integration of industry and academia remains problematic with serious skills gaps. In addition, in contrast to Austria's positive relationships between trade unions, industry and the public sector, in the U.S. these same relationships have been largely antagonistic for many years. What can we learn from Austria that could aid the U.S. in its efforts to revitalize our advanced manufacturing sector? Discussion in the paper will focus on the following: • The resurgence of advanced manufacturing in the U.S. and the resultant need for a highly skilled engineering education workforce at the sub-Bachelor's level • The state of career and technical education in the U.S. at the sub-Bachelor's level • The state of career and technical education in Austria at the sub-Bachelor's level • Pilot programs in the U.S by Austrian companies to try to create the needed skilled workforce for their U.S. manufacturing facilities • New and unique programs that focus on the recent entrance of U.S. trade unions into the advanced manufacturing innovation ecosystem • Lessons learned from Austria with recommendations for further study and action. © American Society for Engineering Education, 2014.