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"Teaching"

Psychology for the Classroom: Constructivism and Social Learning provides a lively introduction to the much debated topics of talk and group collaboration in classrooms, and the development of interactive approaches to teaching. The authors provide a background to research in constructivist and social learning theory, offering a broad and practical analysis which focuses on contemporary issues and strategies, including the use of e-learning and multimedia. Throughout the book theory is linked with its practical implications for everyday teaching and learning and chapters incorporate: • the history of constructivist and social learning theory and key thinkers. • pedagogical implications. • practical strategies for the classroom. • constructivist theory and e-learning.Case studies and vignettes demonstrating best practice are used throughout the text, illustrating how monitored collaboration between learners can result in an effective learning environment where targets are met. Essential reading for practising teachers and students, this book is a valuable guide for those looking to provide effective teaching and learning within a constructivist framework. © 2010 Alan Pritchard and John Woollard. All rights reserved.

Further education colleges now deliver education and training to more students than any other institutions in the post-compulsory sector. Presenting a practical guide to teaching and learning within the context of the changing FE environment, this book addresses the diverse nature of the curriculum and of the student body for which it is designed.This new edition looks at recent developments in policy, legislation, the organisation of the FE sector, student profiles and other contextual factors, which have an impact on the everyday life of colleges. Topics in this third edition include:14-16 year olds in college and the impact of the Increased Flexibility Programmemarginal groups in college, including second language learners and asylum seekersworkplace learning, college/workplace links, e-learning and individualised learningdevelopments in e-assessment, and personal records of achievementFull of practical activities and case study examples, teaching and Learning in Further Education helps the reader to consider differing student needs and how these might best be served. It is essential reading for lecturers, tutors and teaching assistants in higher and further education. © 2008 Prue Huddleston and Lorna Unwin, All right reserved.

The chapter reports work that investigated the use of e-portfolios developed by teaching practitioners as part of an award-bearing academic development programme in the UK. The project aimed to enable teaching practitioners to access and gain familiarity with pedagogically sound e-portfolio opportunities. The project was designed to foster a reflective approach, promote critical thinking focused on learning and teaching, and enhance continuing professional development. The outcomes of this project are discussed in terms of an appreciation of e-assessment by the teaching practitioners involved, recommendations for an e-portfolio environment that uses technology enhanced learning resources to foster a reflective approach that can enable and enhance continuous professional development for academic staff. © 2014 by IGI Global. All rights reserved.

This article is devoted to the evolution of the requirements of Russian employers to vocational training system at the turn of 20th century. The role of the evolution of the th requirements, that insisted on diversification of the vocational training system and abstracting bachelor's master's and further education levels, is showed. The reasons why quality of vocational training is decreased are revealed. According to the authors of this article the major reason lies in neglecting practical aspects of the training at academic workshops and enterprises. The necessity to form students' adaptive skills during their work activities which implies public-private partnership of education institutions and private enterprises (the customers of the human resources). The ways of solution of vocational training compliance with labor market requirements are discussed. The authors consider realization of corporate education at enterprises (customers) as one of the way of solutions. This kind of teaching on condition of partnership with enterprises is considered by the authors as a form of internship combined with work. The interaction between employer and education institution is considered as means of increasing quality of vocational training. © IDOSI Publications, 2013.

This research addresses the evaluation practice in supervised training of the undergraduate course in physiotherapy of two higher education institutions. The objective was to understand the students' assessment process during the internship. Therefore, a literature research, a field survey with questionnaires and interviews with students and internship supervisors, and even a documentary analysis of the Undergraduate National Curriculum Guidelines (DCN) in Physiotherapy and Political Pedagogical Project (PPPs) was conducted. Data were categorized by content analysis method. The analysis and interpretation of the data collected revealed a fragile process evaluation related to insufficient training of the teaching internship supervisor; the large number of students per supervisor; the short time of training in each area; the lack of clarity of the evaluation criteria; and also a discontinuity between what was anticipated in the PPPs and DCN. Therefore, we point out the need for a careful reworking of the PPPS, considering the requirements of the DCN, to support the evaluation practice in skills needed for comprehensive education of physiotherapists.

The purpose of this study was to explore different cognitive styles of learning effects in PBL animation courses. This study used qualitative and quantitative research methods mixed in 12-week experimental learning courses. Also the teaching method was designed and based on both problem-based and project-based learning (PBL) approach, providing students with online learning, discussing, and sharing environment. In addition, in the end of course each group will complete a group project. At the beginning of the first class, a standardized test called "Groups Embedded Figure Test(GEFT)" was implemented to understand student's cognitive style. During the teaching period, student's learning process was recorded along with teacher's own reflection. The results of this study are as follows: Although no significant differences of learning effects between different cognitive styles, but there is a significant impact on student's work style. Also, the analysis of group projects shows that field-independent students can integrate more strategies in problem solving to complete group project than field-dependent students. © 2013 IEEE.

Editors’ Introduction The authors provide a detailed review of the elements, categories and indicators associated with two of the dominant frameworks for online learning, namely the teaching Learning Paradigm (TLP) and the Community of Inquiry (CoI) framework. They contend that whilst on the surface the models appear dissimilar, significant insight can be gained by combining the two models to provide a more holistic model, specifically with regard to the intersections of teaching, social and cognitive presences and the appropriate balance of these presences as we progress from instructor-led to learner-managed learning. © 2014 Taylor & Francis.

This qualitative research aimed to analyze the view of the workers at a basic health unit on the presence of nursing students at the service. Eighteen workers participated in semi-structured interviews, analyzed atier transcription. In the content analysis, we identifi ed two themes: The slowing and quickening of service and The (un)preparedness to learn and teach. The results point to a process of teaching-service partnership still under construction, in which workers feel as though they are learning, but also feel devalued. The presence of the students changes the work dynamics, slowing it. At the same time, the presence of the students questions the hegemonic ways of rapid assistance. An expectation of collaboration in actions is evidenced, there being a preference for students in the last years of undergraduate courses, who perform procedures and do not require constant accompanying. We conclude that the approach between university and primary healthcare services exposes tensions which, collectively analyzed, can engender new ways of caring, teaching and learning.

Professional IT education and training in Germany consists primarily of two parts: students attend part time vocational school and work as apprentices and employees at their training companies. To promote learning venue cooperation between the partners of vocational education, the curricula in the fields of computer science (CS) and information and communication technologies (IT) are arranged in so-called "Lernfelder" (learning fields), which are supposed to be put into practice by using learning situations. Those are based on real-life working processes and allow contextual learning. Unfortunately, teachers are not putting this idea into practice; one reason for their non-adoption of the concept is a lack of appropriate teaching material which would support them. The interview study wedescribe in this paper explores the apprentices' IT/CS-related working processes and working environments in various selected training companies. Its results were used to correlate the curriculum's aims and the covered occupational working processes. This is one step further in a larger project that strives to develop exemplary learning situations and helpful tools for several learning fields to support teachers in creating lessons for vocational IT and CS training. Copyright © 2013 ACM.

Purpose: The purpose of this case study was to investigate how project-based learning (PBL) is being practiced in Columbus Signature Academy (CSA), a high school located in Columbus, Indiana, USA. Design/methodology/approach: The authors used the case study method to provide qualitative details about CSA's use of PBL that is being practiced in a natural education setting. Findings: The authors identified six emergent themes (community partners, dedicated facilitators, student group work, authentic projects, school culture, and science, technology, engineering, and mathematics (STEM)-focus) as the essential elements of the high school's PBL use. The authors also evaluated CSA's use of PBL using strengths, weaknesses, opportunities, and threats (SWOT) analysis and generated eight challenges that CSA should tackle to make it more sustainable. Research limitations/implications: This study is contextualized in a high school located in Columbus, Indiana, so the authors cannot generalize the results of this study to other contexts. Practical implications: This study showed that PBL holds outstanding potential to be an innovative approach to teaching and learning, and teacher professional development. Originality/value: Major strengths of CSA's use of PBL come from the integration of the workforce needs of local businesses and the broader educational needs of students. Active involvement of community partners to make a project authentic is an essential element of CSA's PBL that distinguishes it from problem-based learning. © Emerald Group Publishing Limited.