Search Results for
"Students"

The authors analyse epistemological beliefs and their relationship to the knowledge developed by students engaged in a reorganized programme of training for secondary school teachers in Quebec. They examine two contexts for initial training: the training in their discipline that university students follow, and the practical training students undertake in the school environment. Qualitative data were obtained through critical exploration (Piagetian) interviews with twelve pre-service teachers. These results made it possible to outline multiple epistemological postures, and to describe the tensions between the subject-related and practical aspects of initial training. In particular, based on an analysis of their epistemological beliefs and their relationship to knowledge, it would appear that pre-service teachers develop a less refined approach through practical training than they attain at university. Finally, the authors raise some issues concerning teacher training. © 2013 UNESCO IBE.

SProject-Based Learning (PBL) has been a long tradition in America’s public schools, extending back to the 19th century to the work of Francis W. Parker and John Dewey. As a method for general education, the idea of project-based classroom instruction was co-opted from agriculture and the industrial arts and, after first being applied in the elementary schools, was extended to all grade levels. Initially focused on “real-world” problems with tangible, measurable outcomes, the project method was quickly adopted and applied to any activity of interest to students, however transient and/or insignificant. The lack of a succinct definition for the project method has prevented the assessment of its success, regardless, the “method” became the “current” model of instruction in all subjects for all students, often failing to meet the needs of children, teachers, or society. The project method, as a descriptive term for school practice, was replaced with child-centeredness and the activity curriculum. After a period of near obscurity, PBL has been reclaimed by educators to educate 21stcentury students. © 2013 Sense Publishers. All rights reserved.

The main directions of improvement of quality of vocational training of students locate in article on the basis of courses of humanitarian and ecological cycles where quality of vocational training of students is presented in the form of the theoretical model constructed on the basis of the structural analysis of training as process of active purposeful interaction between teachers and students. In work the complex of didactic means (tests, programs of answers, information cards), providing improvement of quality of vocational training of students is developed and standardized. Set of indicators of quality of vocational training of students in the higher education institution, the components of educational process revealed taking into account the main components on the basis of courses of humanitarian and ecological cycles is developed. Dynamics of quality of knowledge, skills of students in the course of vocational training on the basis of courses of humanitarian and ecological cycles is presented.

Introduction: The influence of internationalization on physiotherapist education in at least North American-based programmes has become more apparent. Faculty and students have been involved in various international activities. One category of activities includes international clinical education (ICE), where students earn clinical education credit for their learning activities at international sites. Although this educational strategy appears to be increasingly used in at least the United States and Canada, the related literature is limited in scope. The purpose of this portion of the present study was to investigate the benefits and challenges of ICE for US-based students, US-based physiotherapy programmes and international partners from the perspective of US-based faculty sending students for clinical education internationally. Methods: Content analysis was used for this qualitative study. Fifteen US-based faculty members who had experience in sending physiotherapist students for ICE were recruited. The primary researcher conducted semi-structured phone interviews, averaging approximately 60minutes in length. The primary and secondary researchers completed data analysis using NVivo 8 software (QSR International Inc., Cambridge, MA). Results: Benefits of ICE to the students included exposure to alternate health systems, broadening of student perspectives and clinical competence. Challenges consisted of funding and possible language barrier. Increased visibility, expanded global perspective and faculty collaborations were benefits to the programme. Ensuring a quality learning experience was the greatest programme challenge. Benefits to the international site included education and faculty collaborations/exchanges; challenges were language, student clinical preparation and unfamiliarity with the student evaluation tool. Because the sample was limited to 15 US-based faculty members, the results may not be relevant to all programmes inside or outside of the United States. Additionally, the study lacked perspectives from the students or international sites. Implication for Physiotherapy Practice: The present study is an early step in the important examination of the impact of this emerging educational trend on physiotherapy education and practice. © 2013 John Wiley & Sons, Ltd.

Research into social stratification and social divisions has always been a central component of sociological study. This volume brings together a range of thematically organised case-studies comprising empirical and methodological analyses addressing the challenges of studying trends and processes in social stratification. This collection has four themes. The first concerns the measurement of social stratification, since the problem of relating concepts, measurements and operationalizations continues to cause difficulties for sociological analysis. This book clarifies the appropriate deployment of existing measurement options, and presents new empirical strategies of measurement and interpretation. The conception of the life course and individual social biography is very popular in modern sociology. The second theme of this volume exploits the contemporary expansion of micro-level longitudinal data and the analytical approaches available to researchers to exploit such records. It comprises chapters which exemplify innovative empirical analysis of life-course processes in a longitudinal context, thus offering an advance on previous sociological accounts concerned with longitudinal trends and processes. The third theme of the book concerns the interrelationship between contemporary demographic, institutional and socioeconomic transformations and structures of social inequality. Although the role of wider social changes is rarely neglected in sociological reviews, such changes continue to raise analytical challenges for any assessment of empirical differences and trends. The fourth theme of the book discusses selected features of policy and political responses to social stratification. This volume will be of interest to students, academics and policy experts working in the field of social stratification. © Paul Lambert, Roxanne Connelly, Robert M. Blackburn And Vernon Gayle 2012. All rights reserved.

This paper sheds light on how competence assessment takes place in the Danish Vocational and Educational Training System. It discusses how intentions formulated by the government have unintentional effects when implemented in practice. The qualitative methods used in this study consist of participant observations from my field study of dropouts in a Danish car mechanic programme, in which I was enrolled as a student in the basic course for 30 weeks. These observations were derived from field notes; teaching and test materials; and interviews with students, teachers, a school counsellor and the school leader. According to the Danish Ministry of Education, the competence assessment should describe the students' prerequisite competencies during the first two weeks and track students' progress to different levels of ability. Contrary to official intentions, several students are advised to seek alternative educational placement in each beginning class, thus creating a 'push-out' effect. © 2013 The Vocational Aspect of Education Ltd.

Understanding the Classical Music Profession is an essential resource for educators, practitioners and researchers who seek to understand the careers of classically-trained musicians, and the extent to which professional practice is reflected within existing classical performance-based music education and training. Taking Australia as a case-study, Dawn Bennett outlines how Australia is now a service economy, and an important component of service provision is in the culture and recreation industries. Despite this, employment in culture and recreation is poorly understood and a lack of cultural intelligence contributes to a less than satisfactory environment that inhibits the creative potential of cultural practitioners. Musicians in the twenty-first century require a broad and evolving base of skills and knowledge to sustain their careers as cultural practitioners. Bennett maintains that a musician cannot be simply defined as a performer, but that a musician is someone who works within the profession of music in one or more specialist fields. The perception of a musician as a multi-skilled professional working within a portfolio career has significant implications for policy, funding, education and training, and for practitioners and students seeking to achieve sustainable careers. This indispensable book provides a comprehensive analysis of life as a musician, from education and training to professional practice as well as revealing the structure of the Australian cultural industries. Although Australia is the focus of the book, the basis of the research originates from many different places and most of the issues discussed relate directly to other countries throughout the world. © Dawn Bennett 2008. All rights reserved.

Research material from ethnographic studies of vocational upper secondary educational programmes in Finland and Sweden presented here indicates that the discourse of schoolwork as being either theoretical or practical is firmly fixed. However, the students on the researched programmes were aware of recent changes in the labour market that raise a need for generalisation, or at least knowledge of both practical and theoretical aspects of their programme-specific subjects. They referred to the changes with notions suggesting that a practical and theoretical divide was neither meaningful nor helpful for their education. We discuss how a stereotyped idea of what was thought of as 'man's work' made it difficult for students who wanted to accomplish tasks considered as theoretical and how the teachers' framing of pedagogic practice intensified or ameliorated this difficulty. We also address the dichotomy between theoretical and practical by contemplating students' positions within different pedagogical practices. We suggest that some kinds of practices might diminish the dichotomy and could improve the students' possibilities for fully engaging in their studies. © 2013 The Vocational Aspect of Education Ltd.