Search Results for
"learning"

While translation pedagogy traditionally emphasised technical and textual competences, contemporary research increasingly highlights strategic skills (e.g., metacognition, adaptability). Although situated learning methods (roleplays, dramatisations, simulations) are well-established, the systematic integration of sports pedagogy’s affordance perception, i.e., the ability to detect and act on environmental invitations for actions, remains underexplored in the translation classroom. This theoretical position study engages in an act of inter-epistemic translation, bridging sports science and translation studies by adapting ‘game-based approaches’ (GBAs) and ‘ecological dynamics’ (ED) to translation education. Emerging from research conducted with undergraduate and postgraduate translation learners at a Hong Kong university, the paper contends that principles such as performer-environment interactions and affordance perception can augment embodied, situated learning. By aligning plausibly situated learning with structured reflection, this approach fosters acclimatisation to the extra-textual, practical aspects of translation as a profession. Ultimately, the goal is enabling educators to equip learners with a holistic adaptability needed to navigate the language services industry. © (2025), (University of Porto Faculty of Arts and Humanities). All rights reserved.

This Work-In-Progress paper underscores the impact of a 6-week summer internship program for high school upperclassmen in a cohort of participants. The purpose of this study is to explore how participation in the internship program affects students’ STEM career interests. Lent, Brown, and Hackett’s 1994 Social Cognitive Career Theory (SCCT) provides the theoretical framework for this investigation of different elements of career interest. Kolb’s 1984 experiential learning theory connects SCCT to the internship experience. The high school students in this study were assigned to the Air Force Office of Scientific Research (AFOSR) and guided through a research project on a STEM topic of their choosing by two immediate supervisors. These topics were required to be related to the host employer’s work and have ample current literature available to explore. The internship also featured cohort-based activities including site visits to museums, workplaces, and learning institutions. Other features include professional development sessions, guest speakers, and a culminating event where participants presented their work and research via scientific posters to a diverse audience. The study underway employed surveys and semi-structured interviews as the primary data sources to investigate students’ experiences and how they relate to STEM career interests. In addition to the pre-survey, post-survey, and exit interviews, we also collected secondary data from weekly reflection writings from each participant. Quantitative data from each survey will be analyzed using a Wilcoxon signed rank sum test to determine differences between pre- and post-responses. Qualitative data will be coded using reflexive thematic analysis to identify themes and sub-themes of students’ experiences. Currently, the analysis is in the data familiarization stage. The expected results include increased self-efficacy and an emphasis on the importance of an engaged supervisor for developing student’s career interests. © American Society for Engineering Education, 2025.

Abstract – This chapter outlines an augmented reality project developed as part of a master’s course on eTourism within a curriculum. It discusses opportunities to foster community engagement with local tourism actors and experiential learning for international students. It also contributes to the literature on experiential education in this field. Moreover, the chapter discusses cross-cultural learning implications as international students were asked to study a local destination. Results show how the introduction of a practical project into the tourism curriculum proved to provide better learning of the application of eTourism, and a powerful pedagogical approach to raise global citizenship awareness. © 2015 Emerald Group Publishing Limited

This study examines the haute cuisine chefs’ education and training in order to identify a common pattern of training. Specifically, this study investigates the education and training received during the careers of a sample of 60 Michelin-starred chefs in Catalonia, a Spanish region recognized for its gastronomy. To conduct the study, a qualitative methodology was adopted and a semi-structured questionnaire was used to interview the professionals. The results show that the studies in hospitality schools are important to cement the basis of knowledge, but internships and work experience are also relevant ways to acquire explicit and tacit knowledge to succeed in this sector. These findings have allowed the identification of three different clusters of haute cuisine chefs also considering age and experience. This paper contributes to the research by analyzing the education of a group of professionals and identifying a common pattern of training in a growing sector that contributes significantly to national economies. © 2023 Informa UK Limited, trading as Taylor & Francis Group.

International organisations have pressed countries to prepare students for the knowledge economy by building real-life competencies into national curricula, and the OECD’s PISA has assessed competencies like collaboration and creative problem solving. But is there really a deficit in competencies that schools must address? This review of empirical studies in anthropology and cultural psychology documents that people learn and practice many key competencies in everyday life. However, the situation affects practice, and school-like assessments are situations ill-suited to eliciting everyday competencies. The inaccurate deficit model and questionable assessments paint a misleading picture of how to solve underemployment in the knowledge economy. © 2023 Informa UK Limited, trading as Taylor & Francis Group.

To meet society’s changing demands, the responsive development of curricula is vital, and curriculum developers need to increasingly foresee and incorporate changes into their curricula in a timely manner. However, responsive curriculum development is a complex problem for curriculum developers in vocational and (higher) professional education, and comprehensive research on this theme is scarce. This study focused on responsive curriculum development processes in a Dutch higher professional education institution (N = 77 experts). A group concept mapping study into the supportive factors of this process revealed six factors: (1) a vision of education and learning, (2) a continuous and iterative development process, (3) teamwork, (4) involving stakeholders, (5) a conducive environment and conditions, and (6) agency. Participating experts highlighted the importance of ensuring that equal attention is devoted to each of these factors. However, the results also reveal the challenges that curriculum developers face. To deal with these, a framework of factors is suggested to facilitate curriculum conversations in which developers can negotiate–and give meaning to–the desired change in the curriculum context. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

This paper reflects on a large multisite funded VET research project conducted by a large and diverse research team. Reflecting on two of our case studies, from Uganda and South Africa, we consider both the need for broadening the VET research agenda to incorporate more research on non-formal sites of vocational learning and work, and the imperative of continued critical reflection on modalities of researching the formal sphere. What we offer is a very fallible attempt to open up the debate about the future of VET research further through, we believe, a critical reading of some of our failures as well as successes in trying to ground our research ethically, ontologically and axiologically and not just methodologically. We advocate, where possible, a radical embeddedness of VET research in communities, whilst acknowledging that this is applicable only to some parts of a comprehensive VET research agenda. We also acknowledge that employers and the state are also legitimate stakeholders who should be part of research but point to the need for a more critical reflection into the patterns of power implicit in researching with/on these constituencies. We believe that our reflection on our successes and failures in these two cases and the project as a whole offers useful provocations regarding ways of making VET research more reflective of diverse settings, less extractive from those being researched and more equal in the participation of members of the research team from the South. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Seventeen years following the introduction and subsequent adoption of the Competency-Based Curriculum (CBC) in Tanzanian secondary schools, teachers continue to grapple with its implementation. This research, guided by the curriculum framework, aims to uncover the underlying issues hindering the seamless execution of CBC and explore the various strategies employed by Biology teachers to address these challenges. The study involved 32 participants, including heads of schools, heads of Biology departments, Biology teachers, and students. Data collection methods encompassed interviews, focus group discussions, document reviews, and observations, with thematic data analysis yielding significant insights. The findings illuminate that Biology teachers encounter several hurdles, including insufficient knowledge, to effectively implement CBC, irregular and inadequate staff training related to CBC, insufficient teaching and learning resources, and inadequate laboratory space for equipment storage. In response to these challenges, Biology teachers have resorted to improvisation for missing laboratory equipment and have leveraged neighbouring schools’ and colleges’ laboratories to facilitate biology practical sessions. In light of these findings, the study recommends the implementation of regular in-service teacher training programmes specifically tailored to CBC, alongside the provision of necessary teaching and learning resources. These measures are essential to facilitate the seamless execution of the CBC and enhance the overall educational experience. © 2023 Royal Society of Biology.

Automation and artificial intelligence, with their skill-biased characteristic, were estimated to benefit high-skilled workers while displacing the low-skilled. Their uneven distribution of technological dividends and costs led to calls for policy interventions. This paper aims to answer: ‘What kind of government and business intervention can deliver needed skills to large parts of the population?’ in facing automation challenges to labor markets by investigating Switzerland’s vocational education and training (VET) policy. This paper identifies its policy eco-system and argues that, while historically – embedded particularities are hard to replicate, the Swiss case still inspires us with cross-country implications. These implications are underpinned by a solid stock of social capital, which enables behavioral internalization and anticipated reciprocity. Viewing social capital as constructive rather than endowed, this paper argues that building social capital is a viable and practical approach to VET policy learning. © 2023 The European Association for the Advancement of the Social Sciences.

Phenomenon: Professional identity formation is a key component of health professional education. Changing expectations of healthcare requires more than competencies, but also an ingrained responsibility to patients, with our values and behaviors aligned with community expectations of patient-centered health professionals. Research into professional identity formation has focused on nursing and medical training, and, although allied health professionals make up one third of the workforce, research is uneven across these disciplines. Health professions educators from these under-researched disciplines have less guidance for how to support students’ professional identity, meaning students may graduate with less mature professional identities. This systematic literature review synthesizes the research on professional identity formation across nine similar allied health disciplines. The purpose is to guide health professions educators in the formation of professional identity in allied health students. Approach: We carried out a systematic literature review, registered on Prospero, following the PRIMSA framework, to find, appraise, and synthesize research on professional identity for nine allied health professions. We synthesized extracted data using a narrative synthesis with convergent qualitative meta-integration of qualitative and quantitative data. Results: Our database searches combined with ancestry and forward searching resulted in 70 studies that met inclusion criteria. Studies came from 17 countries, from seven of the included disciplines (art therapy, dietetics, occupational therapy, physiotherapy, podiatry, psychology, and speech pathology) and from undergraduate, postgraduate, and new graduate perspectives. We found professional identity was influenced by the places of learning (curriculum and clinical experiences or placements), interactions with people (relationships with academics, peers, supervisors, patients,and role models), and educational practices engaged (dialogue, reflection, processing challenges), each acting on the individual person (student or new graduate) who also brought unique characteristics and experiences. Insights: This model of influences can inform health professions education to enable students to develop and graduate with a stronger professional identity formation. © 2023 Taylor & Francis Group, LLC.