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Relevant bibliographies by topics / Postgraduate teaching

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Academic literature on the topic 'Postgraduate teaching'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 February 2022

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Journal articles on the topic "Postgraduate teaching"

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Cookson, John. "Postgraduate clinical teaching." Medical Teacher 35, no. 1 (October 26, 2012): 79–80. http://dx.doi.org/10.3109/0142159x.2012.733462.

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DeSouza, Og, Eraldo Lima, Ronaldo Reis Jr., and Ângelo Pallini. "Teaching entomology: moving from paternalism to active learning." Anais da Sociedade Entomológica do Brasil 28, no. 3 (September 1999): 365–73. http://dx.doi.org/10.1590/s0301-80591999000300001.

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We propose a shift in the traditional way to teach Entomology for undergraduate and postgraduate courses. We envisage a system in which undergraduate and postgraduate students interact, discussing Entomology outside the classroom. This would get them to actively seek for knowledge, rather than being paternalistically told how they should learn. Such a system does not preclude lectures as a didactic strategy, nor it rules out lecturers as responsible for instructorship. On the contrary, we believe lectures and discussion outside classroom are complementary for effective teaching. Our results show that undergraduate and postgraduate students who interact outside classroom are able to get better grades even when submitted to traditional written tests. Moreover, it seems that postgraduate students who get involved in such a system get permanent jobs faster than those postgraduates not taking part in it. Apparently, the key here was that when discussing outside classroom, students are allowed to think freely, rather than simply accumulating information taught in classroom. In doing so, they transform information into knowledge, and therefore, are able to solve even unforeseen problems.

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Padmavathi, R., K. Dilara, K. Maheshkumar, S. Anandan, and PV Vijayaraghavan. "Evaluation of workshop on teaching skills for medical postgraduates (Ramachandra Annual Postgraduate Teaching Skills)." Journal of Education and Health Promotion 10, no. 1 (2021): 292. http://dx.doi.org/10.4103/jehp.jehp_449_20.

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Guatelli, Susanna, Catherine Layton, Dean Cutajar, and Anatoly B. Rosenfeld. "The Teaching/Research Nexus And Internationalisation: An Action Research Project In Radiation Physics." Journal of University Teaching and Learning Practice 7, no. 2 (April 1, 2010): 60–80. http://dx.doi.org/10.53761/1.7.2.5.

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This paper attempts to unpack the teaching and learning experiences of academics and students when a new way of teaching radiation physics was introduced. In an attempt to articulate the University of Wollongong’s commitment to the enhancement of the teaching/research nexus and to the development of learning communities, staff of the School of Physics in the Faculty of Engineering at University of Wollongong (UOW) implemented an action research project teaching scientific computing methodologies used in radiation physics to a combined laboratory class of postgraduates and undergraduates. The design of the practical laboratory classes took account of the expected heterogeneous computing skills and different knowledge of radiation physics of undergraduate and postgraduate students. Based on an earlier study, it was presumed that postgraduate students would be in a good position to support undergraduates. We illustrate how broad-based conceptions of the value of learning communities and their role in fostering the teaching/research nexus may be challenged by an internationalised student body. In this case, the previous patterns of undergraduate and postgraduate enrolments, which the pilot study had canvassed, did not hold true; almost all of the postgraduate students were international students, only recently arrived in Australia. This, along with other factors, meant that learning outcomes and students’ responses to the innovation were not what were expected. We suggest a path forward, both for the specific subject in which the innovation occurred, and for other similar attempts to bring together academics, postgraduate and undergraduate students in a nascent learning community, in the light of ongoing trends towards internationalisation.

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Berger, Arielle S., Elizabeth Niedra, Stephanie G. Brooks, Waleed S. Ahmed, and Shiphra Ginsburg. "Teaching Professionalism in Postgraduate Medical Education." Academic Medicine 95, no. 6 (June 2020): 938–46. http://dx.doi.org/10.1097/acm.0000000000002987.

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Ogrenich, M. A. "INNOVATIVE METHODS IN POSTGRADUATE STUDENTS’ TEACHING." Pedagogy of the formation of a creative person in higher and secondary schools 3, no. 70 (2020): 161–65. http://dx.doi.org/10.32840/1992-5786.2020.70-3.29.

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Taylor, H. R., M. M. Przybylski, and E. Cohen. "Postgraduate Teaching of Measuring Instrument Design." IFAC Proceedings Volumes 21, no. 6 (July 1988): 81–83. http://dx.doi.org/10.1016/s1474-6670(17)53843-4.

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Celi, Pietro, Gianfranco Gabai, Massimo Morgante, and Luigi Gallo. "Enhancing Postgraduate Learning and Teaching: Postgraduate Summer School in Dairy Science." Veterinary Medicine International 2014 (2014): 1–7. http://dx.doi.org/10.1155/2014/409549.

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Dairy science is a multidisciplinary area of scientific investigation and Ph.D. students aiming to do research in the field of animal and/or veterinary sciences must be aware of this. Ph.D. students often have vast spectra of research interests, and it is quite challenging to satisfy the expectation of all of them. The aim of this study was to establish an international Ph.D. training program based on research collaboration between the University of Sydney and the University of Padova. The core component of this program was a two-week Postgraduate Summer School in Dairy Science, which was held at the University of Padova, for Ph.D. students of both universities. Therefore, we designed a program that encompassed seminars, workshops, laboratory practical sessions, and farm visits. Participants were surveyed using a written questionnaire. Overall, participants have uniformly praised the Summer School calling it a rewarding and valuable learning experience. The Ph.D. Summer School in Dairy Science provided its participants a positive learning experience, provided them the opportunity to establish an international network, and facilitated the development of transferable skills.

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Morozova, Nonna Antonovna. "Improving the organization of modern postgraduate studies: system approach." Moscow University Pedagogical Education Bulletin, no. 2 (June 29, 2020): 49–61. http://dx.doi.org/10.51314/2073-2635-2020-2-49-61.

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The article deals with the problems of training scientific and pedagogical personnel in Russia at the present stage of postgraduate education, which caused the need to discuss them, both at the level of the country’s leadership, and at the level of the scientific and University community. The directions of improving the organization of modern postgraduate studies in the context of a systematic approach are proposed. The directions of improving the training of postgraduates and the organization of the modern Russian postgraduate school in the context of its two types - scientific and University with the organization of different types of practice: research and teaching. The most significant among the directions proposed in the article are the following: improving the quality of recruitment of applicants to graduate school on the example of a pre-admission system of two-stage training of applicants in the system of professional development of the Research center for problems of quality of training of specialists; the implementation of master’s training programme “graduate student researcher” and “student-expert” on the basis of the principle of continuity of training programs for “masters-postgraduate” and implementation of the program and the model of problem-designresearch teaching academician I.A. Zimnyaya; formation of academic literacy in the process of formation of communicative competence of graduate students by means of educational disciplines «Academic writing» / «Scientific text», «Academic speech»; improving the organization of classroom and extracurricular independent work of postgraduates and its material and technical support; financing of postgraduate education; and a number of others. Along with the actualization of a systematic approach to improving the organization of modern graduate school activities, personal-activity, convergent and scenario approaches to improving the training of graduate students are identified. The proposed ways to solve the existing problems of the organizational plan of the postgraduate school in some of the indicated areas can have a positive impact on its improvement.

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Gotsuliak, Kateryna. "Primary Teachers’ Professional Training in the System of Postgraduate Education in the Light of Differentiating Teaching: Irish Experience." Comparative Professional Pedagogy 5, no. 1 (March 1, 2015): 92–97. http://dx.doi.org/10.1515/rpp-2015-0027.

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Abstract Different information sources, namely National Strategy for Higher Education to 2030 (Ireland), Introduction to Primary School Curriculum (1999), (Ireland), Primary Professional Development Service - Differentiation in Action, Ireland’s official postgraduate study website, the Strategic Plan 2012-2016 of Mary Immaculate College, Limerick University), have been studied. The mission of primary education in the light of differentiating teaching has been indicated. Main aspects of differentiating teaching have been highlighted. The correspondence between differentiating teaching foundations and primary school curriculum has been proved. Irish experience in professional training of future primary teachers in the system of postgraduate education in the light of differentiating teaching has been analyzed. Due to theoretical analysis of Professional Master of Education (Primary Teaching) (PME) postgraduate course’s aims the priority tasks of future primary teachers have been defined. Peculiarities of the postgraduate course of the Professional Master of Education (Primary Teaching) at Mary Immaculate College, University of Limerick have been justified. Positive aspects of Irish experience in postgraduate education system, in particular professional training of primary teachers, have been defined. Perspectives for the Ukrainian postgraduate system as for professional training of primary teachers have been outlined.

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Dissertations / Theses on the topic "Postgraduate teaching"

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Hughes, Jane Ellen. "A sociocultural investigation into teaching and learning in postgraduate accountancy." Thesis, Open University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.497382.

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Djauhari, Muhamad Thonthowi, and n/a. "Reading academic English at postgraduate level, Bogor Institute of Agriculture, Indonesia." University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20060705.100939.

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This study, within the framework of improving the English course for postgraduate level at IPB (Bogor Institute of Agriculture), attempts to determine the extent of English reading activities for academic purposes expected by agricultural teaching staff at post graduate level, different expectations across the study programs or a particular area of specialised discipline, the extent of English problems experienced by postgraduate students and the strategies used to cope with English needs in their postgraduate studies, to test a hypothesis that there is a positive correlation between the students' command/scores of English and their achievements/scores in agricultural subjects. Questionnaires for agricultural staff and students were adapted from Hughes (1988) and Weir (1988) to address these questions. Students' academic records were obtained to compute the correlation between scores in English and agricultural subjects. Review of literature and research in current theories of reading in EFL is given to serve as a theoretical foundation to discuss English reading lessons from secondary level to tertiary level in Indonesia and to provide general implications to improve the English course at IPB. The results indicate that staff reading expectation in English is high in comparison to the students' level of English and in that all eight types of reading activities listed in the questionnaires were expected. There are some different expectations across the study programs. However, the most relevant finding to note in regard to the the English course is that reading English texts as review of literature for research proposes and reading English texts for writing assignments were expected across all the study programs. It is also found that reading English texts for academic purposes was still a problem for the majority of student respondents and there are various interesting reading strategies used by the student to cope with the English needs of their studies. However, further investigation is essential to assist the students with reading problems since the results do not specify the nature of reading problems and methods used by the respondents. A significant correlation is found between scores in English and agricultural subjects at the level of 5% and 1% by the Spearman rank- order and the Pearson product-moment correlation formulas. This implies that English is central to the students' success in their postgraduate studies, which is also supported by the student respondents' opinions. General implications and suggestions are provided to assist postgraduate with reading problems and to improve the English course for the students.

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Warsame, Abdulla Farah. "The Gap Between Engineering Education and Postgraduate Preparedness." Thesis, Walden University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10634462.

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Engineering students entering the workforce often struggle to meet the competency expectations of their employers. Guided by constructivist theory, the purpose of this case study was to understand engineers’ experiences of engineering education, deficiencies in practical skills, and the self-learning methods they employed to advance their technical and professional competencies. Working engineers were asked about their experiences overcoming practical skill deficiencies and bridging the gap between education and practice. Interviews with 15 chemical, civil, mechanical, and electrical engineers were analyzed by coding for common statements and identifying themes. Firsthand experiences of the participants captured 3 themes: overall perceptions of engineering education, deficiencies in skills, and self-learning experiences. According to study findings, engineering education did not supply sufficient practical skills for working engineers. The study also provided descriptions of training and self-learning methods employed by practicing engineers to advance their technical and professional competencies. The study found that although universities might provide some practical skills through industry collaboration, engineering graduates still required professional development to ensure a smooth transition from academic learner to acclimated working engineer. The project is a practical training, developed for recent graduates, that could achieve positive social change by making strides toward bridging the gap between theory and practice for the participants. This study may also incite positive social change as it contributes to the evidence that there is a lack of practical experience in colleges of engineering, which may therefore improve their curriculum.

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Anning, Ross J., and n/a. "An international comparison of postgraduate orthodontic students and programmes." University of Otago. School of Dentistry, 2007. http://adt.otago.ac.nz./public/adt-NZDU20071207.110304.

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Objectives. Although there have been some studies of the characteristics of orthodontic students and orthodontic programmes in the US, there has been little investigation of those in the Commonwealth. This study will attempt to identify the demographic characteristics of postgraduate orthodontic students, and the curriculum and organisation of orthodontic programmes in the English-speaking world, with the hope that this information may be used to aid in the planning of orthodontic training and future treatment provision. Materials and Methods. An on-line survey was used to question postgraduate orthodontic students studying in the 93 programmes worldwide in countries where the first language is English. The questionnaire itself was built using the online survey tool www.surveymonkey.com and was accessible to respondents for two months (January 2007 through March 2007). Statistical analysis was then carried out using the SPSS statistical program. Results. Of the 301 respondents, 55% were male and 45% female; 57.8% were from US programmes and 42.2% from the Commonwealth. The mean age of respondents was 29.8 years. The mean programme duration was 31.0 months in the US and 37.1 months in the Commonwealth, with the mean total patient loads being 84 and 106 respectively. A wide variety of treatment modalities were used in both groups. The mean annual tuition fee was considerably higher in the US (US$23,200) than in the Commonwealth (US$16,500); however, a higher proportion (47.2%) of US respondents received scholarships or stipends than Commonwealth respondents (29.1%). The overall mean debt upon graduation was US$118,200 and the mean expected income five years after graduation was US$283,200. Private practice was the most popular career path (90.3%), with fewer than one-third of respondents indicating that they would consider an academic career. Conclusions. The current study indicates that the demographic characteristics of orthodontic students are very similar to those most recently reported. Certain trends have continued, such as the increasing proportion of female students, and the increase in programme duration in the US. Data presented in the clinical and financial sections of this represent the greatest areas of change. Total patient case-load is increasing, and the types of treatment being carried out by students show marked differences from previous studies. The continuing increase in tuition fees is reported, along with increased levels of debt upon graduation, and this is seen to be having an effect on the expected career paths of orthodontic students, with fewer students looking to enter an academic career. This situation may need to be addressed to ensure the continued development and strength of orthodontic faculty members, and, hence, that of orthodontic training programmes.

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Mapasa, Tobeka Eugié. "A framework to support inexperienced postgraduate research supervisors." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/18529.

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It has been taken for granted that being able to lecture presupposes being able to supervise research students, and completing a Master’s or doctoral degree successfully meant that an academic could assume the research supervisor role. However, findings on research into graduate students’ experiences of the research process indicate that in most cases, postgraduate students are dissatisfied with the guidance they receive from their supervisors. In an effort to contribute to finding ways and to continuing the debate on the improvement of postgraduate research supervision, in this study, I aimed to develop a framework that could be used to support postgraduate research supervisors within faculties. To achieve this aim, I conducted a literature review in order to understand what it means to supervise at postgraduate level effectively and also to identify existing support programmes for postgraduate research supervisors. I adopted a phenomenological research design within an interpretive tradition. The technique used to select the sample was purposeful criterion. The sample size was determined by means of data saturation. It consisted of four faculty postgraduate studies committee chairpersons, seven inexperienced and four experienced postgraduate research supervisors. Meetings and semi-structured interviews were employed to generate data. The findings revealed that attempts by faculties to support postgraduate research supervisors have not been systematically documented as they were done, to a large extent, informally. The size of the faculty, lack of resources, heavy workload and timing emerged as factors that impacted positively and/or negatively on the provision of support to postgraduate research supervisors within faculties. Thematic analysis of the semi-structured interviews revealed that both the experienced and the inexperienced postgraduate research supervisors view good postgraduate research supervision as a relationship of human beings involving critical engagement between the postgraduate students and their supervisors. A need to mentor postgraduate research students was also highlighted. The findings also indicated that the participants viewed good postgraduate research supervision as a developmental process of co-learning and mutual growth culminating from joint effort by both the student and the research supervisor. Striking the balance between backing off and taking over was highlighted as important linked to the roles of the student and that of the supervisor in the research supervision process. The inexperienced and the experienced supervisors had mixed feelings about the usefulness of the existing support initiatives by faculties that they have been exposed to, citing the duration, the level at which some of them were pitched and the presentation styles of the facilitators as cause for concern. The support needs that were common to both the inexperienced and the experienced supervisors were designated mentors, manageable workload and time. The inexperienced postgraduate supervisors expressed the need for focussed support, briefing sessions, online resources for easy access, good timing, and an extended co-supervision period. The experienced supervisors expressed the need for support that will be at their level, group supervision, time and/or money to buy the time and better prepared postgraduate students. This study contributed the proposed framework informed by the integration of the insights from the literature on postgraduate research supervision, professional development and the findings from this study. The principles of the Transformative Learning Theory are appropriate to guide the implementation of the proposed framework in future applications.

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Earle, Nicola Lynne. "An evaluation of the postgraduate diploma in Enterprise Management at Rhodes University." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1002797.

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This research is concerned with the development of entrepreneurship at higher education institutions (HEI). Entrepreneurship is very important in every country as there is a direct correlation between entrepreneurship development and economic growth (Hegarty, 2006). Entrepreneurship education is essential as it assists students who want to start up their own businesses by giving them the relevant skills and knowledge to have a successful business. The purpose of this research is to evaluate the Postgraduate Diploma in Enterprise Management (PDEM) within the Management Department at Rhodes University, Grahamstown. A qualitative approach was implemented which used an adapted version of the Context, Input, Process and Product Model (Stuffelbean, Mckee and Mckee, 2003). Data was collected in the form of interviews and focus group interviews. There were six lecturer interviews, one course coordinator interview and five past student interviews. There were two focus group interviews that took place; this was done so to gather data from seven current PDEM students. The data collected was then analysed through the use of qualitative data analysis techniques. These were sensing themes, constant comparison, recursiveness, inductive and deductive thinking and interpretation to generate meaning (Ruona 2005, cited in Swanson and Holton, 2005). The Management Department aims to equip students to think realistically in terms of starting their own business and to enhance the students’ knowledge and skills so that they are better able to find employment in the corporate and government sectors. The PDEM aims to be an action-learning course and to create an entrepreneurial environment which will encourage students to start up their own businesses. The role of the lecturers and the course coordinator is important as they need to ensure that there is a continuous transfer of knowledge to the students. Students are not expected to be specialists within each subject; however they need to have a basic grounding in order to run a business. Students felt that the Alpha Project was important and useful as it improved their confidence about starting a new business. An issue that was raised about the Alpha Project was that the separation of students into the Alpha Project groups was not executed well. The course was perceived to be disorganised however the students tended to enjoy it and felt that the Management Department was supportive of their businesses.

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Tai, Pak-hong Chris, and 戴柏康. "The critical thinking disposition (CTD) of Chinese undergraduate and postgraduate nursing students in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B45012143.

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Yang, Jing, and 杨静. "Mainland Chinese research postgraduate students' attitudes to using English in an English-medium university in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48540419.

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　　This study explored a group of mainland Chinese research postgraduate students’ attitudes to using English in their current academic and daily lives in Hong Kong. Both qualitative and quantitative data were collected. An interview survey with seven participants was carried out to seek in-depth information about participants’ perceptions of using English in Hong Kong. Based on the major themes found in the preliminary analysis of the interview survey, an online questionnaire survey was designed and sent out to investigate a much larger group of mainland research students' English language use experiences in Hong Kong. 　　The results revealed that this group of students generally had positive attitudes to using English in their academic lives in Hong Kong while had relatively negative attitudes to their experiences of daily English language use. Their perceptions of the English of different groups of people in Hong Kong were varied although they all opined that English was an important language in the educational, commercial and other formal settings in Hong Kong. The pedagogical implications for mainland research students, their academic supervisors and university language policy makers are discussed and future research directions are suggested.
published_or_final_version
Applied English Studies
Master
Master of Arts in Applied Linguistics

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Searle, Ruth Lesley. "The supervisor’s tale: postgraduate supervisors’ experiences in a changing Higher Education environment." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1019952.

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The environment in which higher education institutions operate is changing, and these changes are impacting on all aspects of higher education, including postgraduate levels. Changes wrought by globalisation, heralded by rapid advances in technology have inaugurated a new era in which there are long term consequences for higher education. The shift towards more quantitative and measurable "outputs" signifies a fundamental change in the educational ethos in institutions. Effectiveness is now judged primarily on numbers of graduates and publications rather than on other aspects. The drive is to produce a highly educated population, especially through increasing postgraduates who can drive national innovation and improve national economies. This affects academics in a range of ways, not least in the ways in which they engage in teaching, what they are willing to do and how they do it. Such changes influence the kinds of research done, the structures and funding which support research, and thus naturally shapes the kinds of postgraduate programmes and teaching that occurs. This study, situated in the field of Higher Education Studies, adopting a critical realist stance and drawing on the social theory of Margaret Archer and the concepts of expert and novice, explores the experiences of postgraduate supervisors from one South African institution across a range of disciplines. Individual experiences at the level of the Empirical and embodied in practice at the level of the Actual allow for the identification of possible mechanisms at the level of the Real which structure the sector. The research design then allows for an exploration across mezzo, macro and micro levels. Individuals outline their own particular situations, identifying a number of elements which enabled or constrained them and how, in exercising their agency, they develop their strategies for supervision drawing on a range of different resources that they identify and that may be available to them. Student characteristics, discipline status and placement, funding, and the emergent policy environment are all identified as influencing their practice. In some instances supervisors recognise the broader influences on the system that involve them in their undertaking, noting the international trends. Through their narratives and the discourses they engage a number of contradictions that have developed in the system with growing neo-liberal trends and vocationalism highlighting tensions between academic freedom and autonomy, and demands for productivity, efficiency and compliance, and between an educational focus and a training bias in particular along with others. Especially notable is how this contributes to the current ideologies surrounding knowledge and knowledge production. Their individual interests and concerns, and emergent academic identities as they take shape over time, also modifies the process and how individual supervisors influence their own environments in agentic moves becomes apparent. Whilst often individuals highlight the lack of support especially in the early phases of supervision, the emergent policy-constrained environment is also seen as curtailing possibilities and especially in limiting the possibilities for the exercise of agency. Whilst the study has some limitations in the range and number of respondents nevertheless the data provided rich evidence of how individual supervisors are affected, and how they respond in varied conditions. What is highlighted through these experiences are ways pressures are increasing for both supervisors and students and changing how they engage. Concerns in particular are raised about the growing functional and instrumental nature of the process with an emphasis on the effects on the kinds of researchers being developed and the knowledge that is therefore being produced. As costs increase for academics through the environments developed and with the varied roles they take on so they become more selective and reluctant to expand the role. This research has provided insights into ideas, beliefs and values relating to the postgraduate sector and to the process of postgraduate supervision and how it occurs. This includes the structures and cultural conditions that enable or constrain practitioners as they develop in the role in this particular institution. It has explored some of the ways that mechanisms at international, national and institutional levels shape the role and practices of supervisors. The effects of mechanisms are in no way a given or simply understood. In this way the research may contribute to more emancipatory knowledge which could be used in planning and deciding on emergent policies and practices which might create a more supportive and creative postgraduate environment.

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Harris, Richard John. "An action research project to promote the teaching of culturally and ethnically diverse history on a secondary Postgraduate Certificate of Education history course." Thesis, University of Southampton, 2010. https://eprints.soton.ac.uk/336242/.

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This study, an action research project to promote the teaching of culturally and ethnically diverse history with history trainee teachers on a secondary postgraduate certificate of education (PGCE) course, encompasses two complete action research cycles. The first of which was during the academic year 2007-2008 and the second in 2008-2009. It draws together research from the fields of diversity education, history education and trainee teacher development. Concerns about the ability of trainee teachers from white, monocultural backgrounds to embrace diversity in their classroom practice, not only within the United Kingdom but internationally, were identified during the reconnaissance stage of the action research cycle. Data collected from eight experienced teachers and a cohort of history trainees in 2006-2007 revealed a range of specific concerns and an action plan was created to infuse the history PGCE course to address these. Thus emphasis was placed on including culturally and ethnically diverse content to help trainee history teachers appreciate the values and purposes of the subject and the appropriateness of content to be taught. There was also an increased focus on subject knowledge development, pedagogy and awareness of the impact of the history curriculum on pupils from diverse backgrounds. Seven trainees agreed to participate and provide data during the course 2007-2008. Questionnaires and ‘scenario’ interviews were used to gather data at the start and end of the course. This enabled the development of a new framework, the ‘confidence continuum’, which revealed that most trainees moved from a position of naïve confidence to greater uncertainty between the start and end of the course. A second action research cycle was therefore carried out with a different cohort in 2008-2009. The intention was to see how far a more explicit focus on diversity could embed this element into the practice of trainee teachers. The data, gathered at three points in the year using questionnaires and interviews from six participating trainees, revealed that a more explicit focus on diversity issues helped more trainees move to a position of greater confidence. Overall, the findings from this study show that it is possible for trainee history teachers from a white monocultural background to embrace diversity in their work, although this varies by individual. This research identifies the concerns that trainee teachers face, but more importantly it offers a new way to conceptualise their levels of confidence, through the ‘confidence continuum’, and in so doing demonstrates the complex interplay between different areas of knowledge and confidence. Further, it provides a theoretical model to explain the tensions which need to be addressed during a PGCE course. Together the continuum and the ‘tensions’ model identify and explain why trainees adopt particular positions. The study suggests further gains could be possible if school history departments and school mentors were supported in developing their practice in relation to culturally and ethnically diverse history.

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Books on the topic "Postgraduate teaching"

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Glamorgan, University of. Postgraduate certificate in teaching and learning. [Swansea]: University of Glamorgan, 1993.

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University of Leeds. School of English. Postgraduate prospectus. Leeds: University of Leeds, 1997.

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Higson, Nigel. Directory of British postgraduate medical qualifications. London: Chapman and Hall, 1987.

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Directory of British postgraduate medical qualifications. London: Chapman and Hall, 1987.

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London, University of East. Postgraduate certificate in learning and teaching in higher education. London: University of East London, 1999.

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London, University of East. Postgraduate Certificate in Teaching and Learning in Higher Education. London: The University, 1994.

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Christine, Asmar, ed. Doing postgraduate research in Australia. Carlton, Vic: Melbourne University Press, 1999.

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Arts, University of Staffordshire School of. Postgraduate certificate in teaching in higher and professional education, Postgraduate diploma in teaching in higher and professional education, MA in teaching in higher and professional education. [Stoke-on -Trent]: Staffordshire University, 1993.

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University of Staffordshire. School of Arts. Postgraduate certificate in teaching in higher and professional education, Postgraduate diploma in teaching in higher and professional education, MA in teaching in higher and professional education. [Stoke-on-Trent]: Staffordshire University, 1993.

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Reznik, Semen, and Darya Ustinova. To prepare students to postgraduate studies of the University: system and control mechanisms. ru: INFRA-M Academic Publishing LLC., 2016. http://dx.doi.org/10.12737/18083.

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The theoretical aspects of management prepare students to postgraduate studies, analysed the practice of training the teaching staff in Russian universities, a model management system to prepare students for postgraduate training, as well as mechanisms to control them. The book is intended for teachers and postgraduates of higher education institutions, as well as for all those who are engaged in research of problems of higher education management in Russia.

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Book chapters on the topic "Postgraduate teaching"

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Smith, Andrew. "Postgraduate Developments." In Teaching the Gothic, 182–96. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230625358_13.

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Cox, Ailsa. "Postgraduate Research." In Teaching the Short Story, 161–73. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230316591_10.

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Gabalán-Coello, Jesús, Fredy Eduardo Vásquez-Rizo, and Michel Laurier. "So, What’s Important in Postgraduate School?" In Evaluating Teaching Practices in Graduate Programs, 51–56. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-32846-7_3.

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Pinsent, Pat, and Kimberley Reynolds. "Children’s Literature at Postgraduate Level in the United Kingdom." In Teaching Children's Fiction, 172–80. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230379404_8.

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Flynn, Richard. "Children’s Literature at Postgraduate Level in the United States." In Teaching Children's Fiction, 181–88. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230379404_9.

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Earnshaw, Steven. "Teaching Creative Writing at Postgraduate Levels: the Sheffield Hallam Experience." In Teaching Creative Writing, 95–98. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137284464_12.

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Byrne, Gillian, and Halina Harvey. "Supporting international postgraduate learners across a business school." In Masters Level Teaching, Learning and Assessment, 105–16. London: Macmillan Education UK, 2015. http://dx.doi.org/10.1007/978-1-137-39937-3_6.

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Hemley, Robin. "A Critique of Postgraduate Workshops and a Case for Low-Residency MFAs." In Teaching Creative Writing, 104–7. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137284464_14.

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Wu, Zhiling, and Zhi Weng. "Teaching Reformation and Exploration of Postgraduate English Course." In Advances in Intelligent and Soft Computing, 493–96. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24775-0_77.

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Beckmann, Elizabeth A., and Abby Cathcart. "Institutional Strategies for Developing Postgraduate Research Students’ Teaching and Communication Capabilities." In Postgraduate Education in Higher Education, 501–19. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-5249-1_1.

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Conference papers on the topic "Postgraduate teaching"

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Daros, Lourdes Canos, Juan A. Marin-Garcia, Carlos Andres Romano, Cristobal Miralles, Julio Juan Garcia Sabater, Rosario Perello Marin, Jose Pedro Garcia Sabater, Cristina Santandreu Mascarell, and Pilar Isabel Vidal Carreras. "Using blogs in teaching postgraduate courses." In 2011 Promotion and Innovation with New Technologies in Engineering Education (FINTDI 2011). IEEE, 2011. http://dx.doi.org/10.1109/fintdi.2011.5948890.

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Dinsdale, J. "Postgraduate teaching of mechatronics in Scotland." In IEE Colloquium on `Mechatronics in Education: Delivery of a New Engineering Discipline into the Workplace'. IEE, 1996. http://dx.doi.org/10.1049/ic:19960480.

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Phang, Fatin Aliah, Nor Haniza Sarmin, Siti Norziahidayu Amzee Zamri, and Naomie Salim. "Postgraduate Supervision: Supervisors versus Students." In 2014 International Conference on Teaching and Learning in Computing and Engineering (LaTiCE). IEEE, 2014. http://dx.doi.org/10.1109/latice.2014.55.

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Lyu, Shiliang, and Fucheng Wan. "Dialect Investigation and Postgraduate Dialectology Course Teaching." In 2017 7th International Conference on Mechatronics, Computer and Education Informationization (MCEI 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/mcei-17.2017.5.

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Jingyi, Sun, and Wang Lun. "Application of qCooperative Learningq in Postgraduate English Teaching." In 7th International Conference on Education, Management, Information and Computer Science (ICEMC 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icemc-17.2017.206.

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Sheliang, Wang, and Zhang Shimin. "Postgraduate Teaching Research under the Platform of CEEUSRO." In 7th International Conference on Education, Management, Information and Computer Science (ICEMC 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icemc-17.2017.231.

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Howard, B. V. "Postgraduate teaching within the company - learning the lessons." In IEE 2nd Annual Symposium on Engineering Education. IEE, 2002. http://dx.doi.org/10.1049/ic:20020089.

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Bozanic, Mladen, Saurabh Chaturvedi, and Saurabh Sinha. "Re-inventing postgraduate level teaching and learning in nanoelectronics." In 2017 IEEE AFRICON. IEEE, 2017. http://dx.doi.org/10.1109/afrcon.2017.8095564.

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Fassakhova, Guzel, Rosa Gataullina, Rezida Mukhametzyanova, Liliya Islamova, Rina Badrieva, Lyubov Chumarova, and Alfiya Yarkhamova. "TEACHING POSTGRADUATE TO OVERCOME DIFFICULTIES IN TRANSLATION SCIENTIFIC ARTICLES." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1902.

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Chen, Yan, and Decheng Wang. "Teaching Research on PCO Based on Postgraduate Entrance Exam." In 2020 International Conference on Intelligent Computing and Human-Computer Interaction (ICHCI). IEEE, 2020. http://dx.doi.org/10.1109/ichci51889.2020.00018.

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