Academic literature on the topic 'Reflective teaching Victoria'

This reflective paper considers how Dr. Ian Yeoman teaches futures studies and scenario planning to tourism students across several undergraduate and postgraduate degree programs at Victoria University of Wellington, New Zealand. It is based on his teaching philosophy of visualization, authenticity, problem-based learning, scaffolding, and his understanding of how students negotiate their own learning. The paper examines the approach taken in three papers, where Yeoman is the primary lecturer. As part of the bachelor of tourism management degree, two papers are taught. TOUR104 is a first-year introductory paper addressing how the drivers and trends in the macro-environment influence tourism from a political, economic, social, technology, and environmental perspective. TOUR301 is a third-year paper that aims to help students develop the skills and knowledge necessary to understand and critically analyze tourism public policy, planning, and processes primarily within New Zealand. TOUR413 is a scenario planning paper, applied in a tourism context and taught to students in postgraduate programs. The contribution this paper makes is in its demonstration of the link between teaching philosophy and student learning, the challenges students encounter with futures thinking in a problem-based learning environment and the evolution of the papers.

Purpose Soft systems methodology (SSM) is well documented in the academic and management literature. Over the last 40 years, the methodology has come to be adapted depending on the tool users’ skills and experience in order to fit the problem. The purpose of this paper is to demonstrate good teaching and learning practice from a pedagogical perspective. Design/methodology/approach Dr Ian Yeoman of Victoria University of Wellington provides a personal reflection of how the methodology is used in the teaching and learning of TOUR301 Tourism Policy and Planning as a policy and scenario analysis method. Findings The paper articulates the seven stages of SSM from problem situation unstructured, through to Rich Pictures, vision and guiding principles, policy solutions, comparisons, feasibility and implementation stages. The paper uses a series of teaching tasks to breakdown the complexity of the methodology thus guiding students and teachers in how to deploy the methodology in the classroom. Originality/value The value of the paper demonstrates the reflective practice of SSM in action as an exemplar of good practice. The paper clearly articulates the stages of the methodology so students and teachers can adopt this approach in classroom environments following a scaffolding learning approach. The use of teaching tasks throughout the paper helps bring clarity and order thus enabling the teacher to effectively teach the subject and the students to learn. The most significant contribution of this paper is the articulation of good teaching practice in policy and scenario analysis which articulated through four learning lessons: facilitating a learning environment; the impact of visual thinking; political theory; the importance of incremental learning; and problem-based learning and international students.

Much of the recent reflection on nineteenth-century global studies has focused on research, graduate program(me)s, or upper-level courses. This essay recounts the transformation of the Program in Victorian Studies at Vassar College, one of the few institutions in North America offering an undergraduate degree in Victorian Studies, into a global nineteenth-century studies program. The new multidisciplinary program prioritizes teaching at the 100-level in order to prepare students to take a global perspective into advanced courses. Its introductory team-taught course, ‘Revolution, Evolution, and the Global Nineteenth Century’, is the place where the Vassar faculty work out both the practical and theoretical challenges of teaching ‘the global’, such as how to incorporate non-Anglophone materials as well as science and technology into a global curriculum. The course - and the program more broadly - constitute a serious effort to decolonize the study of the nineteenth century at the undergraduate level.

Research about the delivery of music teacher education programs indicates a number of areas which should be addressed. The report below describes innovative practice in an advanced elementary methods course at the University of Victoria, British Columbia. In Music Education 306, theory and practice were connected through student-directed discussions of foundation issues; the development of personal musical competencies; observation, teaching in the schools, and reflection on practice; the challenge to examine issues critically; and student involvement in the planning of their own learning and assessment. Excerpts from student reflections illustrate some of the learning which occurred.

This special issue of the Victoria University of Wellington Law Review is published in recognition of Gordon Anderson's outstanding contribution to the study of the academic and socio-economic policy field of labour law in New Zealand since the mid-1970s. During this period of time Gordon's work has informed both teaching and learning in labour law scholarship and legal practice, charted the shifts in labour law policy, and examined the implications of these shifts for industrial and employment relations and human resource practices in business. This impressive output has included the publication of several full-length accounts of New Zealand labour law, incorporating background history, economic and political contexts and institutional arrangements, accompanied by analytical accounts of the general principles of individual and collective regulation. At the same time his research work, and his extensive engagement with labour lawyers internationally, has considerably expanded the international understanding and interest in New Zealand's labour law system, drawing it more immediately and closely into comparison with other national systems and sets of laws.

William Osler combined many excellent characteristics of a clinical educator being a scientific scholar, a motivational speaker and writer and a proficient physician. As we celebrate his life a century on, many of his educational ideals are as pertinent today as they were in those Victorian times. Osler’s contributions to modern medicine go beyond his legacy of quotable aphorisms to a doctor, educator and leader whose proponent use of bedside teaching, careful clinical methods, and clinicopathological correlation was a great inspiration for students and junior doctors. He was also a great advocate of patient-centred care—listening to and closely observing his patients, an important message for modern medicine as the reliance on investigations strains modern healthcare systems. This review of Osler’s contribution to medical education summarises his development as an educator and provides reflection on his influences to modern clinical education.

<p><em>Child and Youth Care: Critical Perspectives on Pedagogy, Practice, and Policy</em> is an edited collection that importantly contributes to critical, postfoundational analyses of child and youth care. Child and youth care covers a broad, multifaceted range of professional practice that is powerfully positioned to reproduce and/or challenge singular truths and social inequalities in work with young people and their families, thus pointing to the importance of critical reflection. Contributors to this collection are primarily faculty and graduate students from the Department of Child and Youth Care at the University of Victoria, Canada, who also share a wealth of practical experience in the child and youth care field. These authors draw on a range of theoretical approaches including postmodernism, poststructuralism, governmentality studies, postmarxism, queer theory, feminism, and postcolonialism. The chapters link such theory to personal teaching, research experiences, and literature review to draw attention to, and problematize, features of modernist practice in child and youth care.</p>

ABSTRACT Eight scholars of Victorian literature reflect on George Eliot’s Middlemarch in honor of the 150th anniversary of its publication. The authors offer their personal responses to the novel, and each has a unique focus: insights into the lesser known characters who contribute essential strands to the rich fabric of the text, reflections on friendships within and beyond the novel, analysis of the complexities of characters’ thought processes, a letter to Mr. Casaubon and a comparison between reading the novel as a rushed graduate student and later as a more seasoned scholar, a reflection on how Middlemarch is NOT Jane Eyre and a belated appreciation of its humor, an analysis of the novel in context of a “world historical energy transition” and the current climate crisis, musings on reading Middlemarch for the first time while also teaching for the first time, and finally a defense of the character of Rosamond.

Drawing is a peculiar phenomenon of human civilization. This inexhaustible engine of progress usually seems to us as a kind of study, as a preparation for a painting or a sculptural work. This essay proposes to look at drawing as a graphic reflection of fantasy, project and intention, a reflection of firm knowledge or doubt and skepticism, and, finally, offers to look at drawing as a method of studying life. The article provides a brief overview of the stylistic metamorphoses of European drawing, which occurred naturally or by chance. A person who always draws consciously composes, and his composition involuntarily reflects the scheme of the universe, drawn up in the artist's head based on his or her life experience. Every person has this experience, this worldview, this self-professed philosophy, but only a draftsman can show it. Collecting drawings is the most difficult and most impressive of all types of collecting. A drawing-lover discovers the whole world, the most accurate description of the given period of civilization. Since prehistoric times, civilization has been indebted to drawing. The rock drawing of primitive people reflects their vital desires and beliefs. Afterward, the wheel was designed; the steam engine, electricity, aeronautics were invented, space exploration began... and drawing and drafting accompanied all this. Teaching drawing in schools and universities is teaching the methodology of studying nature. From an early age, a person is taught to draw from life, and this is a visual study of an object. The teacher’s task is to show not only to sketch the visible outlines of an object but also to penetrate its structure, in other words, to prepare to fantasize and invent. Meanwhile, in schools and universities, it has become a custom to draw imitating photography as much as possible. Photography is the most democratic way of depicting; however, it is only a one-time, random image of an event. Drawing, on the other hand, accumulates several things. A metaphor, conclusion, knowledge, or ignorance, the struggle against victories and defeats, doubts, and confidence appear involuntarily in a drawing. Drawing is action, movement of thought, and religious beliefs, whereas photography is stagnant. However, it is precisely this stagnation, rigidity that is cultivated by fashionable modern artists. Moreover, adherents of photorealism develop the ridiculous coincidences so often found in photographs. Sculptors, architects, and jewelers make the most exciting drawings. Sculptors seem to see through an object, like an X-ray. They want to show volume on a plane. Architects imagine the organization of space and the interaction of volumes. All these aspirations, all these fantasies make drawing uniquely expressive and intelligent.

ABSTRACT: Teacher performance has been the focus of educational policy reforms in recent decades for the professional development of teachers. The purpose of this study was to determine the effect of teaching experience and peer teaching skills on basic training on ECE teacher performance. This research uses ex-post facto quantitative method of comparative analysis and design by level. The population is all ECE teachers who attend basic-level education and training in Tangerang Regency, totaling 3358 people consisting of 116 male teachers and 3,242 female teachers. Data collection techniques using a questionnaire with data analysis include descriptive analysis. Requirements test analysis and inferential analysis. The results show that there are differences in the performance of ECE teachers between teachers with more than five years of teaching experience and less than five years, in the group of ECE teachers with high peer teaching skills and low peer teaching skills. 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School theatre productions are performed throughout Australian secondary schools each year. Currently Broadway model musicals are often performed as the content of these school productions. The examination of the secondary school production involved in this research focuses upon a Victorian coeducational government secondary school’s collaborative rewrite, rehearsal and performance of A Midsummer Night’s Dream. Drawing from literature in Drama in Education, Theatre in Education, Applied Theatre, Australian Curriculum documents, Pedagogy, Authentic Learning, Extra-curricular education and Creativity, the question, ‘The school production – To be or not to be?’ Deals with the very nomenclature of the school production by examining the following two questions: 1. What are the experiences and benefits for the students involved in the authentic model of school production? 2. What is the teacher’s experience while working on an authentic school production?

This chapter presents an overview of St. Augustine's On Order. By the autumn of A.D. 386, when Augustine wrote On Order, Christianity had gained decisive victories over the polytheistic cults of ancient Greece and Rome; but with that victory came new dilemmas. The Judeo-Christian teaching concerning its Lord gives rise to the problem of theodicy, the reconciliation of God and justice. On Order is the only work by Augustine exclusively devoted to the topic, and although this dialogue is by no means the first instance of a Christian author reflecting on the moral evils of humans and angels as well as “natural evils” such as disease and natural catastrophes, it is arguably the first full and explicit Christian work on the subject. On the other hand, depending on one's definitions, On Order may not qualify as “theodicy” at all but as a “defense,” for it does not aspire to the more ambitious goal of specifying what reasons God has for allowing evil to exist.

Abstract Music theorist and philosopher Victor Zuckerkandl (1896–1965) produced several pedagogical writings in the 1940s and 1950s, a period in which there was no shortage of materials in the marketplace aimed at a general audience. Zuckerkandl’s contributions are neither intended for “the professional disciplines” nor are they in the vein of the numerous “music appreciation” texts of the time, for he believed that there should be little distinction between the attitudes and perspectives that specialists and non-specialists brought to the study of music. Through a discussion of several unpublished and published sources, including The Sense of Music (1959), a treatise based on Zuckerkandl’s teaching experiences in the American liberal arts classroom, this chapter demonstrates the primacy of immersive and reflective listening in Zuckerkandl’s approach—one focused less on the technical aspects of music and more on its dynamic forces.

The Australian Catholic University (ACU National at www.acu.edu.au) is a public university funded by the Australian Government. There are six campuses across the country, located in Brisbane, Queensland; North Sydney, New South Wales; Strathfield, New South Wales; Canberra, Australian Capital Territory (ACT); Ballarat, Victoria; and Melbourne, Victoria. The university serves a total of approximately 27,000 students, including both full- and part-time students, and those enrolled in undergraduate and postgraduate studies. Through fostering and advancing knowledge in education, health, commerce, the humanities, science and technology, and the creative arts, ACU National seeks to make specific and targeted contributions to its local, national, and international communities. The university explicitly engages the social, ethical, and religious dimensions of the questions it faces in teaching, research, and service. In its endeavors, it is guided by a fundamental concern for social justice, equity, and inclusivity. The university is open to all, irrespective of religious belief or background. ACU National opened its doors in 1991 following the amalgamation of four Catholic tertiary institutions in eastern Australia. The institutions that merged to form the university had their origins in the mid-17th century when religious orders and institutes became involved in the preparation of teachers for Catholic schools and, later, nurses for Catholic hospitals. As a result of a series of amalgamations, relocations, transfers of responsibilities, and diocesan initiatives, more than twenty historical entities have contributed to the creation of ACU National. Today, ACU National operates within a rapidly changing educational and industrial context. Student numbers are increasing, areas of teaching and learning have changed and expanded, e-learning plays an important role, and there is greater emphasis on research. In its 2005–2009 Strategic Plan, the university commits to the adoption of quality teaching, an internationalized curriculum, as well as the cultivation of generic skills in students, to meet the challenges of the dynamic university and information environment (ACU National, 2008). The Graduate Diploma of Education (Secondary) Program at ACU Canberra Situated in Australia’s capital city, the Canberra campus is one of the smallest campuses of ACU National, where there are approximately 800 undergraduate and 200 postgraduate students studying to be primary or secondary school teachers through the School of Education (ACT). Other programs offered at this campus include nursing, theology, social work, arts, and religious education. A new model of pre-service secondary teacher education commenced with the introduction of the Graduate Diploma of Education (Secondary) program at this campus in 2005. It marked an innovative collaboration between the university and a cohort of experienced secondary school teachers in the ACT and its surrounding region. This partnership was forged to allow student teachers undertaking the program to be inducted into the teaching profession with the cooperation of leading practitioners from schools in and around the ACT. In the preparation of novices for the teaching profession, an enduring challenge is to create learning experiences capable of transforming practice, and to instill in the novices an array of professional skills, attributes, and competencies (Putnam & Borko, 2000). Another dimension of the beginning teacher experience is the need to bridge theory and practice, and to apply pedagogical content knowledge in real-life classroom practice. During the one-year Graduate Diploma program, the student teachers undertake two four-week block practicum placements, during which they have the opportunity to observe exemplary lessons, as well as to commence teaching. The goals of the practicum include improving participants’ access to innovative pedagogy and educational theory, helping them situate their own prior knowledge regarding pedagogy, and assisting them in reflecting on and evaluating their own practice. Each student teacher is paired with a more experienced teacher based at the school where he/she is placed, who serves as a supervisor and mentor. In 2007, a new dimension to the teaching practicum was added to facilitate online peer mentoring among the pre-service teachers at the Canberra campus of ACU National, and provide them with opportunities to reflect on teaching prior to entering full-time employment at a school. The creation of an online community to facilitate this mentorship and professional development process forms the context for the present case study. While on their practicum, students used social software in the form of collaborative web logging (blogging) and threaded voice discussion tools that were integrated into the university’s course management system (CMS), to share and reflect on their experiences, identify critical incidents, and invite comment on their responses and reactions from peers.