Relevant bibliographies by topics / Teacher-centred

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Teacher-centred'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Teacher-centred"

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Boyapati, Ed. "Learning: Student-centred vs teacher-centred." Korean Journal of Chemical Engineering 17, no. 3 (May 2000): 365–67. http://dx.doi.org/10.1007/bf02699054.

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Sweeney, J. F. "Nurse education: learner-centred or teacher-centred?" Nurse Education Today 6, no. 6 (December 1986): 257–62. http://dx.doi.org/10.1016/0260-6917(86)90041-9.

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Bailey, Patrick D. "Should 'teacher centred teaching' replace 'student centred learning'?" Chem. Educ. Res. Pract. 9, no. 1 (2008): 70–74. http://dx.doi.org/10.1039/b801308j.

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Roberts, Tessa. "Teacher‐Centred In‐Service Education." British Journal of In-Service Education 13, no. 3 (September 1987): 172–76. http://dx.doi.org/10.1080/0305763870130312.

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Elen, Jan, Geraldine Clarebout, Rebecca Léonard, and Joost Lowyck. "Student-centred and teacher-centred learning environments: what students think." Teaching in Higher Education 12, no. 1 (January 12, 2007): 105–17. http://dx.doi.org/10.1080/13562510601102339.

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Misdi, Misdi, Nurani Hartini, Dian Farijanti, and Agus Wirabhakti. "Teacher-Centred and Teacher Controlled Learning: A Postmodernism Perspective." Academic Journal Perspective : Education, Language, and Literature 1, no. 1 (October 26, 2018): 73. http://dx.doi.org/10.33603/perspective.v1i1.1606.

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The role of teachers in learning is central. It greatly influences the success and the quality of learning process. Yet, it remains lack of evidences in some areas such as diminishing the learners' learning automony. Lamguage learners are positioned lower than the teachers. In decentralized learning, teachers are facilitators. As the result of this point of views, the learners are less appreciated for their imperfect learning behaviours for some reasons regarding for their potentials. Thus, this article is to criticize and to elaborate the evidences of teacher-centred learning and teacher-controlled learning in postmodernism paradigm and the realities in Indonesian efl perspectives which emphasizes on the main actors in learning and the power of learning. Yet, there is no absolute truth in terms of power in learning.
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Ludigo, Harriet, C. B. Mugimu, and A. M. Mugagga. "PEDAGOGICAL STRATEGIES AND ACADEMIC ACHIEVEMENT OF STUDENTS IN PUBLIC UNIVERSITIES IN UGANDA." Journal of Education and Practice 3, no. 1 (September 17, 2019): 81. http://dx.doi.org/10.47941/jep.314.

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Purpose: This study analysed the relationship between pedagogical strategies and academic achievement of students in public universities in Uganda. Specifically, the study analysed the relationship between student-centred, teacher-centred and teacher-student pedagogical strategies with academic achievement of students.Methodology: The study adopted a correlational design and data were collected using a questionnaire on a sample of 383. Quality control of data was ensured by carrying out Confirmatory Factor Analysis and calculating Cronbach’s alpha. Data analysis involved descriptive and inferential analyses.Findings: Regression results revealed that the student-centred strategy had a positive and significant influence on academic achievement of students but the teacher-centred and teacher-student interaction strategies did not. Therefore, the student-centred pedagogical strategy is essential for academic achievement of students, the teacher-centred pedagogical strategy is less affective teaching strategy for academic achievement of students and the teacher-student pedagogical strategy is not the most important teaching strategy for academic achievement of students.Contribution to policy, practice and policy: The study suggests that lecturers in the universities should prioritise the student-centred pedagogical strategy when teaching students, should give least priority to teacher-centred pedagogical strategy when teaching students, and should not over prioritise the teacher-student pedagogical strategy when carrying teaching of students.
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Torrisi-Steele, Geraldine. "Facilitating the Shift From Teacher Centred to Student Centred University Teaching." International Journal of Adult Education and Technology 11, no. 3 (July 2020): 22–35. http://dx.doi.org/10.4018/ijaet.2020070102.

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Design thinking is gaining momentum across the many fields of human endeavour, including education. Its use in education is predominantly to shape learning activities undertaken by students with the aim of nurturing the growth of desirable 21st century capabilities in students. There is relatively less attention given to the application of design thinking as a process for educators to engage in with the aim of developing curriculum and teaching practices that are characteristically student centred. In the present article, the author brings to the fore the suitability of design thinking as a process with the potential to further provoke the necessary shift in university teaching from teacher centred, instructive approaches towards the more desirable constructivist, and student centred approaches.
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O’Toole, Leah. "Student-centred teaching in Initial Teacher Education." International Journal for Cross-Disciplinary Subjects in Education 6, no. 1 (March 1, 2015): 2111–19. http://dx.doi.org/10.20533/ijcdse.2042.6364.2015.0293.

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Ismail, Annafatmawaty B. T., Sukanlaya Sawang, and Roxanne Zolin. "Entrepreneurship education pedagogy: teacher-student-centred paradox." Education + Training 60, no. 2 (February 12, 2018): 168–84. http://dx.doi.org/10.1108/et-07-2017-0106.

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Purpose The purpose of this paper is to answer the research question: “Do different pedagogies used in teaching entrepreneurship education influence individual skill development, which then in turn translates into a likelihood of entrepreneurial implementation intention?” Design/methodology/approach The number of total participants for the quasi-experiment was 308 undergraduate students in Malaysia, in which pre- and post-test (n=203) and control (n=105) groups are included. Students who enroled in the entrepreneurship course were randomly allocated into a class employing teacher-centred pedagogy or student-centred pedagogy. Learning outcomes are measured by objective and subjective measures. Findings Both pedagogical approaches had a positive effect on the development of the learning outcomes. However, the students who learned using the teacher-centred approach statistically developed a higher level of objective and subjective learning outcomes compared to the students who learned using the student-centred approach. The findings also suggest that the relationship between entrepreneurship education and entrepreneurial intention mediates by learned skills. Originality/value The quasi-experimental design greatly improves the ability to make accurate claims about the impact of entrepreneurial education on entrepreneurship-related outcomes. Further, the study uses the implementation intention strategy in measuring the entrepreneurial intention. Thus, the study strongly supports for the view that implementation intention improves predictive validity of the behavioural intention within the framework of theory of planned behaviour by setting out in advance when, where, and how the goal will be achieved.
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Dissertations / Theses on the topic "Teacher-centred"

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Turvey, Keith. "Narrative ecologies : a teacher-centred model for professional learning and practice with technologies in initial teacher education." Thesis, University of Brighton, 2011. https://research.brighton.ac.uk/en/studentTheses/f2fd22b1-cfb1-4c22-ab78-51ab27d52e77.

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This thesis documents the evolution and evaluation of a conceptual model for developing and researching student teachers’ online pedagogical practice. The research is set against a backdrop of significant investment in web-based technologies in formal schooling in the United Kingdom (UK). Thus, the research questions some of the factors that affect the development of student teachers’ online professional and pedagogical practice faced with new opportunities to utilise web-based tools. As the project evolved it became apparent that a more fundamental research question was: How do we research student teachers’ professional learning and development with new technologies in a manner that recognises their active agency in the process?
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Jiménez, i. Bargalló Isabel. "Preservice teacher knowledge application: from model-centred instruction to lesson plan design." Doctoral thesis, Universitat de Vic, 2016. http://hdl.handle.net/10803/386063.

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Aquesta recerca analitza la capacitat que tenen els estudiants de mestre per posar en pràctica els seus aprenentatges referents a les teories d’ensenyament i aprenentatge de les ciències basades en la modelització (EACBM). Per assolir aquest objectiu: (i) s’ha dissenyat i implementat un programa de formació inicial de mestres d’educació primària basat en l’EACBM; (ii) s’han comparat 71 unitats didàctiques realitzades abans, durant i al final del programa de formació. L’anàlisi de dades ha suposat la creació d’un nou instrument d’anàlisi que pren com a referència la interactivitat, aprofundint en els processos d’ensenyament-aprenentatge al llarg dels temps, sense deixar de fer referència a aquells aspectes específics del contingut. Els resultats indiquen millores referents a l’exploració dels models inicials de l’alumnat així com a la planificació d’activitats per recollida de dades/evidències. També s’identifiquen limitacions específiques referents a l’adquisició de coneixements referents a EACBM i es suggereixen aspectes de millora per a la formació docent.
This study explores preservice teachers’ challenges to achieve the required skills to put Model-Centred Instruction (MCI) into practice. To this end: (i) specific MCI for preservice primary university courses has been designed and performed; (ii) a total amount of 71 lesson plan designs done prior; through and at the end of instruction have been compared. A new instrument for data analysis has been established. This instrument pretends to deepen the teaching-learning process through time while making reference to specific aspects of the content and taking the join activity as a reference. Findings indicate significant pedagogical gains related to the exploration of students’ prior models and the collection of data/evidence within inquiry activities. Specific constraints for the adequate acquisition of MCI have been identified. Based on these results, areas of focus to improve teacher education have been suggested.
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Nyambe, Kamwi John. "Teacher educators' interpretation and practice of learner-centred pedagogy : a case study." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1008260.

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The objective of this study was to understand how teacher educators in a Namibian college of education interpret and practice the learner-centred pedagogy underpinning the Basic Education Teachers Diploma (BETD) program. In order to achieve this objective, a case study approach was adopted, qualitative-interpretive in orientation and drawing upon interviews, naturalistic non-participant observation and document analysis. Bernstein's theory of pedagogy - in particular his notion ofrecontextualization - offered ideas and concepts that were used to generate and analyse data. The data indicated that, at the level of description, teacher educators interpreted leamercentred pedagogy as a pedagogic practice based on weak rules of regulative discourse, or a weak power relation between themselves and their student teachers. The weakening of the rules of regulative discourse and the waning of educator authority were indicated in the interview narratives, which evoked a pedagogic context characterized by a repositioning of the student teacher from the margins to the centre of the classroom, where he or she enjoyed a more active and visible pedagogic position. Contrary to the dis empowering dynamic within classroom practice under the apartheid dispensation, the repositioning of the student teacher suggested a shift of power towards him or her. Similarly, the identification of the teacher educator as afacilitator, which featured prominently in the interview narratives, further suggested a weakening or diminishing of the pedagogic authority of the teacher educator. With regard to rules pertaining to the instructional discourse, the data revealed an interpretation of leamer-centred pedagogy as a pedagogic practice based on strong framing over the selection of discourses, weak framing over pacing, and strong framing over sequencing and criteria for evaluation. When correlated with the interview data, the data generated through lesson observation and teacher educator prepared documents such as lesson plans revealed a disjuncture between teacher educators' ideas about leamer-centred pedagogy and their practice of it. Contrary to the interviews, lesson observation data revealed that teacher educators implemented leamer-centred pedagogy as a pedagogic practice based on strong internal framing over rules of the regulative discourse. Data further indicated strong internal framing over the selection, sequencing, pacing and evaluation. The study concluded that while some teacher educators could produce an accurate interpretation oflearner-centred pedagogy at the level of description, most of them did not do so at the level of practice. Findings revealed structural and personal-psychological factors that constrained teacher educators' recontextualization of the new pedagogy. A narrow understanding of leamercentred pedagogy that concentrated only on changing teacher educators' pedagogical approaches from teacher-centred to learner-centred, while ignoring structural and systematic factors, tended to dominate not only the interview narratives but also official texts. Learner-centred pedagogy was understood as a matter of changing from teachercentredness to leamer-centredness while frame factors, for instance regarding the selection, pacing or sequencing of discourses, still followed the traditional approach. The study recommends the adoption of a systematic and deliberate approach to address the multiplicity of factors involved in enabling teacher educators to interpret and implement leamer-centred pedagogy at the micro-level of their classrooms.
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McMahon, Tim. "Using self- and peer-assessment in post-sixteen education in order to promote autonomy and deep learning : and through this, helping to engender in students the skills essential to political literacy and make the curriculum more concordant with democratic." Thesis, Anglia Ruskin University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389535.

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Law, Barry Alan, and n/a. "Experiential Education as a Best Practice Pedagogy for Environmental Education in Teacher Education." Griffith University. Australian School of Environmental Studies, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20031117.090529.

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This thesis examines the potential of experiential education as a 'best practice' pedagogy for pre-service teacher education in environmental education. The study involves forty pre-service teachers working collaboratively with the researcher in 1998 to test the assumptions of two previous groups of beginning teachers (1996 and 1997) who indicated in their course evaluations that experiential education may provide an effective teaching and learning approach for environmental education. This study combines two approaches to participative inquiry: action inquiry and cooperative inquiry. Both research approaches promote reflection-in-action and involve groups of individuals working collaboratively together as reflective practitioners. The data sources included reflective journals, a researcher diary, pre and post course questionnaires, individual interviews and group interviews. The environmental education course is a single case study and reflects the experience of three groups of students. The first group completed a 20 hour course in experiential education before starting the environmental education course, the second group completed both courses concurrently, while the third group only completed the environmental education course. The purpose of the literature review in experiential education and environmental education in teacher education is to provide a rationale for using a transformative teaching and learning approach in pre-service teacher education for environmental education. Contemporary best practice pedagogical approaches for environmental education are supported by many of the core principles of experiential education highlighting compatibility between theory and practice. The findings show that a transformative teaching and learning approach in environmental education was achieved by combining four key characteristics of experiential education in a holistic process. The four characteristics included reflection, connection to personal experience, emotionally engaged learning and student-centred teaching and learning. The impact of combining these four characteristics resulted in higher interest, motivation and enthusiasm for achieving the social action outcomes of environmental education. Thus, the pre-service teachers confirmed a synergy emerged between the outcomes of environmental education and the pedagogical process of experiential education. The experiential approach allowed the pre-service teachers to engage in the role of the critical reflective practitioner. Consequently, the pre-service teachers were able to identify the potential and possibilities for implementing experiential education strategies in environmental education and also recognise and challenge the barriers that confine and constrain its use in teacher education and formal schooling. As a consequence the pre-service teachers identified that working in collaborative groups of reflective practitioners was essential to continue developing effective facilitation skills and also to help them challenge traditional practice that limited their professional development. They also identified significant changes to the pre-service environmental education course to ensure a higher quality experience for subsequent groups of beginning teachers. The study highlights the need for more research into how well beginning teacher implementing environmental education function as reflective practitioners in their first few years in teaching and are able to challenge the barriers that limit transformative pedagogical approaches in schools.
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Walker, Lynn Jean. "Men in school-centred initial teacher training : an exploration of issues and experiences in one primary SCITT." Thesis, Open University, 2018. http://oro.open.ac.uk/58454/.

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Poor retention of men is seen across all types of primary teacher training programmes in England. Previous research has largely focused on undergraduate and postgraduate university routes to teaching. This study concentrates on a small number of men in a one year school-centred initial teacher training (SCITT) programme, a professional learning pathway to teaching which the government now actively promotes, to explore how these trainees experience the female-dominated environment of the primary school. The research framework uses theories of identity (Beauchamp and Thomas 2009), including gender (Skelton 2003), communities of practice (Wenger 1998) and social constructivism (Vygotsky 1978) to explore the challenges male primary trainees encounter as they negotiate who and what they are , professionally and personally, as a teacher and as a man, within the primary school. Findings include: performing stereotypical gender roles in school appears to enable the participation of male trainees; men can feel excluded in the all-female social space of the school staffroom; men feel unfairly scrutinised in safeguarding discussions and training; mentors report difficulties in supporting men who are mature career-changers. The research sits within a qualitative, interpretive paradigm and uses a case study approach; the male trainees on the SCITT programme constitute the case. The study uses mixed methods of data collection: semi-structured interviews with male trainees, documents profiling the characteristics of cohorts of men over five years, an all-male focus group discussion and mentor questionnaires. Although numbers are small, the study explores a problem which is replicated nationally and has persisted for generations, in the new context of SCITT. The data suggest that school-centred training, where men are required to assume a professional role quickly, offers little preparation or space for thought about gender and masculinities. The study concludes with suggestions for SCITTs to consider how they can support male trainees.
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Galvin, Conor. "The Licensed Teacher Scheme 1990-93 : a study in school-centred initial teacher training with specific reference to the nature of the licensed teacher / mentor relationship and its supporting structures." Thesis, University of Cambridge, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319787.

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Coulter, Victoria. "A teacher centred approach to meeting the needs of children and young people with a learning difficulty and challenging behaviour." Thesis, University of Ulster, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.493905.

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Greenwood, Joanne. "Educational professionals' experience of English educational policy : developing and promoting inclusive practice through collaborative action research." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/educational-professionals-experience-of-english-educational-policy-developingand-promoting-inclusive-practice-through-collaborative-action-research(71b447f1-6102-4817-9b61-0b4cf764cfd1).html.

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The focus of this thesis was to explore educational professionals' everyday experience of English educational policies; narrowing its focus to policy which promotes an inclusion agenda. The findings are presented in three sections with the first two papers prepared in accordance with the author guidelines of the journals proposed for submission. The first paper offers a review of literature which represents teacher relationship (see Braun, Maguire and Ball, 2010; Fullan, 2006; Luttenberg, Imants and van Veen, 2013; Luttenberg, van Veen and Imants, 2013; Wexler, 2002) with English educational policies. Teacher perspectives illustrate how the implementation and practice of policy heavily guides practice, both in terms of pedagogy and content, and detail the difficulties teachers have in establishing professional identity whilst trying to accommodate policy into practice. It is suggested that in order for teachers to adopt new educational policies they need to be able to take some ownership of both the policies themselves and of their own professional development; but most importantly, that they need the space to engage in dialogue around their practice to do this. The first paper provided a frame for the second by offering a description of the current climate teachers find themselves in and by discussing what might be needed to bring about the professional development necessary to embed policy into practice. The second paper then presents a description of a collaborative action research project within an English high school; a group of educational psychology, teaching, support and pastoral professionals worked collaboratively to develop person-centred practice through their engagement in an inquiry group. The inquiry group engaged in dialogue around practice; exploring their own personal and professional values as well as the values embedded within person-centred practice. This paper offers an account of the inquiry group's journey, highlighting key themes as identified by the group: ownership of, and confidence in, the learning process; developing reflective practice; and the challenge of engaging others in the learning process. The findings suggest that an action research approach can facilitate the learning and development necessary to embody collaborative person-centred practice. The third paper then offers a critical appraisal of the role that educational psychology can have in disseminating findings and promoting teacher development; in particular through the facilitation of collaborative action research within the school context.
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Tshibengabo, Kamana. "A participatory teacher centred INSET model : a model of inservice education and training for qualified teachers of English as a second language in Zaire." Thesis, University of Southampton, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.385368.

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Books on the topic "Teacher-centred"

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Agency, Teacher Training. School-centred initial teacher training scheme: Notes of guidance. London: HMSO, 1995.

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Burns, Allan W. T. The advantages and constraints of teacher-centred and learner-centred approaches: A pilot study from business & management education. Paisley: University of Paisley, Faculty of Business, 1999.

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Brandes, Donna. The student-centred school: Ideas for practical visionaries. Oxford: Blackwell Education, 1990.

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Brandes, Donna. The student-centred school: Ideas for practical visionaries. Oxford: Blackwell Education, 1990.

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University of East Anglia. Centre for Applied Research in Education., ed. Teacher development in Norfolk: A teacher-centred report. (Norwich): (CARE, Univ. East Anglia), 1988.

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Office for Standards in Education. School-centred Initial Teacher Training (SCITT). Stationery Office Books, 1995.

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Blair, Wynnifred. An exploration of centred observation: An alternative to teacher burnout. 1994.

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R, Rogers Carl. On becoming an effective teacher: Person-centred teaching, psychology, philosophy, and dialogues with Carl R. Rogers and Harold Lyon. 2014.

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Coffman, Don D. Community Music Practice with Adults. Edited by Brydie-Leigh Bartleet and Lee Higgins. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190219505.013.10.

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This chapter examines three approaches to teaching and learning that resonate with community music principles and that can help inform the theoretical bases for community music practice, because there are similarities between the facilitating behaviours of community musicians and the teaching behaviours of educators. Specifically, this chapter portrays a continuum of viewpoints about guiding others—pedagogy, andragogy, and heutagogy—and illustrates how aspects of each approach can be applied to community music practice. These approaches range from authoritarian ideas that are teacher-centred and learner-dependent to more autonomous ideas that embrace learner-centred and self-directed learning. The New Horizons Band of Iowa City, Iowa, in the United States, is presented as an illustration.
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Ginnis, Paul, and Donna Brandes. The Student-centred School. Prentice Hall (a Pearson Education company), 1990.

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Book chapters on the topic "Teacher-centred"

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Sium, Bairu. "The Teacher-Centred vs. Student-Centred Continuum." In How Black and Working Class Children Are Deprived of Basic Education in Canada, 65–80. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-593-9_5.

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Staden, Surette van, and Brigitte Smit. "Functions of Student-centred Approaches to Assessment in Teacher Education." In The SAGE Handbook of Research on Teacher Education, 979–93. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2017. http://dx.doi.org/10.4135/9781526402042.n56.

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Holt, Christopher J. "The Authentic Online Teacher—Practical Insights from Rogers’ Person-Centred Approach." In Tertiary Online Teaching and Learning, 161–67. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-8928-7_14.

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Bergström, Peter, and Stina Årebrand. "The Student-Role in the One-to-One Computing Classroom: Tensions between Teacher-Centred Learning and Student-Centred Learning." In Lecture Notes in Computer Science, 424–29. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-40814-4_33.

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Premawardhena, Neelakshi Chandrasena. "Defying Learning Traditions: From Teacher-Centred to Student-Centred Foreign Language Education Through Digital Transformation at Sri Lankan Universities." In The Challenges of the Digital Transformation in Education, 229–38. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11932-4_23.

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McGraw, Amanda, Janna Dresden, Erica Gilbertson, and Melissa Baker. "Site-Based Teacher Education as a Context for Attending to the Complexity and Person-Centred Nature of Teaching and Learning: A Narrative Inquiry Involving Teacher Educators from Australia and the United States." In Teacher Education Policy and Practice, 51–65. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4133-4_4.

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Becker, Sandra. "Considering the Human in Human-Centred Design." In Teacher as Designer, 9–21. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-9789-3_2.

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Garg, Ankush, and Katherine Culhane. "A Voice of the In-Between: Design Thinking and Heart-Centred Leadership." In Teacher as Designer, 85–100. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-9789-3_7.

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Richards, Rosemary D., Tepora Emery, and Lois France. "Internationalisation of NZ Tertiary Education: Supporting International Students’ Adjustments to Learner-Centred Education." In Teacher Education in Globalised Times, 53–73. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4124-7_4.

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Ell, Fiona, Lexie Grudnoff, Mavis Haigh, and Mary F. Hill. "Partnering with Schools Beyond Professional Experience: Building Equity-Centred ITE Programme Alignment and Coherence." In Teacher Education In and For Uncertain Times, 129–42. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8648-9_9.

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Conference papers on the topic "Teacher-centred"

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Montrieux, Hannelore, and Tammy Schellens. "THE DIDACTICAL USE OF TABLETS: A BALANCING ACT BETWEEN TEACHER-CENTRED AND LEARNER-CENTRED EDUCATION." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1005.

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Logue, Pauline Anne. "Promoting Innovation and Creativity in Initial Teacher Technical Education in Ireland: A Case Study." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5595.

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The Galway-Mayo Institute of Technology (GMIT), Ireland, is a Higher Education (HE) provider of Initial Teacher Education (ITE).Graduates on its BSc (Hons) in Education (Design, Graphics and Construction) degree programme are qualified to teach technical subjects at second level. A defining element of delivery is the promotion of creativity and innovation in the classroom, by means of active, student-centred and design-led teaching and learning (T&L) strategies. This paper outlines a GMIT qualitative student-perspective pilot study, involving a total of 42 GMIT student teacher participants (n=42). The study aims to analyse the effectiveness of two selected platforms in the ITE programme: 1) presentation contributions by 14 student teachers at the GMIT ‘Creativity and Innovation in Teaching’ Conference (2016) (n=14), and 2) a textual analysis of student online forum critical reflection submissions (2016-2017) (n=28). The research confirms the effectiveness of both strategies in promoting a practice of innovation and creativity in the classroom, including evidence of the innovative educational technology classroom tools and increased student-centred, active learning and design-led strategies in T&L. Keywords: Creativity, Innovation, Educational Technology, Technical Education, Initial Teacher Education, Active teaching Strategies.
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Crespo, Begoña, and Angela Llanos Tojeiro. "EMI Teacher Training at the University of A Coruña." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8117.

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TThe aim of this paper is to offer an overview of how an EMI (English as a Medium of Instruction) programme was designed at the University of A Coruña (Spain) to implement courses taught in English by its teaching staff. The final goals of this initiative were twofold: to attract an increasing number of foreign students through mobility or as new admissions; and to promote internationalisation at home for both students and lecturers. Some of the steps taken in this process (from coaching to EMI) are explained as well as the principles on which a particular teaching methodology for non-native speakers of English is based. Content knowledge and a B2 level of English is presupposed, but a further level of teacher professionalism is aspired to, involving commitment, reflection, responsibility. A shift in focus, from teacher- to student-centred learning is required. Instructors should show their students how to learn and guide them along their learning paths. This implies a shift in the original mindset that is strongly rooted in particular teaching traditions. Communicative competence is also a key factor: knowing how to transmit and communicate is at least as important as the material content itself, and lecturers should be good communicators.
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Tihomirova, Kristina, and Linda Mezule. "Information overload and lecturer mistakes during engineering course organization." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11190.

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It has been observed that huge amount of information received from teachers can create a feeling of overload for students. Selection of modern teaching methods do not always help to solve this issue. To identify the link between information overload at various study course organization models (regular, advanced and super-advanced), various lecturer types have been described. These include apathetic, formal, teacher-centred egoist, student-centred chaotic lecturer and activist. The results demonstrated that course organization in engineering studies is closely linked to the personality of the lecturer. Successful course organization is based on good time management, selection of appropriate amount of information. In advanced and super-advanced courses regular communication between lecturers and experts in practice is favoured. At the same time selection of adequate amount of study material based on the general knowledge level of the students is required. To achieve the goal, each lecturer should evaluate the level of information required and the overall interest level of students in the course topic on a regular basis before the beginning of the course.
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González-Geraldo, José Luis, and Fuensanta Monroy. "Impact of a teacher development programme on approaches to teaching in higher education." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5052.

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The Bologna process involved a strategic change that included in its policy agenda a move towards a student-centred scenario. In addition, a reasonable association may be assumed to exist between teaching development programmes and student learning outcomes. This research study focused on the impact that a brief yet intense formal and non-qualifying teaching programme, delivered as a seminar and supported by the University of Castilla-La Mancha (UCLM) in Spain, had on teachers’ approaches to teaching measured by the most recent Spanish adaptation of the Approaches to Teaching Inventory (S-ATI-20). Results showed that there was a positive and statistically significant impact of the training programme on approaches to teaching measured by the information transmission/teacher-focused scale (ITTF). The poor attendance rate to this non-compulsory programme, course duration, participant profile, psychometric structure of the questionnaire used, and the relationship between teaching development programmes and approaches to teaching are discussed.
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"A Review of Project Management Course Syllabi to Determine if They Reflect the Learner-centred Course Pedagogy [Abstract]." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4323.

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Aim/Purpose: Project Management (PM) capability is one of the skill sets that employers across a broad range of industries are seeking with a projected current talent deficit of 1.5 million jobs. Background A course syllabus is both a tool and a resource used by the learners, the faculty, and the school to articulate what to learn, how to learn, and how and when to access and evaluate the learning outcomes. A learner-centred course syllabus can enhance the teaching, the learning, and the assessment and evaluation processes. A learner-centred pedagogy seeks to create a community of learners by sharing power between the teachers and the students, providing multiple assessments, evaluations, and feedback mechanisms. Methodology: This study seeks to find out if the PM course syllabi reflect the attributes of a learner-centred pedagogy through a content analysis of 76 PM course syllabi gathered in 2018 from instructors affiliated with the Association to Advance Collegiate Schools of Business (AACSB) in the USA. Contribution: On the issue of PM content, only seven percent (7%) of the syllabi articulate that students would be involved in “real world” experiential projects or be exposed to the Project Management Body of Knowledge (PMBOK) areas and process groups. Findings: The results reveal that PM instructors fall short in creating a community of learners by not disclosing their teaching philosophy, beliefs, or assumptions about learning and tend not to share power, and do not encourage teacher-student interactions. Recommendations for Practitioners: Schools should try to align their programs both to the local and the national job markets by engaging PM practitioners as advisors. When engaged as ad-visors, PM practitioners provide balance and direction on curriculum design or redesign, emerging industry innovations, as well as avenues for internships and job opportunities. Recommendation for Researchers: PM has various elements associated with entrepreneurship and management and is also heavily weighted towards the use of projects and technology, making it a good candidate for learner-centred pedagogy. However, researchers should explore this assertion further by comparing the attainment of learning outcomes and students’ overall performance in a learner-centred and a non-learner-centred PM course. Impact on Society: To minimize this talent deficit individuals as well as the academy should invest in PM education and one approach that may increase the enthusiasm in the PM coursework is having a learner-centred pedagogy. Future Research: Researchers should explore this line of research further by gathering syllabi from other regions such as the European Union, Asia, Africa, Australia, etc. as well as conduct a comparative study between these various regions in order to find if there are similarities or differences in how PM is taught.
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Huber, Elaine, Celina McEwen, Peter Bryant, Matthew Taylor, Natasha Arthars, and Henry Boateng. "Learning from a rapid transition to emergency remote teaching: Developing a typology of online business education designs." In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0142.

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Many universities had to pivot their teaching into an online space in response to the COVID-19 health crisis. How can we leverage the lessons learned from our design of these spaces to provide superior student learning experiences? This study describes the development of a classification system to appraise our rapidly transitioned online units of study. Underpinned by active learning pedagogy, 234 online learning sites from a leading Australian Business School were reviewed and three types of sites emerged, content, student and teacher-centred. The quality of these online sites were evaluated using a modified framework from the literature focusing on elements of design across five domains. Findings indicated that the overall range of quality of sites was mirrored across all three types, with the majority categorised as ‘good’. Analysis of the design elements of this typology will help build capacity in the design of online learning environments and guide pedagogical practice in business education.
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Tihomirova, Kristina, and Linda Mezule. "Management of wastewater trough theatre." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9162.

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Compulsory study course on wastewater treatment and sewage systems contains lectures, classroom calculations, technical project and laboratory practicum. The course is addressing not only the developing skills in wastewater treatment technologies but also provides preparation of professionals that can communicate with institutions involved in water and wastewater sector. Over the years it has been observed that even after receiving the most sophisticated knowledge and highest markings, students often lack skills in practical communication with industry and implementation of theoretical knowledge in praxis. Here we describe student-centred teaching method that is based on the activities that are similar to theatre and allow: (i) the teacher to find and understand the weaker places in student knowledge gained during the semester; (ii) the students to form professional skills during the active communication with colleagues and mentors from industry. The students work in several groups “INDUSTRY”, “MUNICIPALITY” and EXPERTS”, try to find better solution for industrial sewage treatment and cooperation model with the municipality and present their results. After 2 years of the modernisation and adjustment, the training course has created an interest not only from student side but also from the industry representatives that are interested in communication with the new specialists and develop strong contacts with the university.
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Traifeh, Hanadi, Raad Bin Tareaf, and Christoph Meinel. "E- Learning Experiences from the Arab World." In 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.791.

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Although most Arab countries offer free public education, the majority of their educational systems do not prepare students for the labour market or equip them with the skills needed to compete in today’s global society. Teaching methods and techniques do not encourage critical and analytical thinking, and are still teacher-centred instead of being designed with intentional focus on students and learners. E-learning technologies have the potential to address most of these challenges. For example, digital technologies can make education more efficient, scalable and accessible. And with the wide spread of the internet in the region, an increased adoption of e-learning has been witnessed among Arab students and life-long learners. To assess the current state of the e-learning sphere in the Arab world, we conducted a survey to learn more about the digital learning experiences of Arab students. In this paper, we report our findings. Most of the 200 participants who responded to our survey hold a bachelor degree and higher, and claimed to spend more than 4 hours online. However, only 19.5% of all participants have enrolled in an Arabic e-learning program or MOOC, and 70% still prefer to take their courses in English. We also assess the different factors Arab learners take into consideration when joining an online course, and also explore the reasons that lead 80% of participants not to join any online courses. Our observations show that adoption of digital learning in the Arab world is very low but has significant potential for growth. The paper concludes with recommendations on how to spread digital learning in the region.
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Heinz, Manuela, Mary Fleming, Pauline Logue, and Joseph McNamara. "Collaborative learning, role play and case study: Pedagogical pathways to professionalism and ethics in school placement." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.26.

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Teachers are moral agents. Acting professionally in loco parentis teachers have a legal and moral duty of care to students (DES, 2017). Moreover, they can be regarded as moral ‘role models’ (Bergen, 2006; Lumpkin, 2013). Professional codes of practice assist teachers in their moral agency (Alberta Teachers’ Association, 2004; CDET, 2017; DfE, 2011; Education Council, 2017; Teaching Council, 2012; 2016; World Class Teachers, 2017). In conjunction with official codes of conduct, TE ethics programmes contribute to the development of “a moral language” and raise awareness of moral agency in teaching (Shapira-Lishchinsky, 2010). In 2014 the National University of Ireland, Galway (NUIG) and the Galway-Mayo Institute of Technology (GMIT) jointly developed a cross-institutional training programme entitled ‘The Ethical Teacher Programme’, designed to facilitate student teachers to reflect upon professionalism and ethics during School Placement. The programme incorporated both a study of the Teaching Council Code of Professional Conduct for Teachers (Code) (2012) and explorations of selected ethical ‘case studies’ in teaching, using collaborative learning (CL) and role play strategies. The ‘ethical dilemma’ approach employed mirrored literature studies (Colenerud, 1997; Husu & Tiri, 2003; Klassen, 2002). Unique to the approach, however, was the method of application of selected classical and contemporary ethical philosophies to moral dilemmas in teaching. The programme was designed to include a one-hour introductory lecture on professionalism and ethics (from the perspectives of moral literacy and ethical theory) followed by a two-hour applied workshop. The workshop employed student-centred, active teaching and learning methods, specifically, collaborative learning, role play and case study analysis. Six ethical philosophical principles (or ‘lenses’) were integrated into programme delivery - teleology, deontology, virtue ethics, justice ethics, care ethics and relationality ethics. These lenses were applied to real-world teaching case studies. One cohort to which this training programme is offered annually is the student teachers on the Professional Master of Education (PME) programme in NUIG. The PME cohort (2015-2016) is the focus of the present study. The study sought a critical reflection on, and evaluation of, this training programme, from a student perspective. This study is phase one of a larger on-going study.
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