Journal articles on the topic 'Teaching methodology and practices'
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Tatili, Sonila. "Teaching through Alternative Methodology." European Journal of Education 1, no. 3 (November 29, 2018): 142. http://dx.doi.org/10.26417/ejed.v1i3.p142-154.
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The rapid development of information and communication technology has a significant impact in the teaching process. This happens because of the existence of the advantages that this sphere entails in the pedagogical practices and methods. As such, they are briefly brought to us : easy access to information; increasing interest in learning; more ability to embed it into memory and preserved in the knowledge gained as a result of the inclusion of visual memory improvement; interactive teaching as well as easy exchange of knowledge, etc. With the aim of identifying the advantages that the technology incorporates in the teaching process of methodology, this paper aims to highlight the role of technology in the teaching and learning process of English , the achievement of the student in the learning objectives and how the technology of information and communication is intertwined in education. The study's research is about determining what impact technology has in the teaching process, meanwhile the supporting questions raise questions about the advantages of teaching technology as well as the impact on the level of learning of Albanian students. Study hypotheses, which are expected to be proven to be sustainable or not, are: Technology brings quality-enhancing teaching of English; efficient use of ICT enhances student learning. The study methodology is based on the combination of theoretical and empirical analysis, according to the case study.
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Tatili, Sonila. "“TEACHING THROUGH ALTERNATIVE METHODOLOGY”." EPH - International Journal of Educational Research 2, no. 3 (September 25, 2018): 17–27. http://dx.doi.org/10.53555/ephijer.v2i3.31.
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The rapid development of information and communication technology has a significant impact in the teaching process. This happens because of the existence of the advantages that this sphere entails in the pedagogical practices and methods. As such, they are briefly brought to us : easy access to information; increasing interest in learning; more ability to embed it into memory and preserved in the knowledge gained as a result of the inclusion of visual memory improvement; interactive teaching as well as easy exchange of knowledge, etc.
With the aim of identifying the advantages that the technology incorporates in the teaching process of methodology, this paper aims to highlight the role of technology in the teaching and learning process of English, the achievement of the student in the learning objectives and how the technology of information and communication is intertwined in education.
The study's research is about determining what impact technology has in the teaching process, meanwhile the supporting questions raise questions about the advantages of teaching technology as well as the impact on the level of learning of Albanian students.
Study hypotheses, which are expected to be proven to be sustainable or not, are: Technology brings quality-enhancing teaching of English; efficient use of ICT enhances student learning. The study methodology is based on the combination of theoretical and empirical analysis, according to the case study.
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Caza, Arran, and Eric Nelson. "Simplifying Instructional Methodology Through Meta-Practices." Management Teaching Review 4, no. 2 (September 23, 2018): 164–72. http://dx.doi.org/10.1177/2379298118801548.
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Choosing appropriate instructional methodologies when designing a course is challenging. The variety of options available magnify this difficulty. For good reasons, educators may be reluctant to implement new instructional methodologies, even when they are interested in doing so. We propose a potential solution based on the findings of a recent research study that identified instructional meta-practices (i.e., fundamental course activities shared by many different instructional methods) and their effects on a variety of student outcomes. We summarize the research findings and build on them to suggest how meta-practices may simplify the challenge of choosing an instructional methodology. Our suggestions include specific examples for a variety of teaching situations and a summary of one educator’s experience.
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D’Souza, Melba Sheila, Bala Raju Nikku, and Cael Field. "Interdisciplinary teaching practices: Reflections from a teaching triangle." Journal of Nursing Education and Practice 11, no. 5 (January 11, 2021): 10. http://dx.doi.org/10.5430/jnep.v11n5p10.
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Background and aim: There is an increased understanding of and appreciation for teachers' work from other disciplines, primarily for formulating individual plans and enhancing one's teaching based on observations and shared reflections. This article reviews how reflective practice, which is self-initiated and focused, informs the understanding and improvement of teaching practices, demonstrates interaction with students, and guides teaching experiences. This article aims to explore reflective practices that were meaningful for engaging in in-class instructional teaching practices.Methods: A self-study methodology was used to examine the complicated relationship between teaching and learning and knowledge in action of teacher education pedagogy.Results and discussion: As teacher, we understand the importance of problem-solving, establishing connections between relationships, and motivating students to think about missing connections or reconsidering them. Implications: The benefit of the Teaching Triangle was enhancing interdisciplinary relationships, understanding professional teaching relationships, and learning from each other without boundaries.Conclusions: Three aspects of the interdisciplinary reflective practice that emerged were adopting philosophy and purpose-driven goals; facilitating teaching pedagogy and technology; and creating culturally safe and effective student learning environments.
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D’Souza, Melba Sheila, Bala Raju Nikku, and Cael Field. "Interdisciplinary teaching practices: Reflections from a teaching triangle." Journal of Nursing Education and Practice 11, no. 5 (January 11, 2021): 10. http://dx.doi.org/10.5430/jnep.v11n5p10.
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Background and aim: There is an increased understanding of and appreciation for teachers' work from other disciplines, primarily for formulating individual plans and enhancing one's teaching based on observations and shared reflections. This article reviews how reflective practice, which is self-initiated and focused, informs the understanding and improvement of teaching practices, demonstrates interaction with students, and guides teaching experiences. This article aims to explore reflective practices that were meaningful for engaging in in-class instructional teaching practices.Methods: A self-study methodology was used to examine the complicated relationship between teaching and learning and knowledge in action of teacher education pedagogy.Results and discussion: As teacher, we understand the importance of problem-solving, establishing connections between relationships, and motivating students to think about missing connections or reconsidering them. Implications: The benefit of the Teaching Triangle was enhancing interdisciplinary relationships, understanding professional teaching relationships, and learning from each other without boundaries.Conclusions: Three aspects of the interdisciplinary reflective practice that emerged were adopting philosophy and purpose-driven goals; facilitating teaching pedagogy and technology; and creating culturally safe and effective student learning environments.
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Яковлева and Elena Yakovleva. "Teaching language through communication: from language engineering to language competence." Modern Communication Studies 1, no. 1 (November 12, 2012): 0. http://dx.doi.org/10.12737/71.
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The author overviews language teaching methods as practiced in Russia over the last half century. Special reference is being made to elements of suggestive didactic content as found underlaying teaching methodology in the not too recent past. Known as language engineering, the methodology in question gave rise to the modern communicative methods, which are currently accepted by teaching practices involving language materials of different discourse profiles.
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Ousseini, Hamissou. "English Language Teaching in Contexts of LMD Implementation: A Glance at Teaching and Assessment Practices." Middle Eastern Journal of Research in Education and Social Sciences 2, no. 1 (February 6, 2021): 160–71. http://dx.doi.org/10.47631/mejress.v2i1.201.
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Purpose: This paper presents some empirical insights about the effect of the LMD system (Bologna Process) on practices at an English as a foreign language (EFL) program in a Sub-Saharan African (SSA) country. The study aimed at examining the dominant pedagogical practices and changes caused by the new system. Methodology: Based on a qualitative case study methodology and a theoretical framework that draws from Stenhouse (1967; 1975), classroom observation data, interviews, and documents were collected and analyzed thematically. Results: The analysis has revealed the predominance of lecturing through dictation and practices of summative assessment. These practices are contrary to the principles of the LMD system. This has been interpreted as a resistance from educators to use the new modes of teaching and assessment favored by the socio-constructivist and student-centered approach brought by the LMD system. Practical Implications: Considering the theoretical perspectives underpinning the study, the findings suggest the predominance of practices that are not favorable to English language learning. The study has certain implications for the implementation of LMD, stressing the need to redesign LMD practices based on empirical procedures that strives to understand the foundation of educators’ resistance to change. Originality/Value: The study makes a contribution about the application of Western educational tools to other contexts and raises the need for understanding the contextual teaching cultures prior to reform endeavors.
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Sturdivant, Toni Denese, and Iliana Alanís. "Teaching through culture." Journal for Multicultural Education 13, no. 3 (August 12, 2019): 203–14. http://dx.doi.org/10.1108/jme-03-2019-0019.
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Purpose Oftentimes, attempts at culturally relevant early childhood practices are limited to diverse materials in the physical environment. The purpose of this study is to document the culturally relevant teaching practices, specifically for African American children, within a culturally diverse preschool classroom with a Black teacher. Design/methodology/approach The researchers used qualitative methodology to answer the following question: How does a Black preschool teacher enact culturally relevant practices for her African American students in a culturally diverse classroom? Data sources included field notes from classroom observations, transcripts from both formal and informal semi-structured interviews with a Master Teacher and photographs. Findings The authors found that the participant fostered an inclusive classroom community and a classroom environment that reflected the range of human diversity. She was intentional in her integration of culturally representative read alouds and lessons designed to incorporate students’ interests. Finally, she engaged families by facilitating their involvement in her curriculum. However, social justice aspects were absent during the time of the study. Originality/value This paper contributes to the literature in that it documents a high-quality early childhood classroom with a teacher, that is, actively trying to incorporate the cultures of her African American students. Many extant studies provide examples of superficial culturally relevant pedagogy (CRP) being enacting in early childhood classrooms or the focus is not specifically on African American children.
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Enazarov, Tolib Djumanazarovich. "ON THE TEACHING OF UZBEK DIALECTOLOGY AND METHODOLOGY OF RESEARCH IN THIS FIELD." CURRENT RESEARCH JOURNAL OF PHILOLOGICAL SCIENCES 02, no. 06 (June 14, 2021): 29–32. http://dx.doi.org/10.37547/philological-crjps-02-06-06.
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The problems of Uzbek dialectology in the period from the 1920s to the 1980s were not strictly regulated. The reason for writing this article is that while we are talking about the theory and practice of dialectology in other languages, we are only focusing on general issues of dialectology. It seems that all Uzbek dialects have been studied, but it is clear that our dialects have not been fully studied. phonetic, lexicographic, morphological, morph phonological, grammatical, statistical and etymological research. It is time to seriously consider the implementation of dialectological theory and the interdependence of dialectological practices. There are a number of things to keep in mind.
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Hernandez, Carola, and Irma Alicia Flores. "Pedagogical mentoring and transformation of teaching practices in university." Kybernetes 48, no. 7 (August 5, 2019): 1534–46. http://dx.doi.org/10.1108/k-04-2018-0212.
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Purpose The purpose of this paper is to identify how pedagogical mentoring contributed to the transformation of teachers’ pedagogical practices and to the consolidation of a team of autonomous leaders in a Colombian regional university, within the framework of a curricular reform. Design/methodology/approach The paper is a qualitative research under the methodology of experience systematization. In this methodology, the participants and researchers analyze experiences and generate knowledge about why processes are developed in a particular way. This requires organizing, reconstructing and interpreting facts and experiences. In education, the main actors (teachers) research their own pedagogical practice, developing critical thinking and generating curricular and pedagogical knowledge. Findings Results show that pedagogical mentoring was effective in achieving the proposed objectives by means of learning conversations. The entire process addressed the curriculum in all its complexity, encouraged reflection about the teachers’ pedagogical practice and empowered them as designers, implementers and evaluators of the curriculum. Research limitations/implications Curricular reforms are complex educational phenomena. In this study, the authors limited the analysis to understanding how to generate a new community of practice with teachers to implement curricular changes in all their complexity. Other actors such as principals or students were not included in the process. Originality/value The systematization of this experience shows that pedagogical mentoring is a successful strategy to develop a curricular reform in a participative manner. In addition, it provides elements – from both pedagogical practice and theory – to foster communities of reflexive teachers who are ultimately the actual designers and implementers of curricula that can tackle the challenges of education for the twenty-first century.
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Shaaban, Eman, Assaad Yammine, and Iman Khalil. "TEACHING RESEARCH METHODOLOGY (TRM) AND SUPERVISING RESEARCH WORK (SRW): CONCEPTIONS, DIFFICULTIES, AND PRACTICES OF LEBANESE UNIVERSITY INSTRUCTORS." International Journal of Research -GRANTHAALAYAH 9, no. 9 (October 7, 2021): 238–54. http://dx.doi.org/10.29121/granthaalayah.v9.i9.2021.4267.
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Research methodology is an essential subject in higher education, however, it is challenging to instructors because of the complexity of the course material. This study aims to highlight the conceptions, difficulties and practices of the Lebanese University research methodology instructors and research work supervisors. For this purpose, research experts constructed and validated a questionnaire. 81 instructors and / or supervisors voluntarily participated. Results showed diversification in conceptions of participants with respect to some common essential concepts within the framework of research methodology, this reflects the complexity of the content and can hinder teaching research methodology (TRM) as well as supervising research work (SRW). Moreover, the participants indicated that they face many difficulties during SRW. The majority of the instructors elaborate their own resources for teaching methodology, they implement student-centered teaching methods and variety of assessment methods allowing students to explore and practice methodology concepts. In addition, they update their knowledge and practices on their own by attending conferences, performing research, discussing with colleagues, and by reflecting on their practices. Thus, our findings imply the need to precise the competencies required for TRM and SRW, and to encourage instructors and supervisors to reflect on their practices and share their experiences.
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Keevy, Zondre, and Juliet Perumal. "Promoting transformational leadership practices of retail managers." Journal of Management Development 33, no. 10 (October 7, 2014): 919–31. http://dx.doi.org/10.1108/jmd-05-2012-0057.
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Purpose – The pursuit of knowledge should be the objective of managers in the workplace, both for the purpose of empowerment and to achieve financial objectives. It is important that retail managers have a need to solidify their transformational leadership knowledge, which ultimately could increase their capacity to excel. The paper aims to discuss these issues. Design/methodology/approach – A structured management development programme (MDP), consisting of a comprehensive spectrum of retail management and leadership theory and practices, was designed to develop transformational leadership by using transformational teaching and learning strategies. The sample for this study consisted of seven retail managers from a group of 20 managers, employed by Retek, the largest independent retail pharmacy group in South Africa. A focus group interview identified the dominant themes and produced a landscape to understand the retail managers’ environment, their preferred teaching methodology and benefits experienced from attending the MDP. Findings – By transforming themselves, these managers have become more empathetic leaders, armed with self-awareness and a deeper awareness of team issues. The MDP created in a shift in their attitude towards attending training programmes and subsequently, has created a more accommodating philosophy towards workplace learning. The study added to the understanding of how transformational teaching and learning lead to more effective transformational leadership and the integration of theory into practice by retail managers. The conclusion was that by embracing and practising a transformational teaching and learning ideology, the managers would be better equipped with managerial and transformational leadership abilities. Originality/value – This research provided a landscape for future management development training in terms of selection of managers to attend, relevant curriculum, teaching and learning methodology as well as benefits of this type of professional development. This initiative was the first project in which such a programme has been designed, developed and instructed in this particular organisation and encompassed a unique experience in terms of training, professional development and the change in the willingness to engage in training and acknowledgement of the value of learning.
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Tawbush, Rachael L., Sabrina D. Stanley, Tye G. Campbell, and Melissa A. Webb. "International comparison of K-12 STEM teaching practices." Journal of Research in Innovative Teaching & Learning 13, no. 1 (April 23, 2020): 115–28. http://dx.doi.org/10.1108/jrit-01-2020-0004.
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PurposeThis study analyzed articles from India, Italy and Singapore regarding how science, technology, engineering and mathematics (STEM) education is conceptualized in the K-12 setting. The research questions that guided our study were as follows: (1) How is K-12 STEM education conceptualized in literature in other countries? (2) Which STEM subject areas are more documented in K-12 STEM literature? (3) How are K-12 STEM teaching practices implemented?Design/methodology/approachThis study utilized a systematic literature review methodology by (1) creating search terms based on the research questions, (2) choosing databases in which to conduct the search, (3) conducting the search and gathering articles and (4) selecting articles based on inclusion criteria. We chose search terms according to three domains relevant to our study as follows: countries of interest, content of interest and teaching practices. Articles researched were (1) an empirical journal article or literature review; (2) primarily focused on the concept of K-12 STEM teaching practices in one of the countries of interest and (3) written in English.FindingsFindings from the study revealed few articles addressed a conceptualization of STEM; however, the majority of articles agreed upon the importance of STEM teaching methods in the K-12 classroom setting. Science was documented as the top documented area in K-12 STEM literature for India and Italy, whereas technology and mathematics were the top documented areas in Singapore. Comparing K-12 STEM teaching practices, Italy and Singapore were found to focus more on student-centered STEM teaching practices whereas schools in India mostly utilized student-centered teaching approaches.Research limitations/implicationsThe parameters of the systematic literature review, such as key terms used in the search and limited scope of countries investigated, were identified as limitations of the study. By expanding search parameters to include other countries or search terms, STEM education can be viewed on a more global scale.Practical implicationsThis study will improve the global perspective of STEM education practices.Originality/valueThis study is unique in that it compared the conceptualization and K-12 STEM teaching practices implemented in India, Italy and Singapore.
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Barros-Bailey, Mary. "Teaching Labor Market Survey Methodology in Rehabilitation Counseling." Rehabilitation Research, Policy, and Education 26, no. 2 (April 1, 2012): 199–212. http://dx.doi.org/10.1891/2168-6653.26.2.199.
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Labor Market Survey (LMS) and labor market analysis knowledge and methodologies are minimum competencies expected of rehabilitation counselors through credentialing and accreditation boards. However, LMS knowledge and methodology is an example of a contemporary oral tradition that is universally recognized in rehabilitation and disability services but that the literature fails to document its use or to offer commonly accepted methodologies. This article proposes a definition of LMS as it is used in these services given the survey of small population censuses or samples as well as to apply the best practices accepted in survey research to offer a 12-step model to assist rehabilitation and disability practitioners to develop more valid and reliable LMSs for vocational exploration, plan development and support, job placement, or in determining employability, placeability, and earning capacity. The 12-step LMS model is the first comprehensive theoretical method offered in the rehabilitation counseling literature that introduces a dynamic and flexible framework of primary data collection of labor market information that could be utilized in clinical and forensic practice with highly heterogeneous population of individuals with disabilities in order to meet the minimum credentialing and accreditation competencies expected of those entering the field of rehabilitation counseling.
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Pang, May. "Developing Core Practices for EFL/ESL Teaching: A Framework for Methodology Course Design." TESOL Quarterly 53, no. 1 (November 19, 2018): 258–73. http://dx.doi.org/10.1002/tesq.487.
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Baird, Craig, and Kerry Pedigo. "An Evolving Teaching Methodology: An Integrated Approach To Teaching Multi-Disciplinary Classes." Journal of Business Case Studies (JBCS) 1, no. 3 (July 7, 2011): 9. http://dx.doi.org/10.19030/jbcs.v1i3.4922.
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This paper discusses an approach to teaching and learning in multi-disciplinary university settings using case study based scenarios presented using films as a key teaching methodology. The production of four films (The Video store, Perception Airlines, Tranquil Whispers, and Middleton) over an eight year period was an iterative process through which the use of film-based case study scenarios was refined as a teaching tool to integrate student learning across multiple disciplines in a business school. Each of the four films was designed to enhance first year university students understanding of theories and practices used in a range of discipline areas that underpin the operations of a commercial business undertaking. The final film mainly discussed here depicts a central case study scenario, entitled Middleton featuring a cast of teaching and academic staff from the Curtin Business School (CBS) in Perth, Western Australia and Curtin Sarawak, Malaysia(Curtin University of Technology). It was produced as a core teaching approach for exploring themes as part of the delivery of several first year units within the CBS, delivered over twelve campuses in Western Australia and South East Asia (Singapore, Malaysia, Hong Kong, Sri Lanka). Students in their first year of a commerce degree study compulsory business units that are disparate in their content and delivery. This diversity can cause some students to have difficulty with defining meaningful cohesiveness between units in their first year of study. Middleton sought to integrate the first year subjects into a film depicting a central case study of an international business operation.
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Gutmann, Ana Paula, Zenaide de Fátima Dante Correia Rocha, and João Paulo Camargo de Lima. "Inquiry teaching in didactic classes for the chemistry pre-service teacher education." Revista Internacional de Educação Superior 9 (March 24, 2022): e023006. http://dx.doi.org/10.20396/riesup.v9i00.8661880.
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The present research aimed to analyze the effects of an inquiry-based class (investigative class) in a Chemistry Degree class during the discipline of General Didactics. Two investigative classes were developed, one in the experimental methodology and the other in the design thinking project methodology. And at the end of the two classes, the students answered two guiding questions: “What does this class allow you to compose the lesson plans and your own practices as future teachers?” and “What do this knowledge collaborate for your education?” The results demonstrate that the proposed activities contributed in a promising way to the process of understanding graduates on how to develop a teaching lesson plan, besides enabling the use of a teaching methodology by investigation for the development of their future teaching practices.
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Quixabeira, Alderise Pereira da Silva, Anna Rhaquel Araújo Silva, Bárbara Carvalho de Araújo, Bruno Costa Silva, Vitor Pachelle Lima Abreu, Ana Kleiber Pessoa Borges, and Ruhena Kelber Abrão Ferreira. "ACTIVE METHODOLOGY AND PHYSICAL EDUCATION TEACHING: a literature review." Revista Observatório 7, no. 1 (January 1, 2021): a12en. http://dx.doi.org/10.20873/uft.2447-4266.2021v7n1a12en.
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In this research we approach the use of Active Methodologies in the teaching of Physical Education. The general objective is to know the contributions of the active methodologies in the development of the teaching and learning process in Physical Education classes. The research was elaborated in a critical line of investigation using the qualitative approach. This is a bibliographic study with the steps: choice of theme, preliminary bibliographic survey, interpretative textual analysis and problematization. It is structured in subtopics that discuss the theme. It is noteworthy that the active methodologies are based on ways of developing the learning process, using real or simulated experiences, aiming at the conditions to successfully solve challenges arising from the essential activities of social practice in different contexts, because they are based on teaching strategies based on a critical and reflective pedagogical conception that allow reading and intervention on reality, favoring the interaction between the different actors of the process and valuing a collective construction of knowledge and its different knowledge and learning scenarios. In addition, they are practices that stimulate creativity in building problem solutions and promote freedom in the process of thinking and acting.
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Mei, Xiang Ying, Endre Aas, and Magnhild Medgard. "Teachers’ use of digital learning tool for teaching in higher education." Journal of Applied Research in Higher Education 11, no. 3 (July 1, 2019): 522–37. http://dx.doi.org/10.1108/jarhe-10-2018-0202.
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Purpose The purpose of this paper is to explore teachers’ use of digital learning tools for teaching in higher education. Moreover, it investigates how the use of digital tools affects educational practices and how teachers experience the culture of sharing among colleagues and within the organisation. Design/methodology/approach A qualitative methodology was chosen, and semi-structured interviews were conducted with teachers at a higher education institution in Norway. The study uses the TPACK-framework, which illustrates the relationship between technology, professional content knowledge and pedagogical approaches as its theoretical foundation. Findings The findings conclude that teachers are concerned with the convergence of how technology and digital learning tools can support educational processes by engaging and involving the students. The findings further indicate that they are committed to using digital tools to motivate, engage and facilitate student-based education, which in turn leads to more reflection on teachers’ own teaching practices. Based on the theory of Professional Learning Communities, the respondents agree that sharing is a basic prerequisite for a learning organisation. They experience, however, that sharing between colleagues is easier in formal forums than at informal settings. Originality/value The rapid development of technology suggests that many sectors including the education sector must adapt to the new changes in their teaching practices. Nevertheless, many teachers merely use the basic form of digital learning tools to distribute the teaching materials, as such tools are less utilised to support students’ learning process (Fossland, 2015). The research indicates that digital learning tools have positive effect on teaching practices and that they can function as tools to improve the teachers’ own teaching practices. Positive teaching practices should also be shared in a learning organisation to improve teaching practices on an organisational level. Hence, sharing at a professional level can impact learning and the organisational culture in academic institutions.
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Eng-Ziskin, Susanna, and Jamie Johnson. "iTech in library instruction: tips and best practices." Library Hi Tech News 33, no. 1 (March 7, 2016): 9–10. http://dx.doi.org/10.1108/lhtn-08-2015-0056.
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Purpose – This paper aims to describe some best practices and tips for librarians who will be teaching in iPad classrooms. Design/methodology/approach – California State University Northridge librarians recently began teaching information literacy sessions to freshmen seminar students in a dedicated iPad classroom. Prior to this, they scoured the literature to find information on how to use the iPads to enhance their instruction. The kinds of papers they were looking for did not seem to exist so they began a process of trial and error during their instruction sessions to formulate their own best practices which are enumerated in this paper. Findings – A list of best practices for teaching information literacy sessions with iPads. Originality/value – This paper will be of value to instruction librarians who will be teaching in iPad or tablet classrooms. A search of the library literature shows there are no similar articles with practical tips and best practices for librarians.
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Dominik, Michael Thomas, and Devika Banerji. "US community college entrepreneurship educator practices." Journal of Small Business and Enterprise Development 26, no. 2 (April 23, 2019): 228–42. http://dx.doi.org/10.1108/jsbed-06-2018-0174.
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Purpose The purpose of this paper is to descriptively characterize the demographic profiles of entrepreneurship educators (EE) in US community colleges, and include descriptive and inferential examination of their pedagogical modalities, attitudes toward online modality, and use of teaching materials, tools and techniques, with resulting impacts and outcomes on students. Design/methodology/approach This paper analyzed data collected by the National Association for Community College Entrepreneurship on the national landscape of community college entrepreneurship education. The useable sample included 568 responding participants from 270 US community colleges, all of whom self-identified as faculty members who teach entrepreneurship. To enhance the understanding of the findings, a small panel of EE experts was solicited to offer perspective and future study suggestions. Findings Ten distinct findings are offered. These include EE teaching materials, teaching modalities, use of e-learning and alternative techniques, and their relation to modalities; and examination of five distinct entrepreneurial educational outcomes and their relationship to educator use of pedagogical materials, tools and techniques. Originality/value Understanding effective entrepreneurship educational practices is important to globally advancing entrepreneurship education. This paper concentrates on the profiles and practices of educators in the significant but under-researched domain of US community colleges, and offers an incremental contribution and awareness of effective entrepreneurship education teaching methods.
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FOMENKO, N. E. "ON METHODOLOGY OF TEACHING GEOPHYSICAL COURSES AT THE INSTITUTE OF EARTH SCIENCES, SFU." Proceedings of higher educational establishments. Geology and Exploration, no. 4 (August 16, 2018): 68–76. http://dx.doi.org/10.32454/0016-7762-2018-4-68-76.
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The results of the works undertaken by students on practical classes and during educational practices have been discussed. Causes and difficulties in student learning of exploratory geophysics have been analyzed. It has been found a deficiency in practical skills of future engineers relevant to the work with geophysical facilities and equipment and further mental processing of the measured parameters of natural and artificial geophysical fields. A brief description has been given for improvements in the methodology of teaching geophysics to future geology and geoecology engineers via inclusion of practical works with geophysical equipment on the test site on the Zorge Street with tasks linked to engineering-geological cross-section study and mapping underground infrastructure on the given area. There are some other examples of student involvement in solution of geophysical tasks on the objects of educational geophysical practices with subsequent detailed geological and geophysical interpretation.
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Komo, Teshome Tola. "IN-SERVICE TEACHERS’ THEORETICAL ORIENTATIONS AND CLASSROOM PRACTICES: ANALYSIS OF ESPOUSED BELIEFS AND PERCEIVED PRACTICES." African Journal of Education and Practice 6, no. 7 (November 3, 2020): 53. http://dx.doi.org/10.47604/ajep.1163.
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Purpose: The purpose of this study was to identify the theoretical orientations that influence teaching practices, and the relationships between beliefs and practices of in-service teacher trainees drawn from different parts of Ethiopia who were attending summer training program in different academic departments of the Addis Ababa University.
Methodology: Participants of summer in-service program (N=276) were randomly selected from four subject areas and made to complete a self-report questionnaire designed for this purpose. The questionnaire had 40 Likert Scale type items rated over 5 points so as to collect data on beliefs and practices relating to planning, teaching and assessment behaviors of the surveyed teachers.
Findings: The Findings indicated that in most of the cases the beliefs and practices of the surveyed teachers aligned with constructivist reform which the Ethiopian Ministry of Education expects all teachers to implement. Congruence between espoused beliefs and perceived practices were noted with evidence of low relationship between the two. The findings have contributions to raising teachers’ tacit knowledge of teaching craft. Insights for educational administrators and areas of focus for future research were also identified.
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Moreno Mojica, Claudia María, and Julián Andrés Barragán Becerra. "Pedagogical practices and learning processes." ÁNFORA 26, no. 46 (December 12, 2018): 91–100. http://dx.doi.org/10.30854/anf.v26.n46.2019.559.
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Objective: to identify the configuration and institutionalization of pedagogical practices and teaching processes in the discipline of nursing, as well as the proposals that emerge for the integral human development, according to the humanistic approach underlying the profession.
Methodology: integrative literature review based on the question: What are the scientific products that suggest the configuration and institutionalization of pedagogical practices and learning processes in nursing?
Results: 78 articles were selected of which 58 formed the final sample which allowed for the structuring and analysis of two categories: pedagogical practices, a process of reflection and transition; critical pedagogy and learning processes, a challenge for the discipline.
Conclusions: Nursing has a legacy of biomedical-traditional educational models, which have shaped a positivist teaching-learning process. In this historical process, one of the priorities is knowing the model institutionalized by academic programs with the aim of discussing and rethinking its coherence with the disciplinary phenomenon: care.
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Liu, Junshuan. "Disinventing Native Speakerism in English Language Teaching." English Language Teaching 14, no. 11 (October 27, 2021): 97. http://dx.doi.org/10.5539/elt.v14n11p97.
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This article explores native speakerism, a chauvinistic ideology, in reference to relevant literature. It first exposes its ideological essence and adverse effects on English language teaching (ELT), and then moves to deconstruct the native speakerist practices concerning English language teachers, English language norm, cultural foundation of ELT curriculum, and teaching methodology, particularly the approaches of communicative language teaching (CLT) and task-based language teaching (TBLT). Through unearthing the culturist essence of native speakerism and the fallacies embedded in native speakerist ELT practices, this study is intended to contribute to eliminating native speakerism and building up more equitable and harmonious ELT profession.
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Zhang Fernandez, Rong. "Teaching Chinese in heterogeneous classrooms: strategies and practices." Linguistica 54, no. 1 (December 31, 2014): 485–98. http://dx.doi.org/10.4312/linguistica.54.1.485-498.
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The heterogeneous nature of the Chinese classroom is a reality in the teaching of Chinese in France, both in secondary and higher education. This heterogeneity is due to several reasons: different levels of language knowledge, different origins and backgrounds of the students, different teaching/learning objectives, different cultural and family background, and social factors. Our research has been conducted in a final-year LIE college class (langue inter-établissement;) in a French secondary school. In our study, the following questions have been posed: How to best adapt the teaching of Chinese to fit the needs of all students? Would differentiated instruction be a solution? What would be the best strategies and practices, in view of the CEFR requirements related to teaching content, to tasks and to assessment? Taking into account a detailed analysis of the class in question in terms of the type of students, the differences in their knowledge of language, and their learning goals, , we adopt the theory of differentiated instruction – its main ideas strategies, its overall methodology and practical techniques to address the difficulties ensuing from classroom heterogeneity. The differentiation is implemented at the level of content, task selection, course structure and evaluation. Are there any limitations to differentiated instruction? Strong discrepancies in the levels of students’ knowledge is potentially a problem, and differences in their work pace as well as the teachers’ increased workload can also present difficulties. New ways of organizing language classes such as grouping students on the basis of their various language skills could help solve these issues.
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Ahmad, Nor Aniza, Siti Aishah Hassan, Abdul Razak Ahmad, Chua Lay Nee, and Nor Hashim Othman. "The Typology of Parental Engagement and its Relationship with the Typology of Teaching Practices, Student Motivation, Self-Concept and Academic Achievement." GATR Journal of Management and Marketing Review 1, no. 1 (December 29, 2016): 01–08. http://dx.doi.org/10.35609/jmmr.2016.1.1(1).
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Objective - The aim of this study is to identify and explore the relationship of parental engagementon teaching practices, student motivation, self-concept and academic achievement. Methodology/Technique - This study applies the perspectives of relevant ecological, socio-cultural and psychological theories. Samples comprise 1075 highschool students who were randomly stratified across Malaysia.Data were extracted from questionnaireswhich were analyzed by Structural Equation Modeling (SEM) AMOS. Findings – Findings show that parental engagement, teaching practices, student motivation and self-concept have a significant relationship with academic achievement. Novelty - This study provides significant implications to the development of theoretical models for parental engagement, teaching practices, student motivation, self-concept and academic achievement in the Malaysian education system. Type of Paper - Empirical Keywords: Academic Achievement; Motivation; Parental Engagement; Self-Concept; Teaching Practices. JEL Classification: I21, I23.
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Burak, Durmuş, and Ahmet Simsar. "THE PREFERRED MENTORING ATTRIBUTES AND PRACTICES FOR EFFECTIVE SCIENCE TEACHING." Journal of Baltic Science Education 21, no. 1 (February 25, 2022): 7–25. http://dx.doi.org/10.33225/jbse/22.21.07.
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Pre-service teachers encounter many different mentor teachers during the teaching practicum process. While some teachers give sufficient coverage to early childhood science education, some do not. This research aimed to explain effective mentoring attributes and practices of the mentors which preferred by pre-service pre-school teachers during science teaching activities throughout the teaching practice lessons. The study was designed in line with the Q-methodology. The participants of the study were 39 pre-service teachers. Quantitative data were collected with the Q measurement tool developed by the researchers to describe the mentoring attributes and practices in science teaching. In addition, qualitative data were collected and analyzed through an open-ended questionnaire. The results obtained in the study revealed that pre-service pre-school teachers preferred the mentoring attributes and practices, in which they could get support at the point of personal development in science teaching. In addition, it was found that the same pre-service teachers were less likely to prefer the mentor who gave feedback and tried to be a role model while science teaching. Keywords: effective mentoring, mentor teachers, pre-school education, science teaching
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Moreno-Guerrero, Antonio-José, Rebeca Soler-Costa, José-Antonio Marín-Marín, and Jesús López-Belmonte. "Flipped learning and good teaching practices in secondary education." Comunicar 29, no. 68 (July 1, 2021): 107–17. http://dx.doi.org/10.3916/c68-2021-09.
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Flipped learning is a didactic method that requires the teacher to have a series of competences for its application. The aim of this research is to analyse the abilities of Spanish teachers of Compulsory Secondary Education (CSE) to develop good practices in flipped learning and to discover the factors which influence the development of good practices in these teachers. The research method is based on a quantitative methodology with a descriptive and correlational design. A total of 1,743 teachers in Spain participated in the study. The instrument used was the Flipped Classroom Teacher Scale (FCTS) questionnaire. The results show that 758 teachers, less than half the teachers surveyed, show competences to adequately develop a methodology based on flipped learning, where age, use of information and communication technologies (ICTs) in education, time spent using them in the personal sphere, number of devices and teaching experience have an influence on the application of the method. The conclusion reached is that there is a linear relationship between institutional support, technological self-efficacy, teaching beliefs and teaching strategies for the development of good practices in flipped learning in the teachers analysed, so these factors are postulated as conditioning factors. El flipped learning se considera un método didáctico en el que el docente requiere de una serie de competencias para su aplicación. El objetivo de esta investigación es analizar las capacidades para desarrollar buenas prácticas sobre flipped learning en docentes españoles de Educación Secundaria Obligatoria (ESO) y descubrir los factores que influyen en el desarrollo de buenas prácticas en dichos docentes. El método de investigación se fundamenta en una metodología cuantitativa, con un diseño de tipo descriptivo y correlacional. En el estudio participaron 1.743 docentes del territorio español. El instrumento usado es el cuestionario Flipped Classroom Teacher Scale (FCTS). Los resultados muestran que menos de la mitad de los docentes encuestados revelan competencias para desarrollar de forma adecuada una metodología fundamentada en el flipped learning, concretamente 758 docentes, donde la edad, el uso de las tecnologías de la información y comunicación (TIC) en el ámbito educativo, el tiempo de uso de las mismas en el ámbito personal, el número de dispositivos y la experiencia docente influyen en la aplicación del método. Se concluye que existe una relación lineal entre el apoyo institucional, la autoeficacia tecnológica, las creencias docentes y las estrategias de enseñanza para el desarrollo de buenas prácticas con flipped learning en el profesorado analizado, por lo que se postulan como factores condicionantes.
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Hamilton, Mary Lynn, and Stefinee Pinnegar. "Intimate Scholarship in Research: An Example From Self-Study of Teaching and Teacher Education Practices Methodology." LEARNing Landscapes 8, no. 1 (August 1, 2014): 153–71. http://dx.doi.org/10.36510/learnland.v8i1.680.
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Using self-study of teaching and teacher education practices (S-STEP) research as an example, we explore intimate scholarship and the ways it captures particular lives and experiences within the educational world. To do that we define, explore, and consider how teachers and teacher educators can use this personal and vulnerable scholarship. We provide an example as evidence of ways that intimate scholarship in the form of S-STEP supports learning from experience. We assert that positioning researchers to examine what we know about teaching and being a teacher educator is profitable for the larger research conversation.
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Huang, Rongjin, Angela T. Barlow, and Melanie E. Haupt. "Improving core instructional practice in mathematics teaching through lesson study." International Journal for Lesson and Learning Studies 6, no. 4 (October 9, 2017): 365–79. http://dx.doi.org/10.1108/ijlls-12-2016-0055.
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Purpose The purpose of this paper is to examine how teachers improve core instructional practices in teaching mathematics for problem solving through lesson study (LS). The core practices included launching a task, implementing a task, and orchestrating students’ solutions. Design/methodology/approach This study adopted multiple case study and survey methodologies. Each of three LS groups developed a research lesson on problem solving in algebra through Chinese LS, which includes collaborative planning and repeated teachings/debriefings of the research lesson with support from experts. The data collected included lesson plans, videotaped research lessons and debriefing meetings, and an end-of-project survey. Case studies supported by survey data were utilized to describe how research lessons were improved and what teachers learned from LS. Findings A fine-grained analysis of the data revealed that the participants improved their strategies for teaching for problem solving, which included effectively launching tasks, strategically implementing tasks, and productively orchestrating students’ solutions to the tasks. Further, analyses revealed that the feedback from experts during debriefing meetings played crucial roles in making these changes. Moreover, participants learned how to implement these core instructional practices and changed their views about students’ learning. Originality/value The study uncovers the mechanisms about how teachers improve teaching and their expertise in teaching through Chinese LS. The importance of the dynamic between repeated teaching and immediate feedback from knowledgeable others is highlighted.
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Arasa, Mary. "IMPLEMENTATION OF HUMAN RESOURCE MANAGEMENT PRACTICES AT KISII TEACHING AND REFERRAL HOSPITAL." Edith Cowan Journal of Human Resource and Leadership 1, no. 1 (September 5, 2021): 30–38. http://dx.doi.org/10.55077/edithcowanjournalofhumanresourceandleadership.v1i1.9.
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Purpose: Human resource management functions involve the management and development of people in organizations, formulation and implementation of human resource practices and policies. The aim of this study was to establish challenges facing the human resource management practices at Kisii Teaching and Referral Hospital.
Design/ Methodology/Approach: The methodology employed in this research was a case study design. The tool used was an interview guide. Respondents were drawn from the human resource department and two line managers were interviewed. The interviews were well versed with the human resource management function and had knowledge and understanding of Kisii Referral Hospital's operations.
Findings: Results from the study established that human resource managers at Kisii Referral Hospital experience challenges of policies and procedures that curtail recruitment such as delayed information from line managers on staffing requirements for departments.
Contribution to policy and practice: the study is of importance to the management of Kisii Teaching and Referral, and the government. It will help the hospital's management in managing its human resources and also aid in addressing the myriad challenges facing the human resource managers.
Originality/Value: The study extends the literature on human resource management.
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Macdonald, J., and A. Black. "Disciplinary Knowledge Practices in Distance Education: Testing a new methodology for teaching enhancement in History." Arts and Humanities in Higher Education 9, no. 1 (January 22, 2010): 69–86. http://dx.doi.org/10.1177/1474022209349828.
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Kouritzin, Sandra G. "Methodology and Materials Design in Language Teaching: Current Perceptions and Practices and Their Implications (review)." Canadian Modern Language Review / La revue canadienne des langues vivantes 61, no. 3 (2005): 441–43. http://dx.doi.org/10.1353/cml.2005.0022.
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Shrestha, Indra Mani, Bal Chandra Luitel, and Binod Prasad Pant. "Exploring Transformative Pedagogy in Teaching Mathematics." Mathematics Education Forum Chitwan 5, no. 5 (December 31, 2020): 9–16. http://dx.doi.org/10.3126/mefc.v5i5.34752.
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This paper is based on the first author’s auto/ethnographic inquiry into pedagogical practices based on his MPhil dissertation. The second author being the dissertation supervisor has played a facilitative role in developing the structure and content of the paper while the third author has provided critical comments and inputs on overall aspects of the paper. Various research studies show that teaching mathematics has been a challenging task for many teachers in Nepal. Based on our experience, most of the mathematics teachers including the first author are found struggling for improving their pedagogical skills to provide students with meaningful (authentic, empowering, justifiable and inclusive) learning. In so doing, instead of looking into their ‘inner-selves”, they oftentimes wander around the outer world seeking the better (and the best) possible pedagogical approaches. In this orientation, as an auto/ethnographer, the first author narrates his stories on pedagogical practices to examine his traditional teacher-centric pedagogical practices and explore the transformative pedagogy as student-centric pedagogy. The study helped him improve his pedagogical practices and envision a synergy of teacher-centric pedagogy and transformative pedagogy in his professional life-world. Therefore, this paper aims at sharing the research context, theoretical position, methodology, and reflection and lessons learned. This paper is developed from the perspective of the first author’s experience using the first person “I”.
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Herro, Danielle, and Cassie Quigley. "Innovating with STEAM in middle school classrooms: remixing education." On the Horizon 24, no. 3 (August 8, 2016): 190–204. http://dx.doi.org/10.1108/oth-03-2016-0008.
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Purpose This paper aims to broaden the conversation regarding STEAM by investigating the new form of education. The novelty of science, technology, engineering, art and mathematics (STEAM) instruction in K-12 classrooms means few cases of STEAM teaching are documented in depth. Design/methodology/approach As part of a larger multi-year study researching STEAM teaching practices in 14 middle school classrooms in the southeastern USA, the article first summarizes prior research findings and then presents ideas for higher education and K-12 researchers to consider when incorporating STEAM teaching in pre-service education, professional development and in classrooms. Then, the authors use a second-order narrative approach to describe three cases of teachers enacting STEAM practices in classrooms. Findings Drawing on the notion of “remixing” education in the context of STEAM, the authors show how each teacher alters existing practices, instead of offering entirely new instruction, as they implement STEAM teaching. Originality/value With few cases of STEAM teaching detailed in the depth, this paper advances the understanding of STEAM teaching practices in K-12 classrooms.
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Spatioti, Adamantia, Ioannis Kazanidis, and Jenny Pange. "A Comparative Study of the ADDIE Instructional Design Model in Distance Education." Information 13, no. 9 (August 23, 2022): 402. http://dx.doi.org/10.3390/info13090402.
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Distance education is now a reality introducing a “specific methodology of flexible and interactive multiform learning”. Due to its characteristics, different instructional design models apply to distance education as guidelines of the design thinking process pursuing specific learning outcomes. This study refers to the investigation of good teaching practices and approaches in relation to the ADDIE model in distance online environments. The purpose of this paper is to investigate both the effectiveness of the ADDIE model in distance education and its contribution to the online teaching process. Meta-analysis is chosen as the research methodology. Specifically, we export a total of 58 articles referring to the ADDIE model. From these, we find that only 23 articles are appropriate for the meta-analysis. According to the results of this study, we observe that the ADDIE model applies to meet different teaching requirements in all online educational environments. In this study, we observe that good practices of teaching are the multimedia presentation, feedback, variety of interactive exercises or activities, combined learning strategy (individualized and collaborative), and role of educators. Then, an asynchronous approach was preferred in distance education. Finally, the ADDIE model is considered as a valuable source of additional information by providing good teaching practices.
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Seid, Gonzalo, and Federico Luis Abiuso. "Propedéutica y práctica de la investigación según los programas de Metodología en carreras de Sociología en Argentina y otros países latinos." Research in Education and Learning Innovation Archives, no. 25 (December 24, 2020): 1. http://dx.doi.org/10.7203/realia.25.17001.
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In this article we discuss the teaching programs of Research Methodology subjects imparted in undergraduate Sociology degrees, mainly in Argentina (2018). Starting with questions about how research is taught, we analyzed programs as documents that develop and deliver information on formative practices and discourses. While these programs are by no means classroom practices, they provide significant information and help to increase the sample compared to observation in situ. Our results are divided into two axes: variations in teaching proposals and ways of understanding research practices. The corpus we analyzed reflects a broad consensus on the discursive level around the idea “You learn to investigate by investigating”. However, the extent and modes of the practical application of theoretical knowledge appear to depend on which topics need teaching. The most concrete techniques and operations are those that appear most related to their practical implementation. However, these techniques and operations are not always taught by framing them within a comprehensive investigative study. We highlight the importance of taking into account the conceptions about what is research and what is practice. We conclude that, since there are contradictory opinions on the teaching of social research methodology, the range of teaching approaches reflects these tensions and meets the various challenges in different ways.
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Muñoz-Martínez, Yolanda, Francisco Gárate-Vergara, and Cecilia Marambio-Carrasco. "Training and Support for Inclusive Practices: Transformation from Cooperation in Teaching and Learning." Sustainability 13, no. 5 (February 28, 2021): 2583. http://dx.doi.org/10.3390/su13052583.
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In this article, we present the four-year actions carried out at a public school in Meco (Madrid, Spain). Through the research contract (LOU, Art. 83) “Cooperative teaching and learning to respond to the diversity of students”, during the years 2014 and 2018, various actions were carried out by the school in its process of methodological and organizational transformation towards a more inclusive model based on the cooperation of teachers and students. A journey was made from the actions aimed at traditional training through courses and seminars to the accompaniment actions in the classroom to implement the cooperative learning methodology. Results of the actions and analysis of the interviews carried out with teachers participating in the process during the four years of work as well as field observation notes are presented. The results show the transformation and improvement of teaching practices based on inclusion and the cooperative learning methodology. Among the central conclusions, there is evidence of internal improvement in organizational management and inclusive teaching practices from the involvement, support, and continuous training of teachers in educational quality towards students.
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Lo, Joe Tin-yau, Irene Nga-yee Cheng, and Emmy Man-yee Wong. "Hong Kong’s curriculum reform: intentions, perceptions and practices." Asian Education and Development Studies 6, no. 1 (January 3, 2017): 95–106. http://dx.doi.org/10.1108/aeds-03-2016-0023.
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Purpose The purpose of this paper is to analyze the complex, intricate relationships between the central (intended) curriculum, teachers’ perceived curriculums, and the enacted/assessed curriculum in classroom contexts. To do this, the authors have used Hong Kong’s new core senior-secondary liberal studies (LS) curriculum as a case study, with a special focus on its key pedagogical component – inquiry teaching/learning. Design/methodology/approach This study’s objects are two teachers (from two local schools), each with a LS teacher’s education. Documentary analysis, lesson observation, and focus interviews were used to triangulate data for interpretation and analysis. Findings The findings illuminate: how LS teachers’ perceptions of inquiry teaching/learning relate to and align with the advocacy embodied in the intended curriculum, the relationships between teachers’ perceptions and practices of inquiry learning and teaching, and how this aspect of the intended curriculum reform can be made more relevant to the classroom context. Originality/value This paper contributes to the under-researched area of curriculum gaps and (mis)alignments in Hong Kong’s LS curriculum reform.
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Miguel, V., J. Naranjo, and M. Carmen Manjabacas. "Teaching-Learning Methodology of Progressive Die Design Based on Solidworks®." Materials Science Forum 759 (July 2013): 91–100. http://dx.doi.org/10.4028/www.scientific.net/msf.759.91.
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The present work describes a design experience related to a progressive die carried out with Solidworks®. The potential of uses of this software are emphasized pointing its advantages and the needed designer interaction. The graphic power, the ease of doing draws and the simulation capacity are the main characteristics that authors point out. The possibility of checking some parts by FEM allows to assure the functionality of the manufactured designs. Three different learning strategies are proposed: expositive classes, short-time practices and long-time supervised works.
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Sastre, Cibele. "Learning/teaching, creating and performing through LBMS." Journal of Dance & Somatic Practices 12, no. 1 (August 1, 2020): 95–106. http://dx.doi.org/10.1386/jdsp_00015_1.
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This article presents Laban/Bartenieff movement studies (LBMS) experiments through pedagogical procedures and creative processes. It comprises artistic and performative perspectives in choreography and dance education from a nineteen years’ research within master and doctorate studies. Laban’s Motif writing shifts its main function to act as a trigger for creative processes. Besides, somatic serenities, as an important body state for the production of presence, are encouraged in somatic‐performative practices that include LBMS into dance programme courses in Rio Grande do Sul. The concept of somatic serenities is introduced to develop an inner‐outer body connection state as an intimate experience with dance, which produces knowledge. This text considers performative dance practices and practice as research as an LBMS teaching methodology in dance courses in the south of Brazil.
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Abe, Emiko. "Communicative language teaching in Japan: current practices and future prospects." English Today 29, no. 2 (May 8, 2013): 46–53. http://dx.doi.org/10.1017/s0266078413000163.
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In Japan, the ability to speak and understand English is widely regarded as essential for communication in a ‘globalized’ world. At the same time, however, many Japanese are reluctant to communicate in English because they perceive themselves (and are often perceived by others) to be poor speakers of English, despite the fact that they will have studied English for at least six years in junior and senior high school. In response to this, the Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT) has recently revised the national syllabus for English teaching. The revised syllabus places more emphasis on developing oral communication skills, and proposes a much greater use of communicative language teaching (CLT) methodology in order to bring this about. This paper describes the present situation of CLT in Japan based on questionnaire data obtained from 48 Japanese university students, and proposes that a more effective and practical approach to CLT and English teaching more generally may be obtained by adopting a ‘World Englishes’ point of view.
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Cheung, Wai Sing, and Jocelyn Lai Ngok Wong. "Understanding reflection for teacher change in Hong Kong." International Journal of Educational Management 31, no. 7 (September 11, 2017): 1135–46. http://dx.doi.org/10.1108/ijem-01-2016-0007.
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Purpose The purpose of this paper is to study how reflection affects the teacher change with a focus on teaching practices under education reforms in Hong Kong. Design/methodology/approach This study adopted narratives as the research design to unveil the contents of teachers’ reflection and how the contents affect their change in teaching practices under education reforms. Findings The study finds that teachers’ reflection starts with completion of curriculum (“technical level”), then consideration of students’ learning needs (“practical level”) and finally, the social justice and equality (“critical level”). The levels of reflection teachers engage have significant influence on their change. The higher the level of reflection teachers have, the more motivated the teachers to explore new teaching practices not only for the learning needs of students in classroom but also for the society outside classroom. Originality/value This study underlines the value of reflection in the process of teacher change in their teaching practices.
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Smith, Tedra S., Katherine Dudding, Candace Knight, Allyson Sanders, Erin Currie, and Allison Shorten. "Highlighting Simulation Practices in the Neonatal Environment." Neonatal Network 39, no. 5 (August 1, 2020): 257–62. http://dx.doi.org/10.1891/0730-0832.39.5.257.
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Simulation is an effective teaching methodology to enhance clinical thinking and reasoning skills among nursing students and practicing nurses. The opportunity to practice in a safe environment maintains a structure that promotes learning at all levels. There are various levels of fidelity as well as cost to facilitate simulation in the neonatal setting. This at times hinders the ability to incorporate simulation into educational practices. The purpose of this article is to provide a discussion on simulation practices in the neonatal setting, an overview of low-cost neonatal simulation exemplars, and implications for practice.
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Guérios, Ettiene, and Sandra Sausen. "Virtual environment and teaching methodology in Higher Education in on-site modality." Revista Diálogo Educacional 13, no. 38 (July 11, 2013): 305. http://dx.doi.org/10.7213/dialogo.educ.7647.
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This paper discusses the use of virtual environments in Higher Education in the presential modality. It comes from reflection on the results of qualitative research on exploratory-interpretative processes of interaction and mobilization of knowledge identified in students from a classroom course in Mathematics using resources from virtual learning environments. The theoretical framework is based on Thompson (2004), Primo (2008), Silva (2010), Scherer (2005), Charlot (2000), among others, with regard to the processes of interaction and mobilization of knowledge; in Guérios (2002) and Doll Jr. (1997) regarding the methodology of teaching in teacher education. The methodology of teaching is considered in an epistemological perspective that considers the relationship between subject and knowledge in the light of the curriculum learning. We observed that knowledge was mobilized in the interactive process and that there was conceptual learning of theoretical foundations of the Methodology of Teaching Mathematics subject. We discuss these results in view of the methodology of teaching in initial teacher training. We conclude pointing to the possibility of building a teaching methodology for higher education in the classroom mode, in which the spaces and virtual classroom environments are used as articulated environments, in the context of pedagogical practices that favor the existence of a reflexive learning movement.
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Philpot, Rod, Wayne Smith, Göran Gerdin, Lena Larsson, Katarina Schenker, Susanne Linnér, Kjersti Mordal Moen, and Knut Westlie. "Exploring social justice pedagogies in health and physical education through Critical Incident Technique methodology." European Physical Education Review 27, no. 1 (May 7, 2020): 57–75. http://dx.doi.org/10.1177/1356336x20921541.
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In this paper, we describe and reflect on the Critical Incident Technique (CIT) methodology used to explore how secondary school health and physical education (HPE) teachers address social justice in their teaching practice. The paper is informed by data generated as part of an ongoing three-year international research project involving eight physical education teacher education (PETE) researchers from three different countries. One of the general aims of the project was to develop teaching strategies to assist HPE teachers to refine and develop their practices so that they may become more inclusive and engaging for all students, thus helping contribute to more equitable educational outcomes. The specific aim of this paper is twofold: to describe the methodological framework of the research project and, secondly, to reflect on the challenges encountered in the research process along with the limitations and further potential of this research approach. We argue that the use of CIT methodology has allowed us to document rich descriptions of examples of teaching for social justice and to identify teacher practices that resonate with critical perspectives, or what we have come to call ‘social justice pedagogies’. We conclude by asserting that our use of CIT methodology in this project serves as a political quest to reaffirm the social justice agenda in HPE practice through providing teachers with examples of social justice pedagogies. It is not an attempt to espouse a one-size-fits-all social justice model for HPE since social justice teaching strategies are enabled and constrained by the contexts in which they are practised.
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Boshanqyzy, Zhanys Aray, and Nurkasymova Saule Nurkasymovna. "NEW TEACHING MATHEMATICS TEACHING EFFECTIVENESS OF THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES." International Journal of Research -GRANTHAALAYAH 5, no. 1 (January 31, 2017): 214–29. http://dx.doi.org/10.29121/granthaalayah.v5.i1.2017.1885.
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The possibilities of computer technologies in improving the quality of teaching mathematics and its application in the 7th grade students studied the impact on the development of mathematical thinking. Teachers and pupils kanşalıktı methodology to apply this technology meñgergendikteri tested and determined to improve the methods of teaching mathematics in the scientific literature of the main ideas, 7th grade, based on the best practices in the teaching of mathematics and taking into account the requirements set by the company's mastery of mathematical concepts and rules and reports identified the role of the computer in teaching and service, including through the effective use of the computer are determined based on the study of the material should be studied.
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Magrizos, Solon. "Teaching business ethics in a digital world." Journal of Global Responsibility 11, no. 4 (September 4, 2020): 377–86. http://dx.doi.org/10.1108/jgr-02-2020-0026.
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Purpose While teaching of business ethics has been increasing in business schools worldwide, universities still face increasing pressure to do more to proactively defend and help avoid unethical business practices and scandals calling for more responsible education. This study aims to examine teaching business ethics in light of recent technological advances (i.e. teaching via the use of digital devices) and well-established pedagogical practices. Design/methodology/approach This study uses a 2 × 2 experimental design examining the effect of active (vs passive) and presence (vs absence) of digital devices in student learning of 192 US students. Findings The findings suggest that the active learning scenario, the usage of laptops and phones helped students get higher results in the test compared to active learning with no digital devices or passive learning with digital devices. Originality/value Active learning practices such as group discussions and peer assessment or the flipped classroom approach make a difference for business ethics teaching where students need to develop inquiry and interest for the subject and engage in ethical dilemmas and real-life examples. Further, students in the active learning scenario performed better in knowledge tests when they were asked to use their digital devices.
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V Nair, Balakrishnan, and Chandramalar Munusami. "Knowledge management practices." Journal of Research in Innovative Teaching & Learning 13, no. 2 (June 4, 2019): 174–90. http://dx.doi.org/10.1108/jrit-01-2019-0008.
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PurposeThe purpose of this paper is to investigate KM practices that may be in place in the higher education institutions (HEIs) and whether the KM practices are made known to the employees for improving the teaching and learning environment provided at the Malaysian higher education institutions.Design/methodology/approachData were collected using a personal administrated method made available to private higher education institutions academic members in five states with 30 or more employees. A total of 1,100 survey questionnaires were handed out, out of which 273 were collected and were usable (24.8 per cent response rate). The sample was checked for response and non-response bias. Results were tested using SPSS application and questionnaire tools.FindingsIt was essential to establish the knowledge management (KM) capacity in key areas such as the ability to recognise experts within the institution, leadership’s innovation, knowledge sharing and knowledge acquiring work culture, and technology usage. KM tools and techniques would help the institutions to meet their competitive goals; therefore, it is vital for HEIs to create KM awareness among the employees.Research limitations/implicationsSimilar to most studies, it is anticipated that the participants’ awareness of KM practices at their HEIs is very high. The samples were collected to evaluate the general view of KM awareness and how participants perceived KM practices. The total samples received for this study were expected; however, they were sufficient to study the impact.Practical implicationsThis paper provides support for the importance of KM practices and employees awareness at HEIs to enhance innovation and performance teaching and learning environment.Originality/valueThis paper is one of the first papers to find empirical support for the role of KM practices at HEIs. Further, the positioning of KM practices as a competitive tool can be considered as an influential factor to competitive advantage.