20 results
Search Results
2. Una indagación narrativa en los procesos de construcción curricular a partir de relatos de experiencias de docentes en ciernes durante la formación del profesorado.
- Author
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Gabriel Porta, Luis and Cristina Sarasa, María
- Subjects
TEACHER education ,STUDENTS ,CURRICULUM ,STATE universities & colleges ,ONTOLOGY ,EXPERIENCE ,COMMUNITY of inquiry - Abstract
Copyright of Aula Abierta. Revista de Investigación, Formación e Innovación en Educación (RIFIE) is the property of Universidad de Oviedo, Servicio de Publicaciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2021
- Full Text
- View/download PDF
3. Mentores y nivel de compromiso de docentes memorables de los Profesorados de Educación Física.
- Author
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Trueba, Sebastián Adolfo
- Abstract
Copyright of Educación y Humanismo is the property of Universidad Simon Bolivar and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2019
- Full Text
- View/download PDF
4. Associations Between Learning Environment and Study Satisfaction Across Time: Two Cross-Sectional Analyses of Occupational Therapy Students.
- Author
-
Mørk, Gry, Johnson, Susanne G., Gramstad, Astrid, Stigen, Linda, Carstensen, Tove, and Bonsaksen, Tore
- Subjects
SCHOOL environment ,STUDENT assistance programs ,CROSS-sectional method ,PEARSON correlation (Statistics) ,SATISFACTION ,QUESTIONNAIRES ,SAMPLE size (Statistics) ,COLLEGE teachers ,TEACHING ,DESCRIPTIVE statistics ,STUDENTS ,LONGITUDINAL method ,OCCUPATIONAL therapy students ,STATISTICS ,RESEARCH methodology ,COLLEGE students ,SOCIODEMOGRAPHIC factors ,DATA analysis software ,TIME ,REGRESSION analysis - Abstract
There is increasing attention toward students' satisfaction and how they perceive the quality of the program they attend. This study examined stability and change across time with regard to the relationships between learning environment factors and occupational therapy students' satisfaction with the program. In the two consecutive cross-sectional analyses performed in this study, 163 second-year students and 193 third-year students from all six occupational therapy education programs in Norway participated. The Course Experience Questionnaire was used to assess learning environment factors and study satisfaction. The data were analyzed with Pearson's correlation coefficient r and with hierarchical linear regression. Bivariate associations between the learning environment scales were positive and most associations were statistically significant in both study years. Relatively stable associations between the learning environment variable "good teaching" and higher study satisfaction were detected, while other associations differed between years of study. Embedding quality into the learning process, in particular by emphasizing good teaching and the clear dissemination of goals and standards, is important for student satisfaction throughout years of study. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
5. And Then There Was COVID-19: Do the Benefits of Cooperative Learning Disappear When Switching to Online Education?
- Author
-
Blondeel, Eva, Everaert, Patricia, and Opdecam, Evelien
- Abstract
In the spring of 2020, the COVID-19 pandemic induced a rapid shift to online education. University instructors promptly reinvented their teaching methods and developed digital lessons. Cooperative learning has been demonstrated to surpass lecture-based learning (LBL) regarding students' learning processes; therefore, the question arises as to whether the perks of cooperative learning still hold when switching to online education. This study examines whether the benefits of team-based learning (TBL) regarding good teaching (i.e., perceived teaching quality), satisfaction, and performance persist when switching from face-to-face to online education. A quasi-experiment in an undergraduate advanced accounting course compared a non-COVID-19-affected semester to a COVID-19-affected semester. In both semesters, students could choose between a TBL and a LBL path for tutorial sessions. Quantitative survey data (N = 455) indicate TBL outperforms LBL, even when switching to online tools. Good teaching was perceived as even better in the COVID-19-affected semester, and even more so by students in the team-based setting, compared to the lecture-based setting. Students' course satisfaction and performance were unaffected by the switch to online education. This paper shows that TBL still benefits students, even in a blended environment. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
6. Five principles for high-quality mathematics teaching: Combining normative, epistemological, empirical, and pragmatic perspectives for specifying the content of professional development
- Author
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Susanne Prediger, Daniela Götze, Lars Holzäpfel, Bettina Rösken-Winter, and Christoph Selter
- Subjects
good teaching ,effective teaching ,mathematics education ,instructional quality ,teacher professional development ,Education (General) ,L7-991 - Abstract
The academic search for principles of high-quality subject-matter teaching has been informed by different perspectives, in particular normative, epistemological, empirical, and pragmatic perspectives. While these perspectives have sometimes been treated as competing, we emphasize the need of their integration to identify sets of principles that can inform professional development programs for quality development. This paper starts from characterizing the four perspectives, and then shows how they are iteratively intertwined in providing a research base for specifying high-quality principles for teaching, in our case exemplified for the school subject mathematics. For this goal, we present the set of five principles that we have deemed as core principles for a new nationwide, ten-year professional development program in Germany: Conceptual Focus, Cognitive Demand, Student Focus and Adaptivity, Longitudinal Coherence, and Enhanced Communication. We will discuss these five principles against their backgrounds stemming from combing normative, epistemological, empirical, and pragmatic perspectives. This set of principles serves as an exemplary case to substantiate our general argumentation that contemporary educational research and professional development activities should not choose between perspectives but strive for combining them.
- Published
- 2022
- Full Text
- View/download PDF
7. A Descriptive Analysis of Good Teaching and Good Teachers from the Perspective of Preservice Teachers.
- Author
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Rüzgar, M. Emir
- Subjects
STUDENT teachers ,CULTURALLY relevant education ,TEACHERS ,PSYCHOLOGY of teachers ,LAND grant institutions - Abstract
The primary purpose of the present study was to examine what good teaching is and what characteristics good teachers carry for preservice teachers who were registered in an introductory teaching class at a land-grant university in Midwest, USA. Participants included 18 teacher candidates. I collected the data by conducting semi-structured interviews with the participants. The findings of the study indicate that good teaching is (1) creative, (2) studentcentered, (3) stimulative, (4) relevant, (5) adaptable, and (6) challenging. Similarly, the findings also reveal that good teachers (1) build personal relationships with their students, (2) mentor their students, (3) are enthusiastic, (4) respect their students, and (5) are experts in their field. Based on the findings of the study, I argue that the conception of good teaching and good teachers that emerged from this study is congruent with other teaching frameworks such as culturally relevant teaching. [ABSTRACT FROM AUTHOR]
- Published
- 2021
8. The perception of new students to University of a good teacher: the example of ETEA (Cordoba)
- Author
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Hamer Flores, Adolfo
- Subjects
teaching qualities and abilities ,percepción de los estudiantes ,estudiantes universitarios ,cualidades y competencias docentes ,College students ,good teaching ,buenos docentes ,students’ perceptions ,lcsh:L ,lcsh:L7-991 ,+Educación%22">Ciencias Sociales > Educación ,lcsh:Education (General) ,lcsh:Education - Abstract
This paper presents the most relevant results of a research process aiming to know the perception that College students have of what characterizes an excellent teacher at the beginning of the course, in order to apply that information in the teaching-learning process. From a sample of first semester students at the University of Cordova (Bachelor in Business Administration, ETEA), this paper examines their attitudes on this issue to explore new methodological approaches and encourage existing ones. To that end, this article used a questionnaire prepared by Gargallo, Sánchez, Ros, y Ferreras (2010). After a comparative analysis, the results are consistent with other surveys carried out in Spanish and foreign population of similar level; these results, conceived as initial diagnosis, enhance teaching performance in the analyzed group. En este trabajo se presentan los resultados más relevantes de una investigación cuyo objetivo fue conocer, a comienzos del curso, la percepción que tienen los estudiantes universitarios de lo que caracteriza a un buen profesor para poder aplicar esa información en el proceso de enseñanza-aprendizaje. A partir de una muestra de estudiantes que cursan primer semestre en la Universidad de Córdoba (Grado en Administración y Dirección de Empresas, ETEA), se analizan sus actitudes en dicho campo para explorar nuevos enfoques metodológicos y favorecer los ya existentes. Para ello, este artículo emplea un cuestionario elaborado por Gargallo, Sánchez, Ros, y Ferreras (2010). Los resultados obtenidos en este caso, tras un análisis comparado, son coherentes con los mostrados por otros estudios realizados en población española y extranjera de nivel similar; unos resultados que concebidos como diagnóstico inicial, permiten mejorar la labor docente con el grupo analizado.
- Published
- 2015
9. THE GOOD TEACHER ATTRIBUTES - A CROSS SECTIONAL STUDY ON TEACHING EVALUATION AT REHMAN MEDICAL COLLEGE, PESHAWAR.
- Author
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Raza, Ali and Zainab, Hajira
- Subjects
TEACHER influence ,MEDICAL schools ,TEACHERS ,CAREER development ,TEACHER education - Abstract
The role of teacher is crucial to a college's/ university success. Teaching evaluation when done properly enhances teacher's professional practice as well as aids in professional development. There is a clearer link between student learning standards and teacher preparation standards, as teaching evaluation is relevant to every segment of the educational system. This is a controversial area involving technical, psychological, political, ethical and educational complexities. The purpose of this study is to present qualities of a good teacher as are evaluated by Higher Education Commission (HEC) teaching evaluation survey. Study Design: Cross sectional study. Setting: Rehman Medical College, Peshawar. Period: April to October 2017. Materials and Methods: The survey was conducted by quality enhancement cell. The senior faculty i.e assistant professor and above of respective subjects were evaluated by the students. The survey was done from year 1 to year 4 MBBS. The total number of responses for all subjects were 2189. Results: Year wise and subject wise analysis was done using ANOVA and chi-square tests. The difference between the students' perception year and subject wise was depending on total faculty effectiveness score. However, individual item analysis also showed certain differences which were more due to the teachers' influence on the students. The disagreement level for 1st and 2nd year MBBS as compared to other professional years was consistently high which desires further probation. Conclusion: Although teaching evaluation is a very difficult area and involves controversy. Individual to individual feedback can improve the situation. Regular professional development workshops will develop teachers professionally. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
10. Five principles for high-quality mathematics teaching: Combining normative, epistemological, empirical, and pragmatic perspectives for specifying the content of professional development
- Author
-
Prediger, Susanne, Götze, Daniela, Holzäpfel, Lars, Rösken-Winter, Bettina, and Selter, Christoph
- Subjects
teacher professional development ,ddc:370 ,instructional quality ,good teaching ,mathematics education ,effective teaching ,370 Bildung und Erziehung ,Education - Abstract
The academic search for principles of high-quality subject-matter teaching has been informed by different perspectives, in particular normative, epistemological, empirical, and pragmatic perspectives. While these perspectives have sometimes been treated as competing, we emphasize the need of their integration to identify sets of principles that can inform professional development programs for quality development. This paper starts from characterizing the four perspectives, and then shows how they are iteratively intertwined in providing a research base for specifying high-quality principles for teaching, in our case exemplified for the school subject mathematics. For this goal, we present the set of five principles that we have deemed as core principles for a new nationwide, ten-year professional development program in Germany: Conceptual Focus, Cognitive Demand, Student Focus and Adaptivity, Longitudinal Coherence, and Enhanced Communication. We will discuss these five principles against their backgrounds stemming from combing normative, epistemological, empirical, and pragmatic perspectives. This set of principles serves as an exemplary case to substantiate our general argumentation that contemporary educational research and professional development activities should not choose between perspectives but strive for combining them.
- Published
- 2022
- Full Text
- View/download PDF
11. Perception of students and teachers about didactic teaching: A cross-sectional study.
- Author
-
Albaradie, Raid
- Subjects
SENSORY perception ,STUDENT attitudes ,TEACHING methods ,TEACHER attitudes ,QUESTIONNAIRES - Abstract
Context: Didactic (lecture) method is a popular way of delivering the information in class among teachers amidst the other multiple novel methods, but there are very few researches published related to exploring the perception of teachers and students about effective didactic teaching. Aims: The aim of this survey is to find the best way to deliver a lecture as per the opinion of students and teachers in the College of Applied Health Sciences. Settings and Design: A cross-sectional survey through a questionnaire was obtained from a previous study on medical students with original questionnaire consisting of 17 items. In addition to the 17 items in the questionnaire, 4 new items were included through a pilot study on students and teachers in the College of Applied Medical Sciences. Subjects and Methods: Students (n = 110) and teachers (n = 41) participated in the cross-sectional study. Good Teaching Questionnaire was used to obtain opinion and views about ways to make didactic teaching better and effective. Statistical Analysis Used: Nonparametric tests were used to analyze data obtained from the questionnaire. Results: Almost 100% of teachers and students agreed to include mental rehearsal and smart board method of teaching in didactic method. Nearly 100% of students and 29.2% (12) of teachers agreed to include multiple-choice questions in the lecture. Conclusions: Smart board presentation is preferred over the other modes of delivery of information. Mental rehearsal at the end of class is a useful tool to enhance learning and content retention. Teachers must implement students' suggestions such as ideal duration of class, time of class, lot of relevant examples, and little bit of fun would make learning enjoyable and effective. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
12. The Changing Role of the University: A Discursive Analysis of Good Teaching and Positioning of Academics and Students in Improving the Quality of Teaching and Learning in Europe’s Higher Education Institutions
- Author
-
Fiona McSweeney
- Subjects
Students ,Role of university ,discursive analysis ,good teaching ,positioning ,Theory and practice of education ,LB5-3640 - Abstract
Using the approach of critical discourse analysis this paper presents an examination of the notion of good teaching as constructed in the strategy document Improving the quality of teaching and learning in Europe’s higher education institutions. The aim is to draw attention to, and question how the language used in educational policy documents constructs particular meanings and purposes to concepts such as teaching and learning, as well as creating a particular version of the social relations within educational institutions. This in turn positions teachers and students in particular ways, constructing and limiting who they are and what they do. While contradictory discourses are found about the quality of teaching improvements are presented as being necessary for economic improvement. Similarly contradictory discourses are evident in relation to what good teaching is. However the need for reform is argued. Academics are positioned as passively following an institution-led research agenda, hence uninterested in teaching and in need of training, threats, incentives and monitoring to improve their teaching. Students are positioned as having one choice, to gain the knowledge and skills required for employment.
- Published
- 2017
- Full Text
- View/download PDF
13. What Makes Quality Teaching? Review of Related Literature
- Author
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Adams, Francis, Quainoo, Eric Atta, and Opoku, Ernest
- Subjects
successful teaching ,student engagement ,good teaching ,quality teaching - Abstract
Teacher quality is an essential element in every school that improves student attainment as well as an important factor contributing to student learning. Understanding of quality in teaching is at a quite early stage of development in many countries. In the review of the works of literature, it was found that there is no exact definition for quality teaching and that quality teaching is a combination of good teaching and successful teaching. Good teaching is the foundation for the idea of expertise as it is associated with the effectiveness of teaching behavior while successful teaching is wholly focused on the attainment of the learner. Again, student engagement in academics was designed to link good teaching and successful teaching. Quality teaching may differ from country to country and as such, policies geared towards teaching must be in line with quality and the role of the teacher to improve student performance. Keywords: quality teaching, good teaching, successful teaching, student engagement. Title: What Makes Quality Teaching? Review of Related Literature Author: Francis Adams, Eric Atta Quainoo, Ernest Opoku International Journal of Social Science and Humanities Research ISSN 2348-3156 (Print), ISSN 2348-3164 (online) Vol. 10, Issue 2, April 2022 - June 2022 Page No: 409-413 Research Publish Journals Website: www.researchpublish.com Published Date: 01-June-2022 DOI: https://doi.org/10.5281/zenodo.6602052 Paper Download Link (Source) https://www.researchpublish.com/papers/what-makes-quality-teaching-review-of-related-literature, International Journal of Social Science and Humanities Research, ISSN 2348-3156 (Print), ISSN 2348-3164 (online), Research Publish Journals (Publisher), Website: www.researchpublish.com, {"references":["[1]\tBerliner, D. C. (2004). Expert teachers: Their characteristics, development and accomplishments. Bulletin of Science, Technology and Society, 24(3), 200-212.","[2]\tBerliner, D. C. (2005). The near impossibility of testing for teacher quality. Journal of teacher education, 56(3), 205-213.","[3]\tBlanton, L. P., Sindelar, P. T., & Correa, V. I. (2006). Models and measures of beginning teacher quality. The Journal of Special Education, 40(2), 115-127.","[4]\tClarke, C. H. (1970). Validity of Discriminatory Nonresident Tuition Charges in Public Higher Education Under the Interstate Privileges and Immunities Clause. Neb. L. Rev., 50, 31.","[5]\tCoe, R., Aloisi, C., Higgins, S., & Major, L. E. (2014). What makes great teaching? review of the underpinning research. London: Sutton Trust.","[6]\tDarling-Hammond, L. (2010). Recognizing and Developing Effective Teaching: What Policy Makers Should Know and Do. Policy Brief, Mei, 1-12.","[7]\tElmore, R. (2005). Agency, reciprocity and accountability in democratic education. The institutions of American democracy: The public schools, 277-301.","[8]\tFenstermacher, G., & Richardson, V. (2005). On making determinations of quality in teaching. Teachers' college record, 107(1), 186-213.","[9]\tFlanders, N. A., & Amidon, E. J. (1967). The role of the teacher in the classroom. Minneapolis: Association for Productive Teaching.","[10]\tFlanders, N. A. (1976). Research on teaching and improving teacher education. British Journal of Teacher Education, 2(2), 167-174.","[11]\tGreen, T. F. (1971). The activities of teaching. New York: McGraw-Hill.","[12]\tHanushek, E. A., & Rivkin, S. G. (2006). Teacher Quality, Handbook of Economics of Education. Amsterdam, The Netherland: Elsevier.","[13]\tHaskins, R., & Loeb, S. (2007). A plan to improve the quality of teaching in American schools. Brookings Institution.","[14]\tIngvarson, L., & Rowe, K. (2008). Conceptualizing and evaluating teacher quality: Substantive and methodological issues. Australian journal of education, 52(1), 5-35.","[15]\tKennedy, M. M. (2008). Sorting out teacher quality. Phi Delta Kappan, 90(1), 59-63.","[16]\tLoughran, J. (2012). What expert teachers do: Enhancing professional knowledge for classroom practice. New York: Routledge.","[17]\tMorrison, H. C. (1934). Basic principles in education. New York: Houghton Mifflin Company.","[18]\tSenge, P. M. (2006). The fifth discipline: The art and practice of the learning organization (Rev. ed.). New York, NY: Currency Doubleday.","[19]\tSmith, B. O. (1963). A Conceptual Analysis of Instructional Behavior1. Journal of Teacher Education, 14(3), 294-298.","[20]\tWechsler, M. E., & Shields, P. M. (2008). Teaching Quality in California: A New Perspective to Guide Policy. Center for the Future of Teaching and Learning."]}
- Published
- 2022
- Full Text
- View/download PDF
14. And Then There Was COVID-19: Do the Benefits of Cooperative Learning Disappear When Switching to Online Education?
- Author
-
Patricia Everaert, Evelien Opdecam, and Eva Blondeel
- Subjects
Cooperative learning ,2019-20 coronavirus outbreak ,Coronavirus disease 2019 (COVID-19) ,media_common.quotation_subject ,Teaching method ,Geography, Planning and Development ,TJ807-830 ,Management, Monitoring, Policy and Law ,good teaching ,TD194-195 ,Course satisfaction ,Renewable energy sources ,Business and Economics ,Mathematics education ,ComputingMilieux_COMPUTERSANDEDUCATION ,GE1-350 ,Quality (business) ,team learning ,media_common ,Quantitative survey ,Environmental effects of industries and plants ,Renewable Energy, Sustainability and the Environment ,satisfaction ,COVID-19 ,cooperative learning ,Environmental sciences ,Team learning ,Psychology ,performance - Abstract
In the spring of 2020, the COVID-19 pandemic induced a rapid shift to online education. University instructors promptly reinvented their teaching methods and developed digital lessons. Cooperative learning has been demonstrated to surpass lecture-based learning (LBL) regarding students’ learning processes, therefore, the question arises as to whether the perks of cooperative learning still hold when switching to online education. This study examines whether the benefits of team-based learning (TBL) regarding good teaching (i.e., perceived teaching quality), satisfaction, and performance persist when switching from face-to-face to online education. A quasi-experiment in an undergraduate advanced accounting course compared a non-COVID-19-affected semester to a COVID-19-affected semester. In both semesters, students could choose between a TBL and a LBL path for tutorial sessions. Quantitative survey data (N = 455) indicate TBL outperforms LBL, even when switching to online tools. Good teaching was perceived as even better in the COVID-19-affected semester, and even more so by students in the team-based setting, compared to the lecture-based setting. Students’ course satisfaction and performance were unaffected by the switch to online education. This paper shows that TBL still benefits students, even in a blended environment.
- Published
- 2021
- Full Text
- View/download PDF
15. Research Trends on Teacher Training in Mathematics Education : Focusing on Situated Approach
- Subjects
数学教師の力量 ,よい授業 ,situated approach ,good teaching ,状況論的側面 ,mathematics teachers’ ability - Abstract
On mathematics education research in Japan, although research on “students” and “teaching materials (mathematical contents)” has been actively conducted, only a small number on “teachers” have been done. However, mathematics teacher education research should be regarded more as it is important for teachers to teach well. In this paper, we reviewed the positioning and problems of research on mathematics teacher education and how mathematics teachers’ ability is attained. We focused on themes such as a situated approach raised by Kaiser et al. (2017), “noticing” (Sherin et al., 2011) and teacher’s perception, interpretation and decision making (Blömeke et al., 2015). Then, we examined how a teacher’s knowledge (e.g., Pedagogical Content Knowledge by Shulman (1986, 1987) and Mathematical Knowledge for Teaching by Ball et al. (2008)) and views on mathematics (see, e.g., Dossey, 1992) is intrinsically linked to their mathematics teaching competence. Furthermore, we outlined the purpose and goal of mathematics education, and examined these previous studies. Finally, we concluded that “ability for mathematics teachers to teach well” was directly linked to teaching being a method “to enrich their knowledge and views on mathematics and to properly grasp the immutability and fashion of mathematics education”. Also, Ball (2011, p.xxi) put forward “Noticing is not purely neutral attention, but culturally shaped perception”. Because a situated approach depends on the culture of a country, we pointed out the necessity of considering the cultural aspects for mathematics teachers’ pre-service and in-service teacher training.
- Published
- 2019
16. Attributes of good teaching in engineering education in Indian subcontinent
- Author
-
Chaubey, Aabha, Bhattacharya, Bani, and Mandal, Shyamal Kumar Das
- Published
- 2018
- Full Text
- View/download PDF
17. A study of teachers’ reflections on teaching and learning
- Author
-
Hansen, C. T., Jensen, L. B., Clark, Robin, Hussmann, Peter Munkebo, Järvinen, Hannu-Matti, Murphy, Mike, and Vigild, Martin Etchells
- Subjects
ComputingMilieux_COMPUTERSANDEDUCATION ,Teaching philosophy ,Teaching and learning ,Good teaching ,Gamification - Abstract
According to Schön [1] professional knowledge is to a high degree based on tacit knowledge. For university teachers, tacit knowledge includes knowledge about what works – and what does not work - when teaching a specific class of students a specific subject in a specific context. However, it is important to make tacit knowledge explicit for at least two reasons: Firstly, for the individual teacher it may support a more conscious linking of observations and experiences from own teaching practice to general principles of teaching and learning. This linking could enable a systematic analysis and development of own teaching in order to improve student learning [2]. Secondly, it is also beneficial to make one’s tacit knowledge explicit in order to discuss teaching and learning with other persons, e.g. during peer coaching of less experienced colleagues, or collaboration on teaching development with colleagues. This unfortunately seldom takes place and leaves teachers in a limbo of solidarity. Therefore, the authors have developed a board game for university teachers to articulate and share their reflections on teaching and learning in a collective process. The game consists of a board and a deck of cards, where each card contains a statement related to teaching and/or learning. The purposes of the game are to support a team-oriented approach to teaching and thereby to strengthen communities of teaching practices [3], i.e. to develop groups of colleagues, who acknowledge the individual team members’ different ways of teaching and how a manifold of teaching practices fertilises the students’ building of skills, competences and attitudes towards becoming professional engineers.The game has been played at two international engineering education conferences, at an annual education day at a university abroad, and at several faculty meetings at the authors’ university. Data have been collected on the selection and ranking of cards. These represent the players’ reflections on teaching practices and learning, and on consensus reached within groups of players – reflections which influence and are influenced by teaching practice. This paper documents an explorative study of the players’ reflections on teaching and learning based on the selected and ranked cards. In this first study the data has been analysed focusing on the following two questions: What kinds of attitudes towards teaching and learning do the selected cards represent? And which cards are selected most often?
- Published
- 2018
18. The Changing Role of the University: A Discursive Analysis of Good Teaching and Positioning of Academics and Students in Improving the Quality of Teaching and Learning in Europe’s Higher Education Institutions
- Author
-
McSweeney, Fiona
- Subjects
Role of university ,lcsh:Theory and practice of education ,discursive analysis ,good teaching ,positioning ,academics ,students ,ComputingMilieux_COMPUTERSANDEDUCATION ,Students ,lcsh:LB5-3640 - Abstract
Using the approach of critical discourse analysis this paper presents an examination of the notion of good teaching as constructed in the strategy document Improving the quality of teaching and learning in Europe’s higher education institutions. The aim is to draw attention to, and question how the language used in educational policy documents constructs particular meanings and purposes to concepts such as teaching and learning, as well as creating a particular version of the social relations within educational institutions. This in turn positions teachers and students in particular ways, constructing and limiting who they are and what they do. While contradictory discourses are found about the quality of teaching improvements are presented as being necessary for economic improvement. Similarly contradictory discourses are evident in relation to what good teaching is. However the need for reform is argued. Academics are positioned as passively following an institution-led research agenda, hence uninterested in teaching and in need of training, threats, incentives and monitoring to improve their teaching. Students are positioned as having one choice, to gain the knowledge and skills required for employment.
- Published
- 2017
19. Teachers' and Students' Perspectives on Good Teaching Using Technology in Elementary Classrooms.
- Author
-
Han, Insook, Han, Seungyeon, and Shin, Won Sug
- Subjects
TEACHERS ,EDUCATIONAL technology ,INTERDISCIPLINARY education ,STUDENT teaching ,TEACHING ,COMPUTER assisted instruction - Abstract
This article describes good teaching with technology from both teachers' and students' perspectives through analyzing two distinctive cases of teaching practices with technology in K-12 settings. Data was generated from teacher interviews, classroom observation, student interviews, and student reflection journals. From the analysis of these data, the authors identified four categories of behavior that were considered emblematic of good teaching with technology: deliberate instructional design, enhanced engagement, adaptive instruction, and a respectful learning environment. In addition, while teachers restructured the curriculum and integrated technologies in a way that was more meaningful for students, teachers' beliefs were embedded in their approaches towards instructional design and teaching practices, which resulted in the seamless integration of technology with sound pedagogy in a content-specific way. The results of the study provided practical guidelines for good teaching with technology and implications on what role technology should take in teaching practices. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
20. How are Teachers Predisposed to Future Practices with Technology? Analysis on the Inclusion of Technology in Training Courses
- Author
-
Guadalupe Alvarez and Lourdes Morán
- Subjects
lcsh:LC8-6691 ,BUENA ENSEÑANZA ,lcsh:Special aspects of education ,purl.org/becyt/ford/5 [https] ,Ciencias de la Educación ,3 - Ciencias sociales::37 - Educación. Enseñanza. Formación. Tiempo libre [CDU] ,purl.org/becyt/ford/5.3 [https] ,Incorporación de TIC ,INCORPORACIÓN DE TICS ,FORMACIÓN DOCENTE ,Good teaching ,ICT inclusion ,CIENCIAS SOCIALES ,Otras Ciencias de la Educación ,Teacher formation ,lcsh:L ,lcsh:Education - Abstract
El objetivo del estudio es analizar una serie de experiencias formativas con tecnologías que se plantean a los docentes en formación inicial o continua. El corpus, analizado siguiendo los principios de la Teoría Fundamentada, está formado por diferentes cursos de formación docente. A partir del trabajo con este corpus, se construyeron categorías que permitieron generar la caracterización de los cursos en función de los diferentes grados de inclusión de las TIC en sus propuestas de enseñanza. Consideramos que el análisis de estas experiencias resulta central puesto que podría tener una gran influencia en las futuras prácticas docentes como diseñadores, realizadores y desarrolladores de propuestas de enseñanza de calidad con TIC. The aim of this paper is to analyze a series of formative experiences with technologies which are offered to teachers in initial and continuous formations. The corpus, analyzed by Grounded Theory principles, integrates a wide-ranging collection of teacher formation courses. Based on the analysis, categories are elaborated to characterize experiences regarding different levels of technology inclusion. The analysis could be central to future teacher practices with ICT. Fil: Alvarez, Guadalupe. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Nacional de General Sarmiento; Argentina Fil: Moran, Lourdes. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
- Published
- 2014
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