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Student-centred learning and teaching emphasises the way in which learning involves the students creating concepts or constructs to achieve short-term mastery but long-term retention, in-depth understanding of course material, achievement of critical thinking, creative problem-solving skills, development of a positive approach, and a level of confidence in their knowledge and skills. This study investigates both theoretical and practical approaches to student-centred learning and teaching, based on the data from students (N=35) and designed to improve student motivation considering three areas: face-to-face sessions, technology and assessments. Potential practices and theories are proposed based on the results of students’ feedback from staff-student liaison meetings, with undergraduate and postgraduate representatives. Through the qualitative data analysis, practical suggestions and implications for educators to improve student-focused learning and teaching methods arise. In particular, the importance of educational technology and multiple assessment methods provides the pedagogical shift from the tutor’s to the student’s perspective in order to enhance tangible student-centred tactics. Effective pedagogical suggestions from three different angles provide guidance for educators on how to adapt the concepts to real teaching experience.
The importance of good teachers is no secret. Over the last two decades, research on student achievement has pinpointed the central role of teachers as one of the key propellers referred to in terms of a focus on student outcomes. This review exploits the teacher’s effectiveness and what makes an effective teacher. Classroom management, classroom climate and teaching are the three factors that had statistically significant positive impacts on student academic outcomes. Teachers’ sense of professional identity influences their relative commitment and resilience as well as their capacities to manage variations to sustain their teaching effectiveness. It draws out implications for policymakers in education and for improving classroom practice. In order to improve teacher efficacy, greater subject specific training in theory and practical work, both in pre-service and continuing teacher training programs could be offered. Conclusions are drawn that highly-qualified teachers are still in high demand for boosting student’s motivation for optimum outcome. The findings unraveled in this study that the trend of augmentation in the Sri Lankan science secondary education context is growing at a slow but steady pace and also no significant impacts of teacher training on either teacher or student thus imply the ineffectiveness of short-term teacher training programmes on teacher and student performance.
European Journal of Education Studies
TEACHERS' PROBLEMS OF TEACHING OF OXIDATION-REDUCTION REACTIONS IN HIGH SCHOOLS2018 •
The study explored how teachers taught redox reactions to senior high school students. Within a case-study research design, six chemistry teachers with a minimum of 7 and a maximum of 12 years teaching experiences from three schools were interviewed. The results revealed four themes; inhibition of instruction, weak instructional strategy, inability to teach concepts, and teachers' professional development. It was found that teachers employed weak instructional strategies such as expository and out of class group assignments in teaching redox reactions. The study recommends that chemistry educators and researchers should design and develop subject-specific pedagogical content knowledge for teaching redox reactions.
The present study draws from a 2011 BTP project that explored whether the teaching practice of using cluster monitors can improve teaching skills. In this article, the authors utilized school effectiveness ?knowledge base? to assess relevant approaches of improving teaching effectiveness in beginning teachers. The intent was to determine whether Block Teaching Practice (BTP) field experiences that included cluster monitors would deliver opportunities to novice teachers to improve their teaching effectiveness. First, this study critically examined the different viewpoints?clinical experiences, effective teaching, and ?monitors as mentors? of teaching practice. Second, the authors analyzed the dynamic features of teacher education and the field experiences of teaching practice based on observations of novice teachers in 2011, 2012, and 2013. Third, this article presents findings based on reports gathered from BTP monitors to clarify what constituted a learner-centered BTP experience that would bolsters effective teaching. Attention to relevant policies and homegrown master teachers emerged as possible indications for developing excellence in teaching effectiveness and quality of teaching practice. In addition, the study conceded that there seems to be more flexibility for action the closer one gets to the classroom level, thus making teaching effectiveness difficult for those aspiring to become effective teachers.
Today’s graduates are engaged with the demands of the current knowledge age; the skills needed to succeed in live and the workplace in 21st century. This paradigm shift coupled with high demand for university education puts higher learning institutions in a crisis situation due to: enrolment pressure against static resources; demand for 21st century competencies in knowledge, skills and attitudes that correspond with needs of contemporary workplace, and the economic inflation. In Kenya, tuition costs have been escalating beyond the management of students from the average income families thus putting the students in significant debts of fee arrears, and declining completion rates. Also the universities are expanding drastically through opening of new satellite campuses all over the country to meet demand for higher education whereas; both human and teaching resources continually remain constraints in existing and new campuses. To arrest this trend, the universities are struggling to re-invent themselves to reduce costs whilst improving quality, utilizing the minimum resources, and increasing flexibility for students. Innovative pedagogy is a responsive system to address these growing demands while efficiently utilizes the limited resources. In this context, new technologies have enormous potential to effect changes and enable universities to meet broader range of learners’ needs. The educators and policy makers have a duty to embrace the transformation. This concept paper therefore is informed by constructivism and ACTION models to base the argument on reinventions in Higher Learning Institution. The focus of the paper is on: impact of innovative pedagogy in learning, acceptance rate by the universities, implication for the future, and the challenges of using new pedagogies.
This study investigates pre-service teachers' Technological Pedagogical Content Knowledge (TPACK) levels based on different variables. A total of 609 final year student teachers who are trained in five different subject areas (elementary teaching, social science teaching, science teaching, mathematics, and Turkish Teaching) of an education faculty participated in the study. The study was carried out in the spring semester of the 2014-2015 academic year. An adapted Turkish version of the TPACK Scale was used as the data collection instrument. The data was analyzed using SPSS 20.0 software. An independent t-test, ANOVA, Mann Whitney-U, and Kruskal Wallis Tests for non-parametric data were used for statistical analysis. The results show, in the current state, participants have good levels of TPACK. It is also found that there are meaningful relationships and significant differences between some variables such as gender, program attended, having a personal computer and Internet connection, and sub-factors of the TPACK scale. It is suggested that more practical opportunities should be facilitated for pre-service teachers at education faculties to prepare them for 21st century schools.
This study investigates pre-service teachers' Technological Pedagogical Content Knowledge (TPACK) levels based on different variables. A total of 609 final year student teachers who are trained in five different subject areas (elementary teaching, social science teaching, science teaching, mathematics, and Turkish Teaching) of an education faculty participated in the study. The study was carried out in the spring semester of the 2014-2015 academic year. An adapted Turkish version of the TPACK Scale was used as the data collection instrument. The data was analyzed using SPSS 20.0 software. An independent t-test, ANOVA, Mann Whitney-U, and Kruskal Wallis Tests for non-parametric data were used for statistical analysis. The results show, in the current state, participants have good levels of TPACK. It is also found that there are meaningful relationships and significant differences between some variables such as gender, program attended, having a personal computer and Internet connection, and sub-factors of the TPACK scale. It is suggested that more practical opportunities should be facilitated for pre-service teachers at education faculties to prepare them for 21st century schools.
2010 •
AbstrAct In the following chapter, an overview is given over the experiences and design decisions made in the European project RAFT for enabling live distributed collaboration between learners in the field and in the classroom. Beside a context analysis for defining requirements for service needed as an underlying infrastructure user interface design decisions were essential in the project.
Lecturers, teachers, researchers and experts in the field of education as well as coordinators of education and training projects from all over the world came together in the fifth edition of the International Conference “The Future of Education” which took place in Florence, Italy, on 8 - 9 June 2017 to share findings, expertise and experience about innovative teaching and learning methodologies. This volume is a collection of the papers presented at the Conference, whose aim is to promote transnational cooperation and share good practice in the field of innovation for education.
2019 •
Adult Learning in the Digital Age: Perspectives on …
Collaborative Learning: An Effective Tool to Empower Communities2010 •
Adult Learning in the Digital Age: Perspectives on …
Using Moodle to teach constructivist learning design skills to adult learners2010 •
European Journal of Education Studies
STUDENT DISAFFECTION: TEACHERS’ PERSPECTIVES ON DISAFFECTION CHARACTERISTICS AND FREQUENCY IN PRESCHOOL SETTINGS2019 •
volume 4 / Issue 10
European Journal of Education Studies ANALYSIS OF THE ORIENTATION OF TEACHERS' PROJECTS: A CASE STUDY OF WUHAN CITY IN CHINA2018 •
2007 •
2007 •
OECD Working Paper
Understanding innovative pedagogies: Key Themes to analyse new approaches to teaching and learning2018 •
A Future for All Teaching for a Sustainable Society
What can be a cornerstone or stumbling block in a relationship between parents and teachers?2018 •
European Journal of Education Studies
STIMULATING DIGITAL LITERACY PARTICIPATIONS' FRAMEWORKS: INNOVATIVE AND COLLABORATIVE LANGUAGE PROJECTS2018 •
Rethinking pedagogy for a digital …
Designing for mobile and wireless learning2007 •
Doctoral Dissertation
Digital Open Badge-Driven Learning -Competence-based Professional Development for Vocational Teachers2019 •
Rethinking Pedagogy for a Digital Age: …
Designing courses for e-learning2007 •
29 th EECERA ANNUAL CONFERENCE
Early childhood practicum as a place for transformation of early childhood students' conceptions of teaching and learning2019 •
Innovations in Practice
Continuing the Sport Development spirit using P2P networking as the catalyst.2007 •
The influence of Politics in Curriculum change and innovation in Tanzania
THE INFLUENCE OF POLITICS IN CURRICULUM CHANGE AND INNOVATION IN TANZANIA -Willy Kasuga 20192019 •
International Journal of Mathematical Education in Science and Technology
Mathematical e-learning: state of the art and experiences at the Open University of Catalonia2008 •
Standing items: critical pedagogies in South African art, design and architecture
‘Surfeit thinking’ in the learning and teaching of art and design theory in South Africa2019 •
EUROPEAN JOURNAL OF EDUCATION STUDIES
ASSIMILATION AND ACCOMMODATION: EXPLORING THE DYNAMICS OF CLASS DISCUSSIONS