Search results for: Learning processes
Page 1/5 46 items
Education assumes the existence of diversity. Management of diversity in education reflects the dilemma between one need and another, when both are necessary. The tension between the inherent tendency of organization to reduce diversity and the educational aspiration to actualize individual potential is considered here to be the heart of the educational challenge, and the analysis and discussion of its implications for the management of education is the main intention of this discussion.
Updated: May. 28, 2017
This study focused on the students’ perception of the role of the pedagogical advisor. A uniform voice identified in participants’ responses clearly expressed a desire to be viewed as partners and have a more active role in the program in terms of their own learning process. At the same time, they also expected their pedagogical advisors to lend not only professional but also personal support and to help them cope with all aspects of the program.
Updated: Jan. 01, 2017
Over the last two years, a unique model for exploring teaching and learning has been created at Achva Academic College. This model, which is based on brain research findings and is called 'The Achva Neuropedagogy Model', focuses on teachers' teaching processes and on pupils' learning processes. It works toward implementing the brain research findings so as to ameliorate teaching and learning via a dialogue between neuropedagogy and educators, teachers, and principals. The experts, who hail from the fields of psychology, pedagogy, and brain research, present educators with relevant biological-neurological-psychological information, and the educators propose possible applications based on this information.
Updated: Dec. 04, 2016
Exploring the Impact of Prior Experiences in Non-Formal Education on My Pedagogy of Teacher Education
The purpose of this article is to use self-study methodology to uncover what effects these experiences had on the development of the author's pedagogy of teacher education and so he needed to find a way to extract ideas that were relevant to his practice as a teacher educator. The author draws two conclusions from this self-study (1) There is considerable value in re-experiencing oneself as a learner by examining one’s own life history in order to challenge how we know what we know about teaching. (2) If we accept the idea that prior experiences as a student and as a teacher influence our work as teacher educators and professors of education, then our prior experiences as a learner in non-formal settings offer a rich context for additional analysis through self-study.
Updated: Nov. 30, 2016
This collaborative self-study introduces a learning experience regarding the meaning of our roles as teacher educators in an open-space learning environment. The study documents a learning process in which the authors framed and reframed their understanding of the meaning of their roles as they changed perspectives and reconsidered practices.
Updated: Nov. 09, 2016
‘I See What I See from the Theory I Have Read.’ Student Teachers Learning through Theory in Practice
This paper presents experiences from a research and development project. In this project, Norwegian student teachers were encouraged to bridge theory and practice by following a pupil’s learning processes over time, and to write papers based on empirical data and relevant subject theory. The evaluations of the project received high ratings from the student teachers. In addition, an inductive analysis of the answers to open-ended questions revealed three key aspects behind its success: commuting between field practice and coursework, the authenticity of the tasks and future relevance for the teacher profession.
Updated: Oct. 05, 2016
The purpose of this study was to examine the impact of an induction programme, based on individual mentoring, had on Education for Sustainable Development (ESD) teaching for both novice teachers and their mentors in primary schools. The results point towards mentoring as a meaningful and effective approach to teacher education for ESD with potential for integrating forms of professional learning communities. The novice/experienced teacher mentoring relationship developed within the ESD induction system implemented during this research highlights the positive implications for both the novice teachers and the mentors. Mentoring can promote teacher interaction and provide a supportive and challenging forum for both intellectual and affective interrogation of practice.
Updated: Sep. 22, 2016
This review article aims to analyse the ways in which books within the SEDA series have contributed to thinking in higher education pedagogy over this time. The authors have approached the texts through three lenses, analysing them chronologically, thematically and by the orientation of the authors towards educational development. They demonstrate that the coverage of topics and the syntheses of ideas that the texts represent have holistically provided invaluable coverage of the key thinking in the field.
Updated: Jun. 05, 2016
This article aims to examine specific issues arising within the environmental building disciplines at a UK university. It also explores strategies for achieving optimal research-teaching links. The results reveal that research-teaching linkages within these disciplines were interrelated and dynamic, but could be controversial, evidenced in coexisting multifaceted conflicts and complementarities.
Updated: Mar. 28, 2016
Preservice Teachers’ Learning to Generate Evidence-Based Hypotheses About the Impact of Mathematics Teaching on Learning
The present study examines the development of a specific sub-skill for studying and improving teaching—the generation of hypotheses about the effects of teaching on student learning. The authors compared between two groups of elementary preservice teachers (PSTs): one group that attended a typical mathematics-methods course and one that attended a course integrating analysis skills for learning from teaching. Findings reveal that PSTs at the beginning of the program struggled to generate hypotheses with relevant evidence, often equating teacher behavior or student correct answers as evidence of student understanding.
Updated: Dec. 28, 2015