Search results for: Student responsibility
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Delivery of a western-centric initial teacher education award in a Chinese-centric context. What constitutes good practice?
This paper has two purposes. First, to explore ways in which a western-centric in-service teacher education programme has transformed the teaching of 14 teacher participants who hitherto used a more Chinese-centric approach to teaching. Second, to investigate if any changes that have occurred have diffused beyond the teacher participants’ classrooms and if so, to whom and to where. The teacher participants belonged to one of four cohorts of teachers who, between 2014–2019, enrolled onto a UK accredited, level seven, Post Graduate Certificate (International) Education (PGCIE), blended learning programme. All used English as the medium of instruction to teach English, Accounts or Business subjects to Chinese students, aged 18–23. Underpinned by principles of pedagogical gains through reflective practice, the programme’s aim was to develop teacher participants’ practice, with an emphasis on student-led approaches to teaching and learning. Tenets of two theoretical frameworks (transformational learning and diffusion of innovations) furnished a lens to view the data. Data were gathered from interviews with teacher participants and managers. Available and relevant statistical data were also used. The paper presents evidence of how transformational learning leads to improved teacher effectiveness and how changes in practice can become diffused beyond the classroom and to others.
Updated: Jan. 26, 2021
The current article intends to examine the impact of discipline styles on a range of factors, including: students’ respect for the rights of others; their level of connection to peers/school; their general wellbeing; and how much they like their teacher and subject. The results showed that discussion, involvement, hinting, and use of recognition and rewards encourage greater levels of communal responsibility. The results indicate that these other strategies influence the results and consequences of punishment.
Updated: Feb. 13, 2012
Students as Learners and Teachers: Taking Responsibility, Transforming Education, and Redefining Accountability
In this comparative analysis, the author calls for rethinking how we conceptualize student role and responsibility. This call frames the author's comparison of two programs, which she designed: One program involves secondary students in the preparation of high school teachers and the other program involves college students in the professional development of college faculty. The author then draws on the perspectives of student participants across these two programs to address a series of educational ideals that span K–12 and college contexts: inspiring lasting learning, celebrating humanity and diversity, and engaging in meaningful assessment.
Updated: Mar. 17, 2011