scholarly journals The Teachers’ Assessment Knowledge and Practice: Contribution of the Past-Time Experiences to the Present-Time Decision

2020 ◽  
Author(s):  
Ummi Rasyidah ◽  
Novita Triana ◽  
Ali Saukah
Keyword(s):  
Higher Education ◽  
Student Teacher ◽  
Teaching And Learning ◽  
The Body ◽  
Local Context ◽  
Specific Reference ◽  
Assessment Practice ◽  
Teacher Professional ◽  
Knowledge And Practice ◽  
Teacher's Knowledge

It is interesting to scrutinize that many variables contribute to a teacher’s assessment knowledge and practice. The teacher’s knowledge is required to comprise not only those of the subject matter and general pedagogy but also that of students. What the teacher experienced as a student-teacher in higher education context likely transformed into her knowledge of teaching, intertwining with her insights of the current development in teaching and learning as well as technology. Using narrative inquiry as its method, the present study highlights a female Indonesian teacher’s assessment knowledge and practice within the context of higher education. The essentials of having a complete story about what she experienced as a student and what she did as a teacher provide an insight on how the experiences shaped her knowledge in making decision regarding the classroom assessment. The qualitative analysis about the content and the nature of assessment knowledge and practice come up with three findings related to time, place, and social. First, current assessment practice was affected by her experiences as a student-teacher. Second, her awareness of the advancement in technology enable her to bring assessment practice to occur in three places: inside, outside, and virtual. Third, her assessment knowledge and practice are influenced by her knowledge and assumptions about learning. Regardless of the findings which are limited to a local context, it is expected that the discussion of this study contributes to the body of knowledge on teacher professional development with specific reference to assessment knowledge and practice.

Equipping Educational Developers for Inclusive International Programs in Higher Education

2020 ◽  
pp. 21-40
Author(s):  
Davinia Sánchez-García ◽  
Emma Dafouz
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Continuing Professional Development ◽  
Specific Reference ◽  
Teacher Education Programs ◽  
International Programs ◽  
Teacher Professional

Given the internationalization process of higher education across the globe, continuing professional development (CPD) of academic staff is vital to ensure the quality of teaching and learning. Under such scenario, the European Erasmus+ project “Educational Quality at Universities for Inclusive International Programmes” (EQUiiP) identifies the role of the internationally-oriented educational developer (ED) as crucial to higher education institutions (HEIs) and provides these institutions with the means to support academic staff and hereby enhance the quality of internationalized programs taught in international classrooms. Consequently, this chapter provides the conceptual rationale behind the EQUiiP project, delves into the needs of teacher education programs and the role played by the EDs, and describes the EQUiiP project and its outcomes by providing concrete examples of its inclusive CPD program. Finally, some implications and recommendations for teacher professional development, with specific reference to the Spanish setting, are offered.

scholarly journals The Dimension of the Body in Higher Education: Matrix of Meanings in Students’ Diaries

Human Arenas ◽  
2021 ◽  
Author(s):  
Ramiro Tau ◽  
Laure Kloetzer ◽  
Simon Henein
Keyword(s):  
Higher Education ◽  
Performing Arts ◽  
Teaching And Learning ◽  
Educational Practice ◽  
The Body ◽  
Cultural Perspective ◽  
General Process ◽  
Emotional Dimension ◽  
The Matrix ◽  
The Mind

AbstractIn this paper, we attempt to show some consequences of bringing the body back into higher education, through the use of performing arts in the curricular context of scientific programs. We start by arguing that dominant traditions in higher education reproduced the mind-body dualism that shaped the social matrix of meanings on knowledge transmission. We highlight the limits of the modern disembodied and decontextualized reason and suggest that, considering the students’ and teachers’ bodies as non-relevant aspects, or even obstacles, leads to the invisibilization of fundamental aspects involved in teaching and learning processes. We thus conducted a study, from a socio-cultural perspective, in which we analyse the emerging matrix of meanings given to the body and bodily engagement by students, through a systematic qualitative analysis of 47 personal diaries. We structured the results and the discussion around five interpretative axes: (1) the production of diaries enables historicization, while the richness of bodily experience expands the boundaries of diaries into non-textual modalities; (2) curricular context modulates the emergent meanings of the body; (3) physical and symbolic spaces guide the matrix of bodily meanings; (4) the bodily dimension of the courses facilitates the emergence of an emotional dimension to get in touch with others and to register one's own emotional experiences; and (5) the body functions as a condition for biographical continuity. These axes are discussed under the light of the general process of consciousness-raising and resignification of the situated body in the educational practice.

Using a SoTL Framework and Disciplinary Context to Sketch Teaching and Learning Research

2020 ◽  
pp. 65-105
Author(s):  
Shalin Hai-Jew
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Local Context ◽  
Grant Application ◽  
Budget Planning ◽  
Sense Of Direction ◽  
Teaching And Learning Research ◽  
New Directions ◽  
Innovative Thinking ◽  
Learning Research

The Scholarship of Teaching and Learning (SoTL) enables ways to improve teaching in various disciplinary contexts, in higher education; this framework begins with measures of what learners actually learn in a formal course and identifies ways to improve the teaching. The SoTL framework was used to inform part of a recent grant application for a multi-institution, multi-year research project in the soil sciences. Using SoTL for projected grant-funded work involved the following, an in-depth exploration of the literature a light exploration of the local context (soil science and agronomy) variations on traditional SoTL (and innovative thinking from educational research) pragmatics and practical planning, frugal budget planning to inform a general sense of direction, with the details to be filled in later (if funded). This work suggests the importance of studying a framework in depth but applying it lightly to enable riffing in new directions.

scholarly journals Supporting ABET Students at Unisa during the Fourth Industrial Revolution

2021 ◽  
Author(s):  
Gezani Baloyi
Keyword(s):  
Higher Education ◽  
Adult Students ◽  
Student Teacher ◽  
Rural Areas ◽  
Teaching And Learning ◽  
Community Of Inquiry ◽  
Industrial Revolution ◽  
Theoretical Framework ◽  
Internet Connectivity ◽  
Fourth Industrial Revolution

Teaching adult students in the context of the Fourth Industrial Revolution poses numerous difficulties in the global higher education context. Unisa students are generally adults who are working, but younger students also register with the institution, and they require support. The paper focuses on the adult students in the ABET department, which falls within the School of Educational Studies. The ABET student cohort comprises both older and younger students who are keen to learn. However, the lack of internet connectivity makes teaching and supporting them during the Covid-19 pandemic difficult, with a number of students situated in the rural areas. For the study, the researcher used the community of inquiry theoretical framework, which promotes interaction between student, teacher and content. At Unisa, teaching and learning take place on the myUnisa learning management system. The findings suggest that some students do not have the necessary skills to use myUnisa. The lack of skills in the use of technologies is a cause for concern.

Renewing the practice-knowledge interface

2012 ◽  
Vol 5 (2) ◽  
pp. 7-21
Author(s):  
Bill Lemmer ◽  
Martin Arnold ◽  
Pam Pringle ◽  
Claire Barber
Keyword(s):  
Higher Education ◽  
Professional Education ◽  
Teaching And Learning ◽  
Social Care ◽  
Integrated Model ◽  
Education Student ◽  
Student Reflection ◽  
Knowledge And Practice ◽  
Practice Knowledge ◽  
The Relationship

Practice is key to professional education. Student reflection and skill rehearsal are by-words of a new Practice Educator role. These are propositions emerging from an initiative to strengthen NHS and Social Care Partnerships with higher education by developing a more integrated model of teaching and learning. This paper describes a method of ‘deliberate interpersonal teaching’ to amalgamate the relationship between knowledge and practice. It forms the basis of one department’s transition to a clinical and workplace focus for teaching that underpins modernisation within one Faculty of Health and its stakeholder partners.

scholarly journals Learning through Linguistic citizenship: Finding the “I” of the essay

2019 ◽  
Vol 6 (1) ◽  
pp. 72-86
Author(s):  
Zannie Bock ◽  
Lauren Abrahams ◽  
Keshia Jansen
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
The Body ◽  
Western Cape ◽  
Higher Education System ◽  
Theoretical Approaches ◽  
Linguistic Citizenship ◽  
Just Society ◽  
Group Interviews ◽  
South African Higher Education

In recent years, the South African higher education system has seen growing calls for broadened epistemic access, decolonised curricula and transformed institutions. Scholars across South Africa have taken up the challenge and are working on new theoretical approaches to teaching and learning in higher education. In this paper, we reflect on students’ experiences of a multilingual, multimodal module called Reimagining Multilingualisms, which was jointly offered by the Universities of the Western Cape and Stellenbosch in April and May of 2018. In this paper, we provide an overview of the module and the different types of activities it involved. We reflect on these experiences using the theoretical lenses of decolonial scholar Mignolo (2009) on the ‘locus of enunciation’, and Stroud (2018) on ‘Linguistic Citizenship’. We present extracts from focus group interviews with students from both campuses to illustrate the involvement of ‘the body’ in ‘knowing’ and the ways in which the module enabled different ‘voices’ to emerge. We focus particularly on the role played by students’ perceived ‘vulnerability’ in the transformative benefits of the module and discuss this by way of conclusion. In sum, we suggest how the centring of multilingualism and diversity – not only as core pedagogic principles, but also as a methodology for transformation – may be used to enhance access and recapture voice in the building of a more integrated and just society.

English-medium education revisited

2021 ◽  
Vol 13 (2) ◽  
pp. 141-159
Author(s):  
Emma Dafouz ◽  
Ute Smit
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
English Language ◽  
Research Administration ◽  
Learning And Teaching ◽  
Transnational Mobility ◽  
Internationalisation Of Higher Education ◽  
New Information ◽  
Medium Education ◽  
Teacher Professional

Connected to the growing internationalisation of higher education in the world, the English language is increasingly being used as medium of teaching and learning, thereby contributing to the roles of English for transnational mobility, career development, access to new information and research, and the facilitation of global communication. While the label English-medium instruction (EMI) has been widely used in the last two decades to capture this phenomenon, we consider it an unfortunate choice in that it falls short in conceptualising the complexity of English in twenty-first-century higher education. First, EMI solely focuses on English, ignoring the increasing multilingual realities of higher education institutions (HEIs) worldwide; secondly, EMI does not explicitly include reference to higher education, even though learning and teaching at the tertiary level is in crucial ways different to lower levels of education. Thirdly, EMI talks about “instruction” and thus views education as a non-relational process where teachers teach and learners learn. From this unilateral perspective, the co-construction of knowledge as a key feature of higher education remains unacknowledged. Against this backdrop, our paper sets out to argue for the conceptual need for an alternative label, known as English-medium education in multilingual university settings (or EMEMUS). This label, we argue, portrays more accurately and specifically the growing multilingual reality of current internationalised HEIs, the complex and highly situated roles that English plays in relation to other national and local languages, and the importance of interpreting education as a social-constructivist process. Moreover, EMEMUS will enable HEIs to re-examine comprehensively the range of activities that respond locally to global phenomena, from policy issues (e.g. regulations, implementation and management) to university practices (e.g. teaching, research, administration and teacher professional development) in an inclusive and multifaceted manner. Ultimately, this comprehensive conceptualisation aims to redefine English and internationalisation in a much more nuanced light.

scholarly journals Creative Economy Teaching and Learning–A Collaborative Online International Learning Case

2020 ◽  
Vol 13 (7) ◽  
pp. 145
Author(s):  
Aparna Katre
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Management Program ◽  
Cross Cultural ◽  
The Body ◽  
Creative Economy ◽  
University Of Minnesota ◽  
Ex Post ◽  
International Learning ◽  
Creative Products

Culture plays a central role in the creative economy, not only in terms of developing creative products and services but also in terms of shaping the processes by which products are crafted. Among various pedagogical approaches for the development of creative products, Collaborative Online International Learning (COIL) emerges as a promising vehicle. Educators can leverage audio, visual, and written communications technologies to connect learners from geographically distant cultures and place culture at the center of the creative product development processes. The University of Minnesota Duluth’s introductory class on cultural entrepreneurship, CUE 1001, hosted a semester-long COIL project with Ocean University of China’s Cultural Industries Management program to facilitate such innovation in cross-cultural teams. An ex-post evaluation of the project suggests that learners can appreciate the overall significance of culture when conceptualizing creative services and products. They develop an intercultural mindset and acquire the tools to work effectively in cross-cultural settings. Institutions of higher education can leverage COIL in a variety of domains, while studies comparing traditional and COIL-based approaches can further add to the body of knowledge regarding intercultural awareness and the internationalization of learning in higher education.

scholarly journals Insights from Academics Teaching International Students in Australia

2020 ◽  
Author(s):  
Dawn Joseph ◽  
Kay Hartwig
Keyword(s):  
Higher Education ◽  
International Students ◽  
Interpretative Phenomenological Analysis ◽  
Cultural Context ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
The Body ◽  
Structured Interviews ◽  
Learning Programs

Australia continues to be an attractive destination in the world for international students. For higher education institutions to remain globally competitive there is a need to deliver high quality teaching and learning programs and adequate support structures. This paper forms part of a wider study on improving work placement for international students, their mentors and other stakeholders at Deakin University (Australia) and adds to the body of knowledge on international students as seen through the eyes of academic staff. It explores the lived experiences of seven academics as they navigate what is required of them when teaching international students in teacher education programs. Drawing on semi-structured interviews, we used Interpretative Phenomenological Analysis (IPA) as an analytical tool to code and analyse our data. Some of the challenges, dilemmas and opportunities are discussed under three overarching themes (Academic staff teaching experiences, Perceptions of navigating the Australian Cultural Context, and Staff valuing student opportunities). Based on the findings, we offer recommendations for higher education institutions to consider for academic staff when supporting students (international and local) from diverse cultures and languages.

Learning and teaching on transnational higher education programmes in Hong Kong

2015 ◽  
Vol 8 (1) ◽  
pp. 95-112 ◽  
Author(s):  
Sheila Trahar
Keyword(s):  
Higher Education ◽  
Hong Kong ◽  
Teaching And Learning ◽  
Academic Staff ◽  
The Other ◽  
Local Context ◽  
Related Literature ◽  
Learning And Teaching ◽  
Transnational Higher Education ◽  
Home Context

Transnational higher education is the term that is most commonly used to describe programmes that allow students to obtain a degree from an overseas university in their local context. Such programmes are often marketed on their similarity with those offered at home by the overseas university. Perhaps as a consequence, the related literature focuses on 'problems' that are encountered in the 'other' environment, particularly when academic staff travel to the host country to deliver the teaching. Transnational programmes, however, offer rich opportunities for developing cultural capability in students and academics through a sensitively internationalised curriculum. This article uses an autoethnographic approach to discuss teaching and learning in transnational programmes that are delivered in a postcolonial context (Hong Kong) by a university that is in the former colonising country (U.K.). Its aim is to illustrate how, by embracing the complexities, transnational higher education programmes can enrich learning and teaching in both the host and the home context.

Sign in / Sign up

Export Citation Format

Share Document