Teacher Educators' Collaborative Inquiry in a Context of Educational Innovation in China — A Case Study of Rich as a Learning Community

2006 ◽  
pp. 539-554
Author(s):  
Danjun Ying
Keyword(s):  
Learning Community ◽  
Teacher Educators ◽  
Collaborative Inquiry ◽  
Educational Innovation

A Case Study on Learner Awareness of the Learning Community in College

2019 ◽  
Vol 41 (5) ◽  
pp. 371-402
Author(s):  
Hye-jin Park ◽  
Seung-bong Cha
Keyword(s):  
Learning Community

scholarly journals Deep Learning Based Instance Segmentation of Titanium Dioxide Particles in the Form of Agglomerates in Scanning Electron Microscopy

Nanomaterials ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 968
Author(s):  
Paul Monchot ◽  
Loïc Coquelin ◽  
Khaled Guerroudj ◽  
Nicolas Feltin ◽  
Alexandra Delvallée ◽  
...  
Keyword(s):  
Electron Microscopy ◽  
Scanning Electron Microscopy ◽  
Titanium Dioxide ◽  
Learning Community ◽  
Spherical Particles ◽  
Average Value ◽  
Size Characterization ◽  
Scanning Electron

The size characterization of particles present in the form of agglomerates in images measured by scanning electron microscopy (SEM) requires a powerful image segmentation tool in order to properly define the boundaries of each particle. In this work, we propose to use an algorithm from the deep statistical learning community, the Mask-RCNN, coupled with transfer learning to overcome the problem of generalization of the commonly used image processing methods such as watershed or active contour. Indeed, the adjustment of the parameters of these algorithms is almost systematically necessary and slows down the automation of the processing chain. The Mask-RCNN is adapted here to the case study and we present results obtained on titanium dioxide samples (non-spherical particles) with a level of performance evaluated by different metrics such as the DICE coefficient, which reaches an average value of 0.95 on the test images.

scholarly journals Education for Social Change: The Case of Teacher Education in Wales

2021 ◽  
Vol 13 (15) ◽  
pp. 8574
Author(s):  
Rebecca Weicht ◽  
Svanborg R. Jónsdóttir
Keyword(s):  
Teacher Education ◽  
Social Change ◽  
Teacher Educators ◽  
Entrepreneurial Education ◽  
Constructive Learning ◽  
Study Approach ◽  
The University ◽  
Action Competence ◽  
Shed Light

Entrepreneurial education offers valuable opportunities for teachers to foster and enhance creativity and action competence, which are also important for sustainability education. The University of Wales Trinity Saint David (UWTSD) is a leader in the development of entrepreneurial education in teacher education both in Wales and internationally. The objective of this article is to shed light on how an entrepreneurial education approach can help foster social change. The aim of this study is to learn from teacher educators at UWTSD about how they support creativity, innovation, and an enterprising mindset in their learners. A case study approach is applied. By analysing documentary evidence such as module and assignment handbooks, we explore how teacher educators at UWTSD deliver entrepreneurial education for social change. Our findings indicate that UWTSD’s development of entrepreneurial education in teacher training has enabled constructive learning, cultivating creativity and action competence. We provide examples that display how the intentions of the Curriculum for Wales and entrepreneurial education approaches of the UWTSD emerge in practice. These examples show outcomes of the entrepreneurial projects that evince the enactment of social change. The findings also show that the educational policy of Wales supports entrepreneurial education throughout all levels of the educational system.

scholarly journals Socio-Cultural Development Approach to Investigate Teacher Learning across Two Contexts

2021 ◽  
Vol 11 (2) ◽  
pp. 37
Author(s):  
Hee-Jeong Kim
Keyword(s):  
Learning Community ◽  
Teacher Learning ◽  
Community Of Practice ◽  
Professional Learning ◽  
Teaching Practice ◽  
Cultural Development ◽  
Development Framework ◽  
Teacher Professional ◽  
Development Approach

Teacher professional learning occurs across various contexts. Previous studies on teacher learning and changes in practice have focused on either classroom contexts or learning communities outside of school, but have rarely investigated teacher learning across multiple contexts. Investigating teacher learning across the double contexts of classroom and learning community has presented methodological challenges. In response, this paper proposes the suitability of adopting a socio-cultural development framework to further the analytical approach to such challenges. Using the framework, this paper considers the case study of a middle school mathematics teacher who resolved a problem of teaching practice through interacting with other members of the community of practice where they build shared goals and knowledge. This paper contributes to the field by expanding the scope of research on teacher learning across these two contexts, in which problem of practice becomes conceptual resources that the teacher uses in her teaching practice.

THE PROCESSES AND STRATEGIES FOR DEVELOPING INNOVATIONS IN SCHOOLS

2016 ◽  
pp. 95-106
Author(s):  
B.L Raina
Keyword(s):  
Learning Process ◽  
Teacher Educators ◽  
Research Work ◽  
Educational Innovation ◽  
School Education ◽  
Educational Institutions ◽  
Individual Institution ◽  
Education In India ◽  
Teaching Learning

The paper attempts to discuss processes and strategies for innovations in schools. Committed and thoughtful teacher educators, translate their knowledge, expertise, skills and research work for bringing innovations in the teaching learning process in order to keep the system most engaged and updated. The notion of shared explicit philosophy of teaching learning is central, to innovations in the schools. There are mainly four responsible factors perceived in implementation of innovation in any organisation more so, in educational institutions, namely systems support, encouragement to creativity, autonomy and conformity. Fundamentals of innovations provide some insight in to the scope of educational innovation in school education in India. These are mostly based on unique personalised experiences of the learners and the learners retain centrality of focus. Rewards and recognition are the motivating force for fresh innovative ideas and practices. Individual, Institution and Implementation were three vital points for Innovation.

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