scholarly journals Approaches to teaching in higher education: the perspective of network analysis using the revised approaches to teaching inventory

2021 ◽  
Author(s):  
Velibor Mladenovici ◽  
Marian D. Ilie ◽  
Laurențiu P. Maricuțoiu ◽  
Daniel E. Iancu
Keyword(s):  
Higher Education ◽  
Network Analysis ◽  
Subject Matter ◽  
Training Programs ◽  
Teaching Experience ◽  
Approaches To Teaching ◽  
Pedagogical Training ◽  
Approach To Teaching ◽  
The Subject ◽  
Learning Focused

AbstractOver time, the academics’ approaches to teaching (i.e., content- or learning-focused approach) were intensively studied. Traditionally, studies estimated the shared variance between the items that describe a behavioral pattern (i.e., the psychometric approach), defined as a learning- or content-focused approach to teaching. In this study, we used a different perspective (i.e., network analysis) to investigate academics’ approaches to teaching. We aimed to bring in new insights regarding the interactions between the elements that define academics’ approaches to teaching. We used the Revised Approaches to Teaching Inventory to collect responses from 705 academics (63.97% female) from six Romanian universities. The main results indicated that academics’ conceptions about the subject matter are central to their preferences concerning the adoption of a content-focused or a learning-focused approach to teaching. The estimated network is stable across different sub-samples defined by the academic disciplines, class size, academics’ gender, and teaching experience. We highlighted the implications of these findings for research and teaching practice in higher education. Also, several recommendations for developing pedagogical training programs for academics were suggested. In particular, this study brings valuable insights for addressing academics’ conception about the subject matter and suggests that this could be a new topic for pedagogical training programs dedicated to university teachers.

Subjective Point of View of a Student on Ways of Subject Matter Structure Creation by the Teacher

2015 ◽  
Vol 5 (2) ◽  
pp. 148-171
Author(s):  
Denisa Gunišová ◽  
Jana Duchovičová
Keyword(s):  
Subject Matter ◽  
Point Of View ◽  
Subjective Perception ◽  
Cognitive Frames ◽  
Teacher Work ◽  
Approach To Teaching ◽  
The Subject ◽  
Definition Of ◽  
Level Of Understanding ◽  
Education Process

Authors in this contribution focus on issue of subject matter structure creation by the teacher as an important psycho-didactic domain of education process and how does a student perceive this structure. The aim of the teacher is not only to impart the knowledge to students but also to show them and teach them possible ways of how to understand the subject matter better and how to get to the fundamentals of it. Based on the structure of subject matter created by the teacher a student creates cognitive frames which become basis for his further learning. We pay attention to definition of epistemology of subject matter structure, questions of psycho-didactic approach to teaching, creating structure of subject matter and how does the teacher work with the text. Empirical part of the contribution investigates teachers' preferences of subject matter structure and statistically describes subjective perception of level of understanding of the subject matter by a student influenced by the particular subject matter structure realized by the teacher.

Use of Police Dogs in the Polish Police in the Opinion of Dog Handlers

2019 ◽  
Vol 11 (1) ◽  
pp. 159-168
Author(s):  
Mariusz Gąsiorowski
Keyword(s):  
Higher Education ◽  
Subject Matter ◽  
Research Method ◽  
Public Order ◽  
Police Academy ◽  
Main Research ◽  
Research Task ◽  
Research Findings ◽  
The Subject ◽  
Police Dogs

The aim of this article is to evaluate the current situation as regards the use of dogs for various police duties in Poland based on the results of the research conducted by the author at the Police Academy in Szczytno as part of the research task, financed by the Ministry of Science and Higher Education, entitled “Efficiency of the use of police dogs in the Polish Police”. The author has decided to deal with the subject matter in view of alarming statistics, which show a decrease in the number of police dogs. This fact has led the author to make an assumption formulated as the following research hypothesis: Nowadays, in Poland the use of police dogs in not adequate for the sake of public order and safety. The main research method has been a diagnostic survey using a tool in the form of a questionnaire. The survey has been addressed to a group of 154 dog handlers, most of whom work with a patrol and tracker/sniffer dog from three police garrisons, covering the territory of the following provinces: Kujavia-Pomerania, Podlasie and Lubuskie region. The author believes that the research findings indicate the need for changes in this respect, which should involve implementation of new systemic, organisational and legal solutions.

How well are colleges preparing teachers for modern mathematics?

1965 ◽  
Vol 12 (1) ◽  
pp. 51-53
Author(s):  
Ruth Melson
Keyword(s):  
Public Schools ◽  
Subject Matter ◽  
Approaches To Teaching ◽  
The Public ◽  
Staff Members ◽  
New Approaches ◽  
The Subject ◽  
Additional Education ◽  
Modern Mathematics

It is well known throughout most of the country that the public schools have had to make changes in the content of their courses, particularly offerings in mathematics, because of the vast increase in knowledge and changes in emphasis in various disciplines. The schools have been forced to retrain their teachers or make the teachers themselves responsible for securing additional education, so that the new content and the new approaches to teaching the new content, can be used successfully. Through in-service institutes and courses, teachers have, in many cases, been markedly helped in their desire to become up-to-date in the subject matter for which they are responsible. Unfortunately, it is necessary for schools to employ from 5 to 44 percent new staff members each year. The question arises, “Are the newcomers prepared in modern content to teach the up-dated courses now being offered in our schools?”

Crossing the Culture Bars: An Approach to the Training of American Technicians for Overseas Assignments

1961 ◽  
Vol 13 (4) ◽  
pp. 544-560 ◽  
Author(s):  
John D. Montgomery
Keyword(s):  
Subject Matter ◽  
Training Programs ◽  
Processes Of Change ◽  
Cultural Environment ◽  
Specific Result ◽  
Public Officials ◽  
American Missionaries ◽  
Specialized Form ◽  
The Subject ◽  
Important Form

Some of the 25,000 American businessmen, most of the 30,000 American missionaries, and all of the 33,000 public officials working abroad have received some form of training in “overseasmanship” prior to embarking upon their careers as technical assistants. This training was not supposed to make them better managers, Christians, diplomats, or technicians, but to enhance their usefulness in a strange cultural environment. Such training may be viewed as a specialized form of education designed to influence their performance or behavior. Conveying knowledge about foreign cultures or about the processes of change is an important form of training as well as a legitimate aspect of education; the distinction is one of purpose and focus. Employers are more sympathetic to offering “training” programs than to providing “education” for their overseas agents, even if the subject matter is essentially the same. They expect a specific result—better performance—from their training programs.

scholarly journals #MeToo or "Me Too"?: Defining Our Terms

2020 ◽  
Vol 10 (2) ◽  
Author(s):  
Caitlin L. Kelly
Keyword(s):  
Higher Education ◽  
Eighteenth Century ◽  
Sexual Violence ◽  
Subject Matter ◽  
Women's Writing ◽  
Literary Texts ◽  
Ethical Implications ◽  
Women's Narratives ◽  
The Future ◽  
The Subject

How we talk about misogyny and sexual violence in literary texts matters—to our students, to our colleagues, and to the future of the humanities and of higher education—and the “Me Too” movement has revived with new urgency debates about how to do that. In this essay, I explore the ethical implications of invoking the “Me Too” movement in the classroom, and I offer a model for designing a course that does not simply present women’s narratives as objects of study but rather uses those narratives to give students opportunities and tools to participate in the “Me Too” movement themselves. To re-think eighteenth-century women’s writing in light of “Me Too,” I contend, is to participate in the movement, and so in our teaching we must engage with the ethics of the movement as well as the subject matter.

scholarly journals Modern approaches to teaching a foreign language

2020 ◽  
Vol 100 (4) ◽  
pp. 178-188
Author(s):  
Sh Rakhmetova ◽  
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Technology Use ◽  
Teaching And Learning ◽  
Scientific Data ◽  
Foreign Languages ◽  
Approaches To Teaching ◽  
Educational Standard ◽  
Competency Based ◽  
Approach To Teaching

Modern approaches to teaching a foreign language are considered in the article. Knowledge of one or several foreign languages has become an urgent problem for many people. And in such circumstances, the search for effective approaches to teaching foreign languages aimed at solving specific professional problems has be-come relevant. The aim of the article is to analyze and classify modern approaches to teaching a foreign lan-guage. The above aim allows formulating the objectives of the study is to study the theoretical and methodo-logical base of these approaches; summarize the scientific data on this issue in the article. To solve the set tasks, the paper describes the structures of higher education, the need to modernize the higher education sys-tem by the principles of the Bologna Declaration. Researches on educational technology use for teaching and learning in high school are studied. A review of modern sources in the implementation of the reform of the educational standard focused on competency and competency-based approach to teaching a foreign language is carried out. It also analyzes the main theses of the methodology of teaching a foreign language, in particu-lar topical approaches

scholarly journals PEMBINAAIU TENAGA DOSEN MIPA LPTK MELALUI PELATIHAN DALAM NEGERI

2015 ◽  
Vol 1 (1) ◽  
pp. 19
Author(s):  
Mrs Utari Sumarno ◽  
Mr Robert Saragih
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Positive Result ◽  
Subject Matter ◽  
Type A ◽  
Inservice Training ◽  
General View ◽  
Educational Backgrounds ◽  
Program Type ◽  
The Subject

This study present a general view of inservice training dealing with the implementationof subject matter curriculum in the Teacher Education lnstitutions. The curriculum is a corecurriculum developed by the Subject Mafter Team, appointed by the Directorate Generalof Higher Education. The training was rnainly for the matriculation program {type A} atITB (Bandung lnstitute of Technology) and some advanced courses (type Bl. Data collectedfrom the trainees include some studies (i.e., type of inservice training, subject matter,educational backgrounds and positionsl. A positive result is found from 700 trainees selectedfrom 29 Teacher Education lnstitutions and who had aftended the inservice trainingin 5 locations/centers in both type A and Wpe B programs. However, some obstacles werefound also from the trainees, dealing with differences in subject matter backgrounds andEnglish proficiencies. The obstacles were also found in the inservice training including, thetime taken for discussions and repetitions of the pre-requisite materials, and the ineffectivenessof the discussions and individual works.

scholarly journals L’emploi de l’archimétaphore en tant qu’outil évaluatif de persuasion dans le genre du commentaire journalistique

2019 ◽  
Author(s):  
Dominika Topa-Bryniarska
Keyword(s):  
Higher Education ◽  
Public Sector ◽  
Education System ◽  
Subject Matter ◽  
The Internet ◽  
Higher Education System ◽  
Retirement Plan ◽  
Public Sector Employees ◽  
The Subject

The use of archimetaphor as an evaluative device of persuasion in the genre of journalistic commentaryThe present study explores the cognitive use of archimetaphor belonging to the evaluative devices of persuasion in emotional argumentation. The corpus consists of forty editorials taken from the Internet French newspapers and magazines. The subject matter of the gathered texts includes two thematic groups of reforms concerning the higher education system and the special retirement plan for public sector employees. Thanks to the archimetaphor the addresser may highlight or hide chosen aspects of the described problem in order to activate vital values concerning our life and existence. Therefore, the concept of “conflict” described in the analysed textes is conceptualised by means of four natural forces (elements) such as fire, air (wind), water and earth (soil) which leads both to the mechanism of naturalisation and axiological polarisation of the presented reality. The mechanism itself stems from two opposing relations: identification and differentiation, allowing the grouping of presented facts to the class of US (protagonists) and THEM (antagonists). In consequence, such axiological persuasion aims at influencing the addressees’ will and decisions and allows for nearly absolute acceptance of the opinions presented by the addresser. Użycie archimetafory jako perswazyjnego środka wartościującego w dziennikarskim gatunku komentarzaCelem niniejszego artykułu jest analiza kognitywnego użycia archimetafory, należącej do perswazyjnych środków służących wartościowaniu w argumentacji emocjonalnej. Korpus składa się z czterdziestu artykułów wstępnych zaczerpniętych ze stron internetowych francuskich magazynów i czasopism. Problematyka zebranych tekstów dotyczy dwóch tematycznych grup opisujących reformę szkolnictwa wyższego oraz specjalnego systemu emerytalnego dla pracowników sektora publicznego. Dzięki archimetaforyzacji nadawca może odpowiednio uwypuklić lub ukryć wybrane aspekty opisywanego zagadnienia w celu aktywowania wartości witalnych związanych z naszym życiem i egzystencją. To właśnie dlatego konceptualizacja pojęcia „konfliktu” poruszanego w analizowanym materiale odnosi się do czterech sił natury (żywiołów), takich jak: ogień, powietrze (wiatr), woda i ziemia (gleba), co z kolei prowadzi do naturalizowania i aksjologicznej polaryzacji opisywanej rzeczywistości. Mechanizm ów opiera się na dwóch typach relacji: identyfikacji i dyferencjacji (odmienności), pozwalających na pogrupowanie prezentowanych faktów do klasy MY (protagoniści) i ONI (antagoniści). Taka aksjologiczna perswazja ma za zadanie wpływać na wolę i decyzje odbiorcy, co skutkuje niemal bezwarunkową akceptacją prezentowanych przez nadawcę poglądów.

scholarly journals An analysis of using flipped learning in Higher Education: ‘How flipping difficult can it be?’

2016 ◽  
Author(s):  
Gareth Bramley
Keyword(s):  
Higher Education ◽  
Subject Matter ◽  
Critical Analysis ◽  
Teaching Method ◽  
Flipped Learning ◽  
Academic Literature ◽  
The Subject ◽  
The University ◽  
Law Degree ◽  
Large Investment

This paper aims to provide a critical analysis of using flipped learning as a teaching method in Higher Education.A study of using filpped learning was carried out within the context of a module on the undergraduate law degree programme at the University of Sheffield.Prior to the study, flipped hearing had not been attempted on an undergraduate law module at the University.Sutdents undertaking the module were asked to complete a survey, and quantative comments were collated. These results will be presented and analysed in this paper. This paper also draws on academic literature to compare perspectives of incorporating this method of teaching into the HE curriculum.This paper summarises the reasons for carrying out the study, together with the key findings from this study. The key conclusions of the paper focus primarily on the benefits of incorporating flipped learning into teaching - with the central benefits being deeper learning for students, and increased engagement in the subject matter. The paper also comments on some of the challenges of this teaching method - the central challenges being the need for consistency and clear signposting, together with a large investment of time by staff in implementing such a teaching method.

scholarly journals Feel, think, teach – Emotional Underpinnings of Approaches to Teaching in Higher Education

2017 ◽  
Vol 6 (1) ◽  
pp. 217 ◽  
Author(s):  
Robert Kordts-Freudinger
Keyword(s):  
Higher Education ◽  
Emotion Regulation ◽  
Positive Emotions ◽  
Negative Emotions ◽  
Cognitive Reappraisal ◽  
Approaches To Teaching ◽  
Emotion Regulation Strategies ◽  
Regulation Strategies ◽  
Approach To Teaching ◽  
Oriented Approach

The paper investigates relations between higher education teachers’ approaches to teaching and their emotions during teaching, as well as their emotion regulation strategies. Based on the assumption that the approaches hinge on emotional experiences with higher education teaching and learning, three studies assessed teachers’ emotions, their emotion regulation strategies and their approaches to teaching with questionnaires. Study 1, with n = 145 German university teachers and teaching assistants, found relations between positive emotions and the student-oriented approach to teaching, but not with negative emotions. In addition, cognitive reappraisal and expressive suppression were related to the student-oriented approach. Study 2, with n = 198 German teachers, replicated these findings and, in addition, found relations between perspective taking, empathic concern and personal distress, and the student-oriented approach. Study 3, with n = 76 Australian and New Zealand teachers, again replicated and extended the findings by establishing a relation between negative emotions and the content-oriented approach to teaching. The results of all studies together indicate a significant emotional component of the approaches to teaching. Positive emotions are not only directly related to the student-oriented approach, but also partially mediate the relation between cognitive reappraisal and the student-oriented approach. This link seems to generalize to emotional components of empathy. In addition, the cultural-educational context seems to moderate the relations between negative emotions and the content-oriented approach to teaching. Limitations and directions for future research and educational practice are discussed.

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