Popular musicians and instrumental teachers: the influence of informal learning on teaching strategies

2012 ◽  
Vol 29 (3) ◽  
pp. 359-370 ◽  
Author(s):  
Tim Robinson
Keyword(s):  
Professional Development ◽  
Data Collection ◽  
Informal Learning ◽  
Teaching Strategies ◽  
Teaching Practices ◽  
Learning Practices ◽  
The Relationship

This article explores the relationship between how popular musicians learn and how they subsequently teach, and considers the extent to which they incorporate their own informal learning practices into their work as teachers. A group of eight UK teachers was recruited and data collection, involving interviews and lesson observations, took place between January 2006 and December 2008. Findings are reported here in relation to two teachers in particular, whose learning histories were similar but whose teaching practices were very different. The ways they valued the results of their informal learning practices seemed to determine the extent to which they sought to replicate them in their teaching. There is evidence for the significance of learning histories, and implications for training and professional development.

Reaching the Top: Career Anchors and Professional Development in Nursing

2009 ◽  
Vol 6 (1) ◽  
Author(s):  
Ruth Kaplan ◽  
Carmela Shmulevitz ◽  
Dennie Raviv
Keyword(s):  
Professional Development ◽  
Data Collection ◽  
Academic Programs ◽  
Group Comparison ◽  
Second Career ◽  
Significant Preference ◽  
Career Anchors ◽  
Career Programs ◽  
Professional Profile ◽  
The Relationship

This study, based on Shein's conceptual theory of career anchors, examined the relationship between career anchors, professional development and emerging career patterns for graduates of 12 consecutive two year second career programs in nursing (N=231) compared to graduates of concurrent four year academic programs (N=273). A 2-group comparison design was used and data collection tools included a demographic profile, a professional profile and a career anchor questionnaire. Statistically significant differences were found in regard to career anchors (p< 0.001) and career development (p< 0.001). Primary career anchors for the second career nurses were specialization and lifestyle where academic graduates chose management, autonomy and service. Academics displayed a statistically significant preference for administrative specialization (34%) compared to the second career tract (6.5%). Researchers propose that each group develops differently and contributes to the workplace and the importance of both certification and academic incentives to ensure recruitment.

scholarly journals Informal CPD practices by TVET teachers in Kenya

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Moses Njenga
Keyword(s):  
Professional Development ◽  
Adult Learning ◽  
Informal Learning ◽  
Continuing Professional Development ◽  
Organisational Culture ◽  
Technical Training ◽  
Formal Learning ◽  
Mixed Methods Approach ◽  
Learning Practices ◽  
The Everyday

The literature on Kenya's TVET teachers' paints a depressing picture of teachers infrequently participate in Continuing Professional Development. It is, however, possible that due to the demands of their work, teachers choose to participate in informal CPD because it is more flexible and less expensive. Unfortunately, the literature on informal CPD in Kenya is scant. According to the adult learning literature, this article presents the initial findings of a study investigating the everyday CPD practices of TVET teachers in Kenya. The study adopted a mixed-methods approach involving a questionnaire survey that profiled the learning practices of 40 TVET teachers from three Technical Training Institutes in the Nairobi metropolitan area. Collaborative learning practices were found to be infrequently practised, while individual and self-paced learning is more common. TVET teachers were desirous of learning methods that give them control over their knowledge, with a positive correlation seen between the frequency of using a particular way and how helpful the form is perceived to be. The everyday use of informal learning practices was attributed to the organisational culture within the TVET institutes and the over-emphasis on formal learning by professional and career guidelines. It is recommended that professional and career policies are reviewed to recognise and reward informal learning. 

scholarly journals Continuing Professional Development and teachers’ perceptions and practices - A tenable relationship

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
IGA Lokita Purnamika Utami ◽  
Sarah Prestridge ◽  
Ali Saukah ◽  
Fuad Abdul Hamied
Keyword(s):  
Professional Development ◽  
Data Collection ◽  
Continuing Professional Development ◽  
Primary Data ◽  
Teachers Perceptions ◽  
Qualitative Approaches ◽  
Teacher's Perceptions ◽  
The Relationship ◽  
Depth Interviews ◽  
Critical Link

Research on the impacts of Continuing Professional Development (CPD) on perceptions and practices has been conducted separately. This study attempts to investigate a relationship between the involvement of   CPD  and the alignment of teachers’ perceptions and practices about effective English teaching to draw a critical link between the relationship and the alignment. This study involved 6 teachers of English as a Second Language in Indonesia. Qualitative approaches of in-depth interviews and observations were the primary data collection tools. The findings indicate a partial relationship between CPD involvement and the alignment of teacher’s perceptions and practices. Specifically, as part of CPD, teacher’s professional enthusiasm is an indicator for a closer alignment in teacher’s perceptions and practices. Implications drawn from this study suggest that greater conscious raising is required to enhance teachers’ professional enthusiasm since it leads to an alignment between perceptions and practices of quality teaching.

scholarly journals Formal and informal learning situations or practices vs formal and informal ways of learning

2006 ◽  
Vol 23 (2) ◽  
pp. 135-145 ◽  
Author(s):  
Göran Folkestad
Keyword(s):  
Learning Styles ◽  
Music Education ◽  
Informal Learning ◽  
Learning Style ◽  
Music Pedagogy ◽  
Institutional Settings ◽  
Indigenous Music ◽  
Learning Practices ◽  
Formal And Informal Learning ◽  
The Relationship

During the last decade there has been an awakening interest in considering not only formalised learning situations within institutional settings, but also all the various forms of informal musical learning practices outside schools. Informal musical learning outside institutional settings has been shown to contribute to important knowledge and aspects of music education. In this article, I will examine research studies which in different ways focus on formal and informal learning situations and practices or formal and informal ways of learning. I will consider the relationship between music education as praxis (music pedagogy) and as research, and the relationship between these two facets of music education and the surrounding society. I will identify four different ways of using and defining formal and informal learning, respectively, either explicitly or implicitly, each one focusing on different aspects of learning: (i) the situation, (ii) learning style, (iii) ownership, and (iv) intentionality. Formal – informal should not be regarded as a dichotomy, but rather as the two poles of a continuum; in most learning situations, both these aspects of learning are in various degrees present and interacting. Music education researchers, in order to contribute to the attainment of a multiplicity of learning styles and a cultural diversity in music education, need to focus not only on the formal and informal musical learning in Western societies and cultures, but also to include the full global range of musical learning in popular, world and indigenous music in their studies.

scholarly journals Assessing faculty professional development in STEM higher education: Sustainability of outcomes

2016 ◽  
Vol 2 (3) ◽  
pp. e1501422 ◽  
Author(s):  
Terry L. Derting ◽  
Diane Ebert-May ◽  
Timothy P. Henkel ◽  
Jessica Middlemis Maher ◽  
Bryan Arnold ◽  
...  
Keyword(s):  
Professional Development ◽  
Teaching Strategies ◽  
Cognitive Skills ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Faculty Perceptions ◽  
Development Program ◽  
Faculty Professional Development ◽  
Learner Centered

We tested the effectiveness of Faculty Institutes for Reforming Science Teaching IV (FIRST), a professional development program for postdoctoral scholars, by conducting a study of program alumni. Faculty professional development programs are critical components of efforts to improve teaching and learning in the STEM (Science, Technology, Engineering, and Mathematics) disciplines, but reliable evidence of the sustained impacts of these programs is lacking. We used a paired design in which we matched a FIRST alumnus employed in a tenure-track position with a non-FIRST faculty member at the same institution. The members of a pair taught courses that were of similar size and level. To determine whether teaching practices of FIRST participants were more learner-centered than those of non-FIRST faculty, we compared faculty perceptions of their teaching strategies, perceptions of environmental factors that influence teaching, and actual teaching practice. Non-FIRST and FIRST faculty reported similar perceptions of their teaching strategies and teaching environment. FIRST faculty reported using active learning and interactive engagement in lecture sessions more frequently compared with non-FIRST faculty. Ratings from external reviewers also documented that FIRST faculty taught class sessions that were learner-centered, contrasting with the teacher-centered class sessions of most non-FIRST faculty. Despite marked differences in teaching practice, FIRST and non-FIRST participants used assessments that targeted lower-level cognitive skills. Our study demonstrated the effectiveness of the FIRST program and the empirical utility of comparison groups, where groups are well matched and controlled for contextual variables (for example, departments), for evaluating the effectiveness of professional development for subsequent teaching practices.

scholarly journals The relationship between active learning, course innovation, and teaching Earth systems thinking: A structural equation modeling approach

Geosphere ◽  
2019 ◽  
Vol 15 (5) ◽  
pp. 1703-1721 ◽  
Author(s):  
Nicholas A. Soltis ◽  
Karen S. McNeal ◽  
Cory T. Forbes ◽  
Diane Lally
Keyword(s):  
Professional Development ◽  
Structural Equation Modeling ◽  
Active Learning ◽  
Teaching Practices ◽  
Structural Equation ◽  
Equation Modeling ◽  
Earth Systems ◽  
The Earth ◽  
Course Changes ◽  
The Relationship

Abstract Earth systems thinking (EST), or thinking of the Earth as a complex system made up of interworking subsystems, has been shown to reflect the highest level of knowing and understanding in the geosciences. Previous work has found four frameworks of EST that repeatedly appear in the geoscience education literature. This study aims to quantitatively build on this work by employing structural equation modeling to understand the current state of EST teaching as shown by the 2016 iteration of the National Geoscience Faculty Survey (United States; n = 2615). Exploratory and confirmatory factor analyses were conducted on survey items to understand and develop three models, one for EST teaching practices, one for course changes, and one for active-learning teaching practices. Analyses revealed that reported EST teaching practices relate back to the four EST frameworks proposed in the literature. The three models explored in this study were used to build a full structural model, where it was hypothesized that active-learning teaching practices would predict EST course changes and EST teaching. However, the model revealed that EST course changes mediate, or bring about, the relationship between active-learning teaching practices and EST teaching. In other words, the relationship between active-learning and EST teaching practices is not direct. This implies the need for continued efforts to provide professional development opportunities in both active-learning teaching practices and EST, as active-learning practices are not sufficient to implicitly teach EST skills. Results also revealed that the teaching approaches that emphasize modeling and complexity sciences had the weakest relationship to the broader EST teaching practices, suggesting a need for more professional development opportunities as they relate to systems modeling, quantitative reasoning, and complexity sciences in the context of the Earth sciences.

Constitution of Objects in DWR Activity

2015 ◽  
pp. 304-321
Author(s):  
Inger Eriksson
Keyword(s):  
Action Research ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Specific Knowledge ◽  
Learning Practices ◽  
Subject Specific ◽  
New Knowledge ◽  
Developmental Work Research ◽  
The Relationship ◽  
Design Experiments

A shared research object between teachers and researchers in Developmental Work Research (DWR) aims at development of teaching practices and forming of subject-specific knowledge. Currently, design experiments, action research, and formative interventions are used in educational research. A multitude of approaches show an overarching interest in developing teaching and learning practices. Action research and formative interventions include and empower teachers. However, in many DWR projects, teachers and researchers have different objects. In a tradition where teachers are regarded as learners, a shared research object is of interest. This chapter problematizes the relationship between teachers and researchers with the help of three DWR projects. It is challenging to establish a DWR project in which teachers and researchers aim at realising the same object. However, when this is a case, such projects may contribute to new knowledge that enhances student learning and educational, clinical, and subject-matter research.

scholarly journals The Procedural Justice as an Approach to Address Workload among Kindergarten Supervisors, Minia Governorate

2020 ◽  
Vol 8 (5) ◽  
pp. 327-338
Author(s):  
Tahany Shehata Ahmed Abdul Latif ◽  
Nasser Foad Ali Ghobish ◽  
Hany El-Sayed Mohamed El-Azab
Keyword(s):  
Professional Development ◽  
Data Collection ◽  
Procedural Justice ◽  
Suitable Climate ◽  
The Relationship ◽  
Correlative Relationship

The current research aimed at identifying the level of procedural justice and workload among kindergarten supervisors at Minia governorate, and identifying the relationship between procedural justice and workload. For data collection, the researcher applied a questionnaire to a sample of (36) kindergarten supervisors, Minia governorate. Results revealed that there was a statistically significant correlative relationship between the level of procedural justice and workload reflected in the workload of kindergarten supervisors. Therefore, the study recommended providing a suitable climate for practicing procedural justice, paying attention to the professional development of kindergarten supervisors, providing material and moral encouragement for kindergarten technical supervisors, providing means of transportation between kindergartens especially in the countryside, and activating the system of promotions inside kindergartens.

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