Teaching and learning about Chinese culture: pupils’ and teachers’ experiences of Chinese community schooling in the UK

2018 ◽  
Vol 19 (2) ◽  
pp. 167-183 ◽  
Author(s):  
Sara Ganassin
Keyword(s):  
Teaching And Learning ◽  
Chinese Culture ◽  
Chinese Community ◽  
Community Schooling ◽  
Teachers Experiences ◽  
The Uk

scholarly journals “Like a rug had been pulled from under you”: The impact of COVID-19 on teachers in England during the first six weeks of the UK lockdown

2020 ◽  
Author(s):  
Lisa E. Kim ◽  
Kathryn Asbury
Keyword(s):  
Teacher Identity ◽  
Teaching And Learning ◽  
Initial Period ◽  
Teachers Experiences ◽  
The Government ◽  
The Uk ◽  
Initial Interviews ◽  
And Coping ◽  
The Impact ◽  
State Schools

Background: On 20th March 2020, in response to COVID-19, UK schools were closed to most pupils. Teachers were required to put remote teaching and learning in place with only two days’ notice from the government. Aims: The current study explores teachers’ experiences of this abrupt change to their working practices, and during the 5-6 weeks that followed. Sample: Twenty-four teachers from English state schools were interviewed, representing mainstream primary and secondary schools and a range of years of experience and seniority. Methods: Participants were asked to tell stories of three key scenes during the first 5-6 weeks of lockdown: a low point, a high point and a turning point. A reflexive thematic analysis of their narratives was conducted.Results and Conclusions: Six themes were identified: uncertainty, finding a way, worry for the vulnerable, importance of relationships, teacher identity and reflections. Teachers’ narratives suggest that, after an initial period of uncertainty they settled into the situation and found a way forward, supported by strong relationships. However, they remain extremely worried about the most vulnerable pupils and want more joined up thinking from the government on how to support them effectively, along with clarity from policymakers to enable planning ahead. Teachers reflected on how to use their learning during this period to improve pupils’ experiences of education post COVID-19, and on how aspects of shared teacher identity have worked as stressors and coping mechanisms. These initial interviews form the baseline for a longitudinal interview study of teachers’ experiences of COVID-19 in England.

scholarly journals Comparative Study of Iran and the UK national curriculum based on the principles of Mind, Brain and Education

2019 ◽  
Vol 8 (1) ◽  
pp. 46
Author(s):  
Nazanin Reza Zadeh Mottaghi ◽  
Mahmoud Talkhabi
Keyword(s):  
Educational System ◽  
Teaching And Learning ◽  
National Curriculum ◽  
Quality Standard ◽  
Thinking Skills ◽  
Reflective Practices ◽  
Science Of Mind ◽  
High Quality Standard ◽  
The Uk ◽  
Collaborative Activities

This study compares the national curriculum of Iran and the UK to find out how the educational system indeveloping countries such as Iran can be improved. Because of implementing thinking skills and cognitive education,the educational system in the UK benefits from a high-quality standard. The science of mind, brain, educationintroduces some principles to improve teaching and learning methods and provide thoughtful and lifelong learnersfor the societies. In this study, we specified the main parts of the national curriculum in both countries and selectedsome of the principles to determine whether these two countries apply them in their national curriculum. Some ofthese principles focus on some significant issues: teaching models, the use of Meta-discipline and HolisticTechniques, authentic learning experiences, use of products, processing and progressing Evaluations, developingexplicit learning objectives, how to benefit from thinking and reflective practices, using collaborative and democraticactivities, preparing students to set personal objectives, giving themselves feedbacks, technology and flippedclassrooms, and beginning Year- Round Schooling. The results show that Iran needs more precise and detailedlearning objectives in its curriculum, use of democratic and collaborative activities with academics and students,develop thinking and reflective practices which play vital roles in upgrading the educational system. Moreover, it issuggested that the UK and Iran should consider embedded evaluations and flipped classrooms to meet the needs ofnew generation of learners.

scholarly journals “A child with autism only has one childhood”: main themes and questions for research from the “Digital Bubbles” seminar series

2017 ◽  
Vol 11 (3) ◽  
pp. 113-119 ◽  
Author(s):  
Sarah Parsons ◽  
Nicola Yuill ◽  
Mark Brosnan ◽  
Judith Good
Keyword(s):  
Teaching And Learning ◽  
Social Research ◽  
Responsible Innovation ◽  
Future Research ◽  
Content Type ◽  
Community Stakeholders ◽  
Autistic People ◽  
Seminar Series ◽  
The Uk ◽  
Main Ideas

Purpose The purpose of this paper is to present an overview of the main messages and key questions for further research arising from the seven-seminar series entitled, “Innovative technologies for autism: critical reflections on digital bubbles”, funded by the Economic and Social Research Council in the UK. Design/methodology/approach A synthesis of the main ideas is presented, drawing on the presentations, discussions, participant feedback, and short papers from across the seminar series, which took place between November 2014-2016. Findings There were many positive examples where technologies were positioned and used as facilitative “bridges” between ideas, communities, understanding, and experiences. Researchers and community stakeholders also emphasised the importance of taking different perspectives and working in stronger partnerships with each other. Four overarching research questions were developed from these themes to provide a roadmap for future research, relating to: responsible innovation, technology-enabled social interaction, learning and pedagogy, and engagement. Originality/value The findings and methodologies produced by the Digital Bubbles seminar series, available on the project website (http://digitalbubbles.org.uk/) and in a series of short papers, provide a rich repository of state-of-the-art thinking in the field of autism and technology that is being utilised nationally and internationally in teaching and learning. This paper suggests some valuable future research directions and highlights the importance of establishing and maintaining multi-disciplinary research teams, with autistic people and their families at their core.

Developing undergraduate social and emotional competencies: a UK/Malaysian comparison

2014 ◽  
Vol 28 (2) ◽  
pp. 152-172 ◽  
Author(s):  
Stephen Carter ◽  
Amy Chu-May Yeo
Keyword(s):  
Academic Performance ◽  
Teaching And Learning ◽  
Self Awareness ◽  
Emotional Competencies ◽  
Content Type ◽  
Social And Emotional ◽  
Comparative Results ◽  
The Uk ◽  
Malaysian Students ◽  
Social And Emotional Competencies

Purpose – The purpose of this paper is to investigate similarities and differences between the UK and Malaysian undergraduates in terms of perceived social and emotional competencies (SEC), their effect on academic performance and to make recommendations on curriculum development or teaching and learning interventions to make students more SEC equipped for the “real” world. Design/methodology/approach – This study employed a positivist approach via a survey instrument to measure the perceived SEC. Descriptive and inferential statistics, including standard multiple regression analyses, were used to test the hypotheses. Findings – The analysis highlighted specifically, individual competencies (e.g. conscientiousness) rather than competency domains. Striking differences were observed between the two data sets, e.g. the regression analysis revealed that among the UK students, “Self-Awareness” domain and “Service Orientation” competency contributed uniquely to academic performance. However, no significant results were found for the Malaysian students. Research limitations/implications – Using GPA scores for performance measurement is complex which might have the potential to affect the accuracy of the comparative results. Practical implications – The findings serve as a practical guide for education providers and employers which they could use to train young and inexperienced undergraduates and provides suggestions for education providers to “build in” specific intra- and interpersonal SEC in their assessment criteria and curriculum activities and modules. Originality/value – The transnational comparison helps to add a new dimension to support the paucity of the SEC effect on academic performance and suggests which specific individual competencies and which competency cluster to emphasise in two different institutions and countries.

scholarly journals Introduction: 5 years of ELEUK

2020 ◽  
pp. 1-4
Author(s):  
Amparo Lallana ◽  
Lourdes Hernández Martín ◽  
Mara Fuertes Gutiérrez
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
United Kingdom ◽  
Teacher Development ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Spanish Language ◽  
The United Kingdom ◽  
The Uk

We are delighted to be able to present to you this fifth anniversary volume which inaugurates a series of publications emanating from conferences organised by ELEUK, the Association for the Teaching of Spanish in Higher Education in the United Kingdom (www.eleuk.org). Nearly a decade ago, Spanish Language Teaching (SLT) was going from strength to strength across higher education; however, there were hardly any conferences or professional development events within the UK dedicated specifically to the teaching of Spanish. University colleagues and language professionals got together to launch a space from where to promote the teaching and learning of Spanish, foster research in SLT, provide opportunities for teacher development, facilitate collaboration among its members, and enhance subject expertise.

scholarly journals Knowledge Transfer Openness Matrix Facilitating Accessibility in UK Management Education Teaching

2017 ◽  
pp. 230-252
Author(s):  
Jonathan D. Owens ◽  
Usman Talat
Keyword(s):  
Higher Education ◽  
Knowledge Transfer ◽  
Teaching And Learning ◽  
Empirical Investigation ◽  
Management Education ◽  
Learning Technologies ◽  
The Matrix ◽  
The Uk ◽  
Uk Higher Education

This is an empirical investigation considering how the Knowledge Transfer Openness Matrix (KTOM) could facilitate accessibility and Knowledge Transfer (KT) for the UK Higher Education (HE) Management Education Teaching when utilising learning technologies. Its focus is where learning technologies applications currently assist the KT process and support accessibility for the HE teacher and learner. It considers the philosophy of openness, focusing on its usefulness to support accessibility within UK HE Management Education Teaching. It discusses how the openness philosophy may assist the KT process for the HE teacher and learners using learning technologies. In particular, the potential to support accessibility within HE Management Education Teaching environments is appraised. There appear several implications for both teachers and learners. These are characterized in the proposed KTOM. The matrix organises KT events based on the principles of the openness philosophy. The role of learning technologies in events is illustrated with regard to teaching and learning accessibility.

Teaching and learning French – A tale of desire in the humanities

2016 ◽  
Vol 16 (2) ◽  
pp. 127-140
Author(s):  
Catriona Cunningham
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Teaching And Learning ◽  
Personal Perspective ◽  
Learning And Teaching ◽  
Arts And Humanities ◽  
The Arts ◽  
Close Textual Analysis ◽  
The Uk ◽  
French Language Learning

This article considers the way we talk about learning and teaching the humanities in higher education in the UK. By using the tools of the arts and humanities within the scholarship of learning and teaching, and examining a personal perspective, the author explores the transformational impact of French language learning and teaching. Close textual analysis of literary language learning memoirs highlight the sensual and physical effects of language learning that can remain muted in our everyday conversations. As a result, the author suggests that rather than lament the death of the humanities in 21st century higher education, learning and teaching a language offers a pedagogy of desire that embodies the transformation aspect of our disciplines, as we deal with the business of being human.

Insights into Teachers’ Experiences Implementing Garden-Based Learning: Characterizing the Relationship between the Teacher and the Curriculum

2015 ◽  
Vol 117 (9) ◽  
pp. 1-36
Author(s):  
Sarah J. Selmer ◽  
Melissa J. Luna ◽  
James A. Rye
Keyword(s):  
Elementary School ◽  
Teacher Learning ◽  
Teaching And Learning ◽  
Research Question ◽  
The United States ◽  
Teacher Participation ◽  
Curriculum Materials ◽  
Future Research ◽  
Dynamic Relationship ◽  
Teachers Experiences

Background/Context This study seeks insights into teachers’ experiences implementing Garden-Based Learning (GBL) in an elementary school. The breadth of studies supporting the use of GBL in K–8 schools in the United States alongside the paucity of studies specific to teachers’ experiences implementing GBL highlights the importance of this work. Purpose Our study uses Remillard's framework for characterizing and studying teachers’ interactions with curriculum materials specifically in the context of GBL. We believe that exploring the dynamic relationship between teachers and a GBL curriculum may help those involved in supporting teachers in implementing GBL to gain a deeper understanding of the complexity of the teacher/GBL curriculum relationship. This research examined teachers’ GBL implementation experiences in order to answer the following research question: How do we describe and characterize teachers’ interactions with GBL curriculum materials? Research Design Twenty teachers employed from one elementary school were interviewed using a semistructured task-based protocol resulting in a teacher-created diagram of supports and challenges he/she encountered while implementing GBL over the past year. The diagram was used as a tool to stimulate and access teachers’ thinking about these supports and challenges in order to provide insight into the teacher and curricular resources at play when implementing GBL. Findings/Results Using a grounded theory analysis of each participant's diagram, we characterized each teacher's participatory relationship with GBL. We found 13% of supports and challenges elicited from all teachers had a teaching and learning focus. On an individual level, supports and challenges had a substantial teaching and learning focus for only two teachers. Thirteen teachers were characterized as having a pragmatic focus. Of the seven teachers characterized to have an experiential focus: supports and challenges focused more so on what students were doing for four teachers and more so on what teachers were doing for three teachers. Conclusions/Recommendations We used Remillard's framework to investigate and characterize the participatory relationship between teachers and the GBL curriculum. The resulting characterizations provide insight for supporting GBL teacher learning contexts and will help guide future research. Based on this study, it is critical that individuals involved in educational change continue trying to understand and develop spaces for teacher learning. These spaces should move beyond traditional professional development focused on teacher participation toward experiences focused on teacher learning within and across their teaching contexts.

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