The Past in the Present

2020 ◽  
pp. 91-127
Author(s):  
Hannah Cobb ◽  
Karina Croucher
Keyword(s):  
Higher Education ◽  
Professional Practice ◽  
Teaching And Learning ◽  
Vital Role ◽  
Archaeological Research ◽  
Research And Practice ◽  
Demographic Profile ◽  
The Past ◽  
Training Research ◽  
Approach To Teaching

In order to examine the issues that perpetuate inequalities in archaeology in higher education and their consequences, this chapter addresses the areas of gender, sexuality, ethnicity, disability, and socioeconomics, in both the global demographic profile of the profession, and in archaeological research and practice. It begins by considering these areas separately, but ultimately argues that these categories are inextricably entwined and interrelated. The chapter reflects on ways that using an assemblage approach to teaching and learning can create a more equitable system for students, lecturers, and all involved in archaeological pedagogic assemblages, including research, professional practice, and the heritage sector more broadly. At the heart of the argument presented in this chapter is the notion that training, research, and practice all intersect to play a vital role in the wider assemblages of teaching and learning in archaeology.

scholarly journals Contextually responsive and knowledge-focused teaching: disrupting the notion of ‘best practices’

2021 ◽  
Vol 9 (SI) ◽  
Author(s):  
Ceclia Jacobs ◽  
Keyword(s):  
Higher Education ◽  
Staff Development ◽  
Best Practices ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Knowledge Bases ◽  
Good Teaching ◽  
Approach To Teaching ◽  
Conceptual Paper ◽  
Higher Education Teaching

The notion that universal ‘best practices’ underpin higher education teaching is problematic. Although there is general agreement in the literature that good teaching is not decontextualised but rather that it is responsive to the context in which it occurs, generic views of teaching and learning continue to inform practices at universities in South Africa. This conceptual paper considers why a decontextualised approach to higher education teaching prevails and interrogates factors influencing this view, such as: the knowledge bases informing this approach to teaching, the factors from within the higher education sector that shape this approach to teaching, as well as the practices and Discourses prevalent in the field of academic development. The paper argues that teaching needs to be both contextually responsive and knowledge- focused. Disrupting ‘best practices’ approaches require new ways of undertaking academic staff development, which are incumbent on the understandings that academic developers bring to the enterprise.

scholarly journals Informal Education Pedagogy Transcendence from the ‘Academy’ to Society in the Current and Post COVID Environment

2022 ◽  
Vol 12 (1) ◽  
pp. 37
Author(s):  
Ian David Jones ◽  
Geraldine Brady
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Professional Practice ◽  
Informal Education ◽  
Teaching And Learning ◽  
Education Institution ◽  
Teaching Methodology ◽  
Primary Method ◽  
Social Pedagogy ◽  
Practice Approach

The purpose of this paper is to consider the following two notions; (1) that the use of ‘informal education pedagogies’ within teaching and learning in the ‘academy’ can both support the learning process within the ‘classroom’ but also transcend to society via students; and (2) that synergies exist between informal education and social pedagogical concepts. The discussions are situated from the perspective of an experienced practitioner and academic who is currently teaching youth related degree courses within a Higher Education Institution. This experiential learning has informed knowledge acquisition, understanding and skills application from professional practice to the teaching environment. An experiential learning perspective will be the primary method adopted; the value of this paper lies in its potential to re-affirm that degree courses which embed a ‘practice the practice’ approach in their teaching methodology support the embedding of core values of the said discipline. The paper argues that the ethically value-based principles and practice of informal education pedagogy, and social pedagogy, are relevant for the current and post COVID-19 pandemic environment.

Adult Learner Characteristics Important for Successful Learning in Cross-Cultural Web-Based Learning Environments in Higher Education

2021 ◽  
pp. 436-469
Author(s):  
Joseph George M. Lutta
Keyword(s):  
Higher Education ◽  
Social Learning ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Individual Characteristics ◽  
Cross Cultural ◽  
Future Research ◽  
Web Based ◽  
Research And Practice ◽  
Web Based Learning

For more than 40 years, cognitive psychological perspectives have dominated pedagogical frameworks and models for designing technology-mediated teaching and learning environments. Social learning perspectives are increasingly becoming viable or even desirable frames for research and practice as pertains to teaching and learning, particularly in web-based learning environments (WBLEs). The author considers these social learning perspectives and how they relate to the design and implementation of curricula that are delivered in web-based learning environments in higher education. The author further reviews the foundational theories of adult learning that enhance adult learners' experiences in cross-cultural web-based learning environments. This review and analysis of the research related to social learning perspectives on WBLEs have three implications for future research and practice: (1) examining learners' individual characteristics in WBLEs, (2) identifying strategies for promoting social interaction in WBLEs, and (3) developing effective design principles for WBLEs. The author presents recommendations for future research.

Using SoTL to Foster a Research Approach to Teaching and Learning in Higher Education

2020 ◽  
pp. 143-160
Author(s):  
Erik Brogt ◽  
Kerry Shephard ◽  
Bernadette Knewstubb ◽  
Tracy Leigh Rogers
Keyword(s):  
Higher Education ◽  
Faculty Development ◽  
Pedagogical Content Knowledge ◽  
Teaching And Learning ◽  
Research Approach ◽  
Pedagogical Content ◽  
Approach To Teaching ◽  
Faculty Developer ◽  
Different Levels

This chapter discusses how Scholarship of Teaching and Learning (SoTL) can be used to foster a research approach to teaching and learning and how faculty development that supports colleagues to engage in SoTL can support the development of scholarly faculty. Both the process and the product of SoTL are discussed, conceptualised as different levels of SoTL engagement. The role of the faculty developer in such scholarship is discussed, drawing on Pedagogical Content Knowledge as a framework for engagement in SoTL projects. Last, implications for the work of a faculty developer are drawn and future avenues of research in faculty development proposed.

Commentary: Mathematics Teacher Educator: The Evolution of a New Journal

2012 ◽  
Vol 1 (1) ◽  
pp. 7-9
Author(s):  
J. Michael Shaughnessy
Keyword(s):  
Mathematics Education ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Professional Knowledge ◽  
Research Knowledge ◽  
Research And Practice ◽  
The Past ◽  
Mathematics Teacher Educator ◽  
Recent Conference

In the past decade, there has been a growing interest in the role that practitioners play as stakeholders in and coproducers of professional knowledge and of research knowledge in mathematics education (Kieran, Krainer, & Shaughnessy, in press). Although the wellspring of professional knowledge and craft wisdom of teachers has been sparsely tapped in previous decades, there are now signs from all over the world that teachers are playing an increasingly important role in research on the teaching and learning of mathematics (Bednarz, 2004; Fernandez & Yoshida, 2004; Herbel-Eisenmann & Cirillo, 2009; Huang & Bao, 2006; Jaworski et al., 2007; Makar & O'Brien, in press). A recent conference brought together practitioners, teacher educators, and researchers in mathematics education to develop a research agenda that will provide closer links between research and practice (NCTM, 2010).

scholarly journals A Review of The Phenomenological Heart of Teaching and Learning: Theory, Research, and Practice in Higher Education

2020 ◽  
Author(s):  
Jason DeHart
Keyword(s):  
Higher Education ◽  
Qualitative Research ◽  
Learning Theory ◽  
Teaching And Learning ◽  
Research And Practice ◽  
History Of ◽  
The Rich ◽  
Theory Research ◽  
Rich History

This review of The Phenomenological Heart of Teaching and Learning: Theory, Research, and Practice in Higher Education focuses on the organization, strengths, and weaknesses of a newly-published qualitative research text that also serves as a guide for teachers who wish to improve their practice. The case study nature of the text is explored, as well as the contributions of the text’s authors. The book is most notable as a text that draws on the rich history of Merleau-Ponty and seeks to consider classroom instruction in higher education in light of phenomenological tenets.

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 Social responsibility and higher education: just a market target or a real educational challenge? An answer from the trenches

2018 ◽  
Vol 2 (2) ◽  
pp. 71
Author(s):  
Maite Ines Jiménez ◽  
Gladys Antonia Jiménez ◽  
Carmen Márquez ◽  
Carolina Astudillo ◽  
Loreto Morales ◽  
...  
Keyword(s):  
Higher Education ◽  
Social Responsibility ◽  
Professional Practice ◽  
Teaching And Learning ◽  
Socially Responsible ◽  
Public And Private ◽  
Creative Commons ◽  
Educational Challenge ◽  
Systemic Impact ◽  
Local Problems

Currently, the globalization of local problems is both surprising and concerning, as the systemic impact of these problems undermines local territories and directly affects people and the environment. As these issues are inevitable, public and private initiatives have tried to find intercontinental socially responsible solutions to fight pollution, poverty and corruption, among other problems. In this sense, it is possible to find in South America a fertile field to grow awareness, but sometimes this useful marketing resource is unable to reach students within the classroom or change their views of their future professional practice. In this way, social responsibility coexists with academic capitalism practices. This article aims to show how anchoring learning in social responsibility and ethics can transform the classroom. From the students’ narratives, it can be observed that they changed their view of their professional role and transformed their discourses, integrating consideration of others into their thinking. The results lead us to question how universities influence the way in which their graduates affect the world and vice versa. The classroom, a critical, reflexive and transforming space, is the field in which this question can be answered.   How to cite this article: JIMÉNEZ, Maite; JIMÉNEZ, Gladys; MÁRQUEZ, Carmen; ASTUDILLO, Carolina; MORALES, Loreto; GONZÁLEZ, Lorena; HERMOSILLA, Jonathan. Social responsibility and higher education: just a market target or a real educational challenge? An answer from the trenches. Scholarship of Teaching and Learning in the South v. 2, n. 2, p. 71-89, Sept. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=37&path%5B%5D=26   This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

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