The Provision of Support Staff for the Design of Teaching and Learning in Universities in the United Kingdom: a Survey

1977 ◽  
Vol 8 (1) ◽  
pp. 54-62 ◽  
Author(s):  
N D C Harris
Keyword(s):  
United Kingdom ◽  
Teaching And Learning ◽  
Support Staff ◽  
The United Kingdom

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 A comparative study of the Confucius Institute in the United Kingdom and the British Council in China

2019 ◽  
Vol 18 (1) ◽  
pp. 44-63
Author(s):  
Liexu Cai
Keyword(s):  
United Kingdom ◽  
Teaching And Learning ◽  
Educational Communication ◽  
Chinese Government ◽  
Confucius Institute ◽  
Language And Culture ◽  
British Council ◽  
The United Kingdom ◽  
Confucius Institutes ◽  
International Comparative

Since the first Confucius Institute was set up by the Chinese government for the promotion of Chinese language and culture overseas in 2004, the development of Confucius Institutes has become exponentially increasing. Currently, there are 29 Confucius Institutes in the United Kingdom among over 500 Confucius Institutes abroad; meanwhile, the activities of the British Council in China also became popular as one of the central paradigms for educational communication between China and the United Kingdom. Although there have been several studies on Confucius Institutes and British Council, respectively, little research exists about them from the international comparative perspective, with regard to both of them being cultural institutes abroad and the establishment of Confucius Institutes benefitting from the United Kingdom’s experience in promoting its national languages and culture. This article aims to discover the general similarities and differences between Confucius Institutes and the British Council in three aspects: the organisation structures and culture diffusion models, the language teaching and learning resources and activities, and the cooperation that the two institutes have with the other organisations.

scholarly journals Understanding Collaborative Teaching and Learning in Adult Literacy: Practices in Canada and the United Kingdom

1970 ◽  
Vol 15 (2) ◽  
pp. 57-72 ◽  
Author(s):  
Maurice Taylor ◽  
Karen Evans ◽  
Ali Abasi
Keyword(s):  
United Kingdom ◽  
Adult Students ◽  
Adult Literacy ◽  
Teaching And Learning ◽  
Literacy Practices ◽  
Case Study Research ◽  
Building Blocks ◽  
Collaborative Teaching ◽  
Literacy Practice ◽  
The United Kingdom

The purpose of this study was to investigate how adult students learn collaboratively with other peers in both formal and non-formal adult literacy programs and what teaching styles best support this learning. A multi-site case study research design was used involving several different literacy organizations in Eastern Ontario, Canada, and in Central London, United Kingdom. Findings suggest that collaborative learning is the cement that bonds the various building blocks in a community of literacy practice across small, large and tutorial types of programs. Central in this framework is the component called the Instructor’s Philosophy and Teaching Perspective which helps explain the teaching and learning transactions.

Excellence in Teaching and Learning in Higher Education: Institutional policies, research and practices in Europe

2021 ◽  
Author(s):  
Isabel Huet ◽  
Teresa Pessoa ◽  
Fátima Teresa Sol Murta
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Teaching And Learning ◽  
Policy Research ◽  
Pedagogical Practices ◽  
The Czech Republic ◽  
The United Kingdom ◽  
Research And Teaching ◽  
Initial Idea ◽  
The University

The initial ‘idea’ for the book emerged during the seminar Sharing of Innovative Pedagogical Practices that occurred at the University of Coimbra (Portugal) in 2018. Like all ‘good ideas’, this one originated in a conversation between colleagues from the University of Coimbra and the University of West London in the United Kingdom. The ‘idea’ of this book was to move away from sharing experiences related to teaching and learning in higher education in just one or two countries, but instead to organise a more European view about the policy, research and teaching practices that are shaping the way our students learn, academics teach and do research. We have a total of 16 chapters from academics in Portugal, the United Kingdom, Ireland, Sweden, the Netherlands, Spain, Italy, and the Czech Republic.<br>The book is organised in four interrelated themes: (1) policy and quality; (2) professionalisation of teaching and academic development; (3) research and teaching nexus; and (4) pedagogy and practice. <br>Enjoy reading the book!

scholarly journals Police Education in the United Kingdom: Challenges and Future Directions

2020 ◽  
Author(s):  
M. Mahruf C. Shohel ◽  
Gias Uddin ◽  
Julian Parker-McLeod ◽  
Daniel Silverstone
Keyword(s):  
United Kingdom ◽  
Teaching And Learning ◽  
First Century ◽  
The United Kingdom ◽  
Police Education ◽  
Recent Developments ◽  
Qualification Framework ◽  
And Training ◽  
Remarkable Progress ◽  
New Strategies

This chapter outlines the historical development of police education in the United Kingdom, more precisely in England and Wales, and highlights new strategies and planning for the professional development of the police. There is a plethora of research carried out regarding professionalism in policing to meet the needs and challenges of the twenty-first century. Considering the recent developments in police education and training, this chapter mainly discusses three newly introduced routes for recruitment and education of police constables under the Policing Education Qualifications Framework (PEQF), namely Police Constable Degree Apprenticeship (PCDA), Degree Holder Entry Programme (DHEP), and Pre-Join Degree (PJD). Higher education institutions (HEIs), in partnership with the police forces, are providing professional qualifications for policing as a graduate level profession. Though they have made remarkable progress in developing police education programmes, they are facing various challenges in implementing the qualification framework. This chapter also explores pedagogical aspects of police education including the effectiveness and contrast between different forms of teaching and learning. While featuring the challenges and prospects of the new police education programmes, this chapter also outlines different aspects of partnership for delivering these professional qualification programmes.

scholarly journals Art Education in the Age of Metrics. A critical exhibition about how we teach and learn art under neoliberal conditions

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Emma Brasó
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Art Education ◽  
Teaching And Learning ◽  
The United Kingdom ◽  
University Life ◽  
The University ◽  
The Impact ◽  
Data Culture ◽  
The Town

The higher education sector in the United Kingdom finds itself immersed in a data culture that evaluates every aspect of the university life according to a metrical paradigm. Art education, an area with its own teaching and learning characteristics, is particularly incompatible with a model that favours efficiency, productivity and success over all other aspects. In this essay I describe an exhibition, Art Education in the Age of Metrics, which took place in 2017 at the campus gallery of a specialist university located in the town of Canterbury. This was a curatorial project that tried not only to represent the difficulties of art education in the current climate, but that by engaging the university community—particularly students— in the process of organizing the exhibition, tried to actively intervene in the debates on the impact of this neoliberal model in how we teach and learn art today.

scholarly journals Non-native EFL Teachers’ Perception of English Accent in Teaching and Learning: Any Preference?

2018 ◽  
Vol 8 (2) ◽  
pp. 177
Author(s):  
Ruth Wong
Keyword(s):  
Hong Kong ◽  
United Kingdom ◽  
Teaching And Learning ◽  
Learning Model ◽  
Lingua Franca ◽  
The United Kingdom ◽  
Efl Teachers ◽  
Accent Perception

This study studied the accent perception of a group of non-native pre-service EFL teachers in Hong Kong in order to see whether native English norm is of their preference for teaching and learning. Results found that participants all preferred traditional native English as learning model and seemed to have overlooked the principle of intelligibility, even there had been calls for using lingua franca core as learning model. Results show that participants all preferred using native English to be the model of teaching and learning. Among all the native English varieties, participants preferred the accent from the United Kingdom though not all could identify the accent they preferred. The study showed there was a mismatch between what the participants preferred and their ability of identifying accents of different kinds.

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