scholarly journals “We learnt lots in a short time”: Cultural exchange across three universities through songs from different lands

2019 ◽  
Vol 38 (2) ◽  
pp. 177-193
Author(s):  
Dawn Joseph ◽  
Rohan Nethsinghe ◽  
Alberto Cabedo-Mas
Keyword(s):  
Music Education ◽  
Professional Learning ◽  
Interpretative Phenomenological Analysis ◽  
Culturally Responsive ◽  
Initial Teacher Education ◽  
Face To Face ◽  
Positive Attitudes ◽  
Royal Melbourne Institute ◽  
Institute Of Technology ◽  
Short Time

Establishing strong connections between universities within initial teacher education (ITE) programs not only takes time, but it also presents opportunities and challenges. Tertiary music educators are called to prepare ITE students/pre-service teachers to be culturally responsive. This article forms part of our wider study “See, Listen and Share: Exploring Intercultural Music Education in a Transnational Experience Across Three Universities (Royal Melbourne Institute of Technology University, Australia; Deakin University, Australia; and Universitat Jaume I of Castelló, Spain). For this article, we draw on student web survey data, anecdotal feedback, and our reflections. We employ Interpretative Phenomenological Analysis as a tool to thematically group our surveys into three broad overarching themes to inform our findings and discussions. We argue that music education is an effective vehicle for exploring culture and diversity through song. Our findings show that our ITE students built positive attitudes about using songs in their generalist primary and early childhood classrooms. They also recognized the importance of collaborative sharing using face-to-face and Skype. This project proved a worthy experience for all concerned, it formed a rich part of our professional learning. We encourage others to consider the approach as one way to promote multicultural music and cultural diversity within ITE programs and across other educational settings.

scholarly journals Teaching Practice Program in the College of Education – its Strengths and Challenges

2018 ◽  
Vol 3 (3) ◽  
Author(s):  
Dawit Yikealo Gebretinsae ◽  
Ikali Karvinen
Keyword(s):  
Student Teachers ◽  
Cooperating Teachers ◽  
Teaching Practice ◽  
Group Discussion ◽  
College Of Education ◽  
Teaching Profession ◽  
Initial Teacher Education ◽  
Short Time Span ◽  
Institute Of Technology ◽  
Short Time

This research was conducted to evaluate the teaching practice program practiced every second semester in the College of Education (CoE) found in Eritrea Institute of Technology, Mainefhi. It explored the challenges and strengths of the program. To conduct this qualitative study, a questionnaire and a focused group discussion was used. A total of 104 participants (cooperating teachers, student teachers and supervisors)were selected for the study. The findings reveal that the teaching program in the CoE is practiced in a short time span with difficulties in materializing the proposed budget by the CoE and other challenges that vitiate its quality. However, the involvement of the cooperating teachers (CTs) and supervisors is satisfying. Majority of the student teachers (STs) felt that the practice plays a great role in preparing them for the teaching profession. Therefore, generally solving the budget implementation issue and the minor drawbacks of the program will definitely make it contribute a lot in producing qualified teachers. Finally, these findings are expected to mitigate the limitations of the program and raise the outcome of the practice. Besides, other initial teacher education institutes may benefit from the study findings.

Cost- und Monitoring-Projekt: Zwei neue forstliche Meinungsumfragen im Vergleich | The Cost- and Monitoring-Projects: A Comparison of Two New Forestry Opinion Polls

2000 ◽  
Vol 151 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Stephan Wild-Eck ◽  
Willi Zimmermann
Keyword(s):  
Large Scale ◽  
Forest Policy ◽  
Forest Economics ◽  
Positive Attitudes ◽  
Federal Institute ◽  
Swiss Confederation ◽  
Institute Of Technology ◽  
The Cost ◽  
Near Future ◽  
Opinion Polls

Two large-scale surveys looking at attitudes towards forests, forestry and forest policy in the second half ofthe nineties have been carried out. This work was done on behalf of the Swiss Confederation by the Chair of Forest Policy and Forest Economics of the Federal Institute of Technology (ETH) in Zurich. Not only did the two studies use very different methods, but the results also varied greatly as far as infrastructure and basic conditions were concerned. One of the main differences between the two studies was the fact that the first dealt only with mountainous areas, whereas the second was carried out on the whole Swiss population. The results of the studies reflect these differences:each produced its own specific findings. Where the same (or similar) questions were asked, the answers highlight not only how the attitudes of those questioned differ, but also views that they hold in common. Both surveys showed positive attitudes towards forests in general, as well as a deep-seated appreciation ofthe forest as a recreational area, and a positive approach to tending. Detailed results of the two surveys will be available in the near future.

The Motherhood Experiences of Non-Birth Mothers in Same-Sex Parent Families

2021 ◽  
pp. 036168432110030
Author(s):  
Anna McInerney ◽  
Mary Creaner ◽  
Elizabeth Nixon
Keyword(s):  
Interpretative Phenomenological Analysis ◽  
Social Institutions ◽  
Coping Resources ◽  
Parental Rights ◽  
Same Sex ◽  
Birth Mothers ◽  
Face To Face ◽  
Dynamic Relationship ◽  
The Face ◽  
Parental Identity

In this qualitative study, we explored the experiences of non-birth mothers whose child(ren) were planned and conceived within their same-sex relationship. We conducted semi-structured, face-to-face interviews with 14 participants in Ireland. We transcribed the interviews verbatim and analyzed the data using interpretative phenomenological analysis. Our findings comprised three superordinate themes: A Question of Recognition, An Insecure Connection, and Carving Your Own Way and related subordinate themes. Motherhood experiences were characterized by resilience and vulnerability in parenting their children without legal parental rights and within a heteronormative society that privileged biological motherhood. The dynamic relationship between seeking connection and seeking legitimacy that is at the heart of the participants’ experiences of motherhood is highlighted. Participants encountered challenges to their maternal legitimacy within their families and communities and in their interactions with legal and social institutions. Participants described using various strategies to reinforce their parental identity. Despite the challenges, participants were engaged in constructing satisfying parenting roles. The findings highlight the importance of legitimizing the parental identity of non-birth mothers. Therapists should be sensitive to the additional marginalization of non-birth mothers in same-sex parent families. Validating their vulnerability and their resilience in the face of obstacles may enhance their coping resources.

Music enables the holistic development and discovery of self: A phenomenological study of two Christian musicians

2016 ◽  
Vol 45 (3) ◽  
pp. 400-416 ◽  
Author(s):  
Annabella S. K. Fung
Keyword(s):  
Music Education ◽  
Identity Formation ◽  
Interpretative Phenomenological Analysis ◽  
Phenomenological Study ◽  
Social Contexts ◽  
Value Systems ◽  
Structured Interviews ◽  
Holistic Development ◽  
Human Needs ◽  
Self Discovery

Music draws on body, space, time and relationships to offer a sacred experience. Musicking makes personal, social, emotional and spiritual connections with people. Cultural identity is formed through the arts, and the spirituality in music is a medium through which people explore their identities. This study examines how music facilitates the holistic development of two Melbourne-born Chinese-Australian Christian musicians. The Confucian Evolving Self Model, Maslow’s Hierarchy of Human Needs, and music education aims offer conceptualising scaffolds to illuminate their self-discovery. Interpretative Phenomenological Analysis was used to report on multiple semi-structured interviews undertaken over three years. This study considered the interaction of various value systems – the fusion of Confucianism, Christian and psychological cultures in the process of musical development and identity formation. It fills a research gap and complements existing approaches to understanding the social contexts influencing the acquisition of musical skills and musicians’ occupational choices. The permissive parenting that both participants experienced might account for them being able to follow a career in music without familial resistance. The current findings can advocate for music education because the spiritual aspects of musical experiences were perceived as a mirror in fostering the holistic development of both participants.

Pivoting in a COVID-19 teaching environment: developing interactive teaching approaches and online assessments to improve students’ experiences

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kate L. Morgan ◽  
Wei Chen
Keyword(s):  
Online Teaching ◽  
Sudden Change ◽  
Course Delivery ◽  
Financial Accounting ◽  
Content Type ◽  
Face To Face ◽  
Course Materials ◽  
Accounting Courses ◽  
Online Assessments ◽  
Short Time

Purpose The purpose of this paper is to discuss the changes made to course delivery, course materials and assessment approaches required in response to the COVID-19 pandemic which forced many changes to occur in a very short time. Design/methodology/approach It is a case study of the changes made to content, teaching methods and assessment in a postgraduate introductory financial accounting course of approximately 350 students across two terms. Findings The key findings are that the sudden change from face-to-face to online teaching to address government regulations, social distancing expectations and students’ needs required immediate changes to how content was delivered, how to interact with students (many of who were studying outside of Australia), and how to adapt to online assessments. Many of the innovations the authors describe will continue to be used in the course going forward both in face-to-face and online formats. That is, the need to change resulted in innovations that can be implemented in a post-pandemic environment. Originality/value The key value of this paper is to provide instructors with insights into the innovations the authors made to address the changed circumstances, which can be incorporated into other accounting courses in the future.

Teamwork attitudes, interest and self-efficacy between online and face-to-face information technology students

2019 ◽  
Vol 25 (5/6) ◽  
pp. 253-278 ◽  
Author(s):  
Abdullah Konak ◽  
Sadan Kulturel-Konak ◽  
Gordon W. Cheung
Keyword(s):  
Self Efficacy ◽  
Academic Program ◽  
Sample Population ◽  
Online Classes ◽  
Online Students ◽  
Content Type ◽  
Face To Face ◽  
Positive Attitudes ◽  
Teamwork Skills ◽  
Students Attitudes

PurposeChallenges of teamwork in online classes may adversely affect students’ future attitudes toward teamwork. Further, there is a concern about whether online programs foster students’ teamwork skills. To answer these questions, the purpose of this paper is to compare online and face-to-face students’ attitudes toward teamwork, interest in learning teamwork skills and teamwork self-efficacy.Design/methodology/approachThe authors developed a conceptual model explaining how students’ background, engagement in learning teamwork, teamwork self-efficacy and interest in learning teamwork affect attitudes toward teamwork and rigorously tested the model for a meaningful comparison between online and face-to-face students. Attitudes toward teamwork, teamwork interest and teamwork self-efficacy of 582 online and face-to-face students who attend the same academic program were compared.FindingsThe results suggest that online students have less positive attitudes towards teamwork compared to face-to-face students although online students have a higher level of teamwork self-efficacy. Therefore, online students’ relative less positive attitudes toward teamwork cannot be explained by the lack of engagement, teamwork skills or interest.Research limitations/implicationsThe homogeneity of the sample population is one of the limitations of the paper although it provides the opportunity for a comparative study of online and face-to-face students by controlling the majors.Practical implicationsInstructors should evaluate the appropriateness of team assignments while incorporating teamwork in online classes.Originality/valueConcerns about online teamwork are discussed but have not been rigorously investigated in the literature. The authors conducted a comprehensive study involving 582 undergraduate students. The findings of this paper suggest that new approaches are needed to incorporate teamwork in online classes. The results also show that importance of building teamwork self-efficacy.

scholarly journals Newly qualified teachers’ professional learning through practitioner enquiry

2017 ◽  
Vol 6 (3) ◽  
pp. 242-260 ◽  
Author(s):  
Dean Robson ◽  
Peter Mtika
Keyword(s):  
Learning Community ◽  
Professional Learning ◽  
Education Institution ◽  
Initial Teacher Education ◽  
Policy And Practice ◽  
Content Type ◽  
Qualified Teachers ◽  
Teacher Education Institution ◽  
Pupil Learning ◽  
Newly Qualified Teachers

Purpose The purpose of this paper is to focus on a partnership-based mentoring model and the learning experiences of participant mentees and mentors. As part of the project, newly qualified teachers (NQTs) were supported to develop and implement a practitioner enquiry (teacher/action research) in a learning community involving two local authorities and an initial teacher education institution. Design/methodology/approach Qualitative data were collected from five semi-structured focus group interviews with key participant groupings to uncover perceptions and experiences of the partnership and professional learning therein. Analysis using an inductive and iterative approach pinpointed a number of emerging themes used to frame key elements of the findings. Findings Findings suggested that the partnership-based model promoted the professional learning and development of NQTs and their mentors in various ways. The nature and shape of the partnership had an influence on the quality of mentoring and support experienced. The community effectively supported the implementation of meaningful enquiry projects, which had clear connections to the enhancement of professional practice and pupil learning. However, specific tensions and conflicts emerged as hindrances to successful partnership-based mentoring in the specific context. Originality/value New insights into the role of a partnership-based mentoring scheme supporting practitioner enquiry-based learning of NQTs emerged. The local, layered community defining the partnership, and operating within the frame of a national induction scheme, was analysed. Benefits for partners were identified and specific challenges and tensions highlighted, both providing new evidence with potential to impact policy and practice. Policy developments supporting teachers to be mentors and enquiring professionals need to recognise the structural and support tensions that exist in contextual practice.

scholarly journals smartEducation: Developing Stress Management and Resiliency Techniques

2017 ◽  
Vol 10 (2) ◽  
pp. 241-255 ◽  
Author(s):  
Karen Ragoonaden
Keyword(s):  
Preservice Teachers ◽  
Pilot Study ◽  
Stress Management ◽  
Professional Learning ◽  
Evidence Based ◽  
Face To Face ◽  
Renewal Program ◽  
Mindfulness In Education ◽  
Faculty Of Education ◽  
And Control

smartEducation (Stress Management and Resiliency Techniques) is a mindfulness-based professional learning initiative positioned in a Faculty of Education of a Western Canadian university. Following similar evidence-based initiatives of mindfulness in education, the smartEducation curriculum comprises nine sessions offered in a variety of face-to-face, intensive, and blended formats. This renewal program supports the development of self-care techniques to cultivate personal and professional resilience through a greater understanding and control of breath, movement, and the physiology of emotions. The 20-hour program consists of eight two-hour sessions and a four-hour silent retreat. This article provides an overview of the research supporting mindfulness in education and presents the results of a pilot study conducted with preservice teachers enrolled in the smartEducation course.

scholarly journals Teaching Midwifery Face-to-Face or Via the Screen: The Impact of Flexible Delivery of Teaching on Student Engagement

2021 ◽  
Author(s):  
◽  
Tania Dawn Milne
Keyword(s):  
New Zealand ◽  
Student Engagement ◽  
Video Conferencing ◽  
Face To Face ◽  
New Curriculum ◽  
On Line ◽  
Flexible Delivery ◽  
Institute Of Technology ◽  
Quality Learning ◽  
The Impact

<p>The aim of this research was to describe how undergraduate midwifery students’ engagement with learning is impacted when they have teaching delivered by different methods of instruction. It asks the question: does flexible delivery of teaching impact on their ability to engage in their learning? This research describes the impact of different modes of flexible delivery of teaching within a new curriculum on students in a pre-registration midwifery undergraduate programme at Waikato Institute of Technology (Wintec), New Zealand. This new curriculum commenced in 2010 as a response to legislative and industry driven changes to midwifery education in New Zealand. The research used an on-line survey to ask students enrolled in years one and two of the programme and those who had exited the programme during the same timeframe, A range of questions about their learning experiences. Surveys were sent to 104 enrolled students and 15 students that had exited the BMid programme. Fifty two (50%) responses were received from the enrolled students and three (20%) from those that had exited the programme. There were three key findings of this research. Firstly the participants identified differences with their sense of belonging amongst their peers, tutors and the administration team outside of their regional learning hubs. The second key and unsurprising finding was that respondents across the board preferred face-to-face sessions to video conferencing sessions and thirdly that the demographic profile of the respondents from the regional learning hubs was different to those attending from the Hamilton city hub. The implications of these key findings are; · For tertiary institutions to acknowledge and consider the links between high quality learning, student engagement and outcomes. · To support the need for continuing training and education for both faculty and students with regards to flexible delivery of teaching and to provide professional development and relevant technology to support more interactive forms of learning if delivered via video conferencing or by online activities. · To further research the needs of Māori students and those who have exited the programme in order to discover what would need to change in order for them to continue with their studies.</p>

scholarly journals Exploring The Attitudes Towards Patients Diagnosed With Alcohol Use Disorder (AUD) -A Qualitative Study Of Nurses At The National Referral Hospital, Bhutan

2021 ◽  
Vol 4 (2) ◽  
pp. 117-129
Author(s):  
Sangay Chozom ◽  
Florian Neuhann ◽  
Wolfgang Krahl
Keyword(s):  
Recovery Process ◽  
Alcohol Addiction ◽  
Face To Face ◽  
Adequate Knowledge ◽  
Effective Interventions ◽  
Positive Attitudes ◽  
Nursing Courses ◽  
Negative Feelings ◽  
Depth Interviews ◽  
National Referral Hospital

Background: The kind of attitude expressed by the nurses may have significant effect on the recovery process of the patient and on their decision to avail treatment. It is anticipated that by exploring the attitudes of the nurses towards AUD patients and understanding the factors which influences these attitudes, more effective interventions can be developed to provide help and support to this group of patient and also to the nurses in being effective and appropriate in responding to the needs of this group of patient.Purpose: The study was conducted to explore the prevailing attitudes of nurses towards AUD patients, and to further explore the factors influencing these attitudes.Methods: A total of fifteen nurses from Jigme Dorji Wangchuck National Referral Hosiptal were recruited based on convenience and purposive sampling techniques. Qualitative approach was employed by means of conducting face to face in-depth interviews using open ended questions. The qualitative data was analyzed using thematic analysis method.Results: The findings from the study suggest that possessing adequate knowledge on alcohol and addiction, being regularly engaged with AUD patients or having few years of experience working with AUD patients were some of the factors which resulted in more positive attitudes among the nurses. On the contrary, insufficient skills and knowledge related to alcohol addiction and exhibition of aggressive behaviour by the patients could cause negative feelings and ultimately lead to negative attitudes.Conclusion: Therefore, it is of paramount importance that a curriculum on alcohol addiction is introduced in diploma and degree nursing courses offered in Bhutan.

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