scholarly journals Deductive and Inductive Teaching Approaches to Teaching Grammar to Young Learners: From the Lens of Pre-Service English Teachers

2022 ◽  
Vol 17 (2) ◽  
pp. 7-8
Author(s):  
Gülten KOŞAR
Keyword(s):  
English Teachers ◽  
Teaching Approaches ◽  
Approaches To Teaching ◽  
Young Learners ◽  
Teaching Grammar

Entrepreneurial Mindset

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Nusa FAIN ◽  
Michel ROD ◽  
Erik BOHEMIA
Keyword(s):  
Influencing Factors ◽  
Future Study ◽  
Engineering Students ◽  
Initial Study ◽  
Longitudinal Survey ◽  
Teaching Approaches ◽  
Approaches To Teaching ◽  
Design Students ◽  
Commerce Students ◽  
Case Based

This paper explores the influence of teaching approaches on entrepreneurial mindset of commerce, design and engineering students across 3 universities. The research presented in this paper is an initial study within a larger project looking into building ‘entrepreneurial mindsets’ of students, and how this might be influenced by their disciplinary studies. The longitudinal survey will measure the entrepreneurial mindset of students at the start of a course and at the end. Three different approaches to teaching the courses were employed – lecture and case based, blended online and class based and fully project-based course. The entrepreneurial mindset growth was surprisingly strongest within the engineering cohort, but was closely followed by the commerce students, whereas the design students were slightly more conservative in their assessments. Future study will focus on establishing what other influencing factors beyond the teaching approaches may relate to the observed change.

scholarly journals Teacher-Centered Approach Prevalence in Algerian Secondary-School EFL Classes: The Case of English Teachers and Learners in Mostaganem District

2021 ◽  
Vol 12 (2) ◽  
pp. 268-278
Author(s):  
Meriem Baghoussi
Keyword(s):  
Secondary School ◽  
Classroom Environment ◽  
Secondary School Teachers ◽  
English Teachers ◽  
Traditional Teaching ◽  
Teaching Approaches ◽  
School Teachers ◽  
Time Restrictions ◽  
Competency Based ◽  
Teacher Centered

Before implementing the Competency-Based Approach (CBA) in 2003, the Algerian educational system was based on traditional teaching methods that focused mainly on acquiring the knowledge about language delivered by the teacher and the amount of information the learner could accumulate to pass the exams. Although CBA has shifted the teacher’s role from a knowledge transmitter to a facilitator and the learner from a passive recipient to an active participant, the teacher-centered paradigm still prevails among secondary-school teachers. To shed light on that prevalence, the researcher attempts to explore the perceptions secondary-school teachers hold about Teacher-Centred Approach (TCA) and the reasons behind its widespread use. Therefore, the present study investigates the causes of TCA prevalence in English as a Foreign Language (EFL) classes using a mixed-methods approach. To reach that aim, the researcher put forward the following hypothesis. Although teachers know the various teaching approaches, they have to adopt the teacher-centered method because of several constraints. To collect the necessary data to identify those constraints, thirty English teachers from some secondary schools in the district of Mostaganem received a questionnaire. The research results confirmed the hypothesis stated above. They revealed that teachers are well-informed about the viability of various teaching approaches and methods; however, they keep adopting the teacher-centered approach. Such behavior is due to multiple constraints such as classrooms crowdedness, the traditional physical classroom environment, the baccalaureate (BAC) exam requirements, and the time restrictions due to the lengthy English programs.

Innovative approaches to teaching vascular access to nursing students in the COVID-19 era

2021 ◽  
Vol 30 (14) ◽  
pp. S34-S41
Author(s):  
Caroline Marchionni ◽  
Madolyn Connolly ◽  
Mélanie Gauthier ◽  
Mélanie Lavoie-Tremblay
Keyword(s):  
Nursing Students ◽  
Vascular Access ◽  
Content Delivery ◽  
Nursing Program ◽  
Educational Institutions ◽  
Psychomotor Skills ◽  
Teaching Approaches ◽  
Approaches To Teaching ◽  
Undergraduate Nursing ◽  
Mcgill University

Purpose: For the student nurse, peripheral venous cannulation is one of the most stressful skills to be learned. Although some healthcare employers/establishments offer courses on vascular access and infusion nursing as part of their onboarding programs, ultimately educational institutions should share the responsibility to ensure that graduating nurses can provide safe infusion therapies. Methods: An innovative vascular access and infusion nursing (VAIN) curriculum was created and mapped onto the entry to practice undergraduate nursing program at McGill University in Montréal, Québec, Canada. This presented an opportunity to implement new teaching approaches. Results: Students experienced multiple new teaching approaches including multimedia and experiential learning and live simulation to ensure acquisition of knowledge and psychomotor skills. The teaching approaches had to be rapidly modified with the advent of the COVID-19 pandemic. Conclusions: The VAIN curriculum emphasizes simulation and directed practice, seeking to increase competence, confidence, and knowledge. The pandemic underscored the need for flexibility and creativity in content delivery.

Digital Storytelling and Its Tools for Language Teaching

2018 ◽  
pp. 1005-1020
Author(s):  
Asuman Aşık
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Quantitative Methods ◽  
Digital Storytelling ◽  
English Teachers ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
Qualitative And Quantitative Methods ◽  
Young Learners ◽  
Language Classrooms

This paper presents the analysis of the self-reported reflections of pre-service English teachers about the use of digital storytelling and its tools in terms of Technological Pedagogical Content Knowledge. Through the reflection reports of 78 pre-service English teachers and a focus-group interview after implementing a digital storytelling project, the present study investigated the perceptions and reflections of pre-service English teachers regarding the use of digital storytelling to teach English to young learners. The data were analysed through mixed (qualitative and quantitative) methods. The results revealed that pre-service English teachers reflected positive perceptions towards to the use of digital storytelling. Their reflections are significant in terms of the tools to be used for digital storytelling, the viewpoints regarding young learners and the improvement in their Technological Pedagogical Content Knowledge. The findings should be of interest to teacher education programs in supporting pre-service teachers to integrate technology into language classrooms.

Performers as teachers: exploring the teaching approaches of instrumental teachers in conservatoires

2005 ◽  
Vol 22 (3) ◽  
pp. 287-298 ◽  
Author(s):  
David Purser
Keyword(s):  
Staff Development ◽  
Prospective Teachers ◽  
Research Community ◽  
Teaching Approaches ◽  
Approaches To Teaching ◽  
Individual Approach ◽  
Brass Players ◽  
The Individual

This article was motivated by a staff development session when the brass faculty of a conservatoire were invited to share and discuss their approaches to teaching. It presents the results of interviews with six well known woodwind or brass players who have also taught at one or more conservatoires in London for periods of between one and 40 years. All are male. The six instruments represented are: trumpet, horn, trombone, flute, clarinet and bassoon. While there were commonalities in the approach of teachers, marked differences also emerged. Although some of these may reflect the particular demands of the instrument on which a teacher specialises, and the ease with which accomplished students of that instrument may be recruited to conservatoires, there also appear to be substantial differences in the individual approach of teachers. The findings raise the issue of whether it may be appropriate to provide some training for instrumental teachers at conservatoire level; surely one way of making the pool of accumulated wisdom more readily available, to prospective teachers and to the research community.

Mathematical Attainments in Primary Schooling: Raising Standards and Reducing Diversity

2002 ◽  
Vol 179 ◽  
pp. 64-75 ◽  
Author(s):  
Julia Whitburn
Keyword(s):  
Teaching Mathematics ◽  
English School ◽  
Teaching Approaches ◽  
Approaches To Teaching ◽  
Primary Stage ◽  
Primary Mathematics ◽  
Primary Schooling ◽  
The Past ◽  
Secure Foundation ◽  
Age Of Entry

Concern over poor standards in mathematics among English school leavers has led to a number of government initiatives in recent years. Without a secure foundation of mathematical understanding and competence during the primary school years, later learning in mathematics is problematic. This paper examines recent major initiatives at the primary stage of schooling and their effect on raising standards, including the National Numeracy Strategy and the Improving Primary Mathematics (IPM) project. The latter project, influenced by successful Continental approaches to teaching mathematics, aimed both to raise average standards of attainment and to reduce the large variation in attainment that has, in the past, characterised the performance of English pupils.Although the new teaching approaches, and the innovatively detailed teaching materials, developed by the IPM project have enabled significant improvements to be effected, concern remains over the low attainment in England of an unduly large proportion of pupils (as compared with Continental schools). It is suggested that serious consideration needs to be given to adopting arrangements that are the norm in several other countries — namely, to introduce some flexibility in age of entry to schooling (at present in England this is governed strictly by date of birth). Such a change would, it is suggested, significantly reduce the number of low attainers and range of attainment within a class, and make a teacher's task of successful interactive whole-class teaching more manageable.

Sign in / Sign up

Export Citation Format

Share Document