scholarly journals Implementation of Competence-Based Learning Approach: stories of practices and the Tuning contribution to academic innovation

2015 ◽  
Vol 3 (1) ◽  
pp. 19 ◽  
Author(s):  
Anna Serbati
Keyword(s):  
Case Studies ◽  
Teaching And Learning ◽  
Approaches To Learning ◽  
Structured Interviews ◽  
Pedagogical Content ◽  
Academic Innovation ◽  
Starting Point ◽  
Multiple Case ◽  
Student Centred Learning ◽  
Teaching Learning

<p>The rationale of the present paper is to investigate and stimulate a reflection on <em>the Tuning contribution to academic innovation </em>through the collection of case studies among some Tuning projects, focussing on methods and tools to implement successful and <em>innovative approaches to learning, teaching</em>, and assessment appropriate for <em>competence-based approach (CBA)</em>. In order to deepen these concepts, a conceptual framework on competence-based approach and student-centred learning will be presented, particularly focussing <em>teacher conceptions of teaching </em>as well as <em>pedagogical content knowledge </em>and their influence on teaching practices<em>. </em>The Tuning contribution in supporting academic innovation will then be deepened, through a <em>macro-level overview of the methodology</em>, and a synoptic table of cross-cutting themes identified across the Tuning projects will be the starting point of the empirical part of this study. Moreover, the <em>multiple case studies </em>conducted through semi-structured interviews with teachers from Higher Education Institutes involved in previous completed Tuning projects will be presented. Research design, sampling and data analysis will be described, and major findings will be presented. Results show a general understanding, but with different perspectives on the competence based approach as well as appropriate teaching and learning methods applied worldwide within the CBA framework. Outlines on the Tuning contribution to academic innovation in this framework will be offered, by identifying main strengths, weaknesses, threats and opportunities of the methodology. Suggestions and guidelines for future projects, training and researches of the Tuning Academy are provided for possible implementation, highlighting the relationship <em>between teaching, learning and research.</em></p>

scholarly journals Teacher readiness in applying ATL skills in the International Baccalaureate Middle Years Programme Schools

2021 ◽  
Vol 10 (4) ◽  
pp. 1409
Author(s):  
Roziah Ramli ◽  
Mohd Isha Awang ◽  
Nurahimah Mohd Yusoff
Keyword(s):  
Teaching And Learning ◽  
International Baccalaureate ◽  
Approaches To Learning ◽  
Ministry Of Education ◽  
Structured Interviews ◽  
Middle Years ◽  
Teacher Readiness ◽  
Story Completion ◽  
Teaching Learning ◽  
Middle Years Programme

<p>This article aims to understand the challenges faced by teachers in implementing the Approaches to Learning Skills (ATL Skills) for the teaching of <em>Bahasa Melayu</em> (Malay Language) in the International Baccalaureate Middle Years Programme Schools (MYPIB) in Malaysia. This qualitative case study employed purposive sampling that involved six resilient teachers who were directly involved in the implementations of ATL Skills consisting of four <em>Bahasa Melayu</em> teachers, a MYPIB coordinator and ATL skills coordinator. Triangulation was used to compare data from different sources using semi-structured interviews, story completion tasks, and document analysis. Using the ATLAS.ti software as an aiding tool, thematic analysis was carried out to identify the themes that emerged from the codes. Findings showed that teacher readiness is a challenge that needs to be addressed in the process of applying ATL skills in the MYPIB implemented by the Malaysian Ministry of Education. Teachers still need courses and training to improve their mastery in the ATL skills application. This study provided implications to teaching and learning, and recommendations to teachers as well as the Ministry to make improvements in the effort to apply ATL skills in the teaching-learning processes at the MYPIB schools.</p>

scholarly journals PROFESSOR/ALUNO: QUE RELAÇÃO É ESTA?

2014 ◽  
pp. 170
Author(s):  
Gabriella Alves Ferreira ◽  
Maria Núbia Barbosa Bonfim
Keyword(s):  
Teaching And Learning ◽  
Rio Grande ◽  
Sao Paulo ◽  
São Paulo ◽  
State University ◽  
Structured Interviews ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
Teaching Learning

Este estudo enfoca a relação professor/aluno e tem por principal objetivo analisar como se constrói essa relação no cotidiano da sala de aula do Curso de Licenciatura em Letras de uma Universi-dade Federal do Nordeste brasileiro. Insere-se no projeto de pesquisa intitulado “Projeto de Cooperação Acadêmica: Disciplinas da Licenciatura voltadas para o Ensino de Língua Portuguesa”, parceria entre as instituições Universidade Federal do Maranhão - UFMA, Universidade de São Paulo - USP e Universida-de Estadual do Rio Grande do Norte - UERN, tendo a UFMA como proponente e contando com o apoio financeiro da CAPES/Procad – NF – 2008. A referida relação pode ultrapassar a sala de aula e tornar-se um ponto relevante no desenvolvimento do ensino-aprendizagem. O processo metodológico englobou o estudo do referencial teórico, a partir dos estudos realizados por Freire (1996), Gadotti (1999), Zuin (2008), Bonfim (2007;2010;2012), dentre outros. Para realizá-lo, levantamos algumas indagações que se-riam analisadas pela pesquisa: Como a relação professor/aluno afeta o processo ensino-aprendizagem? E com quais consequências? No desenvolvimento metodológico, realizamos observação participante, elaboramos e aplicamos entrevistas semiestruturadas com alunos e professores do 8º período do Curso de Letras no turno matutino 2012.2, assim como fizemos levantamento de perfil junto aos alunos para melhor conhecimento individual dos sujeitos. Para sistematização dos dados, utilizamos a técnica de Aná-lise de Conteúdo proposta por Franco (2005). Esperamos com este trabalho mostrar o quanto a relação professor/aluno ajuda a compreender algumas tessituras no processo ensino-aprendizagem e o quanto esse entendimento se torna importante para a solução de conflitos.Palavras-chave: Relação professor/aluno. Licenciatura. Cotidiano.TEACHER/STUDENT: WHAT RELATION IS THIS?ABSTRACT: This study focuses on the teacher/student relationship and its main objective is to analyze how this relationship is built in daily classroom of the Letters Course at the Federal University in Northeast Brazil. Is part of the research project entitled “Project Academic Cooperation: Disciplines of the Degree ai-med for Teaching Portuguese Language”, partnership between institutions Federal University of Maranhão - UFMA, University of São Paulo - USP and State University of Rio Grande do Norte - UERN, having UFMA as proposer and with the financial support of CAPES/Procad - NF - 2008. That relationship can overcome the classroom and become an important point in the development of teaching and learning. The methodo-logical process involved the study of the theoretical framework, based on studies by Freire (1996), Gadotti (1999), Zuin (2008), Bonfim (2007, 2010, 2012) among others. To accomplish it, we raise some questions that would be covered by the survey: As a teacher/student relationship affects the process of teaching and learning? And with what consequences? Methodological development, we conducted participant observa-tion, elaborated and applied semi-structured interviews with students and teachers from 8th period course on literature in 2012.2 morning shift, as did raising profile with students to better knowledge of individual subjects. To systematize the data, we used the technique of content analysis proposed by Franco (2005).We expect this work to show how the relationship teacher/student help understand some tessitura in the teaching- learning process and how this understanding becomes important for conflict resolution.KEYWORDS: Teacher/student relationship. Teaching. Daily.PROFESOR/ESTUDIANTE: ¿QUÉ RELACIÓN ES ÉSTA?RESUMEN: Este estudio se centra en la relación profesor/alumno y su principal objetivo es analizar cómo es construida esta relación en el curso de Licenciatura en Letras de la Universidade Federal do Mara-nhão. Este trabajo hace parte del proyecto de investigación intitulado “Projeto de Cooperação Acadêmica: Disciplinas da Licenciatura voltadas para o Ensino de Língua Portuguesa”, en colaboración con la Univer-sidade Federal do Maranhão - UFMA, Universidade de São Paulo – USP, y la Universidade Estadual de Rio Grande do Norte - UERN , teniendo UFMA como proponente, y con el apoyo financiero de la CAPES / Procad - NF - 2008. La referida relación puede ir más allá del salón de clases, llegando a ser un punto importante en el desarrollo de la enseñanza y del aprendizaje. El proceso metodológico está basado en los estudios realizados por Freire (1996), Gadotti (1999), Zuin (2008), Bonfim (2007, 2010, 2012), entre otros. Para lograrlo, planteamos algunas preguntas analizadas por la referida investigación: ¿Cómo la relación profesor /alumno afecta el proceso de enseñanza y aprendizaje? ¿Y con qué consecuencias? En el desarrollo metodológico, realizamos una observación participante, donde construimos y aplicamos entrevistas semi-estructuradas con los estudiantes y profesores del octavo período del curso de Letras en 2012.2, en el turno de la mañana; además, hicimos un levantamiento que permitió un mejor conocimiento de los sujetos individuales. Para sistematizar los datos, utilizamos la técnica de Análisis de Contenido propuesto por Franco (2005). Esperamos con este trabajo mostrar cómo la relación profesor/alumno ayu-da a entender algunos tesituras en el proceso de enseñanza-aprendizaje y cómo este conocimiento se convierte importante para la resolución de conflictos.PALABRAS CLAVE: Relación profesor/alumno. Licenciatura. Cotidiano.

Contextual Influences on Science Teachers' TPACK Levels

2015 ◽  
pp. 307-333 ◽  
Author(s):  
Kofi Acheaw Owusu ◽  
Lindsey Conner ◽  
Chris Astall
Keyword(s):  
Case Studies ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Contextual Influences ◽  
Learning Context ◽  
Pedagogical Content ◽  
Factors Influencing ◽  
Use Of Technology ◽  
Wide Range ◽  
Technology In Instruction

The contextual factors influencing teachers' use of technology as well as teachers' Technological Pedagogical Content Knowledge (TPACK) levels were investigated through multiple embedded case studies of five science teachers who were regular users of technology in their teaching. The case studies reported in this chapter revealed that teachers used technology to support inquiry learning through a wide range of ways in lower levels of high school but mostly to clarify concepts and theories for senior level students. This chapter identified that teachers demonstrated different TPACK levels of expertise and engagement in the use of technology when transferring different types of knowledge from one teaching and learning context to another and for addressing differences amongst learners. The context of assessment driven teaching influences science teachers' TPACK for integrating technology in instruction. The chapter noted that having teachers actively evaluate the effectiveness of the technology on students' learning may help increase teachers' TPACK levels.

Contextual Influences on Science Teachers' TPACK Levels

2018 ◽  
pp. 448-475
Author(s):  
Kofi Acheaw Owusu ◽  
Lindsey Conner ◽  
Chris Astall
Keyword(s):  
Case Studies ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Contextual Influences ◽  
Learning Context ◽  
Pedagogical Content ◽  
Factors Influencing ◽  
Use Of Technology ◽  
Wide Range ◽  
Technology In Instruction

The contextual factors influencing teachers' use of technology as well as teachers' Technological Pedagogical Content Knowledge (TPACK) levels were investigated through multiple embedded case studies of five science teachers who were regular users of technology in their teaching. The case studies reported in this chapter revealed that teachers used technology to support inquiry learning through a wide range of ways in lower levels of high school but mostly to clarify concepts and theories for senior level students. This chapter identified that teachers demonstrated different TPACK levels of expertise and engagement in the use of technology when transferring different types of knowledge from one teaching and learning context to another and for addressing differences amongst learners. The context of assessment driven teaching influences science teachers' TPACK for integrating technology in instruction. The chapter noted that having teachers actively evaluate the effectiveness of the technology on students' learning may help increase teachers' TPACK levels.

Online TPACK Learning Trajectory Tools and Processes

2016 ◽  
pp. 53-77
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Learning Trajectory ◽  
Pedagogical Strategies ◽  
Pedagogical Content ◽  
Graduate Coursework ◽  
Individual Knowledge ◽  
Multiple Case ◽  
K 12 ◽  
Constructing Knowledge

A multiple case, descriptive study provides research insights for illuminating the tools and processes in the online TPACK learning trajectory situated in a social metacognitive constructivist instructional framework for graduate coursework. In this course, inservice K-12 teachers' relearn, rethink, and redefine teaching and learning for developing a 21st century literacy significantly influenced by the proliferation and societal acceptance of multiple digital technologies. The research examination identifies insights about the incorporation of the key tools (community of learners and reflection) and processes (shared/individual knowledge development and inquiry) in the online learning trajectory for reframing teachers' Technological Pedagogical Content Knowledge (TPACK). Three themes reveal how the online learning trajectory relies on these tools and processes for enhancing the participants' learning: the tools and processes are needed for constructing knowledge, for transitioning the participant's thinking as a student to that of a teacher, and for recognizing the value of pedagogical strategies for teaching and learning with technologies.

Implementing combined assurance: insights from multiple case studies

2015 ◽  
Vol 30 (1) ◽  
pp. 56-79 ◽  
Author(s):  
Loïc Decaux ◽  
Gerrit Sarens
Keyword(s):  
Case Studies ◽  
Program Implementation ◽  
Audit Committees ◽  
Structured Interviews ◽  
Content Type ◽  
Internal Auditors ◽  
Implementation Stages ◽  
Multiple Case ◽  
Implementation Data ◽  
Implementation Stage

Purpose – This purpose of this paper is to investigate how to implement a combined assurance program. Design/methodology/approach – This paper uses qualitative data obtained through semi-structured interviews with six multinationals at different stages of combined assurance implementation maturity. Findings – The paper finds that organizations are still learning through combined assurance implementation because no organization seems to have attained a mature combined assurance program. Nevertheless, our descriptive findings reveal that a successful combined assurance implementation follows six important components. Research limitations/implications – One limitation of this study is that, as the organizations studied are at different stages of combined assurance program implementation, data may have comparability issues. Another limitation is that different interviewees were studied from one case to another. Practical implications – The results have implications both for organizations that do not yet have a combined assurance program in place and for those currently at the implementation stage. It has also implications for chief audit executives who are good candidates to lead a combined assurance implementation and for regulators, as the study describes combined assurance as an important accountability mechanism that helps boards and audit committees exercise their oversight role properly. Originality/value – The study is the first to address combined assurance implementation. It complements the study of the Institute of Internal Auditors UK and Ireland (2010), which identifies the reasons for failed attempts to coordinate assurance activities, by illustrating combined assurance implementation through six international case studies of organizations at different combined assurance implementation stages.

scholarly journals Reflections on a bilingual peer assisted learning program

2015 ◽  
Vol 29 (3) ◽  
pp. 284-297 ◽  
Author(s):  
Jin Cui ◽  
Tairan Kevin Huang ◽  
Corinne Cortese ◽  
Matthew Pepper
Keyword(s):  
Teaching And Learning ◽  
International Student ◽  
Academic Staff ◽  
Structured Interviews ◽  
Learning Program ◽  
Peer Assisted Learning ◽  
Content Type ◽  
Bilingual Teaching ◽  
Starting Point ◽  
High Level

Purpose – The purpose of this paper is to identify and evaluate faculty and academic staff perceptions, experiences and expectations with respect to a voluntary, bilingual peer assisted learning (PAL) program, which operates for the benefit of students studying in the Faculty of Business at a regional Australian University. Design/methodology/approach – A survey instrument and semi-structured interviews were used to faculty executive and academic staff in order to collect information about the perceived benefits of the program and identify opportunities for improvement. Findings – Based on an analysis of student results, the bilingual PAL program is shown to have a positive effect on performance of students participating in the program. Results from interviews with executive and academic staff indicate a high level of support for this type of student learning program. Originality/value – Although the value of both bilingual teaching and PAL has been explored in the teaching and learning literature, few studies have examined the integration of these two approaches. This research contributes to the literature by exploring the practical contribution of integrating these approaches. This research also provides valuable information regarding executive and academic perceptions of PAL programs, which is infrequently addressed in the literature. Findings may be used to inform institutions of the value of bilingual PAL programs in relation to international student retention and learning support and provide a starting point for discussions around the practical implications of such programs.

scholarly journals TECHNOLOGY INTEGRATION IN NATURAL SCIENCES TEACHING AND LEARNING IN SOUTH AFRICAN TOWNSHIP SCHOOLS

2021 ◽  
Author(s):  
Sam Ramaila ◽  
Keyword(s):  
Technology Integration ◽  
South African ◽  
Scientific Literacy ◽  
Teaching And Learning ◽  
Survey Design ◽  
Natural Sciences ◽  
Structured Interviews ◽  
Design Data ◽  
Pedagogical Content ◽  
South African Township

This study examined technology integration in Natural Sciences teaching and learning in South African township schools. A mixed method approach was adopted as part of an exploratory descriptive survey design. Data was collected through semi-structured interviews, classroom observations as well as administration of open-ended survey questionnaire. The study involved purposively selected grade 9 Natural Sciences teachers and learners as participants. The empirical investigation is underpinned by technological pedagogical content knowledge (TPACK) as the underlying theoretical framework. The participants demonstrated a positive disposition about technology integration in Natural Sciences teaching and learning. In particular, technology integration was perceived to provide opportunities for the enhancement of meaningful Natural Sciences teaching and learning in township schools. Digital resources were largely viewed as essential educational tools that can be deployed to demystify abstract scientific concepts with a view to enhance scientific literacy. Theoretical implications for technology-enhanced teaching and learning are discussed.

scholarly journals Lean production in agribusiness organizations: multiple case studies in a developing country

2017 ◽  
Vol 8 (3) ◽  
pp. 335-358 ◽  
Author(s):  
Eduardo Guilherme Satolo ◽  
Laiz Eritiemi de Souza Hiraga ◽  
Gustavo Antiqueira Goes ◽  
Wagner Luiz Lourenzani
Keyword(s):  
Organizational Performance ◽  
Case Studies ◽  
Production System ◽  
Global Economy ◽  
Lean Production ◽  
Structured Interviews ◽  
Content Type ◽  
System Use ◽  
Multiple Case

Purpose This paper aims to conduct case studies in companies of different branches of the agribusiness sector to analyze the degree of adherence to lean production system, considering the use of techniques and tools, and how the specificities of the agribusiness system work. Design/methodology/approach By contributing to the refinement of the theory, multiple type case studies were conducted in eight agribusiness units from different branches by applying structured interviews, on-site visits and document analysis. The comparative analysis of the cases occurred focusing on the degree of adherence to lean production system; use of techniques and tools; and influence of the specificities of agribusiness systems. Findings The adoption of lean production system occurs as an improvement mechanism of organizational performance. However, it is necessary to advance in the formalization of the actions, which need to encourage the creation of new leaders who spread the organizational philosophy. When comparing the degree of adherence to lean production with the use of techniques and tools, it was observed that there is no direct relationship, indicating that each organization should select only the techniques and tools that will improve their own organizational performance. At last, the specific characteristics of seasonality of consumption, quality and health surveillance and sociological aspects of the food have high influence on surveyed agribusiness systems, and its effects can be minimized by the techniques and tools associated with lean production system. Research limitations/implications The analysis is valid for the universe investigated due to the specific characteristic of the case study. Originality/value The literature regarding the lean production philosophy is vast; however, the agribusiness segment, one of the major sectors of the global economy, features a large gap in literature. This study is one of the first original papers to report this reality.

scholarly journals USEFULNESS OF EDUBLOGS AS A TOOL TO ENHANCE TEACHING LEARNING PROCESS AMONG STUDENT TEACHERS

2016 ◽  
Vol 4 (11) ◽  
pp. 44-51
Author(s):  
Monika Singh ◽  
Purnima Gupta ◽  
Vandana Goswami
Keyword(s):  
Student Teachers ◽  
Content Knowledge ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Knowledge Construction ◽  
Teaching And Learning ◽  
Ict Skills ◽  
Pedagogical Content ◽  
Information And Communication ◽  
Teaching Learning

The present paper explores one of the most important aspects related to every sector today, including education - the integration of information and communication technology in day to day working. Along with the pedagogical content knowledge, teachers also need to be well versed with the ICT skills and also in the various tools that can be effectively be used to enhance their teaching. Weblog or Edublog of web 2.0 technology is one such tool that has the potential to augment and encourage student engagement and inspiration outside the classroom. The 21st century technology is needed in teaching and learning and applying these skills in a contemporary environment is becoming most essential. Edublogs as a tool and their uses in education have been discussed here. Edublogs are helpful in concerted learning, new knowledge construction and skill expansion that can help the student teachers in their professional development.

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