scholarly journals Holding Up the Mirror: A theoretical and practical analysis of the role of reflection in Clinical Legal Education

2014 ◽  
Vol 18 ◽  
pp. 181 ◽  
Author(s):  
Rachel Spencer
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
Legal Education ◽  
Reflective Writing ◽  
Clinical Context ◽  
Clinical Teachers ◽  
Clinical Program ◽  
Reflection In Action ◽  
Education Courses

<p>This article provides a summary of the broader literature on reflection that has been published over the last twenty years in a variety of disciplines. It then examines the literature from two major clinical legal education journals in relation to reflective writing as a component of clinical legal education courses. It attempts to provide answers to the questions: What do we mean when we say we ‘teach’ students to be ‘reflective’? How do we do that? How do we ‘teach’ students to write reflectively? The article looks at the problems we face in teaching ‘reflection’ in the clinical context and examines issues stemming from the reality of reflection being an important part of a clinical program. It also argues that being ‘reflective’ is not necessarily intuitive for students and that clinical teachers must teach students how to ‘be reflective’. The article demonstrates an example of reflection in action by the provision of examples from the writer’s own teaching experiences. Finally, the article collates and reproduces suggestions from the literature on best teaching practice on the use of reflection as a teaching and learning tool within clinical legal education courses.</p>

Evaluation of Aspects Which Support the Practice of Teaching for Students

2021 ◽  
pp. 180-189
Author(s):  
Dede Nuraida
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Biology Education ◽  
Teaching Experience ◽  
Teaching And Learning Strategies ◽  
Quantitative Descriptive ◽  
Education Courses ◽  
Practice Of Teaching

Teaching practice is a compulsory component for students in the Department of Biology Education. Courses that support the implementation of this teaching practice are a)Microteaching (MT), b)Teaching and Learning Strategies (TLS) and c)Development of Biology Teaching Program (DBTB). In the implementation of teaching practices, every student is mentored by a lecturer (LM) and a teacher (TM). Prior to the implementation of teaching practice in schools, the opportunity is given to the students to perform simulations on campus. This study aimed to determine how effectively the above aspects support the implementation of the teaching practice as well as how the depth of material that has been given supports the practice of teaching and the role of teaching practice in providing teaching experience for students. This research was a descriptive study that involved 77 students. Data were collected using a questionnaire, the responses to which were analysed by a quantitative descriptive technique. Results showed that more than 75% students’ responses either strongly supported or supported the aspects MT, TLS, DBTB, TM and LM respectively. Similar levels of support were given for the depth of the material aspect and the role of teaching practice in providing teaching experience for students. However, the simulation implementation aspect was strongly supported or supported by less than 55% students.

The Blended Learning Environment in Higher Education

2016 ◽  
pp. 180-197
Author(s):  
Ellen Boeren
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Blended Learning ◽  
Learning Environments ◽  
Critical Analysis ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Self Determination Theory ◽  
Self Determination

This chapter explores the author's experiences with blended learning, both as a tutor and as a student at a British Russell Group University. The chapter starts from the importance of encouraging an autonomy supporting learning environment, featured within self-determination theory (Ryan & Deci, 2000). In the first part of the chapter, definitions of blended learning will be briefly reviewed. Secondly, the role of the learning environment will be explained, drawing upon previous research on learning environments undertaken by Darkenwald and Valentine (1986), mentioning the importance of the learning environment within motivational theories. Thirdly, results of a critical analysis on the own teaching and learning practice will be conducted, comparing the perspective of being a tutor and being a student. Finally, recommendations for future teaching practice will be discussed, before concluding this chapter.

scholarly journals Peningkatan Peran Aktif Mahasiswa Pada Kalkulus Integral Menggunakan Metode Pembelajaran Kooperatif Tipe Student Teams-Achievement Division

2013 ◽  
Vol 2 (1) ◽  
pp. 27
Author(s):  
Sumargiyani Sumargiyani
Keyword(s):  
Cooperative Learning ◽  
Teaching And Learning ◽  
Active Role ◽  
Integral Calculus ◽  
Student Teams ◽  
Qualitative Descriptive ◽  
Field Notes ◽  
Education Courses ◽  
Academic Year

Problems in teaching integral calculus that requires attention in the motivation of learning alongside students is the active role of the student. The active role of the student during the teaching and learning process will affect on the results of his studies. As for the purpose of this research is to improve the students ' active role by using cooperative learning method type STAD.  The subject of research as many as 20 students PGMIPA education courses Math UAD who take Courses Integral Calculus semester three academic year 2012/2013. The cycle is done as much as 3 times the cycle. Data collection is done using sheets of observation, interviewing, documentation, diagnostic tests and field notes. Furthermore the data analyzed by qualitative descriptive.   Based on the results of data analysis revealed that the use of cooperative learning methods type STAD can enhance the active role of students in cycle I of 48.53% in category enough, cycle II increased by 59.21% in the category of pretty and cycle III increased by 71.76% in both categories.

scholarly journals Pre-service Teachers’ Views of Their Training: Key Issues to Sustain Quality Teacher Education

2014 ◽  
Vol 16 (2) ◽  
pp. 39-53 ◽  
Author(s):  
Maria Assunção Flores ◽  
Patrícia Santos ◽  
Sandra Fernandes ◽  
Diana Pereira
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Education Programme ◽  
Initial Teacher Education ◽  
Written Narratives ◽  
Key Issues

Abstract This paper draws upon data from a broader piece of research aimed at examining pre-service teachers' views of their initial teacher education within the context of a master’s degree programme in teaching. The data were collected through questionnaires and written narratives at the beginning and at the end of the programme. In this paper, the data arising from 47 narratives at the end of the programme are presented. Five categories emerged from the qualitative data: curriculum content, teaching practice, the role of teacher educators, teaching and learning methods, the organisational aspects and structure of the programme. Although the participants identified positive aspects of the initial teacher education programme, they also stress that there is room for improvement, especially with regard to a greater coherence of the curriculum and a better articulation of its different components. Implications of the findings for enhancing the quality of initial teacher education and the role of teachers’ educators are discussed.

scholarly journals The Construction of College English Teaching Model Based on PAD Class

2020 ◽  
Vol 13 (2) ◽  
pp. 28
Author(s):  
Junfang Xu
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
Reading Program ◽  
Teaching Mode ◽  
College English ◽  
English Teaching ◽  
Learning Procedure ◽  
Literature Circle ◽  
Core Literacy

PAD (Presentation-Assimilation-Discussion) is a new teaching mode put forward by Professor Zhang Xuexin of Fudan University, which has attracted the attention of academic circles in recent years and has been widely used in teaching practice in China. After personal practice in college English courses, the author believes that in order to optimize the teaching and learning effect, we need to combine this model with the &ldquo;literature circle&rdquo; in reading program and attach great importance to the pivotal role of peer support in the learning procedure. Only in this way can we really achieve the goal of cultivating talents with core literacy. The current study focuses on the implementation of college English teaching practice based on the PAD class and its effect compared with traditional teacher-centered classroom teaching.

scholarly journals The role of SoTL in the academy: Upon the 25th anniversary of Boyer’s Scholarship Reconsidered

2015 ◽  
pp. 1-14 ◽  
Author(s):  
Beth Kern ◽  
Gwendolyn Mettetal ◽  
Marcia Dixson ◽  
Robin K. Morgan
Keyword(s):  
Conceptual Model ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Teaching Process ◽  
Scholarship Of Teaching ◽  
25Th Anniversary ◽  
Teaching And Learning Research ◽  
Scholarly Teaching ◽  
Learning Research

This essay works toward two goals: 1) to provide an explanation of how the Scholarship of Teaching and Learning may work within all four of Boyer’s “scholarships” of discovery, integration, application, and teaching and 2) to clarify the distinctions between quality teaching and scholarship of teaching and learning research. To do that, we posit four quadrants of teaching practices based on two continuum: public/private and systematic/unsystematic. The four quadrants: teaching practice, shared teaching, scholarly teaching and, finally, scholarship of teaching and learning, provide academics with a conceptual model to distinguish various approaches to the teaching process from research into that process.

scholarly journals An Examination of the Challenges, Successes and Setbacks for Clinical Legal Education in Eastern Europe

2014 ◽  
Vol 20 (1) ◽  
pp. 427
Author(s):  
Dubravka Askamovic ◽  
Philip Genty
Keyword(s):  
Eastern Europe ◽  
Clinical Education ◽  
Central And Eastern Europe ◽  
Legal Education ◽  
International Exchange ◽  
European Law ◽  
Clinical Teachers ◽  
European Universities ◽  
The Future ◽  
Clinical Program

<p>The authors first met in 2000, and have collaborated in conferences, workshops, and other projects since then. We also represent two sides of an international exchange that has frequently occurred in the past 15 years: a European law teacher who attends training sessions, networks with colleagues from other European universities, learns about American models of clinical education, and possibly receives some outside funding; and an American law teacher who is graciously hosted by Europeans, promotes American models of clinical education, and, one hopes, observes, listens and learns about the European system. We are also experienced teachers within our own universities and teach both clinics and more doctrinal courses. Finally we are friends and can be honest with each other.</p><p><br />After more than 10 years of working together, we wanted to take stock of the collaboration between American and European academics on issues of clinical education. We wanted to take a close look at what has happened in Central and Eastern Europe since the first “American invasion” of U.S. consultants and funding: what clinical programs were developed? Which ones survived after the consultants and funding left? Why did some programs survive and prosper, while others disappeared? What do the surviving models look like? </p><p>We also wanted to ask a series of more subjective and potentially sensitive questions: was the American influence ultimately helpful and productive? To the extent that it was not helpful, what have we learned about improving such cross-cultural international collaborations in the future? Have European law schools copied US models of clinical legal education, or have they developed their own models?</p><p>In the following sections we first discuss the history of clinical legal education in Central and Eastern Europe. We then focus on Croatia and Olomouc, Czech Republic, two examples of the ambitious but uneven development of clinical programs in Central and Eastern Europe. We next examine the experiences of clinical programs in countries of CEE and some of the challenges these programs have faced in achieving sustainability. We then use a comparison between the European and U.S. clinical program models as a lens for analyzing the experiences of the European programs and assessing the value of collaboration between European and U.S. clinical teachers. Finally, we offer some thoughts about the future of clinical legal education in Central and Eastern Europe.</p>

scholarly journals The SEA-change Model in Information Literacy: Assessing Information Literacy Development with Reflective Writing

2014 ◽  
Vol 6 (1) ◽  
pp. 23-38 ◽  
Author(s):  
Barbara Anne Sen ◽  
Pamela McKinney
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Literacy Development ◽  
Teaching And Learning ◽  
Literacy Practices ◽  
Learning Experience ◽  
Reflective Writing ◽  
Professional Skill ◽  
The University

Reflective writing is a key professional skill, and the University of Sheffield Information School seeks to develop this skill in our students through the use of reflective assessments. Reflection has been used as a means of supporting Information Literacy development in the Higher Education context and recent pedagogical IL frameworks highlight the important role of reflection. This paper presents an analysis of Undergraduate students’ reflective writing on one module. The writing is mapped against two models of reflection to understand the nature and depth of the students’ reflection and through this understand their Information literacy development, with the overall aim of improving the teaching and learning experience for the future. Key findings are that students did reflect deeply and identified a number of ways in which they felt their IL had developed (e.g. developing a knowledge of specialist sources), ways they could have improved their information literacy practices (e.g. through storing information in a more organised fashion), and ways that we could improve our teaching (e.g. by providing appropriate scaffolding for the activities).

scholarly journals Educación en tecnología para la sociedad del siglo XXI: el papel de la tecnología en la sociedad del siglo XXI / Technology Education in the XXI Century Society: The Role of Technology in XXI Century Society

2016 ◽  
Vol 5 (1) ◽  
pp. 165-175
Author(s):  
Maria Esther Tellez Acosta
Keyword(s):  
Technology Education ◽  
Scientific Knowledge ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Educational Process ◽  
Starting Point ◽  
Socialization Processes ◽  
And Training

ABSTRACTConsidering the importance of technology in today's society and its relationship to science, not only reflect chang-es  in  the  educational  process  are  necessary  but,  in  order  to  contribute  to  a  more  comprehensive  training  of  subjects.  So, deserves special attention to achieve technological and scientific knowledge reach all citizens so that they mitigate and cope with various problems, environmental, social, cultural and even teaching and learning. Consequently, an analysis of socialization processes of technological knowledge in Colombia is made, from general (national policies) and from the particular (teaching practice), to identify if you are taking and how the approach to technology; as a starting point for the promotion and planning of strategies to improve teaching practices and thus learning and training of citizens.RESUMENAtendiendo a la importancia que tiene la tecnología en la sociedad actual y en su relación con la ciencia, se hace necesario no solo una reflexión, sino algunos cambios en el proceso educativo, a fin de contribuir a una formación más integral de los sujetos.  Así pues, merece especial atención lograr que el conocimiento tecnológico, así como el científico llegue a todos ciudadanos con el fin de que se mitiguen y se haga frente a diversas problemáticas, tanto ambientales, socia-les, culturales y hasta de la enseñanza-aprendizaje. En consecuencia, se realiza un análisis de los procesos de socialización del conocimiento tecnológico en Colombia, desde lo general (políticas nacionales) y desde lo particular (práctica profesio-nal docente), a fin de identificar si se está dando y de qué manera el acercamiento a la tecnología; como punto de partida para la promoción y planteamiento de estrategias de mejoramiento de las prácticas de enseñanza, por ende de aprendizaje y de formación de ciudadanos.

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