scholarly journals Praksisnær undervisning – en forutsetning for innovasjon og entreprenørskap!

2020 ◽  
pp. 197-217
Author(s):  
Ingrid Tvete
Keyword(s):  
Higher Education ◽  
Teaching Methods ◽  
Theory And Practice ◽  
Contextual Learning ◽  
Social Structures ◽  
Education Practice ◽  
Teaching In Higher Education ◽  
Political Governance ◽  
Innovation In Higher Education

In this chapter I examine the importance of the concepts of entrepreneurship and innovation in an educational context. The aim of the chapter is to show that entrepreneurship and innovation are not only political superlatives, but also useful approaches to a more practice-oriented teaching in higher education. Practice-oriented teaching is teaching with a clear applied orientation, and I examine how entrepreneurial perspectives and forms of teaching can contribute to this applied orientation through examples, among other things, from the innovation methods we find in ‘Liberating Structures’. The intention of the examples is to demonstrate that entrepreneurship and innovation are useful and simple tools when it comes to facilitating teaching situations where the students must connect theory and practice. Boyer and Knorr-Cetina’s thoughts on knowledge are briefly referenced to support the notion that the students need expertise in how social structures and knowledge development influence each other reciprocally. This is seen in the context of political governance documents and especially Nordic literature on entrepreneurship. Entrepreneurial teaching methods and practice-oriented teaching are then linked to a situational and contextual learning perspective, and I argue that entrepreneurship and innovation are inextricably linked to practice-oriented teaching. I conclude that through entrepreneurship and innovation in higher education we can facilitate a practice-oriented learning where the student learns situationally, without necessarily being in a practical situation.

scholarly journals From ‘intercultural-washing’ to meaningful intercultural education: Revisiting higher education practice

2021 ◽  
Vol 3 (2) ◽  
pp. 1-16
Author(s):  
Mélodine Sommier ◽  
Malgorzata Lahti ◽  
Anssi Roiha
Keyword(s):  
Higher Education ◽  
Intercultural Communication ◽  
Communication Theory ◽  
Theory And Practice ◽  
Intercultural Education ◽  
Special Issue ◽  
Education Practice ◽  
The People ◽  
Recent Developments ◽  
Stable Connection

This is the first special issue that JPHE hosts—and could there be a more suitable forum for an issue dedicated to exploring and encouraging a critical dialogue around transformative intercultural communication teaching practices in higher education (HE)? What has led us to engage with the theme of making intercultural education meaningful is a shared observation that there seems to be an increasing disconnect between recent developments in intercultural communication theory and practice. With so much critique published over the years, we are perplexed as to why traditional notions of culture still prevail not only in mainstream intercultural communication research but also in institutional discourses in HE and in popular discourses as articulated by the people who sit—or have once sat—in our classrooms. In this editorial and Special Issue, we approach intercultural communication from a critical angle, akin to the theorization of interculturality as a discursive and contingent, unstable and contradictory, political and ideological construct. We are thrilled to see this approach gain ground in the field of intercultural communication. However, at the same time, we are worried that the terrain of intercultural communication teaching across HE settings has become quite unruly and is characterized by pedagogical solutions that do not have a stable connection to state-of-the-art theory, and that might lead to naive, simplistic, and essentialist understandings of ‘culture’ and ‘the other’.......

scholarly journals Pedagogical Innovation in Higher Education

2020 ◽  
Vol 1 (3) ◽  
pp. 1-18
Author(s):  
Jae Major ◽  
Sandi Lynne Tait-McCutcheon ◽  
Robin Averill ◽  
Amanda Gilbert ◽  
Bernadette Knewstubb ◽  
...  
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Quality Teaching ◽  
Pedagogical Innovation ◽  
Student Demographics ◽  
Working Definition ◽  
Technological Advances ◽  
Definition Of ◽  
Teaching In Higher Education ◽  
Innovation In Higher Education

Quality teaching in higher education (HE) is gaining increasing international attention and pedagogical innovation is seen as an important construct of quality teaching. The drivers for pedagogical innovation include the need for 21st century skills and understandings, student demographics and empowerment, technological advances, and a turn to teaching in HE. Defining innovative pedagogies is a recurring challenge in the literature and a key focus of this article. Using an investigation into innovative approaches to teaching and learning at one New Zealand university, prevailing themes of newness, benefit, and student outcomes are discussed to develop a working definition. What is missing from the discourses and definitions is specific consideration of the influence of context on what counts as pedagogical innovation. In light of this, the authors offer an emergent definition of pedagogical innovation in higher education.

scholarly journals THE COURSE “THEORY OF INTERCULTURAL COMMUNICATION” IN THE CONTEXT OF CORRELATION BETWEEN THE LATEST STANDARDS OF HIGHER EDUCATION AND PROFESSIONAL STANDARDS

2021 ◽  
pp. 40-44
Author(s):  
Zh.A. Korotkikh ◽  
◽  
I.Yu. Kocheshkova ◽  
Keyword(s):  
Higher Education ◽  
University Students ◽  
Intercultural Communication ◽  
Teaching Methods ◽  
Professional Training ◽  
Current Issue ◽  
Translation Studies ◽  
Theory And Practice ◽  
Professional Standards ◽  
Interactive Teaching

The article is devoted to the current issue of the formation of competencies of university students (programme “Translation Studies”) through studying the theory of intercultural communication. The article describes the experience of combining active and interactive teaching methods that contribute to the integrated formation of all types of competencies and the implementation of practical professional training in the framework of teaching future translators and interpreters the theory and practice of intercultural communication.

Critical Issues in Pedagogy and Research: Perspectives on Dance Education Theory and Practice

2009 ◽  
Vol 41 (S1) ◽  
pp. 199-203
Author(s):  
Eeva Anttila
Keyword(s):  
Higher Education ◽  
National Level ◽  
Bologna Process ◽  
National Development ◽  
Dance Education ◽  
Theory And Practice ◽  
Western World ◽  
The European Union ◽  
Education Practice ◽  
Research Perspectives

From a Scandinavian perspective, the current scenario for dance education practice and research appears quite challenging. One great challenge seems to be preserving the basic values of democracy, equity, and access of the Nordic educational system that is being contested by neoliberal policies, much like elsewhere in the Western world. I am echoing Sue Stinson about the concerns that accountability and standardization have generated in preparing future dance teachers. The restraints seem to creep in from all directions. From the European Union and the Bologna process, higher education is affected by directives that compel us to reformulate the program goals in terms derived from Bloom's taxonomy (Bloom 1956). On the national level, increasing governmental regulations regarding higher education have altered the criteria for allocating funds, and beginning in January 2010 the whole system will drastically change toward privatization. Another significant national development is more difficult to discern but is even more disturbing.

scholarly journals IMPACTS OF INSUFFICIENT INSTRUCTIONAL MATERIALS AND HIGHER EDUCATION SYSTEMS IN TEACHING BIOLOGY

2016 ◽  
Vol 13 (3) ◽  
pp. 114-121
Author(s):  
Sutuma Edessa
Keyword(s):  
Higher Education ◽  
Teaching Methods ◽  
Addis Ababa ◽  
Theory And Practice ◽  
Instructional Materials ◽  
Education Systems ◽  
Biology Teaching ◽  
Face To Face ◽  
Higher Education Systems ◽  
Teaching Biology

The research was conducted on the impacts of insufficient instructional materials and higher education systems of teaching biology on the qualification of graduates as outputs. Data collection methods were through variables of in-depth interview questions and face-to-face observations, whereas both quantitative and qualitative methods were employed to analyze evidences comparatively. Data sources were graduates of biology of different universities, who joined the post graduate diploma in teaching (PGDT) teachers training program of Addis Ababa University to be biology teachers, and evidences were gathered while the trainees were attaining the course biology teaching methods. Interview questions were distributed to 200 trainees and respondents provided their judgments both in written or oral forms. The face-to-face observations were conducted on 20 of the trainees while conducting the tasks of biology teaching methods using observation checklists. As a result, the impacts of the insufficient instructional materials and higher education systems were accounted for 56.83% and impacts on competence of the graduates of biology in performing expected biological tasks were accounted for 71% that made learners at an average 63.915% unsuccessful. The research was concluded with great divorce of theory and practice due to the impacts of insufficient inputs of instructional materials and poor education systems, in which graduates ended with incompetence and joblessness. Keywords: biology teaching, instructional materials, higher education.

scholarly journals THE FORMATION OF STUDENTS MOTIVATION: PROBLEM OR OPPORTUNITY

2019 ◽  
Vol 42 (4) ◽  
pp. 5-10
Author(s):  
O. Ya. KUSHNIR ◽  
V. S. PILIPENKO ◽  
O. V. YAKOVLEVA
Keyword(s):  
Higher Education ◽  
Teaching Methods ◽  
Educational Process ◽  
Motivation To Learn ◽  
Entrepreneurial Culture ◽  
The University ◽  
Teaching In Higher Education ◽  
Post Industrial ◽  
World Exhibition ◽  
Pedagogical Methods

 The article is devoted to the problem of the formation of motivation for teaching students of higher education institutions in Ukraine. The authors consider the problem of forming students' motivation from two perspectives - psychological and philosophical. The psychological approach is used to analyze internal motivation, and the philosophical one to analyze external motivation and the influence of external factors on the formation of values ​​in students and teachers, which also affect the motivation to learn. The four phases of the economic development of society and the types of universities that are formed in each phase are analyzed. University 1.0 in the pre-industrial phase, University 2.0 in the industrial phase, University 3.0 in the post-industrial phase and University 4.0 in the cognitive phase. Although universities have developed pedagogical methods for teaching in higher education, a gap has recently arisen between a student and a university. Proven techniques do not show already familiar high results. There is a need for the restructuring of teaching methods, programs and the universities themselves. This shows the main trends in the development of society and the characteristics of new universities, as well as the main pedagogical methods of increasing motivation among students. The goal of the new university is to train specialists in the project attitude to the world, in the broad sense of entrepreneurs and engineers (including financial, cultural, social. Creating an open learning environment with the possibility of implementing individual learning paths. In addition to classrooms, libraries and laboratories, necessary business incubators, design offices, and platforms for communication with the outside world - exhibition centers. Only after overcoming isolation from pressing problems for society is the standardized, “subjectless” educational process and introducing the discipline into the curriculum to form an “entrepreneurial culture”, the student will receive reasons for motivation to study at the university.

Lo stage tra orientamento ed empowerment del soggetto Uno studio di caso

2009 ◽  
pp. 106-133
Author(s):  
Stefania Capogna
Keyword(s):  
Teaching Methods ◽  
Theory And Practice ◽  
Traditional Model ◽  
Academic World ◽  
Education Practice ◽  
The Past ◽  
Starting Point ◽  
The Subject ◽  
Employment Potential

- The starting point is observation of the crisis of the traditional model of transfer, which has oriented education practice in the past. The meaning and value or alternating theory and practice in training are taken into consideration in order to assess the importance of internships as an empowering device for the subject, destined to increase young people's employment potential. This article aims to rethink internships as a guidance, training and pre-educating device that penetrates (or should) a wider area of innovative and shared teaching methods in the academic world.

scholarly journals Impacts of insufficient instructional materials on teaching biology: Higher education systems in focus

2017 ◽  
Vol 12 (1) ◽  
pp. 02-08 ◽  
Author(s):  
Sutuma Edessa
Keyword(s):  
Higher Education ◽  
Teaching Methods ◽  
Addis Ababa ◽  
Theory And Practice ◽  
Instructional Materials ◽  
Soft Data ◽  
Study Program ◽  
Biology Teaching ◽  
Post Graduate ◽  
Undergraduate Study

The purpose of this study was to assess and determine impacts of insufficient instructional materials and ineffective lesson delivery methods on teaching in biology higher education. The participants of this study were 60 trainees who graduated in Bachelor of Sciences from eight public universities in majoring biology. Data for the study was collected while these trainees were attending the course of Biology Teaching Methods in the Post Graduate Diploma in Teaching, both in the regular and summer 2015/2016 training programs at Addis Ababa University. The study employs a mixed method design of both qualitative and quantitative data evaluations.  Data was collected through classroom observations and interviews with the trainees. The findings indicated that insufficient instructional materials and ineffective teaching methods in higher education had negative impacts; that have affected the skills of performing biological tasks of graduates 71%. In the course of the Post Graduate Diploma in Teaching training, trainees were unsuccessful to conduct essential biological tasks expected from graduates of biology upon the completion of their undergraduate study program. The study was concluded with emphasis on the need to integrate theory and practice through using adequate instructional materials and proper teaching methods in the higher education biology teaching. Keywords: systems, instruction, materials, insufficient and soft data.

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