scholarly journals Professional orality as a special field of knowledge in teacher education – a position paper

2019 ◽  
Vol 13 (1) ◽  
pp. 111-132
Author(s):  
Anna-Lena Østern ◽  
Kristin Solli Schøien
Keyword(s):  
Transformative Learning ◽  
Teaching And Learning ◽  
Teaching Profession ◽  
Position Paper ◽  
Pedagogical Practice ◽  
Daily Work ◽  
Communication Practice ◽  
Decisive Importance ◽  
Communicative Practice ◽  
Ethics Teaching

An important part of teachers’ work constitutes being seen, heard and understood in communicative practice in encounters with pupils, colleagues and parents. This performative relational communication practice is a cross-disciplinary competence, which, independent of subject, is of great importance for the performance of pedagogical practice. The teaching profession is a phonic profession, and personal expression through language, voice, body, gaze and face is of decisive importance in a teacher’s daily work. In this position paper the elements of this competence are described. The authors identify and make visible how it can be trained, developed and learnt. They make an argument for professional orality (PO) as a transdisciplinary field of knowledge and compound competence in need of exploration and research. Based on a review of relevant research the authors outline three perspectives on teaching and research in the field of knowledge connected to PO: ethics, teaching and learning of PO with a performative and aesthetic approach, and adults’ transformative learning. The characteristics of training of PO are illustrated through development of a basic arts educational model. In the conclusion the challenges regarding developing a vocabulary for the teaching and learning of PO are presented, and the distinct areas in need of exploration and research are acknowledged.

scholarly journals Professional orality as a special field of knowledge in teacher education – a position paper

2019 ◽  
Vol 13 (1) ◽  
pp. 111-132
Author(s):  
Anna-Lena Østern ◽  
Kristin Solli Schøien
Keyword(s):  
Transformative Learning ◽  
Teaching And Learning ◽  
Teaching Profession ◽  
Position Paper ◽  
Pedagogical Practice ◽  
Daily Work ◽  
Communication Practice ◽  
Decisive Importance ◽  
Communicative Practice ◽  
Ethics Teaching

An important part of teachers’ work constitutes being seen, heard and understood in communicative practice in encounters with pupils, colleagues and parents. This performative relational communication practice is a cross-disciplinary competence, which, independent of subject, is of great importance for the performance of pedagogical practice. The teaching profession is a phonic profession, and personal expression through language, voice, body, gaze and face is of decisive importance in a teacher’s daily work. In this position paper the elements of this competence are described. The authors identify and make visible how it can be trained, developed and learnt. They make an argument for professional orality (PO) as a transdisciplinary field of knowledge and compound competence in need of exploration and research. Based on a review of relevant research the authors outline three perspectives on teaching and research in the field of knowledge connected to PO: ethics, teaching and learning of PO with a performative and aesthetic approach, and adults’ transformative learning. The characteristics of training of PO are illustrated through development of a basic arts educational model. In the conclusion the challenges regarding developing a vocabulary for the teaching and learning of PO are presented, and the distinct areas in need of exploration and research are acknowledged.

A Model for Effective Practice: Dialogic Inquiry with Students who are Deaf

2002 ◽  
Vol 68 (4) ◽  
pp. 485-502 ◽  
Author(s):  
Connie Mayer ◽  
C. Tane Akamatsu ◽  
David Stewart
Keyword(s):  
Teaching And Learning ◽  
First Year ◽  
Pedagogical Practice ◽  
Student Interactions ◽  
Teacher Student ◽  
Communicative Practice ◽  
Teacher Student Interactions ◽  
Dialogic Inquiry ◽  
Education Of Students

The data presented in this study come from the first year of a 4-year research project which has been undertaken to develop a model to describe exemplary communicative practice in the education of students who are deaf. Based on extensive videotaping of teacher-student interactions across a range of ages and subject areas, with participants using a variety of signed communication forms, the nature of this signed classroom discourse is considered with respect to: (a) how it mediates the activity of teaching and learning, and (b) how it encompasses more than the linguistic quality of the signed communication. Dialogic inquiry is proposed as a framework for conceptualizing a model of effective pedagogical practice in the education of learners who are deaf.

scholarly journals Affectfullness as the basis for the (re)formulation of the teacher´s professional identity

2020 ◽  
Vol 8 (2) ◽  
pp. 79-107
Author(s):  
Helga Loos-Sant'Ana ◽  
René Simonato Sant'Ana-Loos ◽  
Clésnia de Oliveira
Keyword(s):  
Professional Identity ◽  
Elementary School Teachers ◽  
Teaching And Learning ◽  
Teaching Profession ◽  
Human Beings ◽  
Way Of Life ◽  
Daily Work ◽  
Theoretical System ◽  
Self Development ◽  
Relevant Role

‘Affectfullness’ is called the way of life defended by Theoretical System of Affectfullness (TSA) in which the interactions we experience in the world can become rich and meaningful. Seen in these terms, it may be understood as a method that provides parameters for analyzing our experiences and investing in our full development as human beings. As of this approach, the teaching and learning activities should also be seen from a broader perspective, since they have a relevant role in the developmental path of our species. Therefore, it is argued that in scholastic institutions, the teacher – the person in charge of ‘teaching’- needs to experience opportunities and perspectives of self-development which happens through participation in healthy interactions and appropriate conditions to carry out their work of transmitting the input of knowledge produced by humanity from generation to generation. However, unfortunately we have noticed that a large number of elementary school teachers in Brazil do not perceive themselves inserted in a context full of development possibilities, both of themselves and of their own students. Teachers experience discomfort and anxieties, which in turn result in disenchantment with their teaching activities. This paper aims to explore, based on the literature researched, some of the difficulties lived by performing teachers which were organized in seven sections that indicate how the integrity of the ‘teaching profession’ has negatively been affected. Then, it promoted a dialogue with the Theoretical System of Affectfullness (TSA) in order to elicit reflections, which contribute to the teachers arouse an “affectively expanded look” on the dimension of their daily work and their professional identity, becoming able to positively affect their work environment and help modify this reality for better.

scholarly journals Attitudes of nursing faculty members toward technology and e-learning in Lebanon

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Rona Nsouli ◽  
Dimitrios Vlachopoulos
Keyword(s):  
Nursing Education ◽  
Nursing Faculty ◽  
Teaching And Learning ◽  
Faculty Members ◽  
Teaching Staff ◽  
Research Approach ◽  
Daily Work ◽  
Nursing Curricula ◽  
Positive Attitudes ◽  
Nursing Faculty Members

Abstract Background Our transition to an “information society” means that Information and Communication Technology (ICT) has become integral to our lives. ICT has also become an essential aspect of medical institutions and healthcare settings. Healthcare professionals, especially nurses are required to use ICT in their daily work. In Lebanon, however, due to political factors, many universities have not introduced technology or any form of ICT in their curricula. Institutions of higher education do use technology in various ways, however, successful incorporation of ICT in education requires acceptance by instructors who are expected to use ICT in teaching practices. Although international findings reveal that ICT should be used in nursing education, some faculty members experience difficulty integrating it. Method A mixed methodological research approach was used to investigate the attitudes of nursing teaching staff toward the use of ICT in nursing education. Results Our findings revealed three categories of faculty with differing attitudes to the use of ICT in teaching and learning: pioneers, faculty members who have developed positive attitudes toward ICT usage; followers, faculty members with neutral attitudes; and resisters, faculty members with negative attitudes. Conclusions Identification of the nursing faculty members’ attitude toward ICT and the challenges faced by them contributes to the integration of ICT into nursing curricula and further development of educational practices.

Voice Pedagogy for the 21st Century: The Summation of Two Summits

2021 ◽  
Vol 78 (1) ◽  
pp. 11-28
Author(s):  
Amelia Rollings Bigler ◽  
Katherine Osborne ◽  
Chadley Ballantyne ◽  
Brian Horne ◽  
Kimberly James ◽  
...  
Keyword(s):  
Interest Group ◽  
21St Century ◽  
Teaching Profession ◽  
Position Paper ◽  
Voice Pedagogy ◽  
Knowledge And Skills ◽  
Education Experience ◽  
Voice Teaching ◽  
The Voice ◽  
The Ideal

The Voice Pedagogy Interest Group held its second summit in May 2018 to establish and recommend a logical curriculum that prepares and trains those entering the voice teaching profession with knowledge and skills needed to succeed. This position paper codifies the expanding competencies necessary for a 21st century teacher of singing and presents a vision of the ideal singing teacher’s education, experience, knowledge, and skill.

scholarly journals Does the Students’ Preferred Pedagogy Relate to their Ethnicity : UK and Asian Experience

2016 ◽  
Vol 6 (1) ◽  
pp. 21-27
Author(s):  
Junko Winch
Keyword(s):  
Learning Environments ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Teaching Profession ◽  
Teaching Approaches ◽  
Educational Culture ◽  
Learning Practices ◽  
Multicultural Students ◽  
Culture Of Teaching ◽  
Academic Year

Abstract An increasing number of international students, whose culture of teaching and learning practices are very different from UK students, are studying at British universities. This study investigates multicultural students’ preferences using two different teaching approaches in the 2009/2010 academic year, which is explained in the framework of this study. The study sample was two groups, a total of 34 students who were studying Japanese as a non-credited module. Quantitative and qualitative data was collected using questionnaires. The results showed that students’ preferences in teaching and learning appeared to be altered and influenced by the British educational culture regardless of students’ previous educational culture. In addition, the sample participants’ preference of teaching and learning are categorised into three types based on the framework of the study. Those who are in the teaching profession in a multicultural learning environment are encouraged to take consideration of students’ previous educational culture. It is suggested to incorporate teaching and learning practices from non-Anglophone countries to the Anglophone originated teaching approach to capture different preferences of multicultural students, reflecting global international characteristics of teaching and learning environments.

scholarly journals Derivation of electronic course templates for use in higher education

2012 ◽  
Vol 20 ◽  
Author(s):  
Robin K. Hill ◽  
Jill W. Fresen ◽  
Fawei Geng
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Learning Experience ◽  
Learning Technology ◽  
Pedagogical Practice ◽  
Technology Support ◽  
Initial State ◽  
Web Technologies ◽  
Learning Platform

Lecturers in higher education often consider the incorporation of web technologies into their teaching practice. Partially structured and populated course site templates could aid them in getting started with creating and deploying webbased materials and activities to enrich the teaching and learning experience. Discussions among instructional technology support staff and lecturers reveal a paucity of robust specifications for possible course site features that could comprise a template. An attempted mapping from the teaching task as understood by the instructor to the envisaged course website properties proves elusive. We conclude that the idea of an initial state for a course site, embodied in a template, remains useful and should be developed not according to a formula but with careful attention to the context and existing pedagogical practice. Any course template provided for the use of lecturers should be enhanced with supporting instructions and examples of how it may be adapted for their particular purposes.Keywords: course template; learning platform; pedagogical dimensions; course site properties(Published: 17 December 2012)Citation: Research in Learning Technology 2012, 20: 18665 - http://dx.doi.org/10.3402/rlt.v20i0.18665

scholarly journals The Effective use of Authentic Materials in the English Language Classrooms

2019 ◽  
Vol 7 (1) ◽  
pp. 1-8
Author(s):  
Parupalli Srinivas Rao
Keyword(s):  
Educational System ◽  
Teaching And Learning ◽  
English Language ◽  
Teaching Profession ◽  
Modern World ◽  
Authentic Materials ◽  
English Classrooms ◽  
Language Classrooms ◽  
Effective Use ◽  
English Language Classrooms

Due to the technological innovations, the twenty-first century has witnessed tremendous changes in all walks of life. The new technology abetted the extant educational system and it gifted the contemporary educational system with a newfangled drift. As a result, there have been several innovations in the field of education and English has no exception. The concept of teaching English has drastically changed and the present generation of teachers as well as the learners depend more on the latest technology that brings a greater change in teaching and learning. In the modern world, the teachers of English have been using a variety of teaching materials in order to satisfy the needs and interests of the learners. In this process, they also go for the authentic materials in addition to the prescribed textbooks with an aim to improve the standards of the learners and to develop their learners’ language skills enormously in the regular English classrooms. According to Peacock (1997), “Authentic materials are more motivating for students, even lower level students, than artificial materials”. Furthermore, Briton (1991 cited in Qura, 2001) states, “Authentic materials relate more closely to learners’ need, for they build a connection between the language classroom and the outside world. The teachers have to use all the available authentic materials such as newspapers, magazines, story books, movies, radio, TV ads, songs, label products, bus or train timetables, realia like phones and dolls so that the learners show more interest towards their leaning. As authentic materials play a vital role in promoting the learners’ learning and creates interests among learners to learn the English language in a natural way with proper motivation, the teachers of English should use these authentic materials in their day-to-day teaching profession. The present paper brings to light to the effective use of authentic materials by the teachers in the English language classrooms. For this purpose, this paper initially discusses the advantages of authentic materials in the field of education. Then this paper brings out the importance of the authentic materials that are used in the English language classrooms. Later, this paper emphasizes primarily on the effective use of the authentic materials and how they assist the teachers in their teaching and also how they help the learners to learn English in a better and easier way. Finally, this paper gives some expedient hints both to the teachers and the learners of English to how improve their teaching and learning skills colossally using the authentic materials in the English classrooms.

scholarly journals Supervisi Pendidikan

2019 ◽  
Author(s):  
Trisvi
Keyword(s):  
School Leadership ◽  
Teaching And Learning ◽  
School Principals ◽  
Implementation Process ◽  
Teaching Profession ◽  
Administrative Staff ◽  
Continuous Assessment ◽  
Basic Principles ◽  
Starting Point ◽  
Educational Supervision

Supervision is guidance given to all school staff so that they can improve their ability to develop better teaching and learning situations. The person who carries out supervision is called a supervisor. Supervision can be interpreted as coaching. While the target of coaching can be for school principals, teachers, administrative staff. But what becomes the target of supervision also means teacher guidance.The aim of educational supervision is to develop better teaching and learning situations through coaching and enhancing the teaching profession. The functions and objectives of educational supervision include: As the direction of education, goals as an end point, goals as a starting point to achieve other goals. In this case, the educational objectives of one another are inseparable.Supervision has a very important goal to achieve, therefore supervision certainly has very important benefits. Among the benefits of supervision are Coordinating all school businesses, Equipping school leadership, Extending the experience of teachers, Stimulating creative school businesses, Providing continuous assessment and facilities and many more benefits or functions of the educational supervision. In addition to having goals and functions, supervision also has basic principles in the implementation process. Then supervision also has various types, among which are autocracy, democratic, pseudo-democratic, diplomatic manipulation of Laissez-faire

scholarly journals Teaching sustainable development in higher education

2016 ◽  
Vol 17 (3) ◽  
pp. 305-321 ◽  
Author(s):  
Cathy Howlett ◽  
Jo-Anne Ferreira ◽  
Jessica Blomfield
Keyword(s):  
Higher Education ◽  
Transformative Learning ◽  
Reflective Thinking ◽  
Interdisciplinary Approach ◽  
Pedagogical Practices ◽  
Course Evaluations ◽  
Education For Sustainability ◽  
Social Implications ◽  
Pedagogical Practice ◽  
Content Type

Purpose This paper aims to argue that substantive changes are required in both curricula and pedagogical practice in higher education institutions to challenge dominant epistemologies and discourses and to unsettle current ways of thinking about, and acting in relation to, the environment. Central to such a shift, it is argued, is the need for higher education curricula to be interdisciplinary and for pedagogical practices to work to build capacities in students for critical and reflective thinking. Design/methodology/approach In this paper, a case study of our reflections is offered on a subject designed to promote capacities in students for critical and reflective thinking via an interdisciplinary approach. The paper uses data from student reflective essays and student course evaluations to make an argument for the success of this approach. Findings Genuine transformative learning can occur within a constructivist informed pedagogical approach to teaching for sustainability. Research limitations/implications Research implications are that genuine transformation can occur in students’ thinking processes (which the paper argues is critical for effective education in sustainability) with appropriately designed courses in higher education. Practical implications More effective environmental actors and thinkers, who can critically engage with the complexity of environmental problems. Social implications Social implications include a more effective and socially just higher education for sustainability Originality/value The authors know of no other narrative that addresses attempts to educate for sustainability using this approach.

Sign in / Sign up

Export Citation Format

Share Document