scholarly journals Modern Teaching Versus Traditional Teaching- Albanian Teachers Between Challenges and Choices

2017 ◽  
Vol 4 (4) ◽  
pp. 20 ◽  
Author(s):  
Valbona Balliu
Keyword(s):  
Teaching Methods ◽  
Scientific Information ◽  
Western World ◽  
Traditional Teaching ◽  
Practical Skills ◽  
Student Centered ◽  
Traditional Teaching Methods ◽  
The World ◽  
Theoretical Thinking ◽  
Teaching Learning

Education lies in the foundations of the nation. Providing knowledge to generations, consolidating their future, inspiring them to incarnate benevolence and esteem splendor, valor and good principles has been one of the oldest professions of mankind, the noblest and the most difficult tasks. It is very significant that Albania and its schools have been subject of this paper. The 25-year period of the country’s transition and the opening of the Albanian society to the Western World Modernization brought profound changes to the Albanian education institutions, in terms of the curricula, management and the teaching processes. The greatest part of teachers in Albania was educated during the communist period, where pedant and traditional teaching prevailed, mainly deriving from the Russian Academics. Traditional methods consider teachers as the center of the teaching process; as well as managers and the main and referential source of the scientific information. Novelties in the teaching-learning methods applied by Western Schools focus on student centered teaching; they create a variety of situations in which students evolve critical thinking. These methods have been acquired by teachers but, in the conclusions of our paper we noticed that, occasionally, they applied traditional teaching methods (especially in the scientific subjects). There is still space and worth for discussion regarding traditional teaching methods versus the modern ones. Various scholars have considered traditional teaching as the method developing theoretical thinking, whereas modern teaching develops practical skills, pragmatist and able to be oriented to the frenetic development of the world. Teachers, especially those teaching subjects like mathematics, physics and chemistry, consider traditional teaching to be more serious since students achieve better results in these subjects when outdated teaching methods have been applied. This paper and its conclusions can be considered interesting since confrontation of ideas regarding teaching methods remains a challenge for all teachers.

scholarly journals Formación universitaria e intervención social: una contribución de las técnicas gestálticas / University Education and Social Intervention: A Contribution from Gestalt Techniques

2015 ◽  
Vol 34 (2) ◽  
pp. 133
Author(s):  
Roser Manzanera-Ruiz ◽  
Francisco Sierra-Luque ◽  
Purificación Borrego-García
Keyword(s):  
Teaching Methods ◽  
Life Experiences ◽  
Social Work Students ◽  
University Education ◽  
Social Intervention ◽  
Traditional Teaching ◽  
Know How ◽  
Traditional Teaching Methods ◽  
Teaching Learning ◽  
Psychological Dimensions

<p>Resumen:</p><p>El Espacio Europeo de Educación Superior hace hincapié en la adquisición de competencias durante los procesos de enseñanza-aprendizaje. Ello supone la renovación de las metodologías didácticas tradicionales hacia otras más creativas y prácticas, que enfaticen los aspectos formativos en el <em>saber hacer </em>e incluyan también la dimensión emocional y psicológica de las personas. El objetivo de este artículo es mostrar cómo las técnicas de la psicoterapia Gestalt, basadas en experiencias vivenciales, permiten la adquisición de un <em>saber hacer</em> fundamental en los quehaceres de los profesionales de la intervención social, a través de una experiencia en el aula con estudiantes de grado de trabajo social. Mostraremos cómo el aprendizaje de estas técnicas, desde la práctica vivencial, favorece la formación de futuros profesionales y también las potencialidades y las capacidades personales y emocionales.</p><p> </p><p>Abstract:</p><p>he European Higher Education Area emphasizes acquisition of skills in the teaching-learning process. This involves the renovation of traditional teaching methods towards other more creative aspects of learning that emphasize the “know-how” and take into consideration the individual’s emotional and psychological dimensions. The aim of this paper is to show how Gestalt psychotherapy techniques based on life experiences, allow acquisition of know-how in key tasks for social intervention professionals, through an in-class experience with social work students. We show how learning these techniques from experiential practice favours the formation of future professionals and their personal and emotional potentials and capabilities.</p>

scholarly journals Emergency Teaching–Learning Methods (ETLM) during COVID-19: Lessons Learned from Sri Lanka

2021 ◽  
Vol 11 (10) ◽  
pp. 579
Author(s):  
Ruchira Gangahagedara ◽  
Muditha Karunarathna ◽  
Wasantha Athukorala ◽  
Shyamantha Subasinghe ◽  
Prabath Ekanayake
Keyword(s):  
Sri Lanka ◽  
Teaching Methods ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Lessons Learned ◽  
Traditional Teaching ◽  
Distant Learning ◽  
Traditional Teaching Methods ◽  
Peripheral Areas ◽  
Teaching Learning

Sri Lanka’s education system was suddenly shifted from classroom-based free education to online-based distance learning as an emergency teaching and learning method (ETLM) in response to the COVID-19 pandemic lockdown. This study examines how various stakeholders used online-based distant learning as an ETLM, and highlights the lessons learned from such a transition in Sri Lanka through a case study of the Kandy education zone (KEZ), in response to the country’s COVID-19 pandemic lockdown. We obtained the data through a questionnaire survey from 19 schools in KEZ, selecting the teachers, students, and parents as a survey sample. The findings revealed that nearly 64.7% of teachers used social media for the teaching–learning process (TLP), 27.9% used standard online teaching platforms, and only 7.4% used traditional teaching methods during the pandemic lockdown. Additionally, 36.5% of teachers and 41.2% of students favored the WhatsApp mobile application for the TLP, while others preferred other applications. However, during the COVID-19 lockdown, most of the less privileged schools in the peripheral areas of the KEZ adopted traditional teaching methods (TTM). The extent of the gap in ETLM adaptation and the driving factors that led to observable discrepancies between privileged and non-privileged schools, even in the urban settings of the KEZ, are also discussed in this study. These findings are significant in terms of educational policy making and management. Overall, this research contributes to understanding the ETLM adaptation of the KEZ by proposing policy directions that policymakers and other higher education authorities in the country should consider in an emergency.

scholarly journals EMPLOYING THE MATERIALS OF MUSEUMS OF THE WORLD FOR MASTERING VOCATIONAL VOCABULARY BY STUDENTS OF THE FACULTY OF THEORY AND HISTORY OF ART

2021 ◽  
pp. 107-113
Author(s):  
Svitlana Smolianinova
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Art Criticism ◽  
Teaching Methodology ◽  
Traditional Teaching ◽  
Museum Exhibits ◽  
Traditional Teaching Methods ◽  
The World ◽  
History Of ◽  
Private Collections

Abstract. Involving exhibits of the world-famous museums in studying professional vocabulary at the lessons of foreign language for art critics. This article researches the process of modernizing traditional teaching methods and teaching methodology in the current situation of changes in education system of Ukraine and new laws and reforms, issued recently. Due to the fact, that Ukraine have been integrating into European society, alterations involve evaluation and main principles of teaching in the universities of Ukraine. One of them is targeting at studying vocational vocabulary rather than general English. This generates the need for researching and finding the new ways for teaching the students of a certain faculty and certain specialization. In order to make lessons of foreign language contemporary and increase their effectiveness and studying results, the general ways of teaching should be adapted for the students of different professions. The particularities of the profession must be taken into consideration and the chain of new exercises must be developed. This will lead to the increase of motivation and will make studying process more various and topical. The article contributes in the developing of teaching methods for the students of art critic faculty. It is based on the practical work and practical study. The ideas, given in the article, have been put into practice, developed and improved during the practical lessons. One of the fundamental differences between professional direction and teaching general English is involving real professional situations in studying process. The novelty of the article is in the fact that as the profession of art criticism is quite rare, so far very little information could have been be found and very little research has been made. Practical exercises, considered in the article, involve the work with exhibits of the most prominent world museums and galleries. These ideas are based on the fact that a museum should be an expected place of work for the future art critic. Painting analysis is the most important skill, which should be acquired while studying. Direct work with the texts, attached to museum exhibits has been suggested, analysis of the rare exhibits from private collections has been offered in the article. Exercises, involving various types of memorizing material and developing such language skills as speaking, listening, information proceeding have been researched.

scholarly journals Demonstracija praktičnih veština u nastavi zdravstvene nege / Demonstration of Practical Skills in Nurse Education

2016 ◽  
Vol 3 (1) ◽  
pp. 31
Author(s):  
Hajnalka Požar
Keyword(s):  
Teaching Methods ◽  
Health Workers ◽  
Cognitive Activity ◽  
Practical Training ◽  
Traditional Teaching ◽  
Practical Skills ◽  
Modern Education ◽  
Traditional Teaching Methods ◽  
Teaching Emphasis ◽  
Future Work

Modern teaching in the schools of the XXI century is marked by terms of flexibility, innovation and requires the introduction of numerous innovations. Schools are required to modernize the education technologies, and leave the traditional teaching methods. Modern teaching methods reflect the relevant didactic assumptions to improve the effectiveness of teaching. Emphasis will be put the changes, that are designed to create independent and creative personalities. The attention in education is aimed towards individuals who have logical and critical thinking, this is extremely important in the nursing profession. The nurse is the only profile in health workers trained in health care. In the nurses education it is very important the way of realization practical training. This paper analyzes the didactic-methodological elements of demonstration, practical activities and the students exercise, as the very important segment of their preparation for future work. Analyzing these teaching methods, we expect results which will serve as a guide, on how to change the traditional “ex cathedra” teaching, to modern education, that allows independent cognitive activity and interactive participation of all students.

scholarly journals USE OF TEACHING METHODS AT HIGHER EDUCATION INSTITUTIONS

2018 ◽  
Vol 5 (43) ◽  
Author(s):  
Surendra Kumar
Keyword(s):  
Teaching Methods ◽  
Formal Education ◽  
Teacher Educators ◽  
Teaching Method ◽  
Traditional Teaching ◽  
Student Centered ◽  
Lecture Method ◽  
Majority Students ◽  
The Subject ◽  
Teaching Learning

To facilitate the process of knowledge transmission, teachers should apply appropriate teaching methods that best suit specific objectives and level exit outcomes. In the traditional teaching-learning mode many practitioners applied teacher-centered teaching methods to impart knowledge to students comparatively student-centered methods. The subject information produced by the learners is remembered better than the same information presented to the learners by the lecturer. The present study has been attempted by the researcher to explore the teaching methods adopted by teachers in formal mode teaching processes. The methods inputs, its operation and utility have been studied with teaching specificity in the Indian context. In formal education system attendance of students in a classroom is a major task. All teacher tries to accept this challenge and work hard to maintain this task. Adunola, 2011 added quite remarkably, regular poor academic performance by the majority students is fundamentally linked to application of ineffective teaching methods by teachers to impart knowledge to learners. This study revealed that even though 20 teaching methods were to be adopted by teachers of four faculties only vert less number of teaching methods practiced. As a whole, a large majority of teacher of art faculty (96.25 percent) adopted lecture method, 78.75 percent teacher of art faculty adopt discussion method. Hand-on-teaching method adopted by science teacher and teacher educators (25.00 percent).

scholarly journals TELEODONTOLOGY IN COVID-19 TIMES: WHY NOT?

2021 ◽  
pp. 11
Author(s):  
Keyword(s):  
Teaching Methods ◽  
The Internet ◽  
Scientific Article ◽  
Traditional Teaching ◽  
Know How ◽  
Traditional Teaching Methods ◽  
Learning Assistance ◽  
Technological Tool ◽  
Teaching Learning ◽  
Bibliographic Study

Objective: To verify in te literature what the articles refer to about teleodontology in Covid-19 times. Methods: This is a bibliographic study, critical Reading of a scientific article, like a narrative review carried out through research of scientific articles in the SCIELO, PUBMED and LILACS databases, based on the keywords: Covid-19; Dentistry; Teleodontology. Results: Teleodontology was approved in Brazil, by the Federal Council of Dentistry, in resolution CFO-226, of June 4, 2020, which regulates the practice of distance dentistry (CFO, 2020), however teleconsultations are prohibited (virtual diagnosis) and teleprescriptions. The literature is unanimous in recognizing that the new social, educational and assistance reality favors the use of teleodontology as a complemente to traditional teaching methods and resource capable of assistin patient care, contributing to the improvement and controlo f oral health, care integral and humanized mediated by technology. However, in Brazil, technology is still not available to everyone, which may result in limiting learning, assistance and aggravating existing social inequality. Conclusion: Teleodontology proved to be a valuable technological tool and can be excelente, allowing interaction and integration, in the teaching/learning process, as well as in teleassistance, provided that all actors have access to the internet and know how to use it.

scholarly journals Construct, Face, and Content Validation on Voxel-Man® Simulator for Otologic Surgical Training

2017 ◽  
Vol 2017 ◽  
pp. 1-8 ◽  
Author(s):  
M. Varoquier ◽  
C. P. Hoffmann ◽  
C. Perrenot ◽  
N. Tran ◽  
C. Parietti-Winkler
Keyword(s):  
Virtual Reality ◽  
Construct Validity ◽  
Surgical Training ◽  
Teaching Methods ◽  
Traditional Teaching ◽  
Virtual Reality Simulator ◽  
Expert Group ◽  
Traditional Teaching Methods ◽  
The Face ◽  
Nose And Throat

Objective. To assess the face, content, and construct validity of the Voxel-Man TempoSurg Virtual Reality simulator. Participants and Methods. 74 ear, nose, and throat (ENT) surgeons participated. They were assigned to one of two groups according to their level of expertise: the expert group (n=16) and the novice group (n=58). The participants performed four temporal bone dissection tasks on the simulator. Performances were assessed by a global score and then compared to assess the construct validity of the simulator. Finally, the expert group assessed the face and content validity by means of a five-point Likert-type scale. Results. experienced surgeons performed better (p<.01) and faster (p<.001) than the novices. However, the groups did not differ in terms of bone volume removed (p=.11) or number of injuries (p=.37). 93.7% of experienced surgeons stated they would recommend this simulator for anatomical learning. Most (87.5%) also thought that it could be integrated into surgical training. Conclusion. The Voxel-Man TempoSurg Virtual Reality simulator constitutes an interesting complementary tool to traditional teaching methods for training in otologic surgery.

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