scholarly journals The Lived Experiences of Instructors Co-teaching in Higher Education

2017 ◽  
Vol 26 (1) ◽  
Author(s):  
Jennifer Lock ◽  
Tracey Clancy ◽  
Rita Lisella ◽  
Pat Rosenau ◽  
Carla Ferreira ◽  
...  
Keyword(s):  
Higher Education ◽  
Focus Group ◽  
Lived Experiences ◽  
Mixed Methods Research ◽  
Administrative Support ◽  
Teaching Practice ◽  
Focus Group Interview ◽  
Educational Development ◽  
Teaching Experiences ◽  
Teaching In Higher Education

The strength of co-teaching informs educators’ understanding of their own teaching practice and fosters a rediscovery of their passion for teaching.  Instructors bring their skills and competencies to the co-teaching relationship in ways that create an instructional dynamic greater than can be achieved individually.  From a mixed methods research design, instructors’ focus group interview data were examined with regard to identifying elements that influence successful co-teaching experiences, factors that impact the development and sustainability of the co-teaching relationship, and challenges that need to be addressed to avoid a breakdown in the co-teaching relationship. Drawing on the literature and the data, four recommendations for co-teaching practice are shared.  Further, implications for educational development and administrative support are discussed in relation to co-teaching practice in higher education.

scholarly journals Making Progress in Content and Language Integrated Learning (CLIL) Lessons: An Indonesian Tertiary Context

2018 ◽  
Vol 42 ◽  
pp. 00111
Author(s):  
Novriani Rabeka Manafe
Keyword(s):  
Higher Education ◽  
Focus Group ◽  
Language Proficiency ◽  
Mixed Method ◽  
Focus Group Interview ◽  
Test Results ◽  
Integrated Learning ◽  
Significant Progress ◽  
Post Test ◽  
Method Approach

This paper outlines an attempt to discover students’ progress in both content and language skill in a content and language integrated learning (CLIL) lessons at an Indonesia’s higher education context. This is a part of a research conducted at Faculty of Science and Technology of Nusa Cendana University in Kupang, East Nusa Tenggara Province. This study employs mixed method approach with 20 participants attending by taking pre-test and post-test as well as joining a focus group interview particularly for 6 students. The tests were aimed at measuring the participants’ comprehension of English as the language of CLIL lesson. They were also used as the tool to evaluate students’ mastery of Mathematics as the content subject. Based on the post-test results, the findings showed that more students made significant progress in content subject in comparison to their achievement in language proficiency. Regarding the interview, the students admitted that their failure to made progress in both subjects were mainly caused by their inadequate level of English. This, therefore, led to rising anxiety among the students to complete the tests.

scholarly journals Teachers' social and emotional competencies in nursing technical education

2021 ◽  
Vol 74 (6) ◽  
Author(s):  
Camila Moraes de Azevedo ◽  
Alexandre Pazetto Balsanelli ◽  
Luiza Hiromi Tanaka
Keyword(s):  
Content Analysis ◽  
Focus Group ◽  
Lived Experiences ◽  
Teaching Practice ◽  
Technical Education ◽  
Self Control ◽  
Inclusion Criteria ◽  
Emotional Competencies ◽  
Social And Emotional ◽  
Analysis Technique

ABSTRACT Objectives: to identify the socio-emotional competencies in teachers who work in a Nursing technical course. Method: qualitative study in the action research modality. Inclusion criteria: being a teacher in a Nursing technical course. Data collection: December 2018 to June 2019, with the realization of five focus group meetings. Data analyzed using the Content Analysis technique, according to Bardin. Results: data classification into two categories: 1) Teacher socio-emotional competencies in a conceptual and experiential perspective; 2) Teacher socio-emotional competencies in a conscious perspective of lived experiences. Final Considerations: five socio-emotional competencies were listed for teaching practice: self-control, creativity, empathy, respect, and knowing how to listen. There was a strong awareness of the theme among teachers, impacting their teaching practice.

scholarly journals PERSPECTIVAS DO COMPARTILHAMENTO DO CONHECIMENTO ENTRE OS DOCENTES PARA VIABILIZAR A METODOLOGIA ATIVA

2018 ◽  
Vol 7 (2) ◽  
pp. 20-32
Author(s):  
Meline Vitali Duminelli ◽  
Karoline Brasil de Oliveira Ezequiel ◽  
Cristina Keiko Yamaguchi
Keyword(s):  
Higher Education ◽  
Focus Group ◽  
Knowledge Sharing ◽  
Interdisciplinary Research ◽  
Focus Group Interview ◽  
Research Data ◽  
Traditional Teaching ◽  
Exploratory Research ◽  
Teaching Models ◽  
Teachers And Students

Alguns docentes insatisfeitos com a abordagem de ensino tradicional no ensino superior, buscam alternativas para inovar no processo de ensino e aprendizagem, e dentre as técnicas existentes, destaca-se a metodologia ativa. Esse estudo buscou compreender as práticas de compartilhamento do conhecimento entre os docentes que aplicam a técnica de metodologia ativa na educação superior. Os procedimentos metodológicos adotados foram: pesquisa de caráter interdisciplinar e quanto aos fins de investigação: descritiva e exploratória. A coleta de dados ocorreu por meio de entrevista com quatro professoras que estudam e aplicam a metodologia ativa. Percebeu-se que adotando a técnica de metodologia ativa, ocorre maior interação entre professores e alunos, promove o compartilhamento do conhecimento com os professores durante o planejamento das aulas e na instituição durante as capacitações docentes, quando o tema abordado trata das diferentes técnicas e modelos de ensino a serem praticados na sala de aula.Palavras-Chave: Metodologias ativas. Compartilhamento do conhecimento. Aprendizagem. Perspectives of Knowledge Sharing Between Teachers to Viabilize Active MethodologyAbstract: Some teachers dissatisfied with the traditional teaching approach, seek alternatives to innovate within the classroom, and highlights here the active methodologies. This study sought to understand the practices of knowledge sharing among teachers who apply the techniques of active methodologies in higher education. This interdisciplinary research was used for the purposes of descriptive and exploratory research. Data collection took place through a focus group interview, with four teachers who study and apply the active methodologies. It was noticed that adopting the techniques of active methodologies, there was a greater interaction between teachers and students, as well as, it was evidenced that the active methodologies promote the sharing of knowledge with other teachers in the moments of class planning and within the institutions when they offer training on the different techniques and teaching models that can be practiced in classrooms.Keywords: Active methodologies. Sharing knowledge. Learning.

scholarly journals Teaching in Higher Education: Theories, Realities and Future Controversies

2021 ◽  
Vol 9 (6) ◽  
pp. 1
Author(s):  
Katerina R. Toka ◽  
Labrina Gioti
Keyword(s):  
Higher Education ◽  
Teaching Practice ◽  
Learning Theories ◽  
Teaching Staff ◽  
Structured Interviews ◽  
Student Centered ◽  
Learning And Teaching ◽  
University Teachers ◽  
Teacher Student ◽  
Teaching In Higher Education

The purpose of this paper is to investigate the field of University Pedagogy and specifically the relationship between theory (learning theories university teachers adopt) and practice (actual teaching) in Higher Education Institutions. To this end, we conducted a mixed methodology research (triangulation) by implicating both the students and the university teachers of post graduate programs of the former Alexander Technological Educational Institute–ATEI-of Thessaloniki (current International Hellenic University-IHU). The data collection methods were:7 semi-structured interviews with the teaching staff, student questionnaires (n=98) and non-participatory observation. Results show that teachers’ views about learning and teaching are consistent mostly with person-centered humanistic learning theories and cognitive constructivism. Learning is viewed as a dynamic process revolving around students and their needs. Their student-centered approach and the theories they embrace are consistent with their teaching practice to a satisfactory degree (role, climate, teacher-student relationship, objectives, connection to reality). However, an issue detected is the relatively limited use of the most active teaching techniques.

scholarly journals Reviews

2011 ◽  
Vol 5 (1) ◽  
Author(s):  
Robin Shaw ◽  
Harish Ravat ◽  
Eleri Jones ◽  
Richard Storer ◽  
Bruce Douglas Ingraham ◽  
...  
Keyword(s):  
Higher Education ◽  
Educational Development ◽  
Emeritus Professor ◽  
Programme Director ◽  
The University ◽  
Teaching In Higher Education

This is the latest in a series of practical books published by Kogan Page in the field of education by Professor Phil Race in collaboration with various others. Phil Race, Emeritus Professor of Educational Development at the University of Glamorgan, has had a varied and inspirational career in higher education, and at present is Programme Director for the University of Durham Certificate in Teaching in Higher Education. Steve McDowell lectures in IT at Gateshead College and the Open UniversityDOI:10.1080/0968776970050113

scholarly journals Montage, DaDa and the Dalek: The Game of Meaning in Higher Education

2020 ◽  
Vol 7 (3) ◽  
pp. 224-239
Author(s):  
Sandra Abegglen ◽  
Tom Burns ◽  
Sandra Sinfield
Keyword(s):  
Higher Education ◽  
Staff Development ◽  
Teaching Practice ◽  
Academic Staff ◽  
Visual Learning ◽  
Learning And Teaching ◽  
Learning Module ◽  
Teaching In Higher Education ◽  
Development Practice

This paper argues for visual playfulness in Higher Education learning and teaching practice. We offer a case study example of how we, the authors of this paper, have incorporated creativity into our teaching - the Facilitating Student Learning module, the first module in the Postgraduate Certificate in Learning and Teaching in Higher Education. We outline how we used ‘visualising to learn’ and what learning resulted from our visualisation practices. With our staff learners, we found that visual play gave them the freedom to experiment, to question and to progress; important in these supercomplex, uncertain times. Our desire was not to ‘fix’ or train academic staff, but to give them the space and tools to become liberatory professionals on their own terms and in their own ways so they can support their students to also become academic without losing themselves in the process. We propose that what is needed are methods and methodologies that enable learners - staff and students - to evolve and transform as they co-construct their knowledge in ludic ways. We incorporate images of the representations that our participants have made of themselves, of their students and of Higher Education systems to illustrate the challenges and possibilities of visual learning - and of creative staff development practice in general - and invite the reader to engage dialogically with them also to see what meanings they might make of them.

scholarly journals Engagement e Burnout na docência no ensino superior na área da saúde: revisão integrativa

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Lucas Filadelfo Meyer ◽  
Tamires Elisa Gehr ◽  
Letícia Dos Santos Gonçalves ◽  
Juliana Ollé Mendes ◽  
Débora Maria Vargas Makuch ◽  
...  
Keyword(s):  
Higher Education ◽  
Teacher Development ◽  
Psychological Health ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Burnout Syndrome ◽  
Psychosocial Stressors ◽  
Professional Occupation ◽  
Teaching In Higher Education ◽  
Health Field

Teaching in higher education in the health field fits as a professional category intensely exposed to psychosocial stressors. Therefore, the factors linked to engagement and the Burnout Syndrome are constructs that permeate teaching. OBJECTIVE: to investigate the scientific literature on engagement and Burnout Syndrome in teaching in higher education in the health area. The search for studies was carried out in BVS, Web of Science and Science Direct databases; once the inclusion and exclusion criteria were applied, 6 articles resulted. RESULTS: According to the year of publication, 33.3% of the articles were developed in 2017, 33% in 2013 followed by 17% in 2012 and 2011 respectively; when it comes to the results of the selected works, as for BS, the variables age, sex, marital status and teacher extension activities are more frequently; in order for there to be prevention of BS, it is necessary to provide a healthy work environment, where the amplification of policies, procedures and systems designed must be observed, in order to make employees capable of achieving organizational objectives and, concomitantly, achieve satisfaction in their professional occupation. CONCLUSION: Thus, it is concluded that from adequate work environments, incentives for teacher development, healthy labor relations, a favorable structure for teaching practice, and favoring the physical, mental and psychological health of these professionals, the institutions will perceive positive results in the process of teaching and learning.

scholarly journals ENSINAR NA DOCÊNCIA UNIVERSITÁRIA: indícios da integração ensino e pesquisa

2014 ◽  
Vol 21 (3) ◽  
pp. 68
Author(s):  
Isabel Maria Sabino de Farias ◽  
Silvina Pimentel Silva
Keyword(s):  
Higher Education ◽  
Teaching Practice ◽  
Pedagogical Practices ◽  
Educación Superior ◽  
Research Activity ◽  
University Professors ◽  
Educacion Superior ◽  
Teaching Learning ◽  
Teaching In Higher Education ◽  
De Medicina

Docentes universitários que pesquisam possuem um modo diferenciado de ensinar? A interrogação permeia as análises deste artigo, que discute a integração ensino e pesquisa com base em estudo empírico com professores que mantêm vínculo com a atividade de pesquisa no exercício da docência na Educação Superior. Argumenta sobre a natureza epistêmica do ensinar e sua interface com a pesquisa, compreendida como indissociável da aprendizagem. Descreve a prática de ensino de cinco professores da Medicina, Biologia, Educação Física, Enfermagem e Física, evidenciando elementos que ancoram suas decisões. Identificou uma racionalidade prática no modo de ensinar dos professores pesquisados, desdobrada, por diferentes caminhos, na preocupação com o aluno.Palavras-chave: Ensino Superior. Práticas pedagógicas. Aprendizagem da docência. Pesquisa. Formação docente.  TEACHING IN UNIVERSITY: evidence of the integration between teaching and researchAbstract: University professors who research have a different way of teaching? The question permeates the analyzes in this article, which discusses the integration of teaching and research based on empirical study with professors who maintain ties with the research activity in the practice of teaching in Higher Education. Argues about the epistemic nature of teaching and its interface with the research, understood as inseparable from learning. Describes the teaching practice of five professors of Medicine, Biology, Physical Education, Nursing and Physics, highlighting elements that anchor their decisions. The research Identified a practical rationality in the way that the professors surveyed teaches, outspread in different ways in the concern with the student.Keywords: Higher education. Pedagogical practices. Teaching learning. Research. Teacher training.  ENSEÑAR EN LA CARRERA UNIVERSITARIA: evidencia de la integración de la enseñanza y la investigaciónResumen: ¿Maestros universitarios que pesquisan tienen un modo diferente de enseñanza? La interrogación impregna los análisis en este artículo, que trata de la integración entre enseñanza y la investigación basada en el estudio empírico con los maestros que mantienen vínculos con la actividad de investigación en la práctica de la enseñanza en la Educación Superior. Discute la naturaleza epistémica de la enseñanza y su interrelación con la investigación, comprendida como inseparable de la aprendizaje. Describe la práctica de la enseñanza de cinco profesores de Medicina, Biología, Educación Física, Enfermería y Física, destacando los elementos que anclan sus decisiones. Identificada una racionalidad práctica en la manera de enseñanza de los maestros encuestados, desplegada de distintas maneras, en la preocupación con el estudiante.Palabras clave: Educación Superior. Prácticas pedagógicas. Enseñanza-aprendizaje. Investigación. Formación de maestros.

scholarly journals An ethnographic account of a snapshot in Professor Graham Duncan’s journey of educational professionalism

2016 ◽  
Vol 72 (1) ◽  
Author(s):  
Pieter Hertzog Du Toit
Keyword(s):  
Higher Education ◽  
Action Research ◽  
Qualitative Data ◽  
Teaching Practice ◽  
Academic Life ◽  
Educational Values ◽  
University Of Pretoria ◽  
The University ◽  
Teaching In Higher Education ◽  
Living Theory

This article takes the form of a meta-reflection on the educational contribution to the wider community of the University of Pretoria made by Professor Graham Duncan. It is but a snapshot of the academic life of a scholar of note. The epicentre of the article revolves around his educational professionalism that emanated from an intrapersonal point of departure.Through an ethnographic lens that informed my action research over many years, I document my numerous scholarly encounters with my colleague and former student. My meta-reflection is typical of my ontological-epistemological stance, mirroring some of the questions and ways of thinking Professor Duncan as lecturer continuously asked himself. Two main questions are focused on. Ontological: Who is Graham Duncan as scholar of teaching in higher education? Epistemological: What epistemological grounding informs his view of his teaching practice? As the nature of the article is ethnographic, I drew on texts created by Professor Duncan. These included a drafted article and emails that had been sent to me. I engaged with these texts in such a way that the article has become a living theory and affirmation of his and my educational values regarding facilitating and assessing learning in an innovative fashion. My analysis of his scholarly journey and texts offers rich qualitative data that are reported. The conclusion drawn is that Graham Duncan is an exemplar of a constructivist professional.

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