Work-based Learning, Procedural Knowledge and Teacher Trainee Preparedness towards Teaching Practice at the University of Nairobi, Kenya

2018 ◽  
Vol 17 (3) ◽  
pp. 96-110
Author(s):  
Odundo Paul Amolloh ◽  
Kinyua Gladys Wanjiru ◽  
Ganira Khavugwi Lilian
Keyword(s):  
Procedural Knowledge ◽  
Teaching Practice ◽  
Teacher Trainee ◽  
The University

Refining Contrapuntal Pedagogy: Reflections on Teaching Warsan Shire’s “Home” and W.H. Auden’s “Refugee Blues” to First-Year Students

2020 ◽  
Vol 24 ◽  
Author(s):  
Bridget Grogan
Keyword(s):  
Racial Identity ◽  
Teaching Practice ◽  
Human Experience ◽  
First Year ◽  
First Year Students ◽  
Poetic Voice ◽  
Teaching Poetry ◽  
Approach To Teaching ◽  
The University ◽  
The Way

This article reports on and discusses the experience of a contrapuntal approach to teaching poetry, explored during 2016 and 2017 in a series of introductory poetry lectures in the English 1 course at the University of Johannesburg. Drawing together two poems—Warsan Shire’s “Home” and W.H. Auden’s “Refugee Blues”—in a week of teaching in each year provided an opportunity for a comparison that encouraged students’ observations on poetic voice, racial identity, transhistorical and transcultural human experience, trauma and empathy. It also provided an opportunity to reflect on teaching practice within the context of decoloniality and to acknowledge the need for ongoing change and review in relation to it. In describing the contrapuntal teaching and study of these poems, and the different methods employed in the respective years of teaching them, I tentatively suggest that canonical Western and contemporary postcolonial poems may reflect on each other in unique and transformative ways. I further posit that poets and poems that engage students may open the way into initially “less relevant” yet ultimately rewarding poems, while remaining important objects of study in themselves.

International perspectives on English teaching

2015 ◽  
Vol 14 (1) ◽  
pp. 2-17 ◽  
Author(s):  
Terry Locke
Keyword(s):  
Social Justice ◽  
South Korea ◽  
Educational Research ◽  
Design Methodology ◽  
Teaching Practice ◽  
Content Type ◽  
English Teaching ◽  
International Perspectives ◽  
The Usa ◽  
The University

Purpose – The purpose of this paper is to offer a personalised overview of the content of English Teaching: Practice and Critique for the years it was hosted at the Wilf Malcolm Institute for Educational Research (WMIER) at the University of Waikato (2002-2014). Design/methodology/approach – It notes trends in relationship to the context of origin of 335 articles published in this period (excluding editorials), including significant increases in articles originating in the USA and Pacific Rim Asian nations, particularly South Korea and Taiwan. It comments on articles that relate to the original vision of the editors’ founders, especially their emphasis on practice, criticality and social justice. Findings – Prevailing themes across 13 years are mapped and in some cases discussed. Originality/value – A number of reflections are shared in relation to the future of the journal and some challenges currently facing subject English.

scholarly journals A Teaching Experience through the use of Tasks: Limits and possibilities for learning Mathematics in a university context

2020 ◽  
Vol 22 (2) ◽  
Author(s):  
Alessandro Ribeiro ◽  
Juliana Paulin
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
Teaching Experience ◽  
Analysis Data ◽  
University Teaching ◽  
Mathematical Tasks ◽  
Integral Calculus ◽  
Mathematical Concepts ◽  
Fundamental Theorem Of Calculus ◽  
The University

Context: Rethinking mathematics teaching practices in a university context is an emerging research theme. Objectives: In this article, we aim to discuss the limits and possibilities of using mathematical tasks in the teaching and learning processes of the concepts of Derivative, Integral and the Fundamental Theorem of Calculus. Design: The study is based on a qualitative-interpretative perspective of research, with methodological procedures inspired by a Design-Based Research. Environment and participants: The research was developed with students attending a Functions of a Variable class in a public university in the state of São Paulo. Data collection and analysis: Data were collected through mathematical tasks on Differential and Integral Calculus solved by students. The protocols produced were analysed, pointing out the main aspects identified, which led us to organize categories of analysis and dimensions (i) knowledges mobilized and developed by students in relation to mathematical concepts; (ii) main errors and difficulties presented by students in the development of tasks; (iii) limits and possibilities of the practice of exploratory teaching in the university context. Results: The results reveal aspects that characterize a process of resignifying the mathematical concepts discussed with the students and a deepening of their knowledge about the concepts of the DIC. Conclusions: As future notes, we suggest rethinking university teaching practice, since the study indicated possibilities and potentialities of the use of exploratory tasks in the teaching of Differential and Integral Calculus.

scholarly journals Curricula in Teacher Education for Diversity in the University of Namibia

2018 ◽  
Vol 7 (2) ◽  
pp. 91-121
Author(s):  
Beatrice Sinyama Sichombe
Keyword(s):  
Teacher Education ◽  
Content Analysis ◽  
Data Collection ◽  
Teaching Practice ◽  
Diverse Learners ◽  
Education For All ◽  
Cultural Curriculum ◽  
The University

Namibia’s classroom compositions are diverse. Its policies on diversity reflect international practices of achieving Education for All. It advocates for teacher education that is responsive to the country’s needs.  What is unknown is what a socio-cultural curriculum means in Namibian teacher education. This article focuses on the nature of the UNAM’s B.Ed. curriculum and how students learn its contents.  I argue that teacher education for diversity should go beyond traditional teacher education programmes. Its curricula should adopt a socio-cultural view. Coursework and teaching practice should reflect the needs of learners and society.  Data collection consisted of documents, and interviews.  Content analysis was used. Findings revealed that teaching practice lacked dedication in regard to diversity teaching. Consequently, the B.Ed. Programme partially equipped students with competencies to teach diverse learners because coursework alone cannot suffice. The study contributes to knowledge of what a socio-cultural curriculum means in Namibian teacher education.    

scholarly journals Do LEGO® Models Aid Reflection in Learning and Teaching Practice?

2014 ◽  
Vol 2 (2) ◽  
Author(s):  
Chrissi Nerantzi ◽  
Craig Scott Despard
Keyword(s):  
Higher Education ◽  
Teaching Practice ◽  
Good Practice ◽  
Academic Practice ◽  
Learning And Teaching ◽  
Good Assessment ◽  
The University ◽  
Assessment Strategies ◽  
The Impact

In this paper we describe the use of LEGO® models within assessment of the Postgraduate Certificate in Academic Practice (PGCAP) offered at the University of Salford. Within the context of the PGCAP, we model innovative and contextualised assessment strategies for and of learning. We challenge our students, who are teachers in higher education (HE), to think and rethink the assessment they are using with their own students. We help them develop a deeper understanding and experience of good assessment and feedback practice in a wider context while they are assessed as students on the PGCAP. We report on an evaluation of how the LEGO® model activity was used with a cohort of students in the context of the professional discussion assessment. We share the impact it had on reflection and the assessment experience and make recommendations for good practice.

scholarly journals Benchmarking of University teachers’ professional development: successful European, Chinese, and Russian practices

2021 ◽  
Vol 99 ◽  
pp. 01004
Author(s):  
Tatiana Tregubova
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teaching Practice ◽  
Effective Practices ◽  
Teaching Activities ◽  
University Teachers ◽  
European Universities ◽  
Teachers Professional Development ◽  
Higher Education Organizations ◽  
The University

In the context of socio-pedagogical transformations of higher education organizations, the modernization of the system of teachers’ professional development becomes an integral component of the reforms. Today university teachers have to be ready for continuous development and advanced training throughout their lives. Thus, the study of the problem of university teachers’ professional development in Russia and abroad is very relevant and timely as a response to the modern requirements of civil society for the personality of the teacher. The need for professional development among university teachers is closely related to his (her) desire for more successful indicators in teaching activities. To do this, it is necessary to fulfill several pedagogical conditions, including the teacher's own awareness of the need for professional development; the interest of the university administration and the availability of resources to organize an effective professional development system, etc. The purpose of the article is to show some successful practices of the teachers’ professional development in Russian, Chinese and European universities which the author observed while visiting those universities within the realization the project “Enhancing teaching practice in the universities of Russia and China”. The article presents the possibilities of benchmarking in higher education, in particular, the use of the benchmarking technology as a method of studying the effective practices of organizing the teachers’ professional development in a modern university.

scholarly journals Práctica docente de los profesores experimentados y noveles de la licenciatura en Médico General de la UAS / Teaching Practice of Experiencied and New Professors of the Degree General Practitioner of UAS

2019 ◽  
Vol 7 (1) ◽  
pp. 11-20
Author(s):  
Adriana López Cuevas ◽  
Juan Ruiz Xicoténcatl ◽  
María Concepción Mazo Sandoval ◽  
Dora Yaqueline Salazar Soto
Keyword(s):  
General Practitioner ◽  
Teaching Practice ◽  
Training Needs ◽  
University Education ◽  
Generational Change ◽  
Know How ◽  
Qualitative Descriptive ◽  
Teaching Learning ◽  
The University ◽  
Formación Docente

ABSTRACTIn the university education is presenting the teaching generational change, the new professors are excellent professionals, but do not know how to teach, it is causing difficulties in the teaching-learning process. The objective was to determine the training needs of novice and experienced professors in the Degree General ´Practitioner in UAS. The methodology was qualitative, descriptive type and socioanthropological approach, in which the Likert survey, interview and observation were used. The results show that the training needs of both professors are in the dimension of teaching, research, time and teacher training.RESUMENEn el ambiente educativo superior se está presentando el relevo generacional docente, los nuevos profesores son excelentes profesionales, pero no saben cómo dar clases, ocasionando dificultades en el proceso de enseñanza-aprendizaje. El objetivo, fue determinar las necesidades formativas de los docentes novatos y experimentados en la Licenciatura en Médico General en la UAS. La metodología fue cualitativa, tipo descriptiva y enfoque socioantropológico, en ella se empleó la encuesta tipo Likert, la entrevista y la observación. Los resultados muestran que las necesidades formativas de ambos profesores están en la dimensión de la docencia, la investigación, el tiempo y la formación docente.

scholarly journals Teachers’ perceptions about their practices and needs for improvement: A qualitative research project at the University of Padova

2017 ◽  
Author(s):  
Debora Aquario ◽  
Renata Clerici ◽  
Lorenza Da Re ◽  
Ettore Felisatti ◽  
Cristina Mazzucco ◽  
...  
Keyword(s):  
Professional Development ◽  
Teaching Practice ◽  
Educational Innovation ◽  
Research Project ◽  
Teachers Perceptions ◽  
Need For Support ◽  
Teacher Professional ◽  
Points Of View ◽  
The One ◽  
The University

The aim of the paper is to present the results deriving from the qualitative analysis of open-ended questions included in the Prodid Project Questionnaire. Prodid (Teacher professional development and  academic educational innovation) is a research project conducted in 2014-2015 at the University of Padova, which aimed at developing strategies to support academic teachers to enhance their teaching competences. The questions were formulated in order to collect teachers’  points of view on excellence and innovation, perceived critical aspects in their teaching practice and the need for support to improve teaching. The analysis was conducted through the use of software Atlas.ti 7 in order to highlight, on the one hand, the strengths and weaknesses of current teaching practices, and on the other hand, the need of support to improve teaching skills and enhance teachers’ professionalism. Findings are presented by illustrating the distributions based on the different Schools in the universities as well as the thematic issues that emerged from teachers’ answers. These results informed the professional development activities organized at the University for junior and senior staff in 2015.

Specifičnosti onlajn nastave leksikologije i sintakse srpskog jezika na Filološkom fakultetu: izazovi i perspektive

2021 ◽  
Author(s):  
Marija Raković ◽  
Keyword(s):  
Foreign Language ◽  
Online Teaching ◽  
Teaching Practice ◽  
Teaching Process ◽  
Advantages And Disadvantages ◽  
Insufficient Time ◽  
The Subject ◽  
University Level ◽  
The University ◽  
Case Based

The paper deals with the observation of the specifics of online teaching of lexicology and syntax of the Serbian language at the Faculty of Philology of students studying a foreign language. The aim is to notice possibilities of realization of online teaching. The research was conducted on the basis of the implementation of the teaching process in the subject Serbian language 2 (lexicology and syntax) and a survey of students on the advantages and disadvantages of online teaching. The analysis showed that online teaching provides shortcomings in the form of insufficient time for the teacher to deal in more detail with student ambiguities, but also provides numerous opportunities for progress in education – mostly in terms of student time organization and uninterrupted questioning, which is not always the case. Based on the obtained results, we will try to give methodological implications for teaching practice, which concern the possibility of improving online teaching of the Serbian language at the university level.

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