Simulation-Based Project Model for Pre-Service Teacher Teaching and Learning

The main intention of the Paper is identifying the competencies possessed by the faculty in engineering college and adequate skills of all the disciplines required and that plays a vital role in educational institutions.In this era, engineering education in India faces major challenges as it requires meeting the demands of technical profession and emerging job market. Researchers have created some universally desired, yet challenging skills for global workforce. Nowadays, technology changes rapidly, so we have to update our self-according to the changing world, i.e., infrastructure, content/domain knowledge, educators/HR trainers. Thus, our technical faculty members should necessary to learn the innovative approaches to teaching and learning, which in turn will require effective professional development for both new and experienced instructors alike. It is right time now to redesign our curriculam, pedagogy and make the pre-service teacher preparation programme mandatory part of technical higher education.

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Visualization Performance Through Simulation Based Learning

Proceedings of the Canadian Engineering Education Association (CEEA) ◽

10.24908/pceea.v0i0.4661 ◽

2012 ◽

Author(s):

Thomas E. Doyle ◽

David Musson ◽

Jon-Michael J Booth

Keyword(s):

Teaching And Learning ◽

Outcome Expectations ◽

High Fidelity ◽

Positive Outcomes ◽

High Fidelity Simulation ◽

Simulation Function ◽

Simulation Based Design ◽

Simulation Based ◽

Practice Of Medicine ◽

And Function

The skill of visualization is fundamental to the teaching and learning of engineering design and graphics. Implicit in any skill is the ability to improve with training and practice. This study examines visualization performance using three teaching modalities of a Freshmen Design and Graphics course: 1) Traditional, 2) Project based Dissection, and 3) Simulation based Design. The first and second modalities focused assessment on the part/assembly form, whereas the third modality transitioned the outcome expectations to understanding and function of mechanism design. A shift of focus from Traditional (Form) to Simulation (Function) was expected to positively effect visualization performance. Analogously, medical education and practice also require visualization and high-fidelity simulation has provided numerous positive outcomes for the practice of medicine. Comparison of a random population of 375 from each year indicated a decline in the average visualization scores. Further analysis revealed that highest 100 and 250 exam score populations show improvement in average scores with consistent variance. This paper will examine simulation based learning in medicine and engineering, present our findings on the comparison between teaching modalities, and discuss the reasons for the unexpected bifurcation of results.

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Simulation-based learning and assessment for hospital pharmacy service experience among final year pharmacy students in Malaysia

Pharmacy Education ◽

10.46542/pe.2020.202.2526 ◽

2020 ◽

pp. 25-26

Author(s):

N.I.M. Nazar ◽

M.H. Elnaem ◽

N.S.A. Rahman

Keyword(s):

Experiential Learning ◽

Hospital Pharmacy ◽

Teaching And Learning ◽

Pharmacy Service ◽

Pharmacy Students ◽

Pharmacy Services ◽

Service Experience ◽

Simulation Based ◽

Pharmacy Setting

This case study reports on the simulation-based learning initiative to replace experiential learning in an actual hospital pharmacy setting, namely Outpatient and Inpatient Pharmacy Services. The report describes the teaching and learning as well as the assessment components given to the students in a Malaysian setting.

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Micro Teaching an Efficient Technique for Learning Effective Teaching Skills: Pre-service Teachers’ Perspective

IRA International Journal of Education and Multidisciplinary Studies ◽

10.21013/irajems.v4.n2.p7 ◽

2016 ◽

Vol 4 (2) ◽

pp. 289 ◽

Cited By ~ 2

Author(s):

Rachel Koross

Keyword(s):

Effective Teaching ◽

Prospective Teachers ◽

Teaching And Learning ◽

Language Education ◽

Teacher Education Programs ◽

School Of Education ◽

Effective Teaching Strategies ◽

Positive Attitudes ◽

Training Technique ◽

Pre Service Teacher

<div><p><em>Micro teaching is a method that has been used since 1960s in teaching and learning environments to enhance prospective teacher’ instructional experiences. Microteaching is a remarkable technique that is used in teacher education programs to offer valuable opportunities for trainee teachers to develop effective teaching strategies. The main purpose of this paper is to examine the experiences, competencies, and perceptions of 100 pre-service teacher trainees from the Kiswahili language Education program in the school of education, University of Eldoret Kenya. A combinations of quantitative and qualitative techniques were used and a questionnaire and focus group interview were used to collect data from the respondents. The findings indicate that prospective teachers gained a variety of experiences and competencies from micro teaching and that majority of them have positive attitudes toward micro teaching as a training technique. </em></p></div>

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0218 A Pilot Of A Simulation Scenario Scripting Workshop For Medical Students: Exposing Students To Teaching And Learning Using Simulation-based Medical Education

10.1136/bmjstel-2014-000002.203 ◽

2014 ◽

Author(s):

Alan Gopal ◽

Makani Purva

Keyword(s):

Medical Education ◽

Medical Students ◽

Teaching And Learning ◽

Simulation Based ◽

Simulation Scenario

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Pre-Service Teacher Education for the Management of Actual and Virtual Classes

K-12 Education ◽

10.4018/978-1-4666-4502-8.ch082 ◽

2013 ◽

pp. 1416-1422

Author(s):

Ken Stevens

Keyword(s):

Professional Education ◽

Newfoundland And Labrador ◽

Online Teaching ◽

Teaching And Learning ◽

School Level ◽

School Environments ◽

High School Level ◽

Face To Face ◽

Virtual Classes ◽

Pre Service Teacher

The development of Internet-based school networks, facilitating the creation of virtual classes, has implications for the professional education of teachers who are increasingly likely to teach both face-to-face and online. In the Canadian province of Newfoundland and Labrador, pre-service teachers are being prepared for networked school environments within which on-site and online teaching and learning are required. Teachers are provided with a structure within which to manage collaboration that includes learning circles and cybercells. Within networked school environments, virtual classes have been developed for teaching an expanding range of subjects at high school level.

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Re-Thinking Pre-Service Mathematics Teachers Preparation

Developing Technology-Rich Teacher Education Programs ◽

10.4018/978-1-4666-0014-0.ch021 ◽

2012 ◽

pp. 316-336 ◽

Cited By ~ 5

Author(s):

Margaret L. Niess

Keyword(s):

Mathematics Teachers ◽

Teaching And Learning ◽

Digital Technologies ◽

Teacher Preparation Programs ◽

Learning Tools ◽

Preparation Programs ◽

Teaching Content ◽

Teaching And Learning Mathematics ◽

Learning Mathematics ◽

Pre Service Teacher

Powerful and modern digital technologies have significantly impacted mathematics teaching – both what is to be learned and how it should be learned. Technology, pedagogy, and content knowledge (TPACK) is the knowledge that teachers rely on for teaching content with appropriate digital technologies. What preparation do mathematics teachers need in order to develop this knowledge needed for integrating appropriate digital technologies as teaching and learning tools? The challenges of understanding TPACK and identifying appropriate educational programs for pre-service mathematics teachers call for thoughtful attention toward the development of the knowledge, skills, and dispositions that support the dynamic nature embedded within the TPACK construct. The design of appropriate pre-service teacher learning trajectories for developing a rigorous TPACK emphasizes that both how and where they learn to teach mathematics are fundamental to what is learned about teaching and learning mathematics. Redesign ideas and models support re-thinking and re-designing pre-service mathematics teacher preparation programs.

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A TL-TPACK Model on CSL Pre-Service Teachers' Competencies of Online Instruction

Preparing Foreign Language Teachers for Next-Generation Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-0483-2.ch011 ◽

2017 ◽

pp. 198-225

Author(s):

Hsiu-Jen Cheng

Keyword(s):

Teacher Training ◽

Training Program ◽

Teaching And Learning ◽

Course Design ◽

Learning Performance ◽

Learning Program ◽

Teacher Training Program ◽

Chinese Learners ◽

Chinese Learning ◽

Pre Service Teacher

This chapter aims to introduce the integration of TPACK into a Chinese pre-service teacher training program and discuss its outcomes and challenges. First, the concept of TPACK was introduced and relevant TPACK research and its constraints in the previous studies were discussed. Through the partnership between a Chinese pre-service teacher training program in Taiwan and a Chinese learning program in the States, the author developed a Teaching and Learning Model, entitled TL-TPACK model, integrating practicum, course design, advisors, peer cooperation, and reflections—five training strategies to ensure the training and learning outcome. At the end of the chapter, an empirical Chinese pre-service teacher training study applying the TL-TPACK model was conducted to investigate pre- service teachers' seven TPACK competences and Chinese learners' learning performance. Finally, research implications and suggestions for future studies were discussed.

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