Discussion on the Course Teaching of Textile Economics

Textile economics is a discipline that uses the basic principles and methods of economics to study textile production, sales and international trade. Learning the course is conducive to training applied senior engineering and technical personnel who understand both technology and management. There are problems such as students have no foundation in economics, students have no enthusiasm for studying textile economics, not enough teachers in textile economics, unreasonable textbook layout, single teaching methods and means, lack of teaching experience, teaching resources and teaching conditions, etc. Therefore, the teaching of textile economics is in urgent need of reform.

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Conceptions of Learning and Teaching for Faculty Who Teach Basic Science

Medical Science Educator ◽

10.1007/s40670-021-01264-4 ◽

2021 ◽

Author(s):

Helena Carvalho ◽

Francis C. Dane ◽

Shari A. Whicker

Keyword(s):

Active Learning ◽

Teaching Methods ◽

Basic Science ◽

Teaching Experience ◽

Approaches To Teaching ◽

Conceptions Of Learning ◽

Learner Engagement ◽

Student Centered ◽

Learning And Teaching ◽

Teacher Centered

Abstract Introduction Conceptions of learning and teaching refer to what faculty think about teaching effectiveness. Approaches to teaching refer to the methods they use to teach. Both conceptions and approaches range from student-centered/learning-focused (active learner engagement) to teaching-centered/content-focused (passive learner engagement). This study explored how faculty teaching experience influenced faculty conceptions and their approaches to teaching. The authors hypothesized that more experienced educators appreciate and apply active learning approaches. Methods The authors used a cross-sectional survey to collect anonymous data from the Basic Science faculty at Virginia Tech Carilion School of Medicine (VTCSOM). The survey included the Conceptions of Learning and Teaching scale (COLT; Jacobs et al. 2012) and demographic information. They assessed instrument reliability with Cronbach’s alpha and examined relationships between variables with correlation and chi-square and group differences with ANOVA. Results Thirty-eight percent (50/130) of faculty responded to the survey. COLT scores for student-centered (4.06 ± 0.41) were significantly higher (p < 0.001) than teacher-centered (3.12 ± 0.6). Teacher-centered scores were lower (p < 0.05) for younger (30–39, 2.65 ± 0.48) than older faculty (50–59, 3.57 ± 0.71) and were negatively correlated with using multiple teaching methods (p = 0.022). However, 83% (39/50) reported using both traditional lectures and active approaches. Discussion Faculty conceptions about teaching showed appreciation for active learning, but a tendency to use traditional teaching methods interspersed with student-centered ones. Teaching experience was not related to faculty conceptions but was related to their teaching approaches. The amount of time dedicated to teaching was related to the appreciation of active learning, and young teachers were more student-oriented.

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The Effectiveness of Multimedia and Activity-Based Supplemental Teaching Resources in Materials Science Education

MRS Proceedings ◽

10.1557/opl.2012.1209 ◽

2012 ◽

Vol 1472 ◽

Author(s):

Deborah A. Day ◽

Eeman Abbasi ◽

Brian Liang ◽

Satish Bhat ◽

Scott DeMeo ◽

...

Keyword(s):

Science Education ◽

Teaching Methods ◽

Materials Science ◽

Teaching Resources ◽

Specific Content ◽

9Th Grade ◽

Digital Stories ◽

Educational Videos ◽

And Performance ◽

Science Classes

ABSTRACTA comparative study investigating the integration of supplemental teaching resources in materials science education was developed for the purpose of determining the effectiveness of teaching strategies. Digital stories created by students, excerpts from the Nova Making Stuff documentaries, YouTube educational videos and student generated demo-kits were used as part of the investigation whereby two 9th grade science classes (n~26) were evaluated. Each participant in the study received one period (40-min) of a traditional lesson on Materials Science including specific content, vocabulary, and a pre- and post- lesson assessment. Additionally, the students in each class participated in a 30-min supplemental component, e.g. video or activity-based demonstration using aforementioned kits or video compilation. Pre- and post- evaluations (e.g. open-ended and likert questions) were administered to all of the participants. As hypothesized, the students’ feedback and performance on assessment activities reveal that the use of multimedia and activity-based resources may be equally effective teaching methods as traditional methods.

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Reforming Teaching and Management System and Improving Engineering and Technical Personnel Practice and Innovation Ability

Advanced Materials Research ◽

10.4028/www.scientific.net/amr.291-294.3278 ◽

2011 ◽

Vol 291-294 ◽

pp. 3278-3281

Author(s):

Xue Min Gong ◽

Jia Yong Zhang ◽

Li Wen Guo

Keyword(s):

Teaching Methods ◽

Special Function ◽

Test Methods ◽

Market Demand ◽

Teaching Management ◽

Technical Personnel ◽

Tutorial System ◽

Reform Teaching ◽

Innovation Ability ◽

Personnel Practice

With the development of technology and the society, the demand standard of enterprise to talented person is more and more strict. Through analyzing the special function of some methods, such as to carry out tutorial system, to reform teaching methods, to strengthen teaching management, to improve engineering test methods and improve school infrastructure measures, this paper discusses the new method to cultivate high quality engineering and technical personnel to provid theoretical guidance for future universities to meet market demand and cultivate innovative talents.

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Beyond Broudy’s Triad—Infusing University Students with the Love of Poetry

International Education Studies ◽

10.5539/ies.v10n4p65 ◽

2017 ◽

Vol 10 (4) ◽

pp. 65

Author(s):

Mounir Ben Zid

Keyword(s):

Learning Styles ◽

University Students ◽

Learning Style ◽

Teaching Methods ◽

Teaching Experience ◽

Class Session ◽

New Learning ◽

Major Shift ◽

Teaching Learning ◽

Esl Learners

In spite of the diverse schools of thought providing guidance for poetry teachers—such as the didactic, heuristic, or phyletic approaches—this myriad of teaching modes has failed to generate adequate student appreciation for poetry courses. The reason for this is teachers’ tendency to cling to the idea that one must choose a particular approach and find out the correct or fixed meaning. This study includes a recommendation for a major shift in teaching poetry that transforms each class session into a new learning rather than a teaching experience—one in which the instructor’s role is to inspire a passion and love for poetry in ESL learners. This teaching-learning style requires that teachers change from being omniscient sages to participants, co-explorers, and learners—a move from teaching methods to learning styles and a shift from encouraging the love of teachers to inspiring the love of poetry in university students.

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Development and implementation of virtual field teaching resources: two karst geomorphology modules and three virtual capstone pathways

Geoscience Communication ◽

10.5194/gc-4-329-2021 ◽

2021 ◽

Vol 4 (2) ◽

pp. 329-349

Author(s):

Rachel Bosch

Keyword(s):

Field Experience ◽

International Association ◽

Google Earth ◽

Karst Hydrogeology ◽

Teaching Resources ◽

Topographic Analysis ◽

Exemplary Teaching ◽

Experience Teaching ◽

Virtual Field ◽

Karst Geomorphology

Abstract. During the summer of 2020, many geology field camps were canceled due to the COVID-19 pandemic, including the karst geomorphology field course I was scheduled to co-teach through Western Kentucky University. When the National Association of Geoscience Teachers (NAGT), in collaboration with the International Association for Geoscience Diversity (IAGD), began the project of supporting working groups to create online field experience teaching materials, this presented an opportunity. This paper describes the development of two activities derived from that field camp curriculum that are now freely available as peer-reviewed exemplary teaching activities on the Science Education Resource Center (SERC) Online Field Experiences repository under “Karst hydrogeology: a virtual field introduction using © Google Earth and Geographic Information Systems (GIS)” and “Karst hydrogeology: a virtual field experience using © Google Earth, GIS, and TAK [Topographic Analysis Kit].” Each product includes a student handout, an instructor workflow reference, a grading rubric, and NAGT-established learning objectives. The introductory activity is the more basic of the two, is expected to take about an 8 h workday to teach, and walks students through all the steps, as well as providing global examples of karst landscapes that can be virtually explored. The other activity, “Karst hydrogeology and geomorphology”, assumes student familiarity with © Google Earth, GIS, and karst drainage systems and is expected to take about twice as long as the introductory activity to teach. To make these learning opportunities financially accessible, all software required for the activities is open source, and alternative workflows for the introductory module are provided so that the entire exercise can be completed using a mobile device. Addressing this need for virtual capstone options during the pandemic, and providing a virtual alternative for years to come, these karst activities, along with a subset of other SERC activities, were assembled into three learning tracks, each one providing learning hours equivalent to a traditional field camp, that have been added to the course offerings at the University of Cincinnati Department of Geology. In addition to providing online capstone activities in the time of a pandemic, these learning materials provide alternative experiences to traditional field camps that are inclusive for all geoscience students.

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Evaluating Dental Faculty’s Perspective regarding Emergency Introduction of Online Teaching and Learning: Early Experience during COVID-19 Lockdown in United States

Education Research International ◽

10.1155/2022/8417520 ◽

2022 ◽

Vol 2022 ◽

pp. 1-10

Author(s):

Aman Gupta ◽

Ana Janic ◽

Joshua Thomson

Keyword(s):

New York ◽

Student Learning ◽

Teaching Methods ◽

Online Teaching ◽

Teaching And Learning ◽

Social Impact ◽

Teaching Experience ◽

Exact Test ◽

Holistic Understanding ◽

Age Range

Objectives. The March 2020 lockdown mandated institution closures and forced educators to provide remote instruction. We intended to gain an in-depth and holistic understanding of dental faculty’s experience and perceptions during this mandatory shift. Insights were gathered in 6 key areas: prior remote instruction experience; magnitude of transition and frequency of instruction methods used; training received; preferred teaching methods based on how they promote student learning, interaction, engagement, and performance; social impact; and future of teaching. Methods. An anonymous QualtricsXM survey was distributed to all dental faculties at University of Detroit Mercy in May 2020. Data was collected over a three-week period and analyzed using Statistical Package for the Social Sciences (SPSS) Statistics 26 (IBM; Armonk, New York, USA). Pearson chi-squared test and Fisher’s exact test were used to evaluate categorical data. Results. Out of the 30 participants who transitioned to online remote instruction, 16 (53.3%) reported an age between 30 and 49 years and 14 (46.7%) reported ≥50 years of age. Our analysis revealed that faculty in 30–49-year age range had no prior online synchronous teaching experience. The transition was described as interesting, useful, time-consuming, and challenging. In-person live teaching received highest number of first place rankings (50%), and online asynchronous method received highest number of last place rankings (42.86%). Faculties in >50 year age range expressed maximum satisfaction with online small-group discussions, and those in 30–49 years age group were more satisfied with one-on-one online discussion. Conclusion. Our study finds that the faculty tends to gravitate to online methods that are similar to or mimic their past in-person teaching environment. Forced remote instruction gave new content delivery experiences to faculties of all ranges of age and experience in teaching. This exposure is likely to result in a more widespread adoption of a variety of instructional methods in future. Our study strongly suggests that traditional in-person instruction is the preferred method for delivery of content and is likely better for student learning. Majority of the faculties believed that the future of dental education would be a mix of both in-class and online instruction. In summer and fall 2021, our institution adopted hybrid, flexible models for didactic instruction to allow students the opportunity to digest content in their preferred method. Careful planning and systematic, continued training will be required to enhance technological skills and to incorporate newer models into didactic and clinical instruction. For the success of blended learning, courses will need redesigning of assessment methods, commitment, and support from administrators.

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INVESTIGATING EARLY-CAREER TEACHERS’ ADAPTATION CHALLENGES: A CASE OF INDONESIAN EFL TEACHERS

PROJECT (Professional Journal of English Education) ◽

10.22460/project.v3i3.p367-378 ◽

2020 ◽

Vol 3 (3) ◽

pp. 367

Author(s):

Yogi Saputra Mahmud

Keyword(s):

Professional Development ◽

Classroom Management ◽

Beginning Teachers ◽

Professional Education ◽

Teaching Experience ◽

Early Career ◽

Structured Interviews ◽

Teaching Resources ◽

Efl Teachers ◽

Teacher Professional

Teacher professional development has recently become a central focus in the Indonesian context, particularly after the implementation of the post-bachelor teacher professional education program or Pendidikan Profesi Guru (PPG) for both pre-service and in-service EFL teachers in 2013. However, studies reveal that the transition from teacher education programs to the initial teaching career at schools has been described as a challenging phase. Despite the growing attention of scholars in exploring beginning teachers’ challenges, studies focusing on the early-career Indonesian EFL teachers, particularly those who just completed the PPG program, are considered limited. Therefore, drawing on a qualitative case study with two beginning Indonesian secondary EFL teachers, this study aims to unravel the challenges during their first-year teaching experience at school after completing the PPG program. By thematically analysing the semi-structured interviews, this study indicated that the teachers experienced four significant challenges: 1) pedagogical (classroom management, lack of teaching resources, test-based learning atmosphere), 2) professional (complex self-identification), 3) social (maintaining rapport with senior teachers), and 4) personal (mood management). Despite having been trained professionally through the PPG program, the result suggested that the beginning teachers still faced considerable challenges during their initial endeavour as an English teacher at school. Pedagogical implications are discussed in terms of the need for continuous professional development for the newly certified teachers during their initial career at schools.

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THE IMPACT OF TEACHER SELF-EFFICACY ON TEACHING TECHNIQUES: TRADITIONAL OR CONTEMPORARY?

European Journal of English Language Teaching ◽

10.46827/ejel.v6i3.3662 ◽

2021 ◽

Vol 6 (3) ◽

Author(s):

Ümit Levent Değirmencioğlu

Keyword(s):

Language Learning ◽

Teaching Methods ◽

Classroom Environment ◽

Self Efficacy ◽

Teaching Experience ◽

Teaching Techniques ◽

Factors Affecting ◽

Efl Teachers ◽

Teacher Self Efficacy ◽

The Impact

There are countless factors that impact the process of second language learning and teaching in both positive and negative ways. These factors are not limited to only student-oriented factors since some of them might stem from teachers themselves as well. One of the teacher-oriented factors that shape the learning/ teaching process is teacher’s levels of self-efficacy. For decades, teacher self-efficacy has been holding its position as being one of the most popular topics of investigation. Many studies have been conducted to further understand its effect on classroom environment. These studies have put forward a great deal of invaluable findings. However, only a few examined its effects on teaching methods and techniques used in the classroom. The present study set out to investigate this issue by collecting data from 64 EFL teachers, using both quantitative and qualitative methods with a three-staged survey. The findings showed: 1) Turkish EFL teachers have moderately high teacher self-efficacy, 2) age and gender are not factors affecting teacher self-efficacy while teaching experience is, 3) teachers with high self-efficacy use more modern techniques in their lessons and 4) high self-efficacy leads teachers to more implementations of communicative and collaborative tasks. The findings have numerous implications for further research that will be conducted in Turkey as they shed light on the relationship between teacher self-efficacy and teaching methods. Teachers of foreign languages should also be aware of the teaching implications that have been suggested throughout the study and criticize their teaching techniques in terms of traditional or contemporary, by bearing in mind their levels of self-efficacy. Article visualizations:<img src="/-counters-/edu_01/0796/a.php" alt="Hit counter" />

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