scholarly journals The Role of Nonlinear Pedagogy in Supporting the Design of Modified Games in Junior Sports

2021 ◽  
Vol 12 ◽  
Author(s):  
Jia Yi Chow ◽  
John Komar ◽  
Ludovic Seifert
Keyword(s):  
Teaching And Learning ◽  
Design Principles ◽  
Learning Approach ◽  
Dynamic Interactions ◽  
Ecological Dynamics ◽  
Task Constraints ◽  
Adult Form ◽  
Movement Skills ◽  
Practical Implications

Nonlinear Pedagogy has been advocated as an approach that views acquisition of movement skills with a strong emphasis on exploratory behaviors and the development of individualized movement skills. Underpinned by Ecological Dynamics, Nonlinear Pedagogy provides key ideas on design principles to support a teaching and learning approach that accounts for dynamic interactions among constraints in the evolution of movement behaviors. In the context of junior sports, the manipulation of task constraints is central to how games can be re-designed for children to play that are age and body appropriate so that the games can still capture the key elements of representativeness as compared to the adult form of the game. Importantly, these games offer suitable affordances that promote sensible play that could be transferable to other contexts. In this paper, we provide an in-depth discussion on how Nonlinear Pedagogy is relevant in supporting the design and development of modified games in the context of junior sports. Practical implications are also provided to share how games can be modified for meaningful play to emerge.

scholarly journals Using service-learning approach for promoting higher order thinking skills among Pakistani pre-service teachers

2021 ◽  
Vol 2 (1) ◽  
pp. 187-199
Author(s):  
Muhammad Saeed ◽  
Iqbal Ahmed
Keyword(s):  
Service Learning ◽  
Teaching And Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
High Order ◽  
Learning Approach ◽  
Higher Order Thinking Skills ◽  
High Order Thinking

Modern educational pedagogies emphasize that teaching and learning frameworks should be designed to promote essential skills among students and develop their higher order thinking skills and the real-world application of those skills. In this milieu, service-learning is an emerging approach in education that best meets this need. Although much work exists on service-learning in developing students' social, moral, and citizenship potential, there is a lack of research that highlights the role of service-learning and its potential to promote high order thinking skills among pre-service teachers. This study attempts to extensively examine the role of service-learning in promoting high-order thinking skills among pre-service teachers. For this purpose, an integrated approach of Queensland University's higher order thinking guidelines was compared and contrasted as a framework with service-learning approach. The analysis and literature review showed that said the guidelines can be adopted using service-learning approach to promote higher order thinking skills of pre-service teachers. Therefore, the framework is proposed to be integrated into a service-learning course in higher education. The guidelines provide a five steps process for developing higher order thinking skills among teacher education students. The study results provide teacher educators with more practical ways to implement a more active and purposeful teaching and learning environment that encourages higher order thinking among pre-service teachers.

scholarly journals Facilitation of Reflective Learning in Nursing: Reflective Teaching Practices of Educators

2018 ◽  
Vol 20 (2) ◽  
Author(s):  
Kannagi Naicker ◽  
Gisela Hildegard Van Rensburg
Keyword(s):  
Nursing Education ◽  
Creative Thinking ◽  
Teaching And Learning ◽  
Nurse Educators ◽  
Reflective Learning ◽  
Learning Activities ◽  
Learning Approach ◽  
Reflective Practices ◽  
Nursing Curricula

The ability to reflect meaningfully may help practitioners or students to maintain competence and keep abreast with the latest trends in their practice. Practitioners who are more self-aware or self-discovered are more effective and competent in practice. However, unless educators are trained to practise reflection and to facilitate activities that promote the development of reflective learners, the role of the educator in promoting reflective learning by students will be limited. The purpose of this study was to explore and to describe the role of educators in the facilitation of reflective learning by students. A quantitative, explorative, descriptive study was conducted at nine nursing education institutions in South Africa. A total of 121 nurse educators (n = 121) was selected through a multi-staged probability sampling method. Data were collected using a structured questionnaire. The findings revealed that educators recognise the value of reflective practice but did not necessarily strive to develop their own reflective practices. Although reflective learning was not a formal learning approach in most programmes, the educators included reflection in the teaching and learning activities they facilitated. Educators need formal training to facilitate reflective learning activities to create a reflective learning environment that is conducive to reflection. Reflective learning should also be a formal teaching and learning approach in nursing curricula as reflective practices promote students’ critical and creative thinking.

scholarly journals The Role of EFL Teachers’ Praise and Love in Preventing Students’ Hopelessness

2021 ◽  
Vol 12 ◽  
Author(s):  
Fengzhen Liu
Keyword(s):  
Teaching And Learning ◽  
Positive Outcomes ◽  
Psychological Variables ◽  
Teacher Praise ◽  
Psychological Constructs ◽  
Emotional Dimension ◽  
Efl Teachers ◽  
Teachers And Students ◽  
Practical Implications

The emotional dimension of language teaching and learning has recently gained momentum among researchers after pioneering works in positive psychology. Now, teachers’ and students’ emotions play an important role in learning process. Despite the growing body of research on many psychological constructs in L2 education, the role of teacher praise and love in precluding students’ sense of hopelessness about their future and efforts has been largely ignored. Addressing such problems, the present study aimed to examine the definitions, conceptualizations, influencing factors, causes, and outcomes of these three psychological variables in EFL contexts. Moreover, to position the study, this article took a quick glance at the affective trend in education referring to positive outcomes of a loving pedagogy. Finally, different practical implications, research gaps, and future lines of research were provided for passionate researchers.

Inclusive Teaching and Learning

2022 ◽  
pp. 283-308
Author(s):  
Doreen Said Pace
Keyword(s):  
Teaching And Learning ◽  
Collaborative Action Research ◽  
Student Diversity ◽  
Learning Approach ◽  
Learning Context ◽  
Learner Motivation ◽  
Primary School Teachers ◽  
Inclusive Teaching ◽  
Relationship Of

This chapter focuses on the important role of educators' beliefs as they shape and consequently influence their teaching and learning approach from the planning to the implementation stage. Such beliefs were investigated using collaborative action research (CAR) on the belief-to-practice relationship of prospective teacher users of formative assessment (FA). A nine-month qualitative study with three Maltese state primary school teachers indicated that even with the transformation in the teachers' understanding, knowledge, and practice about FA, their belief was that success of FA depends on the learner motivation, hence shifting the problem onto the learner when it might well have been a problem with the system shaping the teaching and learning context. The point that will be made here is to look at FA as an inclusive teaching and learning approach if its strategies are used to attend to student diversity.

Teacher Liaison In-Service Training Through Mentorship

2018 ◽  
pp. 98-111
Author(s):  
Itumeleng Innocentia Setlhodi
Keyword(s):  
Social Learning ◽  
Learning Environment ◽  
Social Order ◽  
Teaching And Learning ◽  
Learning Approach ◽  
Informal Mentoring ◽  
Mentorship Program ◽  
Teaching And Learning Environment ◽  
Service Training

Teachers who are charged with the role of collaborating learners' affairs require guidance and support for effectively discharging their responsibilities. However, their initial training does not empower them to handle this challenge. Providing an in-service training that incorporates structured mentorship program when in practice presents them with an opportunity to harmonize relationships, oversee learner activities for good cooperate governance, and enable the school to yield conducive teaching and learning environment. Drawing from social learning approach whose essence is action, reflection, communication, and co-operation, the benefits of a mentorship program have a potential of enhancing learner activities in schools. Accordingly, making provision for both formal and informal mentoring can empower and inspire courageous acts of contributing towards a sound school social order.

Principles in Practice

2020 ◽  
pp. 322-346
Author(s):  
Mavis Morton ◽  
Jeji Varghese ◽  
Elizabeth Jackson ◽  
Leah Levac
Keyword(s):  
Best Practices ◽  
Teaching And Learning ◽  
Learning Approach ◽  
Engaged Scholarship ◽  
Engaged Learning ◽  
Design Features ◽  
Community Engaged Scholarship ◽  
Institutional Challenges ◽  
Development Of Students

This chapter offers faculty and institutional leaders a set of principles and practical approaches for designing and supporting courses that develop and mentor emerging community engaged scholars at the undergraduate and graduate levels. The learning outcomes and design features of these courses provide students with opportunities to develop knowledge, skills, and values that are required for undertaking ethical sustainable critical community engaged scholarship (CCES). The chapter begins with an overview of the CCES framework that guides the authors' specific courses and thier commitments to supporting the development of community-engaged scholars more broadly. The chapter describes several courses that share the CCES framework but vary by size, disciplinary foundation, and engaged-learning approach. These courses are used to consider the development of students' capacities and values, the interplay between CCES and pedagogical best practices, and the role of institutional supports in enabling CCES and navigating institutional challenges to community-engaged teaching and learning.

Educating professionals

2014 ◽  
Vol 22 (1) ◽  
pp. 107-127 ◽  
Author(s):  
Ilse Lubbe
Keyword(s):  
Teaching And Learning ◽  
Focal Point ◽  
Multiple Roles ◽  
Accounting Education ◽  
Content Type ◽  
The University ◽  
Effective Teaching And Learning ◽  
Practical Implications ◽  
Insight Into

Purpose – The purpose of this study is to describe the multiplicity of the role of the Accounting academic as a knowledge agent: in terms of the discovery of new knowledge and its recontextualisation into pedagogy, as well as effective teaching and learning in the field of Accounting. Design/methodology/approach – Through a literature review and the collection of qualitative data (using purposive sampling), this study describes the Accounting academic’s role as a knowledge agent, as viewed by Accounting academics and professional accountants, with the aim of providing insight into the tensions that exist in the education of professionals. Findings – The data collected in this study indicate that Accounting academics find themselves torn between their different roles: those of researcher and teacher. Accounting academics do not feel valued in their role as teachers, as at the university, more emphasis is placed and promotion is based on research, yet the Accounting profession places more value on their teaching and scholarship role. Practical implications – There is an urgent need in professional Accounting education (trapped within a multiple principal paradigm) for some fundamental re-thinking of the focal point of research, and the knowledge agency of academe, particularly within a developing economy, such as South Africa. Originality/value – The value of this paper is in its identification and description of the tensions experienced in the education of professional accountants. The university and profession are urged to value, acknowledge and reward the multiple roles of Accounting academics.

scholarly journals Formation of research skills of future primary school teachers in the process of teaching mathematics

2020 ◽  
pp. 90-108
Author(s):  
Yurii Mazhuha
Keyword(s):  
Mathematics Education ◽  
Teaching And Learning ◽  
Research Work ◽  
Strategic Partnership ◽  
Teaching Mathematics ◽  
Learning Approach ◽  
Research Activity ◽  
Research Skills ◽  
Inquiry Based Learning

One of the priority tasks of pedagogical education is wide comprehensive training of students, based on the concept of personally oriented education and involves the formation of a holistic system of universal knowledge, skills, as well as experience of independent activities, the basic competencies that determine the quality of education of a modern university student. The purpose of the article is to highlight the problem of formation of research skills of university students, as well as the role of inquiry-based learning approach in solving this problem. The research was based on scientific works of domestic and foreign scientists who studied the formation and development of research skills of students in the learning process. Methods. The author implements the purpose with the help of theoretical and empirical research methods (analysis and generalization of own pedagogical experience and pedagogical experience of domestic and foreign scientists). The results. The article considers and generalizes the views of scientists on the classification and essence of research skills, analyses the role of the inquiry-based learning approach in the formation of studentsʼ research skills in the process of teaching mathematics. The article suggests the effective method on forming the studentsʼ research skills based on the student-centered approach in the process of teaching mathematics (Inquiry-Based Mathematics Education). The special educational material (pedagogical cases) based on IBME was developed. The benefit of the study is that the material was tested during the teaching of mathematics to first-year students of specialty «Primary Education» of the Pedagogical Institute of Borys Grinchenko Kyiv University (the research, the results of which are presented in the article, was conducted within the project «Partnership for teaching and learning of mathematics at the university» (PLATINUM) of the EU program Erasmus + KA203 – Strategic Partnership for Higher Education, 2018-1-NO01-KA203-038887); the data show the increase of studentsʼ interest in educational and research work, and the level of their motivation to study mathematics. Conclusions. As a result the author makes a conclusion that the teaching mathematics with the use of Inquiry-Based Mathematics Education ensures the growth of interest of students in educational and research activity, formation and development of research skills; increases the efficiency of independent work, general motivation for the study of mathematics.

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