scholarly journals Innovation in Teacher Education: An Integrative Approach to Teaching and Learning Science and Mathematics

Proceedings ◽  
2018 ◽  
Vol 2 (21) ◽  
pp. 1343 ◽  
Author(s):  
Nelson Mestrinho ◽  
Bento Cavadas
Keyword(s):  
Teaching And Learning ◽  
Natural Sciences ◽  
Learning Science ◽  
Integrative Approach ◽  
Teaching Model ◽  
School Of Education ◽  
Innovative Teaching ◽  
Inquiry Based Learning ◽  
Approach To Teaching ◽  
And Mathematics

CreativeLab_Sci&Math is a project set by the Department of Mathematical and Natural Sciences of Polytechnic Institute of Santarém / School of Education, with the purpose of promoting innovative teaching of science and mathematics, involving students in interdisciplinary activities that connect content and processes of knowledge from both areas, using inquiry-based learning and the 6E teaching model.

I Do and I Understand

2019 ◽  
pp. 15-34 ◽  
Author(s):  
Claire Mitchell
Keyword(s):  
Second Language Acquisition ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Undergraduate Research ◽  
Language Education ◽  
World Language ◽  
Inquiry Based Learning ◽  
Current Trends ◽  
World Language Education ◽  
Approach To Teaching

As a result of globalization, World Language Education has experienced considerable changes within recent decades. With these changes, there is a need for new approaches to teaching and learning a world language, as there is a growing mismatch between language use in the real world and the approach to teaching a world language in the classroom. This chapter, then, presents a pedagogical model that was implemented in an Introduction to Second Language Acquisition course in order to adequately prepare teacher candidates for their future careers as educators in a globalized society. In particular, the model in this chapter discusses authentic experiences grounded in inquiry-based learning that provide opportunities for teacher candidates to collaboratively research current trends in the field of World Language Education and put them into practice through undergraduate research projects.

Cultural Pedagogy and Transformative Learning: Reflections on Teaching in a Māori Environment in Aotearoa/New Zealand

2019 ◽  
Vol 18 (1) ◽  
pp. 59-77
Author(s):  
Ksenija Napan ◽  
Helene Connor ◽  
Lynda Toki
Keyword(s):  
Transformative Learning ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
Physical Space ◽  
Inquiry Based Learning ◽  
Transformative Teaching ◽  
Aotearoa New Zealand ◽  
Cultural Pedagogy ◽  
Teachers And Students ◽  
Approach To Teaching

This article explores a synergy of inquiry-based learning and a cultural pedagogy within a Māori environment, the marae (communal meeting place) while using Academic Co-Creative Inquiry (ACCI), an innovative approach to teaching and learning which enables teachers and students to cocreate the content and the process of the course through personalized inquiries. Three areas form the focus of this article: an exploration of cultural pedagogy within a marae space, an ACCI process, and the culturally responsive Māori pedagogy of ako (teaching and learning). These three areas created a context for transformative learning. Authors reflect on how three academic women, two Māori and one Pākehā (person of European descent) each explored how the physical space of Ngākau Māhaki (name of the carved meeting house, meaning respectful heart) at Te Noho Kotahitanga Marae (name of the marae complex) contributed to transformative teaching and learning processes.

scholarly journals INTEGRATIVE APPROACH TO TEACHING STUDENTS IN NATURAL SCIENCES

2021 ◽  
Vol 2 ◽  
pp. 23-29
Author(s):  
G. Burlak ◽  
◽  
L. Vilinskaya ◽  
A. Pysarenko ◽  
A. Vasilenko
Keyword(s):  
Natural Sciences ◽  
Integrative Approach ◽  
Approach To Teaching

I Do and I Understand

2021 ◽  
pp. 575-594
Author(s):  
Claire Mitchell
Keyword(s):  
Second Language Acquisition ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Undergraduate Research ◽  
Language Education ◽  
World Language ◽  
Inquiry Based Learning ◽  
Current Trends ◽  
World Language Education ◽  
Approach To Teaching

As a result of globalization, World Language Education has experienced considerable changes within recent decades. With these changes, there is a need for new approaches to teaching and learning a world language, as there is a growing mismatch between language use in the real world and the approach to teaching a world language in the classroom. This chapter, then, presents a pedagogical model that was implemented in an Introduction to Second Language Acquisition course in order to adequately prepare teacher candidates for their future careers as educators in a globalized society. In particular, the model in this chapter discusses authentic experiences grounded in inquiry-based learning that provide opportunities for teacher candidates to collaboratively research current trends in the field of World Language Education and put them into practice through undergraduate research projects.

What Are the Challenges to Peace? A Workshop on Conflict Analysis to Understand Middle East Politics

2021 ◽  
Author(s):  
Ángela Suárez-Collado ◽  
Javier Sierra
Keyword(s):  
Middle East ◽  
Learning Outcomes ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Affective Learning ◽  
Cognitive Skill ◽  
International Studies ◽  
Innovative Teaching ◽  
Inquiry Based Learning ◽  
Middle East Politics

Abstract This article presents an innovative teaching and learning method based on collaborative and inquiry-based learning implemented in a Middle East Politics course. It consists of a series of online workshops in which students work in teams to analyze three different current conflicts in the region: Libya, Syria, and the Israeli-Palestinian. The aim of this method was twofold: on the one hand, to create a reflexive setting to help students acquire the most comprehensive possible knowledge about the conflict's causes and dynamics, the concerns and priorities of the main actors involved or affected by the conflict, and major obstacles to its resolution; on the other hand, to enhance a set of key cognitive, skill-based, and affective learning outcomes, which are essential skills in Political Science and other related areas such as International Studies. This study shows that teaching and learning methodologies based on collaborative and inquiry-based learning are suitable tools to facilitate the understanding of multifaceted, complex realities and to generate new perspectives and views on unfamiliar contexts. This research also suggests that facilitating the active involvement of students in their self-learning can contribute to successful online teaching and to foster the acquisition of key cognitive, skill-based, and affective learning outcomes.

scholarly journals THE ANALYSIS OF ENGLISH LECTURERS’ TEACHING MODELS AT ENGLISH EDUCATION DEPARTMENT OF MUHAMMADIYAH UNIVERSITY OF NORTH MALUKU TERNATE

2015 ◽  
Vol 2 (1) ◽  
pp. 125
Author(s):  
Adi F Mahmud ◽  
Andi Qashas Rahman
Keyword(s):  
Teaching And Learning ◽  
English Education ◽  
Structure Interview ◽  
Teaching Model ◽  
Innovative Teaching ◽  
Teaching Models ◽  
Teaching Interaction ◽  
Teaching Goals ◽  
Conventional Teaching ◽  
Semi Structure Interview

To achieve the teaching goals well, the teachers or lecturers are demanded to master all teaching components. One of the components is teaching model. Teaching model can drive the teachers or lecturers to achieve teaching goals well. This research attempted to find out (i) the English lecturers’ teaching models applied in teaching in the classroom, (ii) the English lecturers’ reasons for applying those teaching models, and (iii) the English students’ perceptions of the English lecturers’ teaching models applied. Data were collected by classroom observation and semi-structure interview. Then, data were analyzed by employing descriptive qualitative method. The participants consisted of five English lecturers and students. The findings of the research showed that (i) Most of the respondents in this research did not apply innovative teaching models. Most of the teaching models applied by respondents were still conventional. (ii) There were some respondents who applied group discussions and presentation, but the sequences of teaching that were applied did not characterize an innovative teaching model, (iii) The respondent 4 applied innovative teaching models twice in two meetings. However, he also applied conventional teaching models. Then, all respondents’ teaching models did not involve a new teaching model or method in teaching interaction in the classroom, (iv) Lecturing is one of the dominances teaching models used by all respondents in teaching in the classroom, (v) There were some reasons underpinning all respondents in choosing a teaching model to be applied. The reasons included the students’ proficiency, the instructional material, students’ understanding, the easiness, simple, and teaching goals. Further, all respondents considered that those teaching models were appropriate and effective to be applied in teaching and learning interaction, and (v) Not all respondents’ reasons in line with the five students’ perceptions. All students’ perceptions showed that some teaching models used by respondents were boring and uninteresting. Key Words: analysis, teaching models, English lecturers

scholarly journals The Ups and Downs of a French Immersion Kindergarten Teacher: My Journey Toward an Inquiry-Based Approach to Teaching

2014 ◽  
Vol 8 (1) ◽  
pp. 123-138
Author(s):  
Paula Fortier
Keyword(s):  
Teaching And Learning ◽  
French Immersion ◽  
Learning Theories ◽  
Pedagogical Approach ◽  
Emergent Curriculum ◽  
Student Centered ◽  
Inquiry Based Learning ◽  
Inquiry Approach ◽  
Approach To Teaching ◽  
Kindergarten Classroom

Drawing on her lived experiences, and using the metaphor of a Snakes and Ladders game, the author reflects on her teacher practice related to using an inquiry approach in her French Immersion Kindergarten classroom. Looking backward while moving forward in time, she makes visible her process of change, foregrounding how her beliefs about children, teaching, and learning—her educational philosophy—paired with a new understanding of learning theories—in particular, constructivism—shape a pedagogical approach centered in inquiry-based learning. She stories her move from being structured and teacher-directed in her pedagogical approach to embracing an emergent curriculum and a student-centered pedagogy.

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