scholarly journals Teaching towards Design-Based Learning in Manufacturing Technology Course: Sino–Australia Joint Undergraduate Program

2020 ◽  
Vol 12 (9) ◽  
pp. 3522
Author(s):  
Zhigang Jiang ◽  
Siva Chandrasekaran ◽  
Gang Zhao ◽  
Jing Liu ◽  
Yanan Wang
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
Recent Decade ◽  
Teaching Quality ◽  
Manufacturing Technology ◽  
Central China ◽  
Engineering Project ◽  
Undergraduate Program ◽  
Regional Universities ◽  
Technology Course

The internationalized higher education in Engineering has made the sustainable future of Chinese regional universities prosper in the recent decade. The teaching practices of engineering courses pose many challenges in Sino–foreign joint undergraduate programs. The design-based learning (DBL) approach addresses students learning challenges in the joint undergraduate program facilitated by the Wuhan University of Science and Technology (WUST) in central China along with Deakin University (DU), Australia. Following the seven general principles of DBL, a project of process planning was performed for teaching and learning in the Manufacturing Technology course. An implicit meta-cognitive competence was developed through performing the engineering project tutoring, diverse learning tasks and normative assessment criteria. The DBL pedagogy succeeds in bridging the diverse knowledge systems in the specialized courses of Manufacturing Technology between Chinese and Australian programs in Mechanical Engineering. Many achievements and awards won by the students demonstrate a satisfactory result in the case study on the teaching practice towards DBL. The pedagogy towards DBL truly improves the teaching quality of the courses in joint programs and further strengthens the internationalized engineering education for the sustainable development of regional universities in China.

scholarly journals Performativity and the Power of Shame: Lesson Observations, Emotional Labour and Professional Habitus

2016 ◽  
Vol 21 (1) ◽  
pp. 136-150 ◽  
Author(s):  
Ursula Edgington
Keyword(s):  
Teaching And Learning ◽  
Best Practice ◽  
Teaching Practice ◽  
Teaching Quality ◽  
Practice Research ◽  
Tertiary Sector ◽  
Theoretical Concepts ◽  
Emotional Labour ◽  
Emotional Factors ◽  
Educational Environments

Teaching and learning observations (henceforth ‘observations’) are used in educational environments worldwide to assess teaching quality and support professional development through reflexivity. Pressures from neo-liberalist, New Right politics encourage observations that are evaluative in nature, thereby over-emphasising quantitative strategies. Research suggests some observations are ineffectual because of emotional tensions between what is perceived as ‘authentic’ teaching and the inherent performativity required by managerialist policies ( Ball 2003 ). But as Scheff (2003) argues, conformity to social processes is not necessarily based on an individual's awareness of explicit rewards or sanctions resulting from judgements. Instead it can be based on invisible self-perceptions of the risk of shame. In turn, this discourages playfulness as these actions may be considered deviations from ‘best practice’. Hence observations can limit teacher effectiveness because they involve interpretations and judgements by an Other ( Price 2001 ). This article draws on narrative data from tertiary-sector staff in a UK research study using a multi-disciplinary interpretive framework ( Denzin 1989 ). Given the importance attributed to reflexivity in teaching practice, research in this area is sparse. Emotional factors within these contexts are often disregarded, perhaps because articulating feelings is considered weak or dangerous ( Lupton 1998 ). However, Bourdieu's theoretical concepts of professional habitus, field and capital bring deeper meaning to interpretations of teachers’ embodied emotional labour ( Colley 2006 a; Nias 1996 ; Reay 2004 ). The subtle nuance within the participants’ narratives illuminates the observer/observee dynamic within the classroom, providing examples of the complex, fluid nature of perceptions of performativity in observations; the inherent rewards and risks.

The Instructional Challenge in Improving Teaching Quality: Lessons from a Classroom Observation Protocol

2014 ◽  
Vol 116 (6) ◽  
pp. 1-32
Author(s):  
Drew Gitomer ◽  
Courtney Bell ◽  
Yi Qi ◽  
Daniel Mccaffrey ◽  
Bridget K. Hamre ◽  
...  
Keyword(s):  
Teacher Evaluation ◽  
Emotional Support ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Classroom Observation ◽  
Instructional Support ◽  
Teaching Quality ◽  
Self Report ◽  
Classroom Organization ◽  
Observation Protocol

Background/Context Teacher evaluation is a major policy initiative intended to improve the quality of classroom instruction. This study documents a fundamental challenge to using teacher evaluation to improve teaching and learning. Purpose Using an observation instrument (CLASS-S), we evaluate evidence on different aspects of instructional practice in algebra classrooms to consider how much scores vary, how well observers are able to judge practice, and how well teachers are able to evaluate their own practice. Participants The study includes 82 Algebra I teachers in middle and high schools. Five observers completed almost all observations. Research Design Each classroom was observed 4–5 times over the school year. Each observation was coded and scored live and by video. All videos were coded by two independent observers, as were 36% of the live observations. Observers assigned scores to each of 10 dimensions. Observer scores were also compared with master coders for a subset of videos. Participating teachers also completed a self-report instrument (CLASS-T) to assess their own skills on dimensions of CLASS-S. Data Collection and Analysis For each lesson, data were aggregated into three domain scores, Emotional Support, Classroom Organization, and Instructional Support, and then averaged across lessons to create scores for each classroom. Findings/Results Classroom Observation scores fell in the high range of the protocol. Scores for Emotional Support were in the midlevel range, and the lowest scores were for Instructional Support. Scores for each domain were clustered in narrow ranges. Observers were more consistent over time and agreed more when judging Classroom Organization than the other two domains. Teacher ratings of their own strengths and weaknesses were positively related to observation scores for Classroom Organization and unrelated to observation scores for Instructional Support. Conclusions/Recommendations This study identifies a critical challenge for teacher evaluation policy if it is to improve teaching and learning. Aspects of teaching and learning in the observation protocol that appear most in need of improvement are those that are the hardest for observers to agree on, and teachers and external observers view most differently. Reliability is a marker of common understanding about important constructs and observation protocols are intended to provide a common language and structure to inform teaching practice. This study suggests the need to focus our efforts on the instructional and interactional aspects of classrooms through shared conversations and clear images of what teaching quality looks like.

scholarly journals Novice Teachers’ Concerns, Early Professional Experiences and Development: Implications for Theory and Practice

2018 ◽  
Vol 9 (1) ◽  
pp. 100-114 ◽  
Author(s):  
Olena Zhukova
Keyword(s):  
Professional Development ◽  
Novice Teachers ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Teaching Quality ◽  
Theory And Practice ◽  
Future Research ◽  
Full Time ◽  
Quality Of Teaching

Abstract Quality teaching, being a key factor in shaping students’ academic and personal growth, has been at the centre of scientific debate for many years. Sustainable professional development of novice teachers has recently been recognized worldwide as one of the key areas for improving the quality of teaching and learning in schools. Given that the initial years on the job are generally characterised by novice teachers as the most challenging and intense in their career, the following questions typically arise: What can be done to sustain and facilitate teaching at the early developmental stages in teachers’ career? What are the contextual factors and the prerequisites leading to the quality of teaching and learning? The article presents the findings from a two-year longitudinal qualitative study aimed to contribute to the research base for understanding this crucial stage. More specifically, the purpose of this study was to provide deeper understanding and insights into key factors influencing and shaping novice teachers’ early professional development and learning, as well as their capacities to effectively adapt to their new roles and operate in complex and dynamically changing open-ended school environment. The research is framed as a cross-case analysis of 4 cases of novice teachers working in public secondary schools. The data were collected through multiple sources (i.e. semi-structured in-depth interviews, questionnaire, and focus groups) over a two-year period spanning the participants’ first and second full-time teaching years. Substantial differences in experiences and beliefs among the novice teachers, with varying levels of job satisfaction and professional support received, were identified in the study. The authors have also identified numerous patterns of novice teachers’ teaching practice closely associated with teachers’concerns and early professional experience interpretations, which might result in substantial fluctuation in teaching quality and teacher’s career paths. Implications for teacher education programs, mentoring, supervision, teachers’ professional development, and future research are discussed.

scholarly journals Practical Dimension and Optimization Strategy of Improving the Teaching Quality of Political Theory Courses in Colleges and Universities

2021 ◽  
Vol 3 (3) ◽  
pp. 21
Author(s):  
Xiaojian Xu
Keyword(s):  
Political Theory ◽  
Goal Orientation ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Teaching Quality ◽  
Colleges And Universities ◽  
The Political ◽  
Optimization Strategy ◽  
Teaching Resources

It is the fundamental task of the political theory courses in colleges and universities to cultivate the builders and successors of the socialist cause. Because the teaching of political theory courses plays an important role in casting souls and educating people. Therefore, teachers should focus on enhancing the dissemination, theory and pertinence of ideological and political teaching in the process of carrying out political theory courses teaching practice, and make great efforts in the theory, content and methods of political theory courses teaching in order to continuously improve the teaching quality of political theory courses. Make the political theory courses truly recognized by the majority of young students. From the perspective of "teaching" and "learning", the improvement of political theory teaching quality in colleges and universities can be considered from three practical dimensions: curriculum cognition, goal orientation and teaching resources.

scholarly journals Designing a peer-led approach to teaching review and enhancement in academia

2021 ◽  
Vol 18 (1) ◽  
pp. 91-103
Author(s):  
Dominique Moritz ◽  
◽  
Simone Pearce ◽  
Larissa S. Christensen ◽  
Drossos Stamboulakis ◽  
...  
Keyword(s):  
Student Satisfaction ◽  
Peer Review ◽  
Teaching And Learning ◽  
Best Practice ◽  
Teaching Practice ◽  
Academic Staff ◽  
Professional Associations ◽  
Learning And Teaching ◽  
Peer Discussion ◽  
Regional Universities

One of the challenges of 21st-century academia is meeting the often-competing demands from students, universities, and professional associations. Among many diversities, students at regional universities, such as the University of the Sunshine Coast (USC), often have higher rates of first-in-family learners than metropolitan counterparts. Law academics at regional universities, then, must address the challenges of maintaining high-quality teaching to fulfil student satisfaction for a diverse student demographic, while both meeting university and professional requirements and supporting students’ personal satisfaction. One avenue to support academics in enhancing teaching practices while aligning with university and professional obligations is through peer discussion, review, and enhancement of learning and teaching practice. Peer discussion, enhancement, and review of learning and teaching practice occurs regularly on an informal basis in most academic settings. However, opportunities to engage in structured and meaningful peer review and enhancement of teaching are neither prevalent nor popular. Academic staff in the School of Law and Criminology (SLC) at USC instigated and developed an interdisciplinary, formalised framework for enhancing teaching and learning practice within the SLC, in accordance with the SLC’s mission: to provide a personal, inspiring, and rigorous learning environment that empowers graduates to be careerand future-ready and able to make significant contributions to their communities. This framework, termed Peer Review and Enhancement of Practice (PREP), delivers a teaching-enhancement best-practice structure that is informed by evidence-based pedagogy and involves shared experience, self-reflection, and peer review. PREP is innovative in nature through its ground-up approach, which is driven by academic staff within the SLC, to create a collaborative space that is relevant and suitable for academic staff to address learning and teaching challenges and opportunities. Accordingly, PREP is flexible, voluntary, and organic, tailored to suit the needs and wants of academic staff. PREP also provides an opportunity for academic staff to develop portfolios that collate authentic evidence of effective learning and teaching

scholarly journals THE IDEOLOGICAL AND POLITICAL TEACHING PRACTICE OF THE COURSE "MECHANICAL MANUFACTURING TECHNOLOGY FUNDAMENTALS" UNDER THE BACKGROUND OF "NEW ENGINEERING"

2021 ◽  
Author(s):  
YI-HUA LI ◽  
ZHI-WEI LIU ◽  
XIN ZHANG ◽  
QIANG LIU ◽  
ZHEN-HUI LUAN
Keyword(s):  
Teaching Practice ◽  
Manufacturing Technology ◽  
Social Needs ◽  
Engineering Project ◽  
Teaching Content ◽  
Education Training ◽  
May Fourth

To optimize the teaching content, it relies on the "New Engineering" project to revise the curriculum syllabus, and integrate the ideological and political elements such as craftsmanship, innovation, and May Fourth spirit into the course teaching of " Basic Mechanical Manufacturing Technology" through actual cases ; in order to finish the fundamental task of fostering virtue through education, training students establish correct outlook on life and values, and deliver compound talents that meet social needs.

scholarly journals Impact of Educational Technology on Teacher Stress and Anxiety: A Literature Review

2021 ◽  
Vol 18 (2) ◽  
pp. 548
Author(s):  
José-María Fernández-Batanero ◽  
Pedro Román-Graván ◽  
Miguel-María Reyes-Rebollo ◽  
Marta Montenegro-Rueda
Keyword(s):  
Systematic Review ◽  
Educational Technology ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Web Of Science ◽  
Teacher Stress ◽  
Bibliographic Databases ◽  
Technology In The Classroom ◽  
Stress Symptoms ◽  
Meta Analyses

Educational technology has become an increasingly important element for improving the teaching and learning process of students. To achieve these goals, it is essential that teachers have the skills they need to be able to introduce technology into their teaching practice. However, this is often overwhelming and stressful for many of them. The aim of this review was to find out how research on teacher stress and anxiety associated with the use of educational technology was proceeding. A systematic review was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines through the following bibliographic databases: PubMed, Web of Science, and Scopus. Sixteen articles were found from the review. The main findings show that teachers present high levels of anxiety or stress due to their use of educational technology in the classroom. Among the conclusions, the need for research on different strategies to prevent the emergence of these anxiety and stress symptoms in teachers stands out.

The Application of QQ Group in Modern Educational Technology Course

2013 ◽  
Vol 380-384 ◽  
pp. 2544-2547
Author(s):  
Ling Xu ◽  
Wei He
Keyword(s):  
Educational Technology ◽  
Collaborative Learning ◽  
Teaching Practice ◽  
Education Technology ◽  
Colleges And Universities ◽  
Modern Education ◽  
Teaching Content ◽  
Teacher Professional ◽  
The Way ◽  
Technology Course

The modern education technology course is a compulsory course of teacher professional in Colleges and universities, after years of teaching practice, the teaching content and teaching form has been relatively mature, but there are still some problems: the contradiction between class hour and teaching content; the limitations of communication between teachers-students and students-students, the lack of collaborative learning, etc. Put forward the way and scheme by using QQ group to solve the above problems.

Mogućnosti primene istraživački zasnovane nastave (IN) u početnom matematičkom obrazovanju

2021 ◽  
Author(s):  
Dragana Glogovac ◽  
◽  
Marina Milošević ◽  
Bojan Lazić ◽  
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
Teaching Mathematics ◽  
Teaching Process ◽  
Inquiry Based Learning ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Key Competencies ◽  
Insight Into

Modern primary education, especially mathematics, requires constant innovation of teaching practice in order to modernize, rationalize, and efficiently the teaching process. Teaching mathematics should be experienced as a process that promotes learning with understanding, stimulates motivation, active learning, research, critical thinking, analysis, problem solving, drawing conclusions, exchange of experiences. The tendency to improve the quality of mathematics education has resulted in many studies pointing to the benefits of research-based mathematics (IN) teaching, known as inquiry-based learning (IBL), recognized as an essential way of organizing the teaching process to develop key competencies, abilities and skills in 21st century. Тhe aim of this paper is to see, based on a comprehensive theoretical analysis and the results of previous research. The created model of teaching mathematics based on research represents a useful framework for improving the quality of the process of teaching and learning mathematics, and empowers teachers in its application and affirmation, gaining insight into the way of organizing research learning.

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