scholarly journals How the Teacher’s Practical Theory Moves to Teaching Practice—A Literature Review and Conclusions

2010 ◽  
Vol 1 (3) ◽  
pp. 157-175 ◽  
Author(s):  
Harri Pitkäniemi
Keyword(s):  
Literature Review ◽  
Teaching Practice

scholarly journals Developing a competency taxonomy for teacher design knowledge in technology-enhanced learning environments: a literature review

2019 ◽  
Vol 14 (1) ◽  
Author(s):  
Mi Song Kim
Keyword(s):  
Literature Review ◽  
Learning Environments ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Design Knowledge ◽  
Technology Enhanced Learning ◽  
Design Data ◽  
Design Work ◽  
Teacher Design ◽  
Enhanced Learning

AbstractRecent research in technology-enhanced learning environments has indicated the need to redefine the role of teachers as designers. This supports successful learners better able to adapt to twenty-first century education, in particular STEM education. However, such a repositioning of teaching as a design science challenges teachers to reconceptualize educational practice as an act of design, not in the artistic meaning of the word. Our recent research finding also indicated that teacher design knowledge (TDK) processes are often invisible to both the teacher educators and the teachers. To respond to these challenges, this paper will define TDK for STEM teachers by making TDK visible in the form of a TDK competency taxonomy. A systematic literature review was conducted to identify the characteristics of teaching practices in technology-enhanced learning environments. This TDK competency taxonomy consists of four main categories drawing on existing literature on teacher design work and teacher instructional design: data practice, design practice, knowledge creation practice, and professional teaching practice. The implications of these findings were discussed.

scholarly journals Beliefs and Attitudes that Influence Learning

2021 ◽  
Vol 1 (2) ◽  
pp. 44-57
Author(s):  
André Hedlund
Keyword(s):  
Academic Achievement ◽  
Literature Review ◽  
Lifelong Learning ◽  
Cognitive Abilities ◽  
Teaching Practice ◽  
Essential Elements ◽  
Growth Mindset ◽  
Career Goals ◽  
Beliefs And Attitudes ◽  
Different Levels

Mind, Brain, and Education (MBE) is a transdisciplinary area that joins neuroscience, psychology, and education to inform teaching practice and educational policy with research that can be translated into applicable and reflective tenets and principles of how students learn more effectively. It is well established in the MBE literature that what leads students to success are not only cognitive abilities but also beliefs and attitudes towards learning, which forms a complex and multifaceted universe with different levels of influence. This study has conducted a literature review on the contributions of MBE concerning these beliefs and attitudes and attempted to summarize them into a useful guide that might help students reflect on their academic achievement throughout life. Four essential elements were analysed and discussed, namely: growth mindset, metacognition, self-efficacy, and neuroplasticity. It is argued that these concepts are of paramount importance to anyone who wishes to accomplish both academic and career goals and they are aligned with the notion of lifelong learning.

scholarly journals Creative Thinking -Perception of Teachers in Relation to its Importance

2015 ◽  
Vol 3 (2) ◽  
pp. 83 ◽  
Author(s):  
Shqipe Haxhihyseni
Keyword(s):  
Literature Review ◽  
Creative Thinking ◽  
Teaching Practice ◽  
Contemporary Literature ◽  
Educational Environment ◽  
Creative Mind ◽  
Teaching Knowledge ◽  
The Right ◽  
Theoretical Foundations ◽  
Development Of Students

Creative thinking is an important element in the process of education and social development, but little treat in teaching practice. The purpose of this paper is to highlight the factors that encourage creativity of the child and the factors that constrain it, mainly in the educational environment, thinking that the way the teacher perceives creative mind plays an important factor in the development or diminishing its . Drawing on contemporary literature review on the topic provided the theoretical foundations that support the development of creative thinking and through surveys of teachers will emerge problems with the perception of teachers about creative thinking and its importance in the development of students. Results of the study show that the perception of teachers for the form of thinking that should encourage the students is an important factor to help students increase their chances to get in the right way at teaching knowledge and use it productively creative in their future.

Strategies for the Development of Music Education Philosophy for Preservice Music Teachers: A Literature Review

2021 ◽  
pp. 875512332110495
Author(s):  
Julie Myung Ok Song
Keyword(s):  
Literature Review ◽  
Music Education ◽  
Teacher Educators ◽  
Music Teachers ◽  
Teaching Practice ◽  
Music Teacher ◽  
Constructive Feedback ◽  
Education Philosophy ◽  
Stage Process ◽  
Pedagogical Approaches

The purpose of this literature review was to analyze and synthesize pedagogical approaches related to developing music education philosophy for preservice music teachers. The literature that I identified covered procedures and strategies that preservice music teachers could apply to their teaching practice. On my analysis of the existing literature, I categorized the development of a philosophy into a four-stage process of (1) discovery, (2) articulation, (3) application, and (4) reflection and revision. Results found in the literature included clear expectations and practical tools for each stage, such as dialogues, reading, writing, and constructive feedback, providing a critical view of music education philosophy and guidelines for effective teaching. Understanding the four-stage process may help preservice music teachers and music teacher educators to establish a concrete plan for the development of music education philosophy, allowing preservice music teachers to acquire more confidence in their transition to inservice teaching.

scholarly journals The New Teaching Model of the Integration of English Reading and Writing in High School

2020 ◽  
Vol 16 (4) ◽  
pp. 253
Author(s):  
Wang Juan ◽  
Li Qing ◽  
Li Xiaoxue ◽  
Zhao Yuru
Keyword(s):  
High School ◽  
Literature Review ◽  
Teaching Practice ◽  
Difficult Problem ◽  
High School English ◽  
Writing Ability ◽  
Reading And Writing ◽  
English Writing ◽  
English Reading ◽  
Reading Teaching

<p>Reading and writing are two important parts of high school English teaching. Reading is the main way for students to input information, while writing is an important form of outputting information and a comprehensive reflection of students' English ability. Therefore, reading and writing content should be closely linked. However, in the practical teaching practice, teachers often separate reading teaching from writing teaching and fail to guide students to realize the complementary relationship between reading and writing, which often leads to low teaching performance and insignificant learning effects. Therefore, how to effectively integrate reading teaching and writing teaching in the teaching process of reading and writing training, promote writing by reading and lead reading by writing, is a difficult problem facing the majority of high school English teachers. The author found that the combination of class teaching in English reading and writing research can make the student constantly in the process of reading and the author dialogue, communication, and form their own understanding, for active information receiver and further become a have their own sense of readers, so as to do it in writing from time to tome words want to say, have words to say and have words to say, in the emotional attitude and method of writing has had the positive transformation, to improve the writing ability of certain. In addition, the case study of the integration of reading and writing has also improved teachers' professional cognition and teaching level. The first part of the paper introduces the current situation of English writing teaching in senior high school, the problems existing in students' writing, the necessity of combining reading with writing, and the purpose and significance of this study. The second part explains the importance of reading and writing and the ways to improve it through current research and literature review. The third part, through literature review, introduces the relevant research on the combination of reading and writing at home and abroad, and reveals the necessity of the integrated teaching of high school English reading and writing. The fourth part elaborates on the application of reading and writing integration in classroom teaching practice.</p>

scholarly journals A resiliência como fator de desenvolvimento da prática pedagógica: pensando a formação docente e sua relação com a comunidade

1969 ◽  
Author(s):  
Rosana Salles Raymundo ◽  
Marluce Auxiliadora Borges Glaus Leão
Keyword(s):  
Public Schools ◽  
Literature Review ◽  
Teaching Practice ◽  
Harsh Environments ◽  
Basic Requirement ◽  
Innovative Pedagogy ◽  
Definition Of ◽  
Educational Field ◽  
Formación Docente

As pesquisas acerca da resiliência no âmbito educacional são escassas e revelam-se inovadoras ao atribuírem uma atenção especial ao professor e sua capacidade de desenvolver aspectos positivos diante de ambientes adversos como a escola pública atual. É reconhecida a tradição de estudos da resiliência na área da física e da engenharia, porém, nos últimos anos, percebeu-se a possibilidade da utilização do conceito também nas áreas da psicologia, sociologia e educação. Em particular, na educação, os sujeitos que apresentam características resilientes ou as instituições que favorecem os processos resilientes são aqueles que enfrentam situações adversas e conseguem administrá-las de forma criativa, superando os desafios cotidianos no campo pedagógico. O presente artigo tem como objetivo apresentar os conceitos da resiliência e sua importância como requisito básico para a formação de docentes. A metodologia utilizada para este artigo foi a revisão bibliográfica de caráter exploratório, dividida em três capítulos: conceitos de resiliência, a resiliência na educação como pedagogia inovadora e a resiliência na formação de docentes.Palavras-chave: Resiliência. Educação. Docentes. Comunidade. AbstractResilience as a factor of development of teaching practice: rethinking the teachingThe researches on resilience in the educational field are scarce and reveal themselves innovative in assigning special attention to the teacher and their ability to develop positive face of harsh environments such as public schools today. It recognized the tradition of resilience studies in physics and engineering, however, in recent years, realized the possibility of using the concept to areas of psychology, sociology and education. In particular, education, subjects that have characteristics or resilient institutions that favor resilient processes are those facing adverse situations and can manage them creatively, overcoming the daily challenges in the educational field. This article aims to introduce the concepts of resilience and its importance as a basic requirement for the training of teachers. The methodology used for this article was a literature review and exploratory, divided into three sections: definition of resilience, the resilience in education and innovative pedagogy and resilience in teacher training.Keywords: Resilience. Education. Professors. Community. ResumenResiliencia como factor de desarrollo de la práctica docente: el pensamiento de formación docente y su relación con la comunidadLas investigaciones sobre la resiliencia en el ámbito educativo son escasas e innovadoras se revelan conceder especial atención al maestro y su capacidad para desarrollar los aspectos positivos antes de ambientes hostiles como la escuela pública actual . Reconoció la tradición de los estudios de resiliencia en la física y la ingeniería, sin embargo, en los últimos años, se dio cuenta de la posibilidad de utilizar el concepto de áreas de la psicología, la sociología y la educación. En particular, en la educación, los sujetos que tienen características elásticas o instituciones que favorecen los procesos resilientes son aquellos que enfrentan situaciones adversas y pueden gestionar de manera creativa, la superación de los retos diarios en el campo educativo. En este artículo se pretende introducir los conceptos de resiliencia y su importancia como un requisito básico la formación del profesorado. La metodología utilizada para este artículo fue revisión bibliográfica exploratoria, dividido en tres capítulos: conceptos de resiliencia, la capacidad de recuperación en la educación y la pedagogía innovadora y capacidad de recuperación en la formación del profesorado.Palabras-clave: Resiliencia. Educación. Professores. Comunidad. Revisor do inglês: Prof. Ms. Wellington da Silva OliveiraRevisor do espanhol: Prof. Lilian de Souza

scholarly journals Educating on anti-oppressive practice with gender and sexual minority elders: Nursing and social work perspectives

2017 ◽  
Vol 29 (2) ◽  
pp. 108-118 ◽  
Author(s):  
Margaret Pack ◽  
Peter Brown
Keyword(s):  
Nursing Education ◽  
Social Work ◽  
Literature Review ◽  
Professional Education ◽  
Sexual Minorities ◽  
Teaching Practice ◽  
Health Sector ◽  
Models Of Care ◽  
Rest Home ◽  
And Gender

INTRODUCTION: This article relates a common dilemma in professional education out of which developed a collaboration between two health disciplines at a regional Australian university. In a literature review across the two disciplines, the authors drew from social work’s teaching knowledge base in an attempt to strengthen the nursing skill base. The intention was to provide students working in the health sector with a consistent theoretical approach and practical tools when working with sexual and gender minorities.METHOD: As associate professors in social work and nursing, the authors argue on the basis of the teaching and the literature review, for an explicitly anti-oppressive approach to be applied to the education of professionals who work with elders identifying with gender and sexual minorities. Working within an anti-oppressive framework, beginning practitioners in social work and nursing in degree-level education programmes were encouraged to explore their own attitudes including taken-for-granted assumptions often unexplored in the prevailing medical models of care. How different demographics within the lesbian, gay, bisexual, transgender, intersex, queer (LGBTQIA) community experience the health industry is a current issue for educators. There have been increasing challenges expressed by transgender individuals and their concerns over their specific health needs/stigma in rest-home-care facilities, for example.CONCLUSION: By embedding anti-oppressive principles in our teaching practice, relating to gender and sexual minorities, we acknowledge and open the debate to some of the possibilities/practicalities/difficulties of advocating for this within a broader multi-disciplinary in small town, rural contexts. The implications for social work and nursing education are discussed.

scholarly journals Supporting Inclusive Teaching Practice within a UK Further and Higher Education context.

2020 ◽  
Vol 13 (2) ◽  
Author(s):  
Kevin Johnson ◽  
Tema George
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Students With Disabilities ◽  
Teaching Practice ◽  
Teaching Staff ◽  
Student Survey ◽  
Disabled Students ◽  
Inclusive Practice ◽  
Leadership Group ◽  
Students With A Disability

The proportion of students with disabilities in Further and Higher Education has increased by 60% in recent years (Oxford Brookes University, 2014) with the highest rates in creative institutions (University of Leeds, 2015) (Richards and Finnigan, 2015). Students with a disability are less likely to get a good degree (2:1 or above), more likely to perceive their courses as low quality, and have a lower rate of employability than people without disabilities (Disabled Students Sector Leadership Group, 2017). The current research project aims to respond to such findings by supporting teaching staff to cultivate a culture of inclusive practice. This will be achieved by conducting a literature review, internal and external staff interviews, a student survey, and sharing comprehensive findings and recommendations.

scholarly journals Elitist, Inequitable and Exclusionary Practices: A Problem within Ontario French Immersion Programs? A Literature Review

2019 ◽  
Vol 2 (1) ◽  
pp. 7-26
Author(s):  
Lauren Delcourt
Keyword(s):  
Second Language ◽  
Literature Review ◽  
Professional Training ◽  
Teaching Practice ◽  
Language Education ◽  
French Immersion ◽  
Ministry Of Education ◽  
Second Language Education ◽  
Emerging Trends ◽  
Teachers And Parents

The 2013 Ontario French Second Language (FSL) Curriculum emphasizes inclusivity and bilingualism; however, many students are recommended to opt out of French Immersion (FI). The opting-out of students may support the strengthening of the program by establishing a reputation of success, but how does it affect the withdrawn child? Are FSL programs using best practices to support all learners equitably, or catering to the elite students as a result of misconceptions, lack of resources and professional training? To address these questions, an exploratory and focused literature review of Canadian publications, Ministry of Education documentations and global articles on the topic of bilingualism was conducted, focusing on the works of Genesee (2007) and Baker (2006) on natural language acquisition, Arnett and Mady (2017) on teachers’ and parents’ perspectives, and Gour (2015) and Wise (2012) who report on misconceptions regarding second language education. Emerging trends indicate that elitist practices and unequal access to FSL programs remain a prominent issue in Ontario classrooms. With the understanding that students with learning disabilities (LDs) can succeed in the FI program, removing these learners may in turn, be a disservice to their overall learning. Findings presented in this paper support the need to examine how learners’ abilities are being perceived by educational professionals to provide the necessary tools and supports for success, appropriate training to mitigate misconceptions, as well as retain a reputation for success in FSL programs through equitable means. Acknowledging such discrepancies between what serves as best teaching practice and making it possible in the classroom is necessary to reduce excuses of unpreparedness to meet students’ diverse needs and initiate reflection and training programs that prepare teachers to teach inclusively to all. 

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