Active Learning, Deliberate Practice, and Educational Technology in Professional Education

2015 ◽  
pp. 177-201 ◽  
Author(s):  
Heeyoung Han ◽  
Seung Hyun Han ◽  
Doo Hun Lim ◽  
Seung Won Yoon
Keyword(s):  
Teacher Education ◽  
Medical Education ◽  
Educational Technology ◽  
Active Learning ◽  
Music Education ◽  
Professional Education ◽  
Deliberate Practice ◽  
Life Long Learning ◽  
Technological Integration ◽  
Pedagogical Approaches

This chapter is an interdisciplinary literature review on pedagogical approaches and technological integration processes to facilitating active learning and deliberate practice toward expertise in professional education. The review covers selective domains that emphasize life-long learning, including teacher education, professional music education, athletic education, and medical education. The authors' review finds that concepts and principles of active learning are recognized in all of them and technology is frequently implemented to facilitate the process of active learning, but systematic and system-wide processes for incorporating active learning with deliberate practice are lacking, especially at the institution or curriculum level. To fill the gap, the authors discuss how the selected instructional design or established performance improvement processes in the educational technology literature can be applied.

Active Learning, Deliberate Practice, and Educational Technology in Professional Education

2016 ◽  
pp. 1-26
Author(s):  
Heeyoung Han ◽  
Seung Hyun Han ◽  
Doo Hun Lim ◽  
Seung Won Yoon
Keyword(s):  
Teacher Education ◽  
Medical Education ◽  
Educational Technology ◽  
Active Learning ◽  
Music Education ◽  
Professional Education ◽  
Deliberate Practice ◽  
Life Long Learning ◽  
Technological Integration ◽  
Pedagogical Approaches

This chapter is an interdisciplinary literature review on pedagogical approaches and technological integration processes to facilitating active learning and deliberate practice toward expertise in professional education. The review covers selective domains that emphasize life-long learning, including teacher education, professional music education, athletic education, and medical education. The authors' review finds that concepts and principles of active learning are recognized in all of them and technology is frequently implemented to facilitate the process of active learning, but systematic and system-wide processes for incorporating active learning with deliberate practice are lacking, especially at the institution or curriculum level. To fill the gap, the authors discuss how the selected instructional design or established performance improvement processes in the educational technology literature can be applied.

scholarly journals Active Learning: The Panacea to Miseducative Practices in Teacher Education

2021 ◽  
Author(s):  
Davison Zireva
Keyword(s):  
Teacher Education ◽  
Action Research ◽  
Active Learning ◽  
Reflective Thinking ◽  
Traditional Education ◽  
Education Student ◽  
Ripple Effects ◽  
Teacher Education Student ◽  
Life Long Learning ◽  
The Way

Traditional education has ripple effects in education. The way the educator was taught is almost always the way the educator teaches the learners. Traditional education has a narration sickness (Freire, 2000) and the so-called educators are proselytising ideologues who are after the production of copy cats. Active learning in teacher education is anchored in reflective thinking on all practices. The teacher education student should be encouraged to embark on action research which makes one to be introspective. Thus action research makes the teacher involved in active life-long learning. The teacher who has been groomed in action research abhors routine and ritualistic methods of teaching. The action research oriented teacher makes learners active in learning episodes.

Analysis on the Effects of using Active Learning Training Module (ALTM) on the Level of Achievement among Student Teachers in Teacher Education Curriculum

2021 ◽  
Vol 12 (3) ◽  
pp. 1085-1088
Author(s):  
Zaini Abdullah Et.al
Keyword(s):  
Teacher Education ◽  
Active Learning ◽  
Student Teachers ◽  
Professional Education ◽  
Good Effect ◽  
Education Curriculum ◽  
Training Module ◽  
Final Exam ◽  
Teacher Education Curriculum ◽  
Significant Difference

This study aims to explore the effect of using Active Learning Training Module (ALTM) on the achievement of a professional education course among student teachers in teacher education curriculum. The module used in the learning of Education Development in Malaysia: Philosophy and Policy (KPF3012) course was built up based on Analysis, Design, Development, Implementation and Evaluation model (ADDIE). A quantitative study was carried out using ex-post facto method where it was carried out by analyzing 1,613 students' achievement for the course base on final exam result. Final Exam Question for KPF3012 Semester 2 Session 2017/2018 was used as an instrument for data acquisition. The collected data was then analyzed using percentage and one-way ANOVA. The results show that, the use of ALTM had successfully promote high students’ level of achievement; that is 46.5% of the students had achieved excellent level. The findings also show that the level of the students’ achievements had no significant difference (F=5.549,p=0.00) based on programs of studies . As for conclusion, ALTM has a good effect on students’ achievement in the learning of KPF3012 and has no significant bias to students based on study program. Therefore the use of the module by students in the learning of KPF3012 is suggested in the future semesters.

Pushing the Boundaries from the Inside

2019 ◽  
pp. 1-22
Author(s):  
Colleen Conway ◽  
Shannan Hibbard
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Music Education ◽  
Best Practice ◽  
Teacher Educators ◽  
Music Teacher ◽  
Adaptive Expertise ◽  
Music Teacher Education ◽  
Classroom Relationships ◽  
School Based

This chapter situates the study of music teacher education within the larger body of music education and teacher education research. It problematizes the terms teacher training, teacher education, and best practice and introduces the concept of teaching as an “impossible profession.” Goals of teacher education, including reflective practice and adaptive expertise, are discussed. The chapter outlines the challenges that music teacher educators face as they try to prepare preservice teachers for the realities of P-12 school-based music education while instilling in these new colleagues a disposition toward change. It concludes with narratives that examine teachers’ descriptions of classroom relationships throughout the lens of presence in teaching as a way to remind teacher educators of the importance of their work to push the boundaries of music teacher education in order to serve the profession at large.

The Oxford Handbook of Preservice Music Teacher Education in the United States

2019 ◽  
Keyword(s):  
United States ◽  
Teacher Education ◽  
Music Education ◽  
State Level ◽  
The United States ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Education Faculty ◽  
Song Writing ◽  
Faculty And Administrators

The Oxford Handbook of Preservice Music Teacher Education in the United States aims to work from within the profession of music teacher education to push the boundaries of P-12 music education. In this book, we will provide all of those working in music teacher education—music education faculty and administrators, music researchers, graduate students, department of education faculty and administrators, and state-level certification agencies—with research and promising practices for all areas of traditional preservice music teacher preparation. We define the areas of music teacher education as encompassing the more traditional structures, such as band, jazz band, marching band, orchestra, choir, musical theater, and elementary and secondary general music, as well as less common or newer areas: alternative string ensembles, guitar and song-writing, vernacular and popular music, early childhood music, and adult learners

Music Teacher Education Program Practices: Preparing Teachers to Work With Diverse Learners

2021 ◽  
Vol 30 (2) ◽  
pp. 51-64
Author(s):  
Mara E. Culp ◽  
Karen Salvador
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Music Education ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Music Educators ◽  
Diverse Learners ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Education Programs

Music educators must meet the needs of students with diverse characteristics, including but not limited to cultural backgrounds, musical abilities and interests, and physical, behavioral, social, and cognitive functioning. Music education programs may not systematically prepare preservice teachers or potential music teacher educators for this reality. The purpose of this study was to examine how music teacher education programs prepare undergraduate and graduate students to structure inclusive and responsive experiences for diverse learners. We replicated and expanded Salvador’s study by including graduate student preparation, incorporating additional facets of human diversity, and contacting all institutions accredited by National Association of Schools of Music to prepare music educators. According to our respondents, integrated instruction focused on diverse learners was more commonly part of undergraduate coursework than graduate coursework. We used quantitative and qualitative analysis to describe course offerings and content integration.

scholarly journals Innovations in medical education in Vietnam

2021 ◽  
Vol 7 (Suppl 1) ◽  
pp. s23-s29
Author(s):  
David B Duong ◽  
Tom Phan ◽  
Nguyen Quang Trung ◽  
Bao Ngoc Le ◽  
Hoa Mai Do ◽  
...  
Keyword(s):  
Medical Education ◽  
Education Reform ◽  
Low Income ◽  
Professional Education ◽  
Education Policies ◽  
Enabling Factors ◽  
Middle Income ◽  
Medical Graduates ◽  
Medical Education Reform ◽  
Crucial Component

Medical education reforms are a crucial component to ensuring healthcare systems can meet current and future population needs. In 2010, a Lancet commission called for ‘a new century of transformative health professional education’, with a particular focus on the needs of low-income and-middle-income countries (LMICs), such as Vietnam. This requires policymakers and educational leaders to find and apply novel and innovative approaches to the design and delivery of medical education. This review describes the current state of physician training in Vietnam and how innovations in medical education curriculum, pedagogy and technology are helping to transform medical education at the undergraduate and graduate levels. It also examines enabling factors, including novel partnerships and new education policies which catalysed and sustained these innovations. Our review focused on the experience of five public universities of medicine and pharmacy currently undergoing medical education reform, along with a newly established private university. Research in the area of medical education innovation is needed. Future work should look at the outcomes of these innovations on medical education and the quality of medical graduates. Nonetheless, this review aims to inspire future innovations in medical education in Vietnam and in other LMICs.

Education at the Crossroads

2000 ◽  
Vol 5 (3) ◽  
pp. 269-281 ◽  
Author(s):  
Allan Janik
Keyword(s):  
Continuing Education ◽  
Tacit Knowledge ◽  
Professional Education ◽  
Professional Knowledge ◽  
Michael Polanyi ◽  
Life Long Learning

Drastic changes in professional education have led to a need to emphasize that education must be a matter of life-long learning. About this there can be no doubt: the question is how should we conceive life-long learning. I argue on the basis of recent research in Sweden that professional knowledge is in its most crucial dimension what Michael Polanyi called ‘tacit knowledge’ and as a result that the humanities are indispensable to any concept of continuing education worth taking seriously.

Establishment of Primary Care Continuity Experiences in Community Pediatricians' Offices: Nuts and Bolts

PEDIATRICS ◽  
1993 ◽  
Vol 91 (6) ◽  
pp. 1185-1189
Author(s):  
Janice R. Sargent ◽  
Lucy M. Osborn ◽  
Kenneth B. Roberts ◽  
Thomas G. DeWitt
Keyword(s):  
Primary Care ◽  
Medical Education ◽  
Professional Education ◽  
Primary Care Physicians ◽  
Clinical Training ◽  
Clinical Teaching ◽  
Tertiary Care ◽  
Ambulatory Training ◽  
Lengths Of Stay ◽  
Tertiary Care Centers

During the past 30 years, there has been an increasing awareness of the importance of ambulatory care training in medical education. The discrepancy between education and practice was pointed out in the General Professional Education Panel report that indicated training was based largely in hospital settings even though the vast majority of doctor-patient encounters do not result in hospitalization.1 Perkoff,2 noting changes in hospital care such as shorter lengths of stay, increased outpatient care, and the need for well-trained primary care physicians, stated that programs need to make a major effort to emphasize clinical teaching in outpatient settings. Recognizing the need for these changes, the Accreditation Council on Graduate Medical Education (ACGME) has increased dramatically the requirement in primary care specialties for clinical ambulatory training.3 For pediatrics, these requirements have progressed from the suggestion that clinical training should be obtained in outpatient clinics (1961) to requiring clinical training in primary care clinics weekly for 3 years (1985). The problems in providing good training in ambulatory settings have been well described.2-4 In comparison inpatient teaching, training students and residents in an outpatient clinic is inefficient and costly. One of the methods suggested to address these problems has been to move ambulatory training out of tertiary care centers to community sites.5-9 Many pediatric programs are now using community sites for at least a portion of resident education.10 Alpert et al10 and Greenberg et al,11 although encouraging the use of these sites to reduce the gap between pediatric education and the service delivery system, pointed out that there are no standards for use of community sites.

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