Pedagogical Strategies to Develop Business Graduate Competences

2018 ◽  
pp. 281-301
Author(s):  
Silvia Lizett Olivares Olivares
Keyword(s):  
Adult Learning ◽  
Learning Process ◽  
Business Education ◽  
Academic Institutions ◽  
Pedagogical Strategies ◽  
Teaching Activities ◽  
Learning And Teaching ◽  
Role Of Teachers ◽  
Different Levels

This chapter provides examples of pedagogical strategies to business schools and business faculty to promote and develop specific competences in business education graduates. In so doing, the chapter recommends understanding the adult learning theory of Knowles, Holton, and Swanson (2011), which emphasizes the role of teachers and adult needs for learning. Teachers should facilitate the learning process and system and must engage students in a process of mutual inquiry. Even though there are different pedagogical strategies available for academic institutions to pursue in order to develop competences of different levels and types in students, it is concluded that in the learning process the learner must take center stage. Academic institutions and faculty should be creative in designing learning and teaching activities as well as diverse and implementable pedagogical strategies.

Pedagogical Strategies to Develop Business Graduate Competences

2014 ◽  
pp. 52-71
Author(s):  
Silvia Olivares Olivares
Keyword(s):  
Adult Learning ◽  
Learning Process ◽  
Academic Institutions ◽  
Pedagogical Strategies ◽  
Teaching Activities ◽  
Learning And Teaching ◽  
Role Of Teachers ◽  
Different Levels

This chapter provides examples of pedagogical strategies to business schools and business faculty to promote and develop specific competences in business education graduates. In so doing, the chapter recommends understanding the adult learning theory of Knowles, Holton, and Swanson (2011), which emphasizes the role of teachers and adult needs for learning. Teachers should facilitate the learning process and system and must engage students in a process of mutual inquiry. Even though there are different pedagogical strategies available for academic institutions to pursue in order to develop competences of different levels and types in students as described in the previous chapter (Chapter 3), it is concluded that in the learning process the learner must take center stage. Academic institutions and faculty should be creative in designing learning and teaching activities as well as diverse and implementable pedagogical strategies.

Pengertian dan proses administrasi kurikulum

2020 ◽  
Author(s):  
miftahul rezki
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
School Curriculum ◽  
Educational Goals ◽  
Learning Materials ◽  
Teaching Activities ◽  
Learning And Teaching ◽  
Whole Process

The curriculum is a set of systems that contain various components that are closely interrelated and support one another. The curriculum component consists of objectives, learning materials, methods, and evaluations. The curriculum is very important in the administration of education because the existence of the curriculum here serves as a tool for achieving educational goals through the learning process at school. Curriculum administration is the whole process of activities planned and designed as well as possible for the learning process or teaching and learning situations effectively and efficiently in order to help the achievement of educational goals that have been set optimally and meaningfully. The role of the teacher in curriculum administration is to compile a curriculum as a guide to the process of learning and teaching activities in an agency in order to succeed and facilitate useful activities in the agency.

scholarly journals Qualitative Development of Construction Student’s Attitude in Ecological Teaching and Learning Process

2015 ◽  
Vol 1 ◽  
pp. 217
Author(s):  
Andris Bērziņš
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Ecological Education ◽  
Pedagogical Tool ◽  
Learning And Teaching ◽  
Quantitative And Qualitative Research ◽  
Teaching Content ◽  
The Impact ◽  
Student’S Attitude

<p>The publication reflects the qualitative development of construction students' ecological attitude in learning and teaching process in a vocational school. By facilitating the teaching and learning process, developing the content of education, introducing in teaching ecologically-oriented forms of work, methods, approaches and instruments; using the environment as a pedagogical tool and highlighting the important role of teacher as an ecological person in the accentuation of teaching content as students understand it. The author emphasizes the impact of the components of ecological education in the promotion of the reflection on the most essential attitude criteria – knowledge, skills and behaviour. Applying quantitative and qualitative research, the author sums up the experimantally obtained results showing that by the introduction of the components of ecological education, it is possible to foster the development of an ecological person.</p>

scholarly journals Negocjowanie programu nauczania języka obcego z uczniami w Polsce

Neofilolog ◽  
1970 ◽  
pp. 143-156
Author(s):  
Paweł Sobkowiak
Keyword(s):  
Decision Making ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
Teaching Learning ◽  
Different Levels

This paper aims to explore the rationale of classroom negotiation - understood as a discussion between all participants in the teaching/learning process to decide on the organization of foreign language learning and teaching. It outlines relevant issues connected with the process syllabus and the benefits that can be expected from involving students in classroom decision making. The article presents results of research conducted in Polish schools among both students and teachers at different levels of education in order to see to what extent the foreign language syllabus is negotiated there.

De (on) Verklaarbaarheid Van Fossilisatie

1998 ◽  
Vol 58 ◽  
pp. 101-109
Author(s):  
Elisabeth van der Linden
Keyword(s):  
Learning Process ◽  
Past Tense ◽  
Advanced Learners ◽  
Syntactic Structures ◽  
The Past ◽  
Knowledge Based ◽  
Long Time ◽  
Past Tenses ◽  
Different Levels

In the literature about fossilization, several definitions have been given and several explanations have been suggested for this phenomenon. I see fossilization as a long-time stagnation in the T2 learning process, leading to errors based on transfer. Fossilization is caused by sociolinguistic, pyscholinguistic and purely linguistic factors. In this paper I concentrate on the acquisition of syntactic structures and on the role of input and instruction in that process. I argue that, although in the acquisition of some syntactic structures, UG plays an important role, this does not account for the whole learning process: learners have not only to reset parameters when acquiring T2 but have to proceduralize knowledge based on the surface structure of sentences. In the case of the use of past tenses in French, many of the Dutch advanced learners of three different levels of proficiency do not acquire native-like intuitions about the use of these tenses, although input as well as instruction are thorough on this point. I suggest that the past tense system is not UG-dependent and that the instruction does not allow proceduralization of the knowledge.

scholarly journals Stability of the Mitigating Effect of Students’ Perceived Teacher Enthusiasm on Class-related Boredom: Moderating Role of Boredom Proneness and Perceived Task Difficulty

2020 ◽  
Vol 17 (8) ◽  
pp. 2645 ◽  
Author(s):  
Chen Wang ◽  
Yunjun Hu ◽  
Xia Zhang ◽  
Jing Wang ◽  
Guangli Cui ◽  
...  
Keyword(s):  
Task Difficulty ◽  
Learning And Teaching ◽  
Teacher Enthusiasm ◽  
Boredom Proneness ◽  
The Stability ◽  
The Relationship ◽  
Moderating Role ◽  
Different Levels

The aim of the current study was to explore the stability of the mitigating effect of students’ perceived teacher enthusiasm on class-related boredom and the moderating role of boredom proneness and perceived task difficulty in such effect. A total of 984 students from five universities in China participated in the study. Questionnaires on class-related boredom, perceived teacher enthusiasm, boredom proneness, and perceived task difficulty were used to measure the respective variables. Results showed that boredom proneness and perceived task difficulty significantly moderated the relationship between perceived teacher enthusiasm and class-related boredom. Moreover, when considering perceived task difficulty, boredom proneness became silent in the moderating path between perceived teacher enthusiasm and class-related boredom. Even so, the mitigating effect of students’ perceived teacher enthusiasm on class-related boredom was stable in students with different levels of boredom proneness and perceived task difficulty. The implications for learning and teaching are discussed.

scholarly journals Toward a Constructivist Approach in Saudi Education

2016 ◽  
Vol 9 (12) ◽  
pp. 104
Author(s):  
Sumayyah Alsulami
Keyword(s):  
Saudi Arabia ◽  
Educational System ◽  
Learning Process ◽  
Social Constructivism ◽  
Effective Theory ◽  
Constructivist Approach ◽  
Saudi Students ◽  
Real Change ◽  
Different Levels

<p>In the way to develop the educational system in Saudi Arabia, the emphasis was only on the materials with no more attention for the role of the learner and the teacher in the learning process or even the external factors around them. However, there are many theories and approaches that may help the Saudi students in different levels to understand the real aims of learning. Constructivism is one of the most influential theories in learning but not the only one. Constructivist approach has different versions that might be applied successfully in Saudi context. This article will introduce two versions of constructivism which are cognitive and social constructivism. This approach can make a real change in learners and teachers in the circle of learning process in Saudi Arabia. Constructivism will be presented as an effective theory of knowledge can improve the educational system of Saudi Arabia.</p>

scholarly journals The The Role of Teachers in the Character Building of Students at Karitas Watuneso High School

2020 ◽  
Vol 2 (2) ◽  
pp. 112-119
Author(s):  
Lisman Wati ◽  
Nurdin H Rahman S ◽  
Murjoli Rodja
Keyword(s):  
High School ◽  
Learning Process ◽  
Mutual Respect ◽  
Appearance Time ◽  
Face To Face ◽  
Extra Curricular Activities ◽  
Role Of Teachers ◽  
Character Building ◽  
Wrong Action

The role of the teacher in shaping the character of students is one important component in shaping the character of students to become better. Based on the results of research carried out at Karitas Watuneso high school that in shaping the character of students the teacher provides motivation, advice, guidance, and becomes an example for students  who should be encouraged and replicated by the students participants. The type of motivation that teachers do at Karitas Watuneso high school is by providing scholarships for students, the type of guidance provided by teachers at Karitas Watuneso high school is implemented during the learning process and when other spiritual or extra-curricular activities are carried out, the role of the teacher in shape the character of students by giving advice to students, namely face to face with students specifically in one particular room, in addition to forming the character of participants in high school Karitas Watuneso teacher is an example thas is used as an example by students relating to attitudes, appearance, time discipline, as well as courtesy in speaking and mutual respect both teacher-teacher and teacher with students. The application of character that has been carried out at Karitas Watuneso senior high school is to provide stimulus for students before learning begins consisting of praying before starting learning and after learning, tidying the tables and chairs before learning begins, reminding students of the material being taught, and providing motivation for students related to the material to be taught. The purpose of providing motivation, guidance, advice, and being an example for students is that students know every wrong action that has been done by students and students are motivated to think creatively, learn independently, honestly, be responsible, discipline time, and neatly married school and have good manners.

scholarly journals ADMINISTRASI KEUANGAN

2020 ◽  
Author(s):  
Fuji Rahma Meilinda
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Role Of Teachers ◽  
Financial Administration

The financial administration in school is very important to be accountable for the teaching and learning process. Accountability, reporting and inspection, and the role of teachers in the financial administration shall be liable in accordance with the prevailing rules.

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