Paradigm Shifts in the Pedagogical Approaches

2018 ◽  
pp. 343-362
Author(s):  
Deepika Tiwari
Keyword(s):  
Teaching And Learning ◽  
Dynamic Environments ◽  
Paradigm Shifts ◽  
The Moon ◽  
Theoretical Frameworks ◽  
Knowledge Based ◽  
Conventional Methods ◽  
Changing Knowledge ◽  
Pedagogical Approaches

The last century took us from covered wagons on the pampas to rockets on the moon. Similarly, education has observed a meritorious shift in the new millennium from the conventional methods to the emergence of contemporary approaches. The conventional education systems were based on certain philosophies, theoretical frameworks, and practices which maintained a sluggish environment wherein educating meant to transmit knowledge from expert to amateurs. However, these values and systems do not harmonize with the needs of the current dynamic environments where there is an unbelievable pool of advanced information. In light of this rapidly changing knowledge-based society, the role of teaching and learning is changing dramatically. Now is the era, where countries are looking for the emergence of ‘edupreneurs'.

Paradigm Shifts in the Pedagogical Approaches

2016 ◽  
pp. 174-194
Author(s):  
Deepika Tiwari
Keyword(s):  
Teaching And Learning ◽  
Dynamic Environments ◽  
Paradigm Shifts ◽  
The Moon ◽  
Theoretical Frameworks ◽  
Knowledge Based ◽  
Conventional Methods ◽  
Changing Knowledge ◽  
Pedagogical Approaches

The last century took us from covered wagons on the pampas to rockets on the moon. Similarly, education has observed a meritorious shift in the new millennium from the conventional methods to the emergence of contemporary approaches. The conventional education systems were based on certain philosophies, theoretical frameworks, and practices which maintained a sluggish environment wherein educating meant to transmit knowledge from expert to amateurs. However, these values and systems do not harmonize with the needs of the current dynamic environments where there is an unbelievable pool of advanced information. In light of this rapidly changing knowledge-based society, the role of teaching and learning is changing dramatically. Now is the era, where countries are looking for the emergence of ‘edupreneurs'.

scholarly journals Recalling Critical Incidents for Professional Learning

2019 ◽  
Vol 1 ◽  
pp. 19-30
Author(s):  
Guru Poudel
Keyword(s):  
Professional Learning ◽  
Thematic Analysis ◽  
Teaching And Learning ◽  
Critical Incidents ◽  
Unexpected Event ◽  
Classroom Activities ◽  
Depth Interview ◽  
Mind Set ◽  
Pedagogical Approaches

Teachers have to identify their own potentials and problems in order to look their way forward. In their ongoing process of teaching and learning, teachers might have encountered many critical incidents. Recalling critical incidents has worth in restructuring the pedagogical approaches and reshaping the classroom activities because teachers develop themselves if there is challenge and responsibility. Having such a claim in mind set, this article aims to unpack the Nepalese ESL lectures stories of critical incidents and to examine the role of recalling critical incidents for their professional learning. It has been developed on the basis of the narrative of three EFL lecturers. After the thematic analysis of the data obtained through in-depth interview, it has been found that EFL lectures had a story of unplanned and unexpected event of the classroom and they recalled such stories as a part of professional learning. Similarly, the reflection of critical events gave them some kind of relief in teaching practices and the events taught them a number of strategies like persuasive or threatening, co-operating, caring and sometimes being indifferent to the students.

scholarly journals Controversies and consensus in research on dialogic teaching and learning

2020 ◽  
Vol 8 ◽  
Author(s):  
Christa S. C. Asterhan ◽  
Christine Howe ◽  
Adam Lefstein ◽  
Eugene Matusov ◽  
Alina Reznitskaya
Keyword(s):  
Teaching And Learning ◽  
Common Interest ◽  
Theoretical Frameworks ◽  
Present Contribution ◽  
Dialogic Teaching ◽  
Dialogic Pedagogy ◽  
Positive Side ◽  
Classroom Dialogue ◽  
Theoretical Foundations

Scholarly interest in dialogic pedagogy and classroom dialogue is multi-disciplinary and draws on a variety of theoretical frameworks. On the positive side, this has produced a rich and varied body of research and evidence. However, in spite of a common interest in educational dialogue and learning through dialogue, cross-disciplinary engagement with each other’s work is rare. Scholarly discussions and publications tend to be clustered in separate communities, each characterized by a particular type of research questions, aspects of dialogue they focus on, type of evidence they bring to bear, and ways in which standards for rigor are constructed. In the present contribution, we asked four leading scholars from different research traditions to react to four provocative statements that were deliberately designed to reveal areas of consensus and disagreement[1]. Topic-wise, the provocations related to theoretical foundations, methodological assumptions, the role of teachers, and issues of inclusion and social class, respectively. We hope that these contributions will stimulate cross- and trans-disciplinary discussions about dialogic pedagogy research and theory.[1] The authors of this article are five scholars, the dialogic provocateur and the four respondents. The order of appearance of the authors was determined alphabetically.

scholarly journals Importance of acquiring knowledge through feedback in an emerging industry

2017 ◽  
Vol 29 (2) ◽  
pp. 265-282 ◽  
Author(s):  
Abel Duarte Alonso ◽  
Nevil Alexander
Keyword(s):  
Word Association ◽  
Theory Of The Firm ◽  
Additional Contribution ◽  
Brewing Industry ◽  
Theoretical Frameworks ◽  
Online Questionnaire ◽  
Content Type ◽  
Knowledge Based ◽  
Small Craft

Purpose The purpose of this paper is to investigate the importance of feedback in developing and operationalising knowledge from the perspective of craft brewing operators. The study contributes to various literature streams, including marketing and craft brewing entrepreneurship. An additional contribution is made through the adoption of the knowledge-based theory of the firm, and the SECI process to facilitate understanding of the significance of knowledge in the craft brewing industry. Design/methodology/approach An online questionnaire was designed to gather data from mainly micro and small craft brewery operators. Of the 110 craft breweries identified across Australia, 57 (51.8 per cent) participated. The predominantly qualitative data were analysed using content analysis and word association. Findings The importance of knowledge acquisition for craft brewery firms was revealed in various ways. For example, respondents most favoured new knowledge to learn about quality issues and perceptions of quality among buyers/consumers. Further, acquired knowledge through feedback was a determinant factor in participants’ decision to produce particular styles of beers. Several alignments with the adopted theoretical frameworks were revealed, including the role of socialisation (SECI process) illustrated through the transformation of explicit into tacit knowledge. Originality/value The study examines the dimension of knowledge in the craft brewing industry, which, although considerably developing, continues to be underresearched. Furthermore, the study’s findings underline various important implications for the craft brewing industry, suppliers, and for end consumers. The study also proposes a refinement of both the RBTF and the SECI process based on the findings.

scholarly journals Japanese culture and emotional intelligence for improved teaching-learning

2016 ◽  
Vol 6 (8) ◽  
Author(s):  
Mohamed Zouhaier Soltani
Keyword(s):  
Teaching And Learning ◽  
Graduate Training ◽  
Japanese Culture ◽  
Competitive Pressure ◽  
Academic Institutions ◽  
Emotional Skills ◽  
Knowledge Based ◽  
Teaching Learning ◽  
The University

The role and use of science and the academic institutions in charge of it are no longer limited to the knowledge taught to students. Universities must strengthen their scientific capacities and ensure that the sciences adapt to emerging needs, regions, economic and social. The university sees itself as the leading supplier in the knowledge supply chain through internship students, graduates and researchers who make up its customers. The new culture gives the University a dual scientific and commercial role. The first is knowledge-based and the second is commercial in nature since students invest in their studies (first customers) and employers (end users), under competitive pressure, demand more and more quality in graduate training. In this regard, academic institutions, aware of this new culture, strive to put in place the tools and practices to guarantee better quality by drawing inspiration from those of quality management in industry in addition to recent educational reforms that emphasize the role of emotional skills in teaching and learning.

The Era of Digital Technology in Teaching and Learning in Nigeria Educational Institutions

2020 ◽  
pp. 43-51
Author(s):  
Blessing Foluso Adeoye
Keyword(s):  
Digital Technology ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Educational Institutions ◽  
Access To Education ◽  
Digital Devices ◽  
Success Stories ◽  
Technology In Teaching ◽  
Pedagogical Approaches

The influence of digital technology in society has made it critical for all students in the 21st century to become literate with the use of digital tools. One way to understand the evolving role of digital technologies in education in Nigeria is to review the literature and see how the use of digital technologies in the classroom are documented. The development and proliferation of the internet have contributed to a revolution in teaching and learning; it has also provided new opportunities for delivering instruction through various media. Despite all the plentiful opportunities of learning through digital technology and improving access to education in the country at all levels, there are, however, some setbacks. In this chapter, some success stories were presented with some benefits and setbacks. Even though many educational institutions from elementary levels to universities levels are using digital devices and applications for teaching and learning purposes, the tools may fail in many places due to the domination of traditional pedagogical approaches and methods.

scholarly journals L’interculturel dans l’enseignement/apprentissage du FLE au Maroc

FRANCISOLA ◽  
2019 ◽  
Vol 3 (2) ◽  
pp. 122
Author(s):  
Mounir BOURRAY
Keyword(s):  
High School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Foreign Languages ◽  
Second Phase ◽  
Mots Clés ◽  
Cultural Contexts ◽  
Teaching Learning ◽  
Pedagogical Approaches

RÉSUMÉ. Dans le cadre de la didactique des langues étrangères, cet article ayant tracé pour objectif d’étudier la place et le rôle de l’interculturel dans l’enseignement / apprentissage du FLE, présente, dans un premier temps, les résultats d’une enquête menée auprès des enseignants de FLE et des apprenants du cycle secondaire qualifiant au Maroc, et qui se résument comme suit : l’enseignement / apprentissage du FLE implique impérativement l’enseignement / apprentissage de sa culture. Ce rapport langue / culturelle exige de la part des enseignants et leurs apprenants l’adoption en classe de nouvelles approches pédagogiques qui doivent prendre en charge, en plus des dimensions linguistiques et communicatives, celles culturelles et interculturelles du FLE. Dans un second temps, il leur propose quelques pistes pédagogiques possibles pour profiter au maximum de leur contexte plurilingue et multiculturel dans l’enseignement / apprentissage de la dite langue. Mots-clés : apprentissage  - enseignement – FLE - interculturel   ABSTRACT.  In the process of foreign languages didactic, the objective of this article is to investigate the place and role of the intercultural in teaching/ learning process of FLE, to present, in the first phase, the results of a survey on FLE teachers and high school Moroccan learners as follows: The teaching/learning operation of FLE dictates the teaching and learning of its culture. The language/culture rapport urges teachers and learners to adopt the pedagogical approaches and methods to account for the linguistic and communicative dimensions, be them cultural and intercultural of FLE. In the second phase, it recommends some pedagogical implications to be implemented in their multi-lingual and multi-cultural contexts in the process of teaching/learning of the same language. Keywords : FFL - learning – intercultural - teaching

scholarly journals SCIENCE AND MATH EDUCATORS AND THEIR STUDENTS’ PERCEPTIONS OF ONLINE TEACHING AND LEARNING: CASE OF THE LEBANESE UNIVERSITY

2021 ◽  
Vol 9 (5) ◽  
pp. 86-103
Author(s):  
Eman Shaaban
Keyword(s):  
Online Learning ◽  
Critical Thinking ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Environment ◽  
Theoretical Frameworks ◽  
Online Teaching And Learning ◽  
Significant Difference ◽  
New Ideas

This study investigated the perceptions of science and math educators and their students at the Lebanese University related to online teaching and learning during the Covid-19 lockdown. For this purpose, two questionnaires were elaborated and validated based on two theoretical frameworks: The Community of inquiry for online learning environments and the Online collaborative learning theory. 35 educators (14 math and 21 science) and 245 students (109 math and 136 science) participated. Results showed that both science and math educators, with no significant difference between them, adjusted their courses for online teaching utilizing new resources shared with students. Online teaching allowed them to create an interactive community that encouraged students to explore concepts, construct explanations, apply and reflect on their learning. Both science and math students agreed that online learning enabled them to be more independent to explore new ideas and reflect on them with the instructor playing the role of a tutor rather than a knowledge transformer. The findings imply that online environment can allow active learning, and can provide the opportunity for students to acquire skills like, problem solving, critical thinking and collaboration. Further research is recommended related to critical thinking in online environment.

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