Change or Transformation?

2010 ◽  
pp. 127-141
Author(s):  
Liz Browne
Keyword(s):  
Professional Development ◽  
Adult Learners ◽  
Teaching And Learning ◽  
Training Programme ◽  
Career Pathways ◽  
Learning Approach ◽  
The United Kingdom ◽  
Professional Development For Teachers ◽  
Child Syndrome ◽  
The Government

This chapter draws on research carried out into a major national project funded by the government in the United Kingdom aimed a transforming teaching and learning in one sector of education known as the Learning and Skills sector. This sector, recognised as suffering from the ‘middle child syndrome’ (DfES: 2006), locates as a optional part of the learner journey between school and work or university and tends to be followed by those pursing a vocational training pathway. The sector is also renowned for providing new opportunities for adult learners wanting to re-train or gain qualifications required for new career pathways. This chapter explores the discourse of transformation in a programme of Continuous Professional Development for Teachers which adopted an e-portfolio for assessment purposes. The training programme was delivered using a blended learning approach. The research that informs this chapter was collated using electronic investigative tools. These are assessed for their usefulness whilst particular focus is given to evaluating the ambition for transformation as articulated in the programme aims.

scholarly journals Introduction: 5 years of ELEUK

2020 ◽  
pp. 1-4
Author(s):  
Amparo Lallana ◽  
Lourdes Hernández Martín ◽  
Mara Fuertes Gutiérrez
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
United Kingdom ◽  
Teacher Development ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Spanish Language ◽  
The United Kingdom ◽  
The Uk

We are delighted to be able to present to you this fifth anniversary volume which inaugurates a series of publications emanating from conferences organised by ELEUK, the Association for the Teaching of Spanish in Higher Education in the United Kingdom (www.eleuk.org). Nearly a decade ago, Spanish Language Teaching (SLT) was going from strength to strength across higher education; however, there were hardly any conferences or professional development events within the UK dedicated specifically to the teaching of Spanish. University colleagues and language professionals got together to launch a space from where to promote the teaching and learning of Spanish, foster research in SLT, provide opportunities for teacher development, facilitate collaboration among its members, and enhance subject expertise.

Complex Learning

2014 ◽  
pp. 121-141
Author(s):  
Eleonora Guglielman ◽  
Marco Guspini ◽  
Laura Vettraino
Keyword(s):  
Adult Learners ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Learning Approach ◽  
Future Perspectives ◽  
Pedagogical Approach ◽  
Complex Learning ◽  
Participatory Learning ◽  
Educational Perspective ◽  
Theoretical Foundations

This chapter presents Complex Learning, a pedagogical approach based on personalization, hybridization of learning environments, tools and codes, and participatory learning. In this approach, students are supported to become active users and co-producers of learning sources, within the paradigms of complexity, transactional theory, and ubiquitous learning. Its innovative connotation rises up from the pedagogic literature that defines it as a new pedagogical model and from the experiences realized by the authors during the recent years. Complex Learning is able to face the challenge of rethinking teaching and learning, empowering and renewing adult learners’ and trainers’ competences, attitudes, expectations, and effort. Here are described the theoretical foundations, the methodological issues, the practices, and the future perspectives of application of the Complex Learning approach. The practices carried out demonstrate that Complex Learning, with its characteristics of openness, dynamism, and flexibility, can be successfully applied to the fields of vocational training and adult education; they also indicate that, in order to have tangible results, it is necessary to work towards a change in the educational perspective and toward the acquisition and consolidation of specific competences of trainers and tutors.

scholarly journals Advancing Professional Development for Teachers in Intercultural Education

2020 ◽  
Vol 10 (12) ◽  
pp. 360
Author(s):  
Regina Cortina ◽  
Amanda K. Earl
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Linguistic Diversity ◽  
Theory And Practice ◽  
Intercultural Education ◽  
University Graduates ◽  
Education Professionals ◽  
Professional Development For Teachers ◽  
Theoretical Reflection ◽  
Ethnic And Linguistic Diversity

In Latin America, intercultural education aims to acknowledge the cultural, ethnic, and linguistic diversity of its citizens, and to advance the efforts to dismantle the oppression of such diversity, particularly that of Indigenous and Afro-descendant peoples. While discussions of intercultural education often reference such peoples as their target beneficiaries, too few studies addressing the professional development of teachers recognize the importance of Indigenous scholarship, pedagogies and methodologies themselves as resources for the advancement of the theory and practice of intercultural education. This article engages in theoretical reflection in order to highlight well-documented Indigenous methodologies for teaching and learning, and their implications for professional development for enriched intercultural education. The authors emphasize the need for greater attention to the work and scholarship of intercultural and Indigenous university graduates to lead the way in the development of intercultural education professionals.

scholarly journals Learning to design effective professional development: The influence of integrating a coaching tool with an elementary mathematics specialist course assignment

2021 ◽  
Author(s):  
Courtney K. Baker
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Elementary Mathematics ◽  
Descriptive Case Study ◽  
Coaching Education ◽  
School Based ◽  
Professional Development For Teachers ◽  
Education Tool ◽  
And Mathematics

AbstractAs content-specific educational coaches, elementary mathematics specialists (EMSs) have emerged as school-based professionals who are needs-driven and work closely with school stakeholders in regard to mathematics teaching and learning. While leading mathematics education organizations have identified the specialized knowledge and skills required for EMS positions, how to best prepare these individuals is knowledge that the field is still exploring. This paper first presents a theoretical model for EMS preparation that aligns an emerging coaching tool, the Decision-Making Protocol for Mathematics Coaching (Baker & Knapp, 2019, [DMPMC]) with the Professional Development Design Framework (Loucks-Horsley et al. in Designing professional development for teachers of science and mathematics, Corwin Press, 2010). The paper then presents a descriptive case study that examines the application of this model in an EMS preparation course. The findings indicate that assessing the coaching situation fostered administrative partnerships, revisiting goals increased specificity of anticipated outcomes, and applying research-informed practices increased EMS self-efficacy and advanced coaching agendas. Taken together, these findings suggest that integrating the DMPMC into an EMS preparation course led to positive changes in EMS candidate learning of professional development design. Notably, this is one of the first studies that documents the influence of a coaching education tool on EMS candidates’ professional development design.

Complex Learning

2018 ◽  
pp. 242-264
Author(s):  
Eleonora Guglielman ◽  
Marco Guspini ◽  
Laura Vettraino
Keyword(s):  
Adult Learners ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Learning Approach ◽  
Future Perspectives ◽  
Pedagogical Approach ◽  
Complex Learning ◽  
Participatory Learning ◽  
Educational Perspective ◽  
Theoretical Foundations

This chapter presents Complex Learning, a pedagogical approach based on personalization, hybridization of learning environments, tools and codes, and participatory learning. In this approach, students are supported to become active users and co-producers of learning sources, within the paradigms of complexity, transactional theory, and ubiquitous learning. Its innovative connotation rises up from the pedagogic literature that defines it as a new pedagogical model and from the experiences realized by the authors during the recent years. Complex Learning is able to face the challenge of rethinking teaching and learning, empowering and renewing adult learners' and trainers' competences, attitudes, expectations, and effort. Here are described the theoretical foundations, the methodological issues, the practices, and the future perspectives of application of the Complex Learning approach. The practices carried out demonstrate that Complex Learning, with its characteristics of openness, dynamism, and flexibility, can be successfully applied to the fields of vocational training and adult education; they also indicate that, in order to have tangible results, it is necessary to work towards a change in the educational perspective and toward the acquisition and consolidation of specific competences of trainers and tutors.

Learning Theories and Andragogy

2010 ◽  
pp. 15-33
Author(s):  
Lawrence A. Tomei
Keyword(s):  
Adult Learners ◽  
Teaching And Learning ◽  
Adult Learner ◽  
Educational Practice ◽  
Learning Theories ◽  
Learning Approach ◽  
Garden Of Eden ◽  
Alternative Teaching ◽  
Adam And Eve ◽  
The 1960S

The adult learner is a relatively new phenomenon in the annals of educational practice. How can this be considering we have been teaching adults for almost as long as we have been teaching children? – longer if you believe in the Garden of Eden and Adam and Eve. Still, any review of the educational literature on teaching and learning will show a preponderance of research and investigation concerning children and comparatively little specifics regarding adults.Andragogy. Until the 1960s, the models developed to teach children functioned equally for the teaching of adults. The first use of the term “andragogy” was attributed to Malcolm Knowles when, in 1968, he introduced the term androgogy (with an “o”) in the journal, Adult Leadership. His article was entitled “Androgogy, not Pedagogy!” and was followed promptly with a 1970 book in which he specifically defines the term as the “art and science of helping adults learn.” By the 1980s, Knowles’ thinking had changed considerably. In his text, Modern Practice of Adult Education: From Pedagogy to Andragogy, he recognizes the considerable debate instigated by his 1970 thesis and begins to suggest andragogy as an alternative teaching and learning approach appropriate for adult learners. Furthermore,

The New Public Management of Higher Education

2011 ◽  
pp. 279-289 ◽  
Author(s):  
Heather Brunskell-Evans
Keyword(s):  
Higher Education ◽  
Public Management ◽  
Teaching And Learning ◽  
New Public Management ◽  
Pedagogical Practices ◽  
The United Kingdom ◽  
New Public ◽  
History Of ◽  
Pedagogy Of Discomfort ◽  
The Government

This chapter explores the possibilities of Michel Foucault’s philosophical-political writings for practicing a “pedagogy of discomfort” in Higher Education (HE). Foucault’s method of genealogy and his concept of governmentality are used to reflect upon the dynamics of power underlying the government of HE in the United Kingdom, in particular the new modes of teaching and learning. The chapter has three inextricably entwined aims: it presents a genealogical history of the changing face of HE under the auspices of New Public Management (NPM) as a form of neo-liberal governmental disciplinary control; it describes the new modes of teaching and learning as examples of that control; and it argues that inherent in genealogical modes of analysis are possibilities and opportunities for educationists concerned with politically framed progressive action to develop pedagogical practices that disrupt or challenge the government of teaching and learning.

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