Crafts and Home Economics Studies Abroad

2018 ◽  
Vol 9 (4) ◽  
pp. 77-89
Author(s):  
Māra Urdziņa-Deruma ◽  
Lolita Šelvaha
Keyword(s):  
Teaching Methods ◽  
Teaching Practice ◽  
Education Programme ◽  
Home Economics ◽  
Assessment Practices ◽  
Course Content ◽  
Learning And Teaching ◽  
Organization Process ◽  
Study Process ◽  
Economics Student

The purpose of this article is to research and analyze the differences students have noted in foreign programmes and suggest ways to development the crafts and home economics teacher education programme in Latvia. Students (n=14) were interviewed and asked to describe any noted differences in the study organization process; indicate the various methods, assignments, and assessment practices used in home economics and craft courses, including teaching practice; and attitude of students towards the study process. Content analysis of the interviews indicate students' suggestions to development the crafts and home economics learning and teaching process, as well changes in teaching practice made by the students. Research results indicate that the students offered more information on differences than suggestions for development. The greatest differences were noted in the acquisition of crafts skills, followed by the organization of the study process and home economics. Student suggestions focused mainly on course content, but actual changes were implemented in teaching methods.

scholarly journals Reflective Writing on an ESL Writing Course

2021 ◽  
pp. 38-56
Author(s):  
Anna Wärnsby ◽  
Asko Kauppinen ◽  
Damian Finnegan
Keyword(s):  
Curriculum Design ◽  
Education Programme ◽  
Reflective Writing ◽  
Assessment Practices ◽  
Esl Writing ◽  
Course Content ◽  
Complex Relation ◽  
Vernacular Language ◽  
Course Grades ◽  
Writing Course

Research shows that student reflective writing is a valuable window into student learning, particularly student metacognition; however, our knowledge of the challenges of accessing metacognition to inform curriculum design and assessment practices in the ESL (English as a Second Language) context is less robust. This paper reports two qualitative studies of student reflective writing on an ESL writing course within a teacher education programme. The studies investigate how student metacognition manifests itself in reflective papers and how mapping student metacognition can inform evidence-based curriculum design and assessment. The data comes from several iterations of an ESL writing course and is analysed using directed and conventional content analyses. Our results expose a complex relation between metacognition, curriculum design and assessment practices: 1) unless scaffolded by the curriculum design to use precise terminology, students resort to expressing their understanding of the course content in terms of everyday, vernacular language and 2) student reflective writing not only provides a more nuanced picture of their learning than the final course grades but is invaluable for developing scaffolding and assessment practices. Based on our results, we recommend integrating structured reflection as part of the regular curricula to gauge ESL student metacognition and monitor more precisely their uptake of course content.

scholarly journals JULTP Editorial Issue 15.2

2018 ◽  
Vol 15 (2) ◽  
pp. 2-4
Author(s):  
Dominique Parrish ◽  
◽  
Alisa Percy ◽  
Keyword(s):  
Higher Education ◽  
Teaching Practice ◽  
Learning Design ◽  
Video Instruction ◽  
Course Content ◽  
Learning And Teaching ◽  
Present Information ◽  
Teachers And Students ◽  
Video Presentations

Welcome to the second issue of the Journal of University Learning and Teaching Practice for 2018. This issue contains six papers that broadly cover topics related to learning design and delivery. In the first paper, Miner and Stefaniak explore teachers’ and students’ perceptions about video instruction and provide valuable insights regarding the use of video to present information, explain processes or demonstrate skills in a higher education setting. This paper discusses the viability of multimedia video presentations to communicate course content.

scholarly journals Informatization Teaching Reform of "Tourism Policies and Regulations" Course Based on the New Tourism Industry

2020 ◽  
Vol 4 (9) ◽  
Author(s):  
Zhaozhen Song
Keyword(s):  
Teaching Methods ◽  
Evaluation System ◽  
Teaching Practice ◽  
Tourism Industry ◽  
Course Content ◽  
Teaching Reform ◽  
Class Participation ◽  
Teaching Design ◽  
Selection Of ◽  
Laws And Regulations

“Tourism Policies and Regulations” is a basic professional course for tourism majors, which aims to train students to abide by laws and regulations, improve professionalism, and protect tourism interests. This article explores the selection of informatization platform, informatization teaching design, and diversified evaluation system in the process of teaching practice, and uses informatization teaching methods to change the teaching methods and status of teachers, enrich the course content, and improve students’ class participation and so on, and then cultivate tourism professional informatization talents who can meet the development needs of new tourism industry.

The impact of reflective writing paper on non-English major learners’ autonomy in the context of Vietnam

2013 ◽  
Vol 17 (1-2) ◽  
pp. 104-128
Author(s):  
Phan Thi Tuyet Van
Keyword(s):  
Teaching Methods ◽  
Reflective Writing ◽  
Research Results ◽  
English Major ◽  
Study Process ◽  
The Impact ◽  
Process Journal

The article aims to investigate the impact of the reflective writing paper on non- English major learners’ learning autonomy in a Vietnamese context. The data was collected by means of questionnaire, competence tests and interviews. The participants did two reflective writing papers as an intervention during the research. The research results show the possibilities for teachers to modify their teaching methods through analysis of feedback from the subjects. The findings showed that most participants appreciated the role of the reflective writing paper and they were aware of the significance of learning autonomy in their study process. Journal of NELTA, Vol. 17 No. 1-2, December 2012, Page 104-128 DOI: http://dx.doi.org/10.3126/nelta.v17i1-2.8102

scholarly journals Conceptions of Learning and Teaching for Faculty Who Teach Basic Science

2021 ◽  
Author(s):  
Helena Carvalho ◽  
Francis C. Dane ◽  
Shari A. Whicker
Keyword(s):  
Active Learning ◽  
Teaching Methods ◽  
Basic Science ◽  
Teaching Experience ◽  
Approaches To Teaching ◽  
Conceptions Of Learning ◽  
Learner Engagement ◽  
Student Centered ◽  
Learning And Teaching ◽  
Teacher Centered

Abstract Introduction Conceptions of learning and teaching refer to what faculty think about teaching effectiveness. Approaches to teaching refer to the methods they use to teach. Both conceptions and approaches range from student-centered/learning-focused (active learner engagement) to teaching-centered/content-focused (passive learner engagement). This study explored how faculty teaching experience influenced faculty conceptions and their approaches to teaching. The authors hypothesized that more experienced educators appreciate and apply active learning approaches. Methods The authors used a cross-sectional survey to collect anonymous data from the Basic Science faculty at Virginia Tech Carilion School of Medicine (VTCSOM). The survey included the Conceptions of Learning and Teaching scale (COLT; Jacobs et al. 2012) and demographic information. They assessed instrument reliability with Cronbach’s alpha and examined relationships between variables with correlation and chi-square and group differences with ANOVA. Results Thirty-eight percent (50/130) of faculty responded to the survey. COLT scores for student-centered (4.06 ± 0.41) were significantly higher (p < 0.001) than teacher-centered (3.12 ± 0.6). Teacher-centered scores were lower (p < 0.05) for younger (30–39, 2.65 ± 0.48) than older faculty (50–59, 3.57 ± 0.71) and were negatively correlated with using multiple teaching methods (p = 0.022). However, 83% (39/50) reported using both traditional lectures and active approaches. Discussion Faculty conceptions about teaching showed appreciation for active learning, but a tendency to use traditional teaching methods interspersed with student-centered ones. Teaching experience was not related to faculty conceptions but was related to their teaching approaches. The amount of time dedicated to teaching was related to the appreciation of active learning, and young teachers were more student-oriented.

scholarly journals Lights, camera, active! appreciation of active learning predicts positive attitudes towards lecture capture

2021 ◽  
Author(s):  
Emily Nordmann ◽  
Anne Clark ◽  
El Spaeth ◽  
Jill R. D. MacKay
Keyword(s):  
Active Learning ◽  
Teaching Practice ◽  
Attitude Scale ◽  
Conceptions Of Learning ◽  
Educational Impact ◽  
Lecture Capture ◽  
Support Tool ◽  
Political Issues ◽  
Learning And Teaching ◽  
Positive Attitudes

AbstractMuch has been written about instructor attitudes towards lecture capture, particularly concerning political issues such as opt-out policies and the use of recordings by management. Additionally, the pedagogical concerns of lecturers have been extensively described and focus on the belief that recording lectures will impact on attendance and will reduce interactivity and active learning activities in lectures. However, little work has looked at the relationship between attitudes towards lecture capture and broader conceptions of learning and teaching. In this pre-registered study, we administered the Conceptions of Learning and Teaching scale and a novel lecture capture attitude scale to 159 higher education teachers. We found that appreciation of active learning predicted more positive attitudes towards lecture recordings as an educational support tool, whilst higher teacher-centred scores predicted greater concern about the negative educational impact of recordings. The effects observed were small; however, they are strong evidence against the view that it is instructors who value participatory and active learning that are opposed to lecture capture. Exploratory analyses also suggested that those who did not view recordings as an essential educational resource record fewer of their lectures, highlighting the real-world impact that attitudes can have, and further strengthening the need for staff to be provided with evidence-based guidance upon which to base their teaching practice. Data, analysis code, and the pre-registration are available athttps://osf.io/uzs3t/.

iMindMap as an innovative tool in teaching and learning accounting: an exploratory study

2016 ◽  
Vol 13 (1) ◽  
pp. 71-82 ◽  
Author(s):  
Wan Noor Hazlina Wan Jusoh ◽  
Suraya Ahmad
Keyword(s):  
Technology Acceptance ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Accounting Students ◽  
Content Type ◽  
Course Content ◽  
University Of Technology ◽  
Conventional Teaching ◽  
Innovative Tool ◽  
The University

Purpose The purpose of this study is to explore the use of iMindMap software as an interactive tool in the teaching and learning method and also to be able to consider iMindMap as an alternative instrument in achieving the ultimate learning outcome. Design/methodology/approach Out of 268 students of the management accounting at the University of Technology MARA (Terengganu), 97 students have participated in this survey to evaluate the effectiveness of iMindMap in teaching and learning. Findings Results indicate that the majority of the students acknowledged that iMindMap is more attractive than conventional teaching methods and found that iMindMap shows clearly how the points are all associated and linked together. Students could find that learning is an exciting experience and were able to visualize the whole course content remarkably via iMindMap. Originality/value This study presents an alternative instrument, which is innovative and interactive in teaching and learning, especially for accounting students where the students’ technology acceptance could also be viewed.

Listening to the Experiences and Concerns of Pre-Service Teachers During Teaching Practice Programme

2021 ◽  
pp. 14-27
Author(s):  
Darshana Sharma
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Group Discussion ◽  
Education Programme ◽  
Practical Training ◽  
Teacher Education Programme ◽  
Practice Teaching

Teaching Practice is widely recognised as the sine-qua-non of any teacher education programme. It is a component in the teacher preparation programme where prospective teachers are provided with an opportunity to put their theoretical studies into practice, get feedback, reflect on practice and consequently further improve their teaching skills. As teaching practice is an important component of a teacher education programme, considerable attention must be given to make it more effective and fruitful. This paper is based on a research study conducted to know pre-service teachers' experiences of the quality of teaching practice and the common concerns they have during teaching practice. On the basis of focussed group discussion a total of five themes were identified, these are (1) usefulness of teaching practice (2) experiences/concerns with pupils' behaviour (3) experiences/concerns with own behaviour (4) experiences/concerns with supervisors' behaviour (5) experiences/concerns with institutional and personal adjustments. The outcome of the focussed group discussion was used to prepare a structured questionnaire. Among other things, the study recommended rigorous practical training in lesson planning, demonstration lessons by teacher educators, simulated teaching before the commencement of practice teaching, school orientation programmes, a separate internship of two weeks and writing a journal by student teachers during teaching practice.

Pupils' Creative Self-Expression in Visual Art

2021 ◽  
Vol 12 (3) ◽  
pp. 29-37
Author(s):  
Daiga Kaleja-Gasparovica
Keyword(s):  
Prospective Teachers ◽  
Visual Art ◽  
Teaching Practice ◽  
Basic Education ◽  
Research Problem ◽  
Study Process ◽  
Pupil Learning ◽  
The Individual ◽  
Creative Self ◽  
Teaching Learning

The study is devoted to the organization of the teaching/learning content of visual art and self-expression process in practice. The article, based on theory, explains creative self-expression in the context of pupil's meaningful learning, based on the new education policy and the developed guidelines in basic education. The individual experience of prospective primary school teachers and their understanding of self-expression in visual art has been clarified during the reflection and pedagogical observation in the study process in methods of teaching visual art which led to stating the research problem. The theoretical account offered in the article reveals pedagogical possibilities for prospective teachers to organize purposefully self-expression classes in visual art during the teaching practice so that the pupil, learning visual art without professional literacy in art, improved his/her transversal skills acquiring the experience of self-guided learning, critical thinking and problem-solving, innovation, cooperation, and civic participation.

The science and poetry in learning (and teaching) to read

2018 ◽  
Vol 100 (4) ◽  
pp. 13-17
Author(s):  
Maryanne Wolf
Keyword(s):  
Reading Instruction ◽  
Teaching Methods ◽  
Explicit Instruction ◽  
Natural Process ◽  
Teaching Approaches ◽  
Reading Processes ◽  
Learning And Teaching ◽  
Digital World ◽  
The Brain ◽  
Different Parts

Because reading is not a natural process like language, young learners must be taught to read. Knowledge about how the reading brain develops has critical implications for understanding which teaching methods to use and helps reconceptualize previous debates. In this excerpt from Reader Come Home: The Reading Brain in a Digital World, Maryanne Wolf describes how many different parts of the brain must work together when reading and why each requires attention in teaching. She delves into research into different reader profiles, each of which needs different emphases in reading instruction, and she explains the value of teaching approaches that include both explicit instruction in decoding and deep reading processes, and engagement by learner and teacher with the world of words and stories.

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