Social tasks of teaching and learning to teach

2014 ◽  
pp. 79-88
Keyword(s):  
Teaching And Learning ◽  
Learning To Teach ◽  
Social Tasks

Teaching and Learning to Teach: The Two Roles of Beginning Teachers

1989 ◽  
Vol 89 (4) ◽  
pp. 471-493 ◽  
Author(s):  
Terry M. Wildman ◽  
Jerome A. Niles ◽  
Susan G. Magliaro ◽  
Ruth Anne McLaughlin
Keyword(s):  
Beginning Teachers ◽  
Teaching And Learning ◽  
Learning To Teach

Teaching to Learn, Learning to Teach

2021 ◽  
Vol 55 ◽  
pp. 288-298
Author(s):  
Katherine Davies ◽  
Keyword(s):  
World War Ii ◽  
Teaching And Learning ◽  
Learning To Teach ◽  
The Political ◽  
World War ◽  
Work Of Art ◽  
Teaching Role ◽  
Affective Dimensions

Heidegger’s three Country Path Conversations have generated much scholarly interest for their elaboration on Heidegger’s thinking of Gelassenheit, scientific and technological thinking, the work of art, evil, and the political aftermath of World War II. In this paper, I argue that these texts also, upon closer analysis, contain a Heideggerian pedagogical philosophy. In each text, I will show, a dynamic of teaching and learning is at play, most especially when it seems to be absent. Further, I will show how only when these three texts are read together does a fuller account of Heidegger’s pedagogy emerge. In the “Triadic Conversation,” I draw out the affective dimensions according to which the Guide’s teaches the Scientist to contest his own worldview. In the “Tower Conversation,” I show how the Teacher must practice what he himself teaches, choosing to tarry with that which causes him discomfort and anxiety. Finally, I read the “Evening Conversation” as an example of students assuming the teaching role themselves when the teacher is nowhere to be found, fulfilling the hopes any teacher would have for her students.

scholarly journals ERGONOMIC EVALUATION OF STUDY DESKS AND CHAIRS USING ANTHROPOMETRY AND BIOMECHANICAL APPROACH AT AN-NURIYAH ISLAMIC BOARDING SCHOOL BONTOCINI JENEPONTO REGENCY

2020 ◽  
Vol 5 (2) ◽  
pp. 31-42
Author(s):  
Irma Nur Afiah
Keyword(s):  
Human Body ◽  
Teaching And Learning ◽  
Boarding School ◽  
Learning To Teach ◽  
Sitting Position ◽  
Short Term ◽  
Compression Pressure ◽  
Negative Impacts ◽  
Biomechanical Approach ◽  
Ergonomic Evaluation

School is one of the places to study. Therefore, it requires facilities to support the sustainability of the process of teaching and learning to teach such as study desks and study chairs. However, when the activity of writing is performed using study desks and chairs, students tend to lean to the front, slouch and dangle their feet. Evaluation of the products ergonomically has to be adjusted with the usage in order that they are not going to cause various negative impacts for students that will take place in both the short term and the long one. As a consequence, this study is important to carry out to minimize the mismatch of study desks and chairs with students and to obtain the redesigned results of study desks and study chairs ergonomically. The anthropometric approach was used for the dimensions of the human body in the design of study desks and chairs.  In addition, the biomechanical approach was utilized to evaluate good sitting position for students. The evaluation was observed from the calculation of compression pressure, which is the load that occurs in the neck and lumbar. The results of the design of the proposed study desks and chairs are more ergonomic and can accommodate anthropometric users; hence, parts of the study desks and chair can minimize the complaints perceived by students. Through the biomechanical approach, the results obtained the angle surface of the table of 200, the slope of the seat rest of 100º and the seat slope of 50º

scholarly journals Trial by Hire: The Seven Stages of Learning to Teach in Higher Education

2011 ◽  
Vol 4 (12) ◽  
pp. 25 ◽  
Author(s):  
Patricia A. Post
Keyword(s):  
Higher Education ◽  
Transformative Learning ◽  
Teaching And Learning ◽  
Phenomenological Study ◽  
Developmental Stages ◽  
Learning To Teach ◽  
Training Data ◽  
Academic Settings ◽  
Stages Of Learning ◽  
The University

This phenomenological study describes seven stages of learning to teach at the university level. Through the use of narratives, twelve Canadian university professors reveal their beliefs and attitudes about teaching and learning as they struggle to become better teachers within various academic settings. The purpose of the study was to develop a better understanding of self-directed and transformative learning as it relates to adults who engage in on-the-job-training. Data analysis resulted in eight themes which occurred in seven developmental stages: Warming, Forming, Informing, Storming, Performing, Reforming, and Transforming. The findings suggest that a better understanding of the stages of learning to teach in higher education could: 1) enable faculty to gain confidence in their teaching ability earlier on in their careers (Bain, 2004); 2) assist faculty developers to better meet the changing needs of faculty (Cranton, 2001); and 3) guide administrators in their efforts to promote the scholarship of teaching and learning within their academic milieu (MacKeracher, 1996).

Sign in / Sign up

Export Citation Format

Share Document