scholarly journals Inquiry as relational practice: thinking relationally about the practice of teaching and learning

2018 ◽  
pp. 185-203
Author(s):  
Margaret L. Page
Keyword(s):  
Teaching And Learning ◽  
Relational Practice ◽  
Practice Of Teaching

scholarly journals The unwritten textbook of the folktale: A case study of 'Morongwa le Morongwanyana' (The Messenger and the Small messenger)

Literator ◽  
2004 ◽  
Vol 25 (3) ◽  
pp. 1-16 ◽  
Author(s):  
M.M. Letsie
Keyword(s):  
Mass Media ◽  
South African ◽  
Teaching And Learning ◽  
Educational Practices ◽  
Practice Of Teaching ◽  
At Home

This article explores the unwritten textbook of the folktale in the case of “Morongwa le Morongwanyana” [The Messenger and the Small messenger], a South African folktale recorded and published by A.T. Malepe. Against the background of current problems with the folktale tradition, it is argued that the unwritten textbook can help improve three educational practices, namely the practice of educating children at home, the practice of teaching and learning at school, and the practice of educational mass media. The nature and content of the unwritten textbook of the Batswana culture as defined by Ong (1982) and other scholars on orality are examined in a case study of the selected folktale. Lastly, the implications of the case study and of the unwritten textbook for the three practices are spelled out.

scholarly journals Didactic Principles in Teaching Additional Foreign Language in Uzbekistan Context

2020 ◽  
Vol 12 (1) ◽  
pp. 1
Author(s):  
Gulnara Makhkamova ◽  
Akram Amirkulov
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Cognitive Process ◽  
Teaching And Learning ◽  
Negative Transfer ◽  
Foreign Languages ◽  
Italian Language ◽  
Methods And Techniques ◽  
Practice Of Teaching

Uzbekistanis a multilingual country, therefore the problems of multididactics in higher education has been arisen for the last period. This paper offers the current ideas in multilingualism, multilingual assumptions for teaching an additional foreign language and implications of the changes of instructional input in the context of multididactics. In particular, the article aims to look into the issues of teaching additional foreign language for occupational purpose in theUzbekistancontext. This study emphasizes the specificity of the cognitive process in teaching and learning two foreign languages for vocational aims and presents the principles of multilingual didactics. More specifically, the article brings an overview of didactic principles in the context of positive and negative transfer of the previous language experiences in learning Italian as additional foreign language atTashkent-TurinPolytechnicUniversity. The successful methods and techniques for application the didactic principles into practice of teaching the Italian language are also described within this article.

scholarly journals Evaluation of the teaching and learning in listening subject

2020 ◽  
Vol 1 (1) ◽  
pp. 36-46
Author(s):  
Nurlaila Husain
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Practice Research ◽  
Future Research ◽  
English Department ◽  
State University ◽  
Department Of State ◽  
Teaching Of Listening ◽  
Practice Of Teaching

This research aims to benchmark the practice of teaching listening subject being conducted in the English Department at State University of Gorontalo against the best practices which have been based on research and sound knowledge in the world of English language. The teaching of listening is now influenced by the rise of communicative language teaching which views language teaching as giving communicative competence to learners, not only grammatical competence as the earlier view held. The participant of the research is the third-semester of the English Department in the academic year of 2019. This present study is conducted to evaluate the teaching of listening skills in the English Department at Gorontalo State University. Evaluation in this study is to benchmark the current practice of teaching listening in the English Department of State University of Gorontaloto the research-based practice. Research finding suggests that the teaching of listening to the English Department students partly has followed methodologies proposed by Richards and Goh (2008). This study shows that in general the practice of the teaching of listening at the English Department of State University of Gorontalois based on research-based methodologies. However, there are some points that need to be improved. Since the result of the study has addressed only some of the issues in the teaching of listening, therefore, future research on other issues of listening teaching needs to be done.

scholarly journals Teaching Strategy and Learning Model Using Practice Method

2019 ◽  
Vol 4 (1) ◽  
pp. 2-12
Author(s):  
Khudriyah
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Teaching Strategy ◽  
Learning Model ◽  
Positive Answer ◽  
Know How ◽  
Professional Teacher ◽  
Practice Method ◽  
Qualitative Descriptive ◽  
Practice Of Teaching

bstract : This research is done because of the phenomenon in some teaching and learning process happened at STIT al Urwatul Wutsqo. The researcher found that most of students could not practice of teaching using some methods, strategy or models. They practiced the teaching using lecturing method, mean while they are prepared to be professional teacher. The lecturing method is not bad, but it has many disadvantages, one of them is boring method, especially when the teacher cannot organize it well, the students will be bored easily. This research is aimed to know how practice method is effective to prepare the students to be professional teacher. The design of the research is qualitative descriptive, observation, questionnaire interview and documentation, were as instruments. The result is the practice method is very effective, such as; most of students were actively involved in the teaching and learning process. Most of students chose positive answer which supported the implementation of practice method, the students were able to gain good and high score, and they showed their positive responses to the teaching using practice method.

The Theory and Practice of Teaching in Today's Colleges and Universities

2009 ◽  
pp. 764-778 ◽  
Author(s):  
Victor X. Wang
Keyword(s):  
Higher Education ◽  
Social Change ◽  
21St Century ◽  
Teaching And Learning ◽  
Colleges And Universities ◽  
Theory And Practice ◽  
Learning Theories ◽  
Learning Society ◽  
Practice Of Teaching ◽  
Adult And Higher Education

Teaching is changing and it is being forced to change by many forces of social change. Today’s theory and practice of teaching in adult and higher education are not only shaped by technology, but also by prevalent teaching and learning theories such as constructivism, progressive principles of education, humanism and even behaviorism. While behaviorism, a major component of pedagogical teaching, successfully dominated adult and higher education in the past, the purpose of this chapter is to demonstrate that we are experiencing a paradigm shift from being pedagogical in our instruction to an andragogical mode of education in the 21st century due to the fact that we do know, to some extent, how students learn. Therefore, the way knowledge is delivered in the new century must be changed in order to serve the needs of this learning society.

scholarly journals The Architectural Teaching Paradox: The Practice-Based PhD as a Compass in Navigating through the Incommunicable

2019 ◽  
Author(s):  
Cecilia De Marinis ◽  
◽  
Dorotea Ottaviani ◽  
Keyword(s):  
Teaching And Learning ◽  
Architectural Education ◽  
Clear Understanding ◽  
Design Practice ◽  
Second Stage ◽  
Education Design ◽  
Different Levels ◽  
Practice Of Teaching

The reflections developed in this paper took place from a sentence that architect Botta pronounced during the conference ‘The Practice of Teaching’ held at the Biennale Architettura 2018 – 16th International Architecture Exhibition. In that context Botta stated “It is not possible to teach architecture, but it is possible to learn arc hitecture”1. This statement unveils the paradox inherent in architectural education on two different levels of reflection: first , reveals a truth about the different facets of architectural education that can be taught such as history, theory, technology etc., whereas the practice of architecture itself cannot be actually taught. The second stage of the reflection reveals an even more interesting feature of architectural education: design and the design practice are in fact taught but we do not have a clear understanding of how the process happens. Such anomaly suggests the existence of a nebulous space between teaching and learning in architecture and multiple questions arise from such reflections: how can one teach the matter of design? How is operational knowledge transferred from teachers to learners? Can one be trained on how to transfer knowledge or can one rely solely on their innate hunch?

scholarly journals Die moontlikhede van ’n gedifferensieerde modulêre wiskundekurrikulum vir die RSA se sekondêre skole

1998 ◽  
Vol 17 (2) ◽  
pp. 61-67
Author(s):  
J. G. Maree ◽  
C. G. Kriek
Keyword(s):  
Secondary Schools ◽  
Curriculum Development ◽  
Teaching And Learning ◽  
Mathematics Curriculum ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Practice Of Teaching ◽  
Modular Mathematics

The scientifically orientated teacher of mathematics is constantly trying to refine and improve the existing practice of teaching and learning mathematics. This is achieved by implementing the scientific insights, which are gained by research. The field of curriculum development in mathematics represents one possible field for research concerning mathematics. In this article, guidelines with regard to the possibility of a differentiated, modular mathematics curriculum for secondary schools in the RSA are given.

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