A theory and practice of teaching and learning in higher education

2020 ◽  
pp. 25-46
Author(s):  
Diane Montgomery
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Theory And Practice ◽  
Practice Of Teaching

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.

Online Teaching as Virtual Work in the New (Political) Economy

2010 ◽  
pp. 46-67 ◽  
Author(s):  
Roy Schwartzman ◽  
David Carlone
Keyword(s):  
Higher Education ◽  
Online Instruction ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Virtual Work ◽  
Theory And Practice ◽  
Online Teaching And Learning ◽  
Personal Time ◽  
Academic Labor ◽  
Online Labor

Online teaching and learning has been adopted throughout higher education with minimal critical attention to the challenges it poses to traditional definitions of academic labor. This chapter explores four areas where the nature of academic labor becomes contestable through the introduction of online instruction: (1) the boundaries demarcating work from personal time; (2) the relative invisibility of online labor; (3) the documentation, recognition, and rewards attendant to online instruction; and (4) the illusory empowerment of online students as consumers. The theory and practice of what constitutes “legitimate” labor in higher education require substantial reconsideration to incorporate the online dimension.

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 A confluence of two rivers: A reflection on the meeting point between community development and higher education teaching and learning

2020 ◽  
Author(s):  
◽  
James Derounian
Keyword(s):  
Higher Education ◽  
Community Development ◽  
Teaching And Learning ◽  
Theory And Practice ◽  
Development Theory ◽  
Political Agenda ◽  
Proximal Development ◽  
Development Activity ◽  
Higher Education Teaching ◽  
Word Search

Community development (CD) and higher education (HE) teaching and learning have climbed the political agenda in the United Kingdom, in light of the 2020 Covid-19 pandemic and consequent lock-downs; and also because of constrained public finances and austerity measures. In response to such challenges this PhD has a central aim to explore and determine the nature and degree of connectedness between higher education teaching and learning, and community development theory and practice. In this retrospective, auto-ethnographic account, the author has explored a 40-year career spanning both community development and HE teaching. In doing so the researcher is acutely conscious of Bourdieu’s notion of habitus (1990): that an individual’s dispositions generate practices which emerge in their everyday actions. The thesis is also built around reviewing nine peer-reviewed publications, that investigated aspects of both CD and HE teaching. Furthermore, I present forty-three characteristics shared by higher education teaching and CD as an appendix; these resulted from a key-word search of the 2015 National Occupational Standards for Community Development (2015) and UK national lecturer job specification. The author shows the connection between these features and his own publications. Given the retrospective nature of this research, the prevailing political context is provided and discussed for the year’s in which the selected works were published. A critical view is given of both the methodology, and also of the positive and negative aspects of community development and higher education teaching. The findings and conclusions are presented under three headings: First, Coherence of this PhD by published work. As one example, the researcher’s community development activity and higher education pedagogy, and publications, represent a continuous thread from 1979 to 2020. Second, the author highlights the originality of this doctoral thesis. As an illustration, he brings together Vygotsky’s Zone of Proximal Development ZPD and Snyder’s (2000) Hope Theory. Snyder argues that hope provides fuel for progression. Hopeful thinking can generate pathways towards a desired goal; thereby enabling a person or community to bridge across Vygotsky’s ZPD from what is known to new knowledge and capabilities. Third, the author presents the local, national, international and sector-wide impacts of his work.

scholarly journals Percepção dos docentes de Enfermagem sobre ensino das competências gerenciais: estudo descritivo

2016 ◽  
Vol 15 ◽  
pp. 587
Author(s):  
Luciene Rodrigues Barboza ◽  
Luciane Lucio Pereira
Keyword(s):  
Higher Education ◽  
Content Analysis ◽  
Nursing Students ◽  
Nursing Care ◽  
Teaching And Learning ◽  
Descriptive Study ◽  
Qualitative Approach ◽  
Theory And Practice ◽  
Managerial Competencies ◽  
Managerial Skills

Aim: to determine the viewpoint of professors on developing managerial skills inundergraduate nursing students. Methods: an exploratory and descriptive study, using a qualitative approach, undertaken with nine professors of a higher education institute located in Guarulhos, between the months of January and May 2013. The data were systematically evaluated using content analysis. Results: five major topics emerged: The development of an academic approach to nursing care; the importance of acquiring techno-scientific knowledge; student’s struggles regarding managerial subjects; teaching strategies for bringing theory and practice together; professional managerial skills to be developed in the future. Conclusion: the professors made use of the connection between theory and practice to facilitate the process of teaching and learning.  They acknowledged the importance of developing managerial competencies, although they could only designate three of them. They point to them as being vital for the development of managerial activities.

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

2009 ◽  
pp. 27-42 ◽  
Author(s):  
Barbara de la Harpe ◽  
Fiona Peterson
Keyword(s):  
Educational Technology ◽  
Learning Theory ◽  
Teaching And Learning ◽  
Colleges And Universities ◽  
Theory And Practice ◽  
Constructivist Theory ◽  
Teaching With Technology ◽  
Constructivist Learning Theory ◽  
University Teachers ◽  
Practice Of Teaching

There is a strong move worldwide for a constructivist theory to underpin the way teaching and learning are viewed in today’s colleges and universities. In this chapter, the authors explore the interconnections (or not) between constructivist theory and mainstream university teachers’ practice, and their use of educational technology. They suggest that at the heart of ongoing transformation of teaching with technology is a supportive context and inspirational leadership that (re)engages the academic heartland with constructivist learning theory, so that teaching with technology is constructivist based. Technology can thus serve as a powerful catalyst for reinvigorating the inter-relationships between theory and practice.

scholarly journals COACHING TECHNOLOGIES IN EDUCATION: THEORY AND PRACTICE

2021 ◽  
pp. 11-16
Author(s):  
T. SOBCHENKO ◽  
V. VOROZHBIT-HORBATIUK ◽  
L. SHTEFAN
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Theory And Practice ◽  
Search Performance ◽  
Mental Maps ◽  
Education Theory ◽  
Elective Course ◽  
Business Game ◽  
General Training ◽  
New Generation

The article raises the topical problem of innovative activity of pedagogical higher education institutions. The authors take the position that in the context of changing the role of the teacher in the training of pedagogical specialists of the new generation is a popular and modern solution. One of the ways to solve the problem is to introduce into the cycle of general training of applicants for the first (bachelor’s) level of higher education disciplines that will contribute to the formation of students’ ability to solve complex professional problems, quality of teaching and learning, support, motivation, psychological and pedagogical support, their personal and professional development.The purpose of the article is to specify the content of the discipline “Coaching Technologies in Education” for H.S. Skovoroda Kharkiv National Pedagogical University.The authors of the article present the experience of implementation and content of the selective discipline “Coaching Technologies in Education” for applicants for the first (bachelor’s) level of higher education. The list of general and professional competencies that are formed in future teachers during the study of the discipline is given, the program results are specified. Target and content aspects of the elective course are presented through the prism of standardized requirements for general secondary education teachers.Methods of teaching are revealed, including partial search, performance of practical exercises, conversation, discussion, work with the basic and auxiliary literature, information sources, the story, the decision of cases, practical exercises, writing of the essay, business game, drawing up mental maps, storytelling, case study method, World Cafe method.Of particular value is the presented content of the elective course, which consists of two modules “Philosophy, principles and types of coaching”, “Coaching in education”. The thematic plan and forms of lectures and seminars are presented. The peculiarities of conducting classes in the form of coaching sessions are specified.Prospects for further scientific research are to develop practical and methodological complexes for the discipline.  

scholarly journals Limits and possibilities for teaching and learning about breastfeeding

2019 ◽  
Vol 72 (1) ◽  
pp. 3-8 ◽  
Author(s):  
Valeska Delgado Viaro ◽  
Francisca Márcia Pereira Linhares ◽  
Maria Wanderleya de Lavor Coriolano Marinus ◽  
Tatiane Gomes Guedes ◽  
Luciane Soares de Lima Vanderley
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Learning Process ◽  
Teaching And Learning ◽  
Education Institution ◽  
Structured Interview ◽  
Theory And Practice ◽  
Public Higher Education ◽  
Thematic Content Analysis ◽  
The Relationship

ABSTRACT Objective: To point out limits and possibilities involved in the teaching and learning process of undergraduate students from Health of a Federal Public Higher Education Institution on breastfeeding. Method: Instantaneous photography study carried out in undergraduate courses in the area of Health with professors and students involved in the teaching and learning process on breastfeeding. For data collection, the Focal Group technique was used with the students and the semi-structured interview with the professors. The speeches were submitted to the thematic content analysis of Bardin. Results: It was identified the thematic category: Limits and possibilities for the teaching and learning process on breastfeeding, from two sub-categories: Structural limitations of the courses; and Advances and obstacles in the relationship between theory and practice. Final considerations: Limits indicated as workload deficit and professor-centered teaching made progress in learning about breastfeeding difficult, and interdisciplinarity was a step forward in this process.

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