scholarly journals Philosophy-in-Action in University Teaching

1994 ◽  
Vol 24 (3) ◽  
pp. 1-25
Author(s):  
Sue M. Scott ◽  
Donna M. Chovanec ◽  
Beth Young
Keyword(s):  
Classroom Environment ◽  
Teaching And Learning ◽  
Research Question ◽  
University Teaching ◽  
Theory Approach ◽  
Critical Thought ◽  
Institutional Issues ◽  
Teaching Learning ◽  
Study Participants ◽  
The Relationship

Fourteen professors expressed their "traditional," "humanist," and "critical" philosophies about teaching and learning when they engaged in dialogue with us and each other. The relationship between their philosophy of teaching and their practice in the classroom is the research question. Four themes that elaborate these philosophies-in-action emerged from a grounded-theory approach to data analysis. One theme, "Expert vs. Co-learner" describes these professors' views of themselves as teachers. A second theme, "The Relationship of Comfort to Critique, " outlines some of the tensions that arise from attempting to create a comfortable classroom environment while also encouraging critical thought. "Learning for Change, " the third theme, is about the differing forms of change in the learner that these professors seek as evidence that learning is taking place. Finally, in the section called "Coping with Constraints, " our study participants identify institutional issues that have made it difficult for them to enact their particular teaching-learning philosophies in university classes.

scholarly journals Coronavirus Disease 2019 and Its Effect on Teaching and Learning Process in the Higher Educational Institutions

2021 ◽  
Vol 8 (1) ◽  
pp. 90-107
Author(s):  
Harshavardhan Reddy Kummitha ◽  
Naveen Kolloju ◽  
Prakash Chittoor ◽  
Venkatesh Madepalli
Keyword(s):  
Digital Divide ◽  
Learning Process ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Research Question ◽  
Cross Sectional Study ◽  
Successful Implementation ◽  
Cross Sectional ◽  
Training Programmes ◽  
Teaching Learning

In response to the coronavirus disease 2019 (COVID-19) pandemic, most of the higher education institutions (HEIs) across the globe have replaced conventional teaching with online teaching. However, the technological preparedness of countries of varied nature differs significantly. In this context, the purpose of the study is to answer the following research question: how are the HEIs mitigating the difficulties that have resulted from the COVID-19 pandemic to facilitate online teaching–learning process? The study is carried out based on a cross-sectional study from 281 academic professionals who are employed in HEIs in India and Ethiopia. The findings from this comparative study highlight that digital divide and lack of institutional preparedness are found to be major problems that constrained the effective implementation of online teaching/learning. Besides, this study also found that training programmes for the faculty members to utilize web resources and facilitate online teaching were found to be limited in both the countries. The article concludes by offering suggestions and policy advice to minimize the digital divide and for successful implementation of online teaching in HEIs.

scholarly journals EARLY STUDY OF TEACHING & LEARNING ADAPTION BY USING MULTIMEDIA IN TEXT LEARNING OF SULALATUS SALATIN

2021 ◽  
Vol 3 (8) ◽  
pp. 167-181
Author(s):  
Nurul Shuhada Abdul Aziz ◽  
Norazimah Zakaria
Keyword(s):  
Technology Acceptance ◽  
Student Attitudes ◽  
Teaching And Learning ◽  
Text Learning ◽  
The Third ◽  
Teacher Skills ◽  
Students Attitudes ◽  
Acceptance Model ◽  
Teaching Learning ◽  
The Relationship

This study aims to examine the use of multimedia in teaching and learning (PdP) Sulalatus Salatin in form six. The objective of this study is to identify the use of multimedia in PdP Sulalatus Salatin in terms of types, tools used, teacher skills, and curriculum needs. The second objective is to study students 'attitudes towards the use of multimedia in Sulalatus Salatin learning and the third to analyze the relationship between multimedia use in PdPc with students' understanding of Sulalatus Salatin text using the Technology Acceptance Model (TAM). The researcher distributed a set of questionnaire questions containing 36 questions that were closed to 30 forms six students at a school in the district of Kuala Kangsar, Perak. The findings show that the main reason for the use of multimedia in PdP Sulalatus Salatin in terms of multimedia type, tools used, teacher skills, and curriculum needs is because the use of LCD screen causes the text to appear larger and clearer with a mean score of 4.433 (sd = 0.8976). For the second objective, the two most dominant student attitudes with a mean score of 4,400 that is with the use of multimedia, writing in the text of Sulalatus Salatin is clearer and easier to read (sd = 0.7701), while students are actively involved during the teaching of Sulalatus Salatin text (sd = 0.8944). Next, for the third objective, the relationship between the use of multimedia with the highest level of students' understanding of Sulalatus Salatin text is that students are easier to read and understand the synopsis on Sulalatus Salatin text with a mean score of 4,600 (sd = 0.6215). In conclusion, this study was implemented to provide exposure to the advantages of multimedia used by teachers while teaching Sulalatus Salatin text in form six.

scholarly journals La relación entre conocimiento común y conocimiento científico en el contexto de la enseñanza, aprendizaje y cambio conceptual de las ciencias

2017 ◽  
Author(s):  
Alfonso Claret Zambrano
Keyword(s):  
Scientific Knowledge ◽  
Research Question ◽  
Hard Core ◽  
Conceptual Structure ◽  
Research Approach ◽  
Previous Knowledge ◽  
Research Problems ◽  
Teaching Learning ◽  
Relationship Of ◽  
The Relationship

This paper analyses the research approach on the relationship between scientificscholar knowledge of the teacher and common previous knowledge of students inschool within the context of teaching, learning and conceptual change in sciences.The paper shows two sections: the first is about conceptual historical development ofthe research question. ln this sense the first question was How the students learnsciences and its transformation into the second, third , fourth and fifth question wasjustified on the light of the reading of the following works, mainly: Piaget, A usubel ,Driver, Vygotsky, and Bachelard, Canguilhem, Kuhn, Lakatos, Popper and othersauthors. The second explains the research question taking into consideration themeaning of the teacher, the pupil and the scientific knowledge in the classroom. Forthis purpose it is necessary to design a conceptual structure in order to analyze therelations, the concepts and the research problems of the teaching, learning andassessment in sciences. The structure shows the relationship of the teacher and thepupilas knowledge relationship. This is the cause why scientific knowledge must beconsidered as the hard core of the science teaching. But scientific knowledge in thiscase is seen as a product of the its historical and epistemological development andthe way as scientific knowledge changes in science is the basis forthinking aboutconceptual change of students in the classroom. The paper ends showing the aimsof the researcher engaged in this approach.

The Learners' Isle

2018 ◽  
pp. 240-258
Author(s):  
Menucha Birenbaum ◽  
Elhanan Gazit
Keyword(s):  
Virtual Environment ◽  
Classroom Environment ◽  
First Century ◽  
Learning Assessment ◽  
Educational Goals ◽  
Successful Implementation ◽  
Learner Agency ◽  
Teaching Learning ◽  
The Relationship ◽  
Context Characteristics

The multi-user virtual environment (MUVE) described in this chapter is aimed to promote learner agency and motivation by engaging students in authentic and challenging learning experiences aligned with educational goals to foster twenty-first century competencies. Principles of assessment for learning (AfL) and gamification will be integrated to design a MUVE governed by students. The students will engage in learning, assessment, and instruction-related activities. They will also initiate, manage, and monitor the activities. The relationship between The Learners' Isle virtual environment and the physical classroom environment will be complementary and reciprocal. The teacher (a digital immigrant) and the students (the digital natives) will be partners in the teaching-learning process. The design principles of The Learners' Isle, a scenario to illustrate blended learning, and its conceptualization through an activity theory framework will be presented. In addition, this chapter will discuss the educational context characteristics conducive to successful implementation of the MUVE.

Ingestion and integration of ICTs for pedagogy in Indian private high schools

2020 ◽  
pp. 204275302095749 ◽  
Author(s):  
Arnab Kundu ◽  
Tripti Bej
Keyword(s):  
High Schools ◽  
Private Schools ◽  
Teaching And Learning ◽  
Theory Approach ◽  
Ict Integration ◽  
Ict Infrastructure ◽  
School Pedagogy ◽  
Teaching Learning ◽  
High Level ◽  
Classroom Integration

In most cases, private schools in India are considered to have sufficient ICT resources for teaching-learning in 21st century classrooms and are assumed to be leaders in technology integration in the school pedagogy in this country. This study aimed to investigate the state of ICT integration and the degree of expertise these schools have attained. A survey of forty teachers from twenty purposively selected private high schools was conducted using a set interview protocol. Data were analyzed following the grounded theory approach. Results revealed that despite a high level of appreciation among teachers of the importance of ICT integration into teaching and learning classroom integration was not found problem-free. Several debilitating factors evolved including, a lack of ICT infrastructure, a lack of institutional encouragement, weak policies, and above all a lack of sufficient skills among teachers at all levels- technological, pedagogical, and integrative. This shows poor conviction in the hypothesis that private schools are good at ICT integration. Based on the analysis the study proposed 3E-Model along with a program of action for its implementation to improve ICT integration by dampening down the challenges and recommending schools to establish independent authorities; for example Working School Governing Bodies (WSGBs) that would look after the model and issues relating to the promotion of ICT integrated pedagogies in schools.

scholarly journals RELACIÓN ENTRE CULTURA PSICOPEDAGÓGICA Y CONTENIDO PSICOPEDAGÓGICO EN LA FORMACIÓN DEL EDUCADOR

2017 ◽  
Vol 1 (1) ◽  
pp. 109
Author(s):  
Isel Bibiana Parra Vigo ◽  
Marta Rosa Martínez Angulo
Keyword(s):  
Learning Process ◽  
Mode Of Action ◽  
Teaching And Learning ◽  
Creative Activity ◽  
Professional Performance ◽  
Action Mode ◽  
Pedagogical Action ◽  
Palabras Clave ◽  
Teaching Learning ◽  
The Relationship

Desde el análisis de la relación entre cultura psicopedagógica y el contenido psicopedagógico como componente del proceso de     en la formación de educadores, se hace una propuesta de qué conocimientos, habilidades, valores y  experiencias  de  la  actividad  creadora,  como  tipos  de  contenido,  deben incluirse en esta formación. Se incluyen reflexiones sobre las peculiaridades de este contenido psicopedagógico, sus funciones y su manifestación en el desempeño y en el modo de actuación profesional pedagógica.  PALABRAS   CLAVE:   cultura   psicopedagógica;   contenido   psicopedagógico; proceso de enseñanza – aprendizaje; actividad creadora; modo de actuación profesional;  modo de actuación pedagógico. ABSTRACT  From the analysis of the relationship between culture psycho-pedagogical and the contained psycho-pedagogical like component of the teaching and learning process in the formation of educators, a proposal is made of what knowledge, abilities, values and experiences of the creative activity, as content types, they should be included in this formation. Reflections are included about the peculiarities of this contained psycho-pedagogical, their functions and their manifestation in the acting and in the way of pedagogic professional performance. KEYWORDS: psychopedagogical culture; Psychopedagogical content; Teaching - learning process; Creative activity; Mode of action; Mode of pedagogical action.

scholarly journals Perception of In-Service Teachers Towards Blended Learning as the New Normal in Teaching-Learning Process Post COVID-19 Pandemic

2020 ◽  
Author(s):  
Rabiya Saboowala ◽  
Pooja Manghirmalani-Mishra
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Interaction Effect ◽  
Classroom Environment ◽  
Professional Growth ◽  
Teaching And Learning ◽  
Global Pandemic ◽  
Study Management ◽  
Six Dimensions ◽  
Teaching Learning

Abstract Blended learning is the application of Information and Communication Technology in the instructional designs and processes in such a way that it can support and complement face-to-face delivery models effectively. It offers the teachers and the students to get access to information-rich resources anywhere and anytime. It also has the potential to ensure educational equity for all learners with complete transparency of rendering education to the community of learners. Today, blended learning has become the need of the hour looking into the aspects of global pandemic of COVID-19 and implementation of Education 4.0. The study consists of 313 in-service teachers from India belonging to various types of Educational Institutions. Simple random technique of sampling was used to collect data. The interaction effect of gender and teachers who have attended/conducted webinars/ workshops/ conferences/FDPs online or not on their attitude towards blended learning and its six dimensions viz. learning flexibility, online learning, study management, technology, classroom learning and online interaction was studied. Also, the interaction between the effects of highest educational qualification of teachers and teachers who have attended/conducted webinars/workshops/conferences/FDPs online or not on their attitude towards Blended Learning and its six dimensions was considered. Analysis for the testing research hypothesis was done using the IBM Statistical Package for Social Scientists (SPSS-26). The results indicated that there was an interaction between gender and teachers who have or have not conducted/attended webinars/conferences online towards blended learning and online learning dimension. Results also showed that based on the interaction effect of the highest qualification of the teacher and the teachers who have actually implemented teaching and learning through online line sessions varied in their attitude as far as study management and classroom environment was considered. Implementation of blended learning for professional growth of school teachers post pandemic will push the boundaries of learning by creating opportunities for collaboration of various educational societies throughout the globe, enhance constructivist learning and also help in following social norms set to fight against COVID-19.

Gender Differences in Adult Student Perceptions of College Classroom Social Environments

1989 ◽  
Vol 40 (1) ◽  
pp. 33-42 ◽  
Author(s):  
Carole T. Beer ◽  
Gordon G. Darkenwald
Keyword(s):  
Adult Students ◽  
Student Perceptions ◽  
Classroom Environment ◽  
Female Students ◽  
Future Research ◽  
Social Environments ◽  
Teaching Learning ◽  
The Relationship ◽  
General Linear Model Procedure ◽  
Scale Data

Adult male and female students’ perceptions of classroom social environments (climates) were compared on the Relationship dimensions of Affiliation and Involvement as measured by the Adult Classroom Environment Scale. Data were collected from 439 adult students enrolled at an urban community college. Theoretically grounded hypotheses were tested using the general linear model procedure. As predicted, women perceived more affiliation and a greater degree of involvement in the classroom than did men. Implications of the findings for future research and the teaching-learning transaction are discussed.

scholarly journals Increasing Students’ Awareness in Speaking Participation

2019 ◽  
Vol 3 (1) ◽  
Author(s):  
Ribeh Najib Muhammad
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Lesson Plan ◽  
Research Question ◽  
Group Discussion ◽  
Narrative Text ◽  
The Third ◽  
Asking Questions ◽  
Field Notes ◽  
Teaching Learning

The lack of students’ activities seems to be the main reasons why the teacher failed to maximize the participation of the students in a senior high school in a small city in East Java Indonesia. The unification of two different basic competences into one lesson plan also makes the indicator of the lesson plan become not too clear and not specific enough. Thus the research questions of this study are: 1. How is the implementation of the teaching and learning process based on the revised lesson plan conducted by the teacher? 2. How is the teaching and learning process based on the revised lesson plan followed by the students? 3. How is the students’ participation in learning speaking after the teaching and learning process based on the revised lesson plan conducted? This research is a classroom action research with one cycle only. The first data is in the form of description of the teacher’s activities during the teaching and learning process, the source of the data is the teacher who conducts the revised teaching-learning process. The second data is the description of students’ activities during the teaching and learning process, the source of the second data is the students who follow the teaching and learning process based on the revised lesson plan. The third data is the participation of the students when they are taught using the revised lesson plan, the third source of the data is also the students who follow the teaching and learning process based on the revised lesson plan. The researcher used unstructured field notes to write all the information which were seen and heard and also everything that happened during teaching and learning process conducted by the teacher. The data need to be sorted and classified to know the relevant data and non-relevant data. Then the relevant data were classified based on each research question to be analyzed. The students’ participation in the teaching and learning process of speaking narrative text based on the revised lesson plan was better, because the students could follow the instructions and do the activities of speaking narrative text smoothly, every student was able to present their stories in the group and in front of the class, they were active in the group discussion for asking and answering their friends’ question, they were also active in asking questions to the teacher and answering questions from the teacher.

scholarly journals AS AULAS DOS ESTAGIÁRIOS DE GEOGRAFIA DA UNIVERSIDADE ESTADUAL DE FEIRA DE SANTANA: concepções e práticas

2019 ◽  
Vol 8 (16) ◽  
pp. 59-76
Author(s):  
Willian Falcão Lopes ◽  
Maria Cleonice Barbosa Braga ◽  
Solange Lucas Ribeiro
Keyword(s):  
Teaching And Learning ◽  
Scientific Paper ◽  
Constructivist Teaching ◽  
Transmission Of Knowledge ◽  
Bibliographical Survey ◽  
Constructive Teaching ◽  
Teaching Learning ◽  
Learning Conceptions ◽  
The Relationship

O presente artigo investigou as aulas desenvolvidas por estagiários de Geografia da UEFS na perspectiva de compreender a articulação entre as suas concepções teóricas e as práticas desenvolvidas no período de estágio de regência nas escolas, entre os semestres 2013.2 e 2014.1. Para tanto, foram desenvolvidos os seguintes procedimentos: levantamento e estudos bibliográficos sobre as concepções de ensino-aprendizagem; observação de seis aulas de cada uma das três duplas de estagiários participantes e entrevistas com 26 estagiários de Estágio Supervisionado em Geografia III. O estudo apoiou-se nas abordagens qualitativas de pesquisa, tendo como método o estudo de caso. A compreensão a que se chegou foi que a maioria dos estagiários investigados afirmam desenvolver um ensino construtivo, pensando a aula como o espaço onde se processa a relação entre o estudante, o professor e o conhecimento. Entretanto, nas observações das aulas identificou-se que a maior preocupação era em transmitir os conteúdos. Entende-se, portanto, que os participantes demonstravam conhecer as teorias que embasavam as relações de ensino e aprendizagem construtivistas, todavia, na prática, não conseguiam desenvolver procedimentos que encaminhassem os estudantes a construírem seus próprios conhecimentos. Assim, ficou perceptível que a apropriação do discurso, presente no cotidiano acadêmico, não assegura, necessariamente, mudanças nas práticas escolares. Palavras-chaveAula de Geografia, Concepções e práticas, Estágio de regência.THE LESSONS OF THE UEFS GEOGRAPHY TRAINERS: conceptions and practicesAbstractThis scientific paper investigated the classes developed by the Geography teacher internship program students from UEFS in the perspective of understanding the articulation between their theoretical conceptions and the practices developed during the teacher internship period in the schools between the semesters of 2013.2 and 2014.1.  For that, it was developed the following procedures:  bibliographical survey about the teaching and learning conceptions; observation of six lessons of each one of the three of participating interns; interviews with twenty-six interns of the Geography III Supervised Internship Program. The study was grounded in the qualitatives research approaches, having as method the case study. The comprehension achieved was that most of the investigated future teachers claims to seek to develop a constructive teaching, considering the class as a space were the relationship between the students and the teachers and these and the knowledge is processed. However, in the observations of the classes it was found that their biggest concern was with the transmission of knowledge. The interns demonstrated to well know the theories that based the constructivist teaching-learning relations, however, in practice they could not develop the procedures that would forward the students to construct their own knowledge.  Thus, it became clear that the appropriation of discourse, present in academic everyday life, does not necessarily guarantee changes in school practices.KeywordsGeography lesson, Conceptions and practices, Stage of regency.ISSN: 2236-3904REVISTA BRASILEIRA DE EDUCAÇÃO EM GEOGRAFIA - RBEGwww.revistaedugeo.com.br - [email protected]

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