scholarly journals Identidades profesionales, concepciones de enseñanza-aprendizaje y estrategias docentes del profesorado universitario

2015 ◽  
Vol 13 (1) ◽  
pp. 57 ◽  
Author(s):  
Katia Caballero Rodríguez ◽  
Antonio Bolívar
Keyword(s):  
Professional Practice ◽  
Teaching Strategies ◽  
Teaching And Learning ◽  
Teaching Styles ◽  
Traditional Teaching ◽  
Constructivist Teaching ◽  
Student Centered ◽  
University Teachers ◽  
Research And Teaching ◽  
Research On Teaching

<p>La identidad del profesorado universitario y sus creencias acerca de la profesión se perfilan en el desempeño de dos de sus funciones principales: investigación y docencia. El desajuste que existe entre ellas y el predominio de la investigación sobre la docencia, motiva que el avance hacia nuevas concepciones de la enseñanza y el aprendizaje sea lento y complejo. Existen numerosas investigaciones, a lo largo de las dos últimas décadas, que muestran la existencia de diferencias en las creencias que tiene el profesorado universitario sobre la enseñanza, las estrategias docentes que desarrollan y las formas de entender el aprendizaje. Así pues, encontramos dos orientaciones básicas hacia la docencia: una centrada en el profesor y basada en estrategias de enseñanza tradicional; y otra centrada en el estudiante y apoyada en estrategias de enseñanza constructivista. Como se argumenta a lo largo del artículo, modificar las concepciones y estilos docentes del profesorado universitario hacia un modelo de enseñanza y aprendizaje orientado al estudiante no es tarea sencilla, y requiere un replanteamiento de los sistemas de formación y evaluación, así como nuevos dispositivos y contextos que posibiliten integrar docencia e investigación.</p><p><strong>ABSTRACT</strong></p><p>Academic identity of university teachers and their beliefs about professional practice are outlined in the performance of two of its main functions: research and teaching. The imbalance between them and the prevalence of research on teaching, motivating the move towards new conceptions of teaching and learning is slow and complex. Here are many research, over the past two decades, showing the existence of differences in belief held by undergraduate faculty about teaching, teaching strategies and developing ways of understanding learning. Thus, there are two basic orientations toward teaching: a teacher-centered, based on traditional teaching strategies; and other, student-centered, which uses constructivist teaching strategies. As argued throughout the article, modify the conceptions and teaching styles of university teachers towards a model of teaching and learning oriented student is not an easy job, and requires a rethinking of systems training and assessment, as well as new devices and contexts that facilitate integrating teaching and research.</p>

Constructivism, Technology, and Meaningful Learning

2011 ◽  
pp. 51-64 ◽  
Author(s):  
Jared Keengwe ◽  
Grace Onchwari
Keyword(s):  
Student Learning ◽  
Learning Environments ◽  
Teaching Strategies ◽  
Teaching Styles ◽  
Meaningful Learning ◽  
Constructivist Teaching ◽  
Teaching With Technology ◽  
Student Centered ◽  
Student Centered Learning ◽  
The Relationship

We are moving toward a future in which computing is becoming more ubiquitous and there is evidence that technology is changing the way instructors conduct their instruction. Even so, few instructors are integrating technology into their instruction in ways that can support meaningful learning. Those who are usually successful in teaching with technology are those who constantly strive to facilitate student-centered learning environments that support and improve the depth and scope of student learning (Cuban 2001; Ertmer, 1999). Further, they are likely to have experienced shifts in their learning paradigms and embraced constructivist teaching styles. This chapter explores the relationship between constructivism, technology, and meaningful learning and provides suggestions to help instructors translate constructivist methodologies into their own realities in teaching. In other words, this chapter seeks to explore constructivist teaching strategies that could benefit student learning in ways that are different from those practiced in traditional, non-technological classrooms.

scholarly journals Analysis of Multi-Element Blended Course Teaching and Learning Mode Based on Student-Centered Concept under the Perspective of “Internet+”

2020 ◽  
Vol 8 (1) ◽  
pp. p13
Author(s):  
Yirong Liu ◽  
Xuewei Zhou ◽  
Zhili Zhang ◽  
Xinpeng Xu
Keyword(s):  
Public Service ◽  
Teaching And Learning ◽  
Swot Analysis ◽  
Service System ◽  
Traditional Teaching ◽  
Teaching Mode ◽  
Student Centered ◽  
The Public ◽  
Internet Education ◽  
Blended Course

The integration of Internet and education has changed students’ learning environment and affected their learning behavior, which poses a greater challenge to the traditional teaching mode. Through the SWOT analysis of the “student centered” multi-element blended teaching mode in the era of “Internet + education”, it is concluded that the adaptability of learners themselves and the mismatch between teachers’ educational ideas and this teaching model delay the development of education to a certain extent. Some suggestions are put forward, such as strengthening the supervision and guidance, implementing the teaching and learning model scientifically, improving teachers’ ideology and comprehensive quality, and making full use of the characteristics of Internet opening, sharing and collaboration to construct the public service system and platform of national educational resources.

Transforming Teaching for Virtual Environments

2021 ◽  
pp. 534-560
Author(s):  
Irina Lyublinskaya ◽  
Xiaoxue Du
Keyword(s):  
Preservice Teachers ◽  
Instructional Technology ◽  
Teaching Strategies ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Pedagogical Practices ◽  
Student Centered ◽  
Pedagogical Content ◽  
K 12 ◽  
Teachers Perspectives

This chapter describes pedagogical practices and teaching strategies with instructional technology used in an online summer course with preservice K-12 teachers. The course provided preservice teachers (PSTs) with experiences in using technology in K-12 classrooms from both students' and teachers' perspectives, engaged PSTs in active explorations of various K-12 curriculum topics using technology that could enhance high-impact teaching strategies, and supported PSTs in development of virtual lessons using instructional technology. The study identified effective practices with instructional technology to support preservice teachers' development of Technological Pedagogical Content Knowledge (TPACK) for their own online teaching. Study findings suggest that online immersive experience created a virtual student-centered space to nurture collaborative inquiry and that contributed to the growth of PST's TPACK. However, this experience also brought challenges and concerns for sustaining and transforming teaching and learning with instructional technology to an online environment.

scholarly journals Re-Imagining Teaching for Technology-Enriched Learning Spaces

2012 ◽  
pp. 242-265 ◽  
Author(s):  
Caroline Steel ◽  
Trish Andrews
Keyword(s):  
Higher Education ◽  
Learning Environments ◽  
Teaching And Learning ◽  
New Technology ◽  
Academic Development ◽  
Leadership Capacity ◽  
Traditional Teaching ◽  
Learning Spaces ◽  
Institutional Investment ◽  
University Teachers

New technology-enriched learning spaces are a focus of institutional investment to address the identified shortcomings of traditional teaching and learning environments. Academic development, an area that has received little attention in this context, can be designed to provide strong opportunities for university teachers to re-imagine their teaching for these new spaces while also building their leadership capacity. This chapter discusses challenges that teachers face in transforming their teaching practices and proposes a model for academic development to support this. Two case studies demonstrate the flexibility and efficacy of the model and provide pointers for further adoption in the higher education context.

scholarly journals PROBLEM-BASED LEARNING IN THE TEACHING AND LEARNING OF THE MALAYSIAN NATIONHOOD COURSE AT UNIVERSITI UTARA MALAYSIA

2019 ◽  
Vol 4 (32) ◽  
pp. 351-366
Author(s):  
Mohamed Ali Haniffa ◽  
Mohan Rathakrishnan ◽  
Salmah Omar ◽  
Nor Hanani Ismail
Keyword(s):  
Teaching And Learning ◽  
Group Discussion ◽  
Problem Based Learning ◽  
Traditional Teaching ◽  
Student Centered ◽  
Student Centered Learning ◽  
Significant Challenge ◽  
Core Course ◽  
Universiti Utara Malaysia ◽  
Pbl Model

This study discusses the implementation of Problem Based Learning (PBL) in teaching and learning the Malaysian Nationhood course at Universiti Utara Malaysia (UUM). This course is a core course and should be taken as a prerequisite in the process of graduation. However, the significant challenge faced by instructors of the course is the course itself which is tedious and uninteresting. The number of students in classrooms and the traditional teaching approach caused students to feel bored and uninterested. PBL is a Student-Centered Learning (SCL) based model and it is able to produce a conducive learning environment. Aware of the constraints facing in delivering this course, the PBL model is applied to increase students’ interests and enhance the level of students’ achievement for this course. This study is a simple descriptive-analytical approach using information gathering through observation, SCL-focused activities and focuses group discussion. The study found that the method of SCL is able to increase the interest and level of achievement of the students in the Malaysian Nationhood course at UUM.

scholarly journals Online Teaching during COVID-19 Pandemic: Teachers’ Experiences from a Chinese University

2022 ◽  
Vol 14 (1) ◽  
pp. 568
Author(s):  
Samson Maekele Tsegay ◽  
Muhammad Azeem Ashraf ◽  
Shahnaz Perveen ◽  
Mulugeta Zemuy Zegergish
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Structured Interviews ◽  
Online Teaching And Learning ◽  
Student Centered ◽  
University Teachers ◽  
Pedagogical Training ◽  
Chinese University ◽  
The University

This paper explores the experiences of Chinese university teachers during the COVID-19 pandemic, with a particular emphasis on the teaching and learning methods adopted and the benefits and challenges encountered in the process. It is based on semi-structured interviews with 13 Chinese university teachers selected through purposive sampling. The findings suggest that the COVID-19 pandemic forced the university and teachers to adopt online teaching and learning without necessary preparations. Most of the teachers had no adequate ICT and pedagogical training to engage in online teaching and learning. The teachers used the little knowledge they had to learn creating videos and managing online classes gradually. In addition to the flexibility benefits, online learning is expected to transform the teaching and learning process in China to become more interactive and student-centered, which would be a significant achievement for teachers who have been practicing traditional teaching methods. This research provides a better understanding of the benefits and challenges of online learning, which could be vital for future adjustments or educational reforms.

scholarly journals Concepciones sobre enseñanza-aprendizaje del profesorado y su práctica educativa en clases de ciencias naturales

2021 ◽  
Vol 3 (5) ◽  
pp. 3050-3064
Author(s):  
María Teresa Fernández Nistal ◽  
Guadalupe de la Paz Ross Argüelles ◽  
Santa Magdalena Mercado Ibarra ◽  
Eneida Ochoa Ávila ◽  
Claudia García Hernández
Keyword(s):  
Teaching And Learning ◽  
Classroom Behavior ◽  
Educational Practice ◽  
Structured Interview ◽  
Traditional Teaching ◽  
Constructivist Teaching ◽  
Constructivist Perspective ◽  
Conception Of Teaching ◽  
Relationship Of ◽  
The Relationship

En este artículo se presentan los resultados de una investigación cuyos objetivos fueron identificar las concepciones sobre la enseñanza y el aprendizaje de 62 profesores de Sonora (México), que imparten clases de ciencias naturales en secundaria, y estudiar la relación de estas concepciones con su práctica educativa en el aula. Para la obtención de los datos se realizaron observaciones de las clases y se aplicó una entrevista semiestructurada a los profesores. Un análisis cualitativo a las respuestas del profesorado en la entrevista indicó que la concepción sobre la enseñanza más frecuente fue la de transición entre una perspectiva tradicional y una constructivista, seguida de la tradicional. La concepción constructivista fue la menos frecuente. Por otro lado, el análisis de la práctica educativa de los profesores en el aula indicó un predominio del modelo de enseñanza tradicional de transmisión-recepción, aunque aproximadamente la mitad de los profesores incorporaron en sus prácticas algunas estrategias de enseñanza constructivistas. El análisis de la relación entre las concepciones de los profesores y sus prácticas educativas mostró algunas incoherencias. En general, los profesores presentaron una enseñanza más tradicional en su comportamiento en clase que lo manifestado en la entrevista sobre cómo enseñan. Estos resultados presentan implicaciones en el diseño de cursos de formación y actualización docente.   This article presents the results of an investigation whose objectives were to identify the conceptions about teaching and learning of 62 teachers of Sonora (Mexico), who teach natural sciences in secondary school, and to study the relationship of these conceptions with their educational practice in the classroom. To obtain the data, classroom observations were made and a semi-structured interview was applied to the teachers. A qualitative analysis of the teachers' responses in the interview indicated that the most frequent conception of teaching was the transition between a traditional and a constructivist perspective, followed by the traditional one. The constructivist conception was the least frequent. On the other hand, the analysis of the teachers' educational practice in the classroom indicated a predominance of the traditional transmission-reception teaching model, although approximately half of the teachers incorporated some constructivist teaching strategies in their practices. The analysis of the relationship between the teachers' conceptions and their educational practices showed some inconsistencies. In general, teachers presented a more traditional teaching in their classroom behavior than what was manifested in the interview about how they teach. These results have implications for the design of teacher training and updating courses.

scholarly journals THE RELATIONSHIP BETWEEN TEACHERS’ TEACHING STYLE AND STUDENTS ATTITUDE TOWARDS BUSINESS SUBJECT

2019 ◽  
pp. 248-259
Author(s):  
Nor Aishah Buang
Keyword(s):  
Teaching And Learning ◽  
Pearson Correlation ◽  
Teaching Style ◽  
Teaching Styles ◽  
Project Based Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Pearson Correlation Test ◽  
The Relationship

The teaching style of the teacher discussed in this study is the Grasha Teaching Style. The sample consists of 136 forms four students in five secondary schools in Bagan Datuk, Perak. All data or details are collected and analyzed using the Statistical Packages for Social Science (SPSS) version 22.0. The study is exercising a descriptive statistic in order to examine teaching styles which are mostly practised by teachers, the type of teaching style most desirable among the students and also their attitude towards the Business subject. Meanwhile, by using an inference statistic, the collected data will also be analysed by using Pearson correlation. The findings show that the teaching style of Business teacher that is most popular by the students is the facilitator's teaching style followed by the personal style and the style of the delegator. While the most popular teaching style practiced by the Business subject teachers is the style of the delegator, followed by the facilitator style and the personal model style. Student attitude towards the Business subject is moderately positive. The result of the Pearson correlation test showed that the value of r = 0.669, p = 0.000 which is a strong correlation between the teacher 's teaching style and the attitude of the students towards the business subject. The combination of facilitator style and personal model style is seen as the ideal teaching style for realizing student-centered learning and project-based learning. The implications of the findings can be used to provide guidance to teachers in schools to carry out the teaching and learning process more effectively. Based on this study, several suggestions have been proposed to improve the quality of teachers' teaching as well as the achievement of students in this subject.

Research on teaching and learning medicine

JAMA ◽  
1965 ◽  
Vol 194 (11) ◽  
pp. 1225-1225
Author(s):  
S. E. Ross
Keyword(s):  
Teaching And Learning ◽  
Research On Teaching
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