scholarly journals Leadership for the Scholarship of Teaching and Learning: Understanding Bridges and Gaps in Practice

2019 ◽  
Vol 10 (1) ◽  
Author(s):  
Nicola Simmons ◽  
K. Lynn Taylor
Keyword(s):  
Teaching And Learning ◽  
Vital Role ◽  
Theory Approach ◽  
Leadership Roles ◽  
Academic Communities ◽  
Institutional Infrastructure ◽  
Multiple Levels ◽  
Improving Student Learning ◽  
Grounded Theory Approach ◽  
Institutional Cultures

The gap between the practice of individual academics based on the ideal of the SoTL—improving student learning—and the institutional infrastructure and leadership to support that work is an ongoing challenge to the development of the field (Hutchings, Huber, & Ciccone, 2011; Poole, Taylor, & Thompson, 2007; Simmons, forthcoming). To better understand how individuals in diverse roles contribute to the development of the SoTL in the context of their institutional cultures, this study examined how faculty, educational developers (EDs), and administrators enact SoTL leadership. A grounded theory approach (Leedy & Ormrod, 2001) guided the development of a survey that used closed and open-ended questions to invite respondents to share their personal conceptions and lived experiences of the SoTL. Drawing on the responses received (n=75), we identified ways faculty, educational developers, and administrators construe their SoTL leadership roles and how they can fulfill a vital role in facilitating leadership across and beyond their institutions to create critical social networks for SoTL work (Mårtensson, Roxå, & Olsson, 2012; Williams et al., 2013) and contribute to institutional cultures that support and value that work. The results reveal how gaps between the work of individual scholars and the cultures of their academic communities are being bridged through diverse leadership roles that cross multiple levels in their institutions and identify some of the gaps that remain.

Teaching and Learning for Global Citizenship in the EFL Classroom

2021 ◽  
pp. 86-106
Author(s):  
Mónica Lourenço ◽  
Ana Raquel Simões
Keyword(s):  
Teaching And Learning ◽  
Global Citizenship ◽  
Teacher Education Programs ◽  
Theory Approach ◽  
Upper Secondary School ◽  
Education Programs ◽  
Upper Secondary ◽  
Personal Reflections ◽  
Grounded Theory Approach

This chapter reports on a case study that aimed to understand how global citizenship education (GCE) can be integrated in the English as a Foreign Language (EFL) curriculum. In order to do that, the authors analyze the practicum reports of two pre-service teachers, which included the GCE projects they developed in a primary or in an upper secondary school, and the personal reflections they wrote at the end of the academic term. The first analytical procedure consisted in the identification of the topics, goals, methodologies, activities, and resources outlined by the pre-service teachers for their projects. Then, the authors analyzed the personal reflections to pinpoint learning outcomes, limitations, and recommendations. Finally, using a grounded theory approach, which drew on the data and on literature review, the authors propose a theoretical model for GCE pedagogies that provides possibilities for concrete EFL practices and teacher education programs.

scholarly journals Beyond the Endorsement of Reflection in Language Teaching and Learning

2019 ◽  
Vol 1 (21) ◽  
pp. 42-63
Author(s):  
Liliana Cuesta Medina ◽  
Claudia Patricia Alvarez Ayure ◽  
Albedro Cadena Aguilar ◽  
Maria Sonia Jiménez Bonilla ◽  
Pedro Pablo Maldonado Chacón ◽  
...  
Keyword(s):  
Professional Growth ◽  
Teaching And Learning ◽  
Language Teachers ◽  
Primary Sources ◽  
Theory Approach ◽  
Graduate Degree ◽  
Systematic Analysis ◽  
Learning And Teaching ◽  
Effective Professional Development ◽  
Grounded Theory Approach

This paper reports on the first phase of an exploratory qualitative study carried out with in-service language teachers pursuing a graduate degree in Colombia. It aims at analyzing their practices, needs, and challenges, examined under two perspectives—the teacher as a learner and the teacher as a teacher. The study made use of interviews, focus groups, and questionnaires as the primary sources of data. Data analysis included a grounded theory approach and the use of coding, triangulation, and validation procedures. Results unveiled the difficulties that current in-service teachers have in different domains (cognitive, metacognitive, and linguistic), and also inform how the teaching challenges within their specific contexts influence their beliefs, practices, learning and teaching outcomes, and their professional growth. The study presents both theoretical and applied considerations to tackle the needs and challenges reported, aiming at offering a systematic analysis and approach for the endorsement of reflection, and thus, setting milestones for the enhancement of effective professional development for language teachers in educational communities such as in Colombia as well as overseas.

Wearable Digital Technology in PE: Advantages, Barriers, and Teachers’ Ideologies

2020 ◽  
Vol 39 (2) ◽  
pp. 227-235 ◽  
Author(s):  
Risto Marttinen ◽  
Dillon Landi ◽  
Ray N. Fredrick ◽  
Stephen Silverman
Keyword(s):  
Grounded Theory ◽  
Physical Education ◽  
Qualitative Methods ◽  
Digital Technology ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Pedagogical Practices ◽  
Theory Approach ◽  
Teachers Perceptions ◽  
Grounded Theory Approach

Purpose: To explore teachers’ perceptions of incorporating digital technologies in physical education (PE) and how they influenced pedagogical practices. Method: Data were collected using qualitative methods (interviews, observations, and artifacts) and were analyzed using a grounded theory approach. Results: Teachers integrated wearable digital technologies in ways they thought would augment their PE programs, not replace them. It also was found that teachers’ ideologies of PE shaped the way they implemented wearable digital technologies. Finally, the material circumstances of schools affected the ways in which wearable digital technologies could be implemented in PE. Conclusion: Teachers were willing to integrate wearable digital technologies if they augmented (and did not replace) their preferred purpose of PE. Given this, ideologies of teachers influenced the role that technologies played in teaching and learning in PE.

scholarly journals Adopting Learning Analytics to Inform Postgraduate Curriculum Design: Recommendations and Research Agenda

2021 ◽  
Author(s):  
Denis Dennehy ◽  
Kieran Conboy ◽  
Jaganath Babu
Keyword(s):  
Curriculum Design ◽  
Learning Analytics ◽  
Research Agenda ◽  
Teaching And Learning ◽  
Vital Role ◽  
Teacher Inquiry ◽  
Business Analytics ◽  
Postgraduate Students ◽  
Improving Student Learning ◽  
Support Teacher

AbstractUnderstanding student sentiment plays a vital role in understanding the changes that could or should be made in curriculum design at university. Learning Analytics (LA) has shown potential for improving student learning experiences and supporting teacher inquiry. Yet, there is limited research that reports on the adoption and actual use of LA to support teacher inquiry. This four-year longitudinal study captures sentiment of postgraduate students at a university in Ireland, by integrating LA with the steps of teacher inquiry. This study makes three important contributions to teaching and learning literature. First, it reports on the use of LA to support teacher inquiry over four one-year cycles of a Master of Science in Business Analytics programme between 2016 and 2020. Second, it provides evidence-based recommendations on how to optimise LA to support teacher inquiry, with specific attention as to how these can improve the assimilation of LA into the curriculum design and delivery. Third, the paper concludes with a research agenda to help improve the adoption and integration of LA in the future.

scholarly journals Enhancing the process of teaching and learning homecare

2018 ◽  
Vol 71 (1) ◽  
pp. 156-162 ◽  
Author(s):  
Ana Paula Hermann ◽  
Maria Ribeiro Lacerda ◽  
Jaqueline Dias do Nascimento ◽  
Ingrid Meireles Gomes ◽  
Débora Cristina Paes Zatoni
Keyword(s):  
Extracurricular Activities ◽  
Teaching And Learning ◽  
Public University ◽  
Scientific Production ◽  
Laboratory Simulation ◽  
Theory Approach ◽  
Structured Interviews ◽  
Teaching Techniques ◽  
South Of Brazil ◽  
Grounded Theory Approach

ABSTRACT Objective: to identify possibilities for improvement in the process of teaching and learning homecare in nursing, pharmacy, medicine, nutrition, dentistry and occupational therapy courses. Method: qualitative research using the Grounded Theory approach. Sixty-three semi-structured interviews were conducted with students, teachers and graduates of the six mentioned courses at a public university in the south of Brazil. Data analysis was performed through open, axial and selective coding. Results: the possibilities for improving the process of teaching and learning homecare included: scientific production in the area; use of different teaching techniques; development of extracurricular activities; extension projects; curricular reformulation; and laboratory simulation. Final considerations: the strategies cited in this study enable undergraduate courses in health to envisage the possibility of enhance the process of teaching and learning homecare.

scholarly journals Challenge of History Teachers in Teaching and Learning Higher Order Thinking Skills (HOTS)

2020 ◽  
Vol 30 (1) ◽  
pp. 36-45
Author(s):  
Estik Wijayasari ◽  
Kurniawati Kurniawati ◽  
Murni Winarsih
Keyword(s):  
Teaching And Learning ◽  
Thinking Skills ◽  
Theory Approach ◽  
History Teachers ◽  
Higher Order Thinking Skills ◽  
Teacher Understanding ◽  
Learning History ◽  
History Learning ◽  
Grounded Theory Approach ◽  
Made In

This study aims to identify the challenges faced by teachers and the efforts made in the implementation of HOTS-based history learning. In this study, a qualitative method was used by taking research at the Lab School in Kebayoran Jakarta. The analysis was carried using Strauss & Corbin grounded theory approach. The results illustrate three interrelated things, namely the concept of HOTS used, implementation, and challenges faced by history teachers. This study shows that the difficulty faced by history teachers in teaching and learning history based on HOTS is that assessment has been carried out using the HOTS model. On the other hand, training in learning that supports HOTS has not been provided to teachers, many curriculum demands, teacher competencies/skills, lack of time in the learning process, and the learning design made by the teacher does not yet support HOTS. The efforts to answer these challenge can be overcome by (1) increasing teacher understanding/mastery of HOTS concepts, (2) the planning of learning devices arranged to suit the needs of students, and (3) during the implementation of learning using models that support HOTS namely inquiry learning.Penelitian ini bertujuan untuk mengidentifikasi tantangan yang dihadapi guru dan upaya yang dilakukan dalam pelaksanaan pembelajaran sejarah berbasis HOTS. Dalam penelitian ini, metode kualitatif digunakan dengan mengambil penelitian di SMA Lab School Kebayoran Jakarta. Analisis dilakukan dengan menggunakan pendekatan teori ground Strauss & Corbin. Hasil penelitian menggambarkan tiga hal yang saling terkait, yaitu konsep HOTS yang digunakan, implementasi, dan tantangan yang dihadapi oleh guru sejarah. Studi ini menunjukkan bahwa kesulitan yang dihadapi oleh guru sejarah dalam pengajaran dan pembelajaran sejarah berdasarkan HOTS adalah penilaian telah dilakukan dengan menggunakan model HOTS. Di sisi lain, pelatihan dalam pembelajaran yang mendukung HOTS belum diberikan kepada guru, banyak tuntutan kurikulum, kompetensi / keterampilan guru, kurangnya waktu dalam proses pembelajaran, dan desain pembelajaran yang dibuat oleh guru belum mendukung HOTS. Upaya menjawab tantangan ini dapat diatasi dengan (1) peningkatan pemahaman guru / penguasaan konsep HOTS, (2) perencanaan perangkat pembelajaran yang disesuaikan dengan kebutuhan siswa, dan (3) selama pelaksanaan pembelajaran menggunakan model yang mendukung HOTS yaitu pembelajaran inkuiri.

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