scholarly journals Conceptions of Good Teaching by Good Teachers: Case Studies from an Australian University

2013 ◽  
Vol 10 (1) ◽  
pp. 52-67
Author(s):  
Fernanda P. Duarte ◽  
Keyword(s):  
Higher Education ◽  
Qualitative Study ◽  
21St Century ◽  
Business School ◽  
Teaching Practice ◽  
Real Life ◽  
Good Teaching ◽  
Valuable Resource ◽  
Early 21St Century ◽  
Good Teaching Practice

This paper contributes to the debate on what constitutes good teaching in early 21st Century higher education, through an examination of the experience of five outstanding lecturers from a business school in an Australian university. It is based on a qualitative study that explored their perceptions on what constitutes ‘good teaching’. Resonating with existing research on good teaching practice, the findings suggest that good teachers tend to embrace constructivist principles, and are committed to facilitating learning that is deep, engaged, experientially-based, empowering, reflective, and life-long. The real-life examples of good teaching practice provided by the participants are a valuable resource to higher education teachers, in particular those beginning their careers.

scholarly journals Professional Development for Ethical Teaching

2008 ◽  
Author(s):  
Roseanna Bourke ◽  
John O'Neill
Keyword(s):  
Professional Development ◽  
New Zealand ◽  
Teaching Practice ◽  
Code Of Ethics ◽  
Real Life ◽  
Development Programme ◽  
Good Teaching ◽  
Values And Beliefs ◽  
Professional Development Programme ◽  
Good Teaching Practice

The routine dilemmas faced by teachers sometimes provoke heated reactions from colleagues, government and sections of wider civil society as to their practical resolution. Everyday tensions of teaching can produce polarised views about the ethics of decisions and actions that are taken in workplace contexts. How do teachers reach solutions and determine their own “right” or “best” answers to these dilemmas? Using the case of a professional development programme to raise awareness of the New Zealand Teachers Council Code of Ethics for Registered Teachers, this article illustrates how working through a range of carefully constructed, authentic, polarising real-life scenarios allows teachers to safely learn to challenge their assumptions, values and beliefs rationally. The learning process also helps teachers to articulate their tacit theories of “good” teaching practice (including curriculum and assessment), and permits them to justify their decisions and actions based on sound reasoning according to shared ethical principles and commitments.

ERPP provision in the UK

2020 ◽  
Vol 1 (2) ◽  
pp. 143-169
Author(s):  
Milada Walková
Keyword(s):  
United Kingdom ◽  
Teaching Practice ◽  
Good Teaching ◽  
Practical Application ◽  
Research Publication ◽  
The United Kingdom ◽  
Research Outcomes ◽  
International Audience ◽  
Good Teaching Practice ◽  
The Uk

Abstract This paper attempts to map the territory of ERPP, both in terms of pedagogical theory and its practical application, in the United Kingdom. The aim of the paper is threefold. First, the paper reviews specific challenges of researchers writing in English as their additional language and working in ‘periphery’ countries. Second, based on the review and working within the framework of critical pragmatic EAP (Harwood & Hadley, 2004), the paper proposes five ingredients of a comprehensive ERPP curriculum, namely (a) publication process, (b) language and rhetorical conventions of ERPP genres, (c) writing for an international audience, (d) collaboration, and (e) sharing research outcomes. Taken together, these develop not only Kwan’s (2010) four competences for research publication, but also three additional competences for ERPP proposed here – collaborative competence, outreach competence and competence in building resilience. Finally, the paper discusses ERPP provision available at the Russell Group universities in the UK and evaluates it against the proposed curriculum, highlighting examples of good teaching practice and areas for further pedagogical development.

scholarly journals Work Stress in Banking Sectors in Pakistan

2016 ◽  
Vol 11 (1) ◽  
pp. 2591-2597
Author(s):  
Muhammad Salih Memon ◽  
Dr.Nadeem Bhatti ◽  
Dr.Anwar Ali Shah G.Syed ◽  
Faiz Muhammad Shaikh ◽  
Dr.Munir Ahmadani
Keyword(s):  
Work Stress ◽  
21St Century ◽  
Age Groups ◽  
Real Life ◽  
Management Programme ◽  
Contemporary Society ◽  
Early 21St Century ◽  
Ancient Times ◽  
Stress At Work ◽  
And Coping

Stress has been experienced since ancient times, but it has never been worse than it is here in the early 21st century. Nowadays stress is responsible for more than fifty percent of all illness.  Despite this fact, the phenomenon of stress still hasn’t been that deeply studied.  Contemporary society has to deal with the relatively new concept of workplace stressmore and more often. In order to answer the questions as to Why and What to do the problem of stress should be looked at in depth at individual workplaces.Only after this is done an appropriate and specific stress management programme can be created.  he purpose of this present study is to determine the main reasons for and consequences of stress at work, and to find the most effective ways of preventing it and coping with it. The research also analyzes the overall current situation of stress at work and takes a look at some historical facts related to the origins of stress.   People from different age groups, working spheres and cultures were invited for the interview during the year 2009, in order to get more information and practical examples from real life situations.  Since there wasn’t really any specific research found on this topic, my study will be potentially quite useful to companies, especially in the success of their overall development.

scholarly journals THE SHIFT IN THE TRADITION OF ISLAMIC EDUCATION IN INDONESIA FROM THE 19TH CENTURY TO THE EARLY 21ST CENTURY

2021 ◽  
Vol 19 (1) ◽  
pp. 1-23
Author(s):  
Saefudin A Safi'i
Keyword(s):  
Higher Education ◽  
19Th Century ◽  
21St Century ◽  
Education System ◽  
Classical System ◽  
Islamic Education ◽  
Early 21St Century ◽  
The 19Th Century ◽  
The Relationship ◽  
The Early 21St Century

This paper examines the Indonesian Islamic education tradition from the 19th Century to the early 21st Century. The data in this paper were obtained from written sources as well as several previous studies. The results reveal that the Islamic education tradition begins with religious recitation, which is taught individually (not collectively or in a classical system) in a teacher’s house, langgar, or surau. The relationship pattern between Islamic (pesantren-madrasah) and the regular education system is associated with Indonesia’s Islamic education system development. This pattern occurred in the 19th to the beginning of the 21st Century and is divided into two episodes. During the first two centuries (19th and 20th centuries), the Islamic education system (religious sciences organized by individuals, organizations, or government institutions) was still differentiated (convergence or synthesis) from the ordinary school education system (general sciences). At the beginning of the 21st Century, the relationship between the two education systems has indicated knowledge integration, although it is still minimal. So far, it has been rigidly divided between “religious sciences” on the one hand and “general sciences” on the other, leading to an integrated knowledge discourse. If this pattern is desired, an Islamic boarding school for higher education will be created. In which “general knowledge” is given during the day, and “religious knowledge” (Al-Qur’an and Kitab) is taught in the evening. This tradition has become a model for curriculum synthesis between the religious sciences and the general sciences to form the Islamic higher education institution.

Good Teaching Practice and Quality Indicators for Virtual and Blended Learning

2011 ◽  
Vol 2 (1) ◽  
pp. 37-51
Author(s):  
M. Esther del Moral Pérez ◽  
Lourdes Villalustre Martínez
Keyword(s):  
Blended Learning ◽  
Teaching Methods ◽  
Teaching Practice ◽  
Good Practice ◽  
Learning Design ◽  
Good Teaching ◽  
Spanish Universities ◽  
Good Teaching Practice ◽  
Effective Contribution

The M.A.T.R.I.X (Modalities of Telematic Learning and Inter-university Results that can be Extrapolated to Blended Learning)1 project identified and described the diverse teaching methods and practices applied in a representative sample of virtual and blended learning degree courses taught at different Spanish Universities using the G92 Shared Virtual Campus. The purpose was to extrapolate the experiences considered as “good practice” in the new blended learning contexts and methodologies proposed by the EHEA, using as indicators the quality of the learning design as assessed by experts, the satisfaction level of the students taking the courses, their effective contribution to attaining specific and generic competence in different subjects.

Incorporating a Quality and Innovation Culture in Daily Teaching

2017 ◽  
Vol 12 (4) ◽  
pp. 25-37
Author(s):  
Francisco Ibañez ◽  
Inmaculada Plaza ◽  
Raul Igual ◽  
Carlos Medrano ◽  
Francisco Arcega
Keyword(s):  
Higher Education ◽  
Real World ◽  
Web Application ◽  
Teaching Practice ◽  
International Standards ◽  
University Teachers ◽  
Real World Application ◽  
Innovation Culture ◽  
Good Teaching Practice

Quality and excellence are requirements that Society demands from universities. However, several questions arise in the real-world application of these concepts: How can they be incorporated into the classrooms or laboratories? What is the proper way to create a quality and innovation culture in daily teaching? In order to answer to these questions, this paper presents a code of good teaching practice based on quality and innovation concepts that can be applied in Higher Education. This code is the result of the experience gained by four university teachers for eleven years. It has been developed considering several international standards. The code is composed of different processes covering all aspects of the teaching activities. It helps teachers to continuously improve the quality of their work and can serve for any area of Higher Education. To represent the code, a process map, several flowcharts, sheets of processes and records have been defined. Additionally, a Web application implementing all items of the code has been designed in order to facilitate its real-world application

scholarly journals Non-Scientific University Students Training in General Science Using an Active-Learning Merged Pedagogy: Gamification in a Flipped Classroom

2019 ◽  
Author(s):  
Francisco Zamora-Polo ◽  
Mario Corrales-Serrano ◽  
Jesús Sánchez-Martín ◽  
Luis Espejo-Antúnez
Keyword(s):  
Flipped Classroom ◽  
Positive Emotions ◽  
Teaching Practice ◽  
Good Teaching ◽  
Structured Interviews ◽  
Innovative Teaching ◽  
Class Time ◽  
University Level ◽  
Good Teaching Practice ◽  
Scientific Environment

Innovative teaching strategies are designing a new and promising landscape in education. They fill up the lessons with creativity and imagination either for the students and teachers. This article addresses an attempt to make easier the approach to science in a non-scientific environment: primary education at university level. Gamification methodologies were combined with flipped classroom in order to free up in-class time and engage the students with the taught courses. A qualitative study was merged with quantitative measures of emotional and motivational parameters. These results were improved with four semi-structured interviews. The results clearly showed a raise in the students' motivational level, an acknowledgment of good teaching practice and an evident enhancement of felt positive emotions toward science teaching and scientific issues.

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