scholarly journals Beyond traditional peer-to-peer teaching evaluation: Using pedagogical theory in conceptualizing a collaborative teaching development program

2021 ◽  
Vol 18 (6) ◽  
pp. 101-118
Author(s):  
Renee Mazurek ◽  
◽  
Monna Arvinen-Barrow ◽  
Wendy Huddleston ◽  
Renee Reckelberg ◽  
...  
Keyword(s):  
Development Process ◽  
Sense Of Self ◽  
Development Program ◽  
Collaborative Teaching ◽  
Peer Teaching ◽  
Self Determination ◽  
Teaching Development ◽  
Pedagogical Theory ◽  
Teaching Learning ◽  
Systematic Framework

This paper discusses how pedagogical theory can be used in conceptualizing a collaborative teaching development program in higher education. A theoretically driven teaching development program can be of benefit to both the reviewer and the reviewee by providing (a) a foundation for the reviewee to examine their educational content being reviewed; and (b) a systematic framework for the reviewee for evaluating the content under review. Appropriately used pedagogical theory enables the constructive alignment of teaching, learning, and assessment. This collaborative, self-reflective, and bi-directional teaching development process facilitates a sense of self-determination, which facilitates motivation and achievement of goals.

AFRICAN WOMEN AND FORBIDDEN GROUNDS: FEMALE SEXUALITY AND SELF-DETERMINATION IN AFRICAN LITERATURE

Imbizo ◽  
2017 ◽  
Vol 7 (1) ◽  
pp. 40-54
Author(s):  
Oyeh O. Otu
Keyword(s):  
Female Sexuality ◽  
Sense Of Self ◽  
African Literature ◽  
The Other ◽  
Self Determination ◽  
African Women ◽  
The Core ◽  
The Many ◽  
The One ◽  
Sexual Repression

This article examines how female conditioning and sexual repression affect the woman’s sense of self, womanhood, identity and her place in society. It argues that the woman’s body is at the core of the many sites of gender struggles/ politics. Accordingly, the woman’s body must be decolonised for her to attain true emancipation. On the one hand, this study identifies the grave consequences of sexual repression, how it robs women of their freedom to choose whom to love or marry, the freedom to seek legal redress against sexual abuse and terror, and how it hinders their quest for self-determination. On the other hand, it underscores the need to give women sexual freedom that must be respected and enforced by law for the overall good of society.

National Far East Development Program and Sustainable Development Prospects

2019 ◽  
Vol 40 (3) ◽  
pp. 33-40 ◽  
Author(s):  
M. Yu. Dyakov ◽  
E. G. Mikhaylova
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Development Process ◽  
Far East ◽  
Development Program ◽  
The Sustainable Development ◽  
Development Goals ◽  
Economic Balance ◽  
Formal Requirements ◽  
Development Prospects

The article contains some comments on the project of the National Program for the Development of the Far East until 2025 and for the future till 2035. It is noted that the project does not meet the formal requirements of the program document, has a number of unreasonable proposals and measures, the implementation of which may threaten the sustainable development of the region. The authors believe that in the development process it is necessary to take into account the principles of environmental and economic balance. The conclusion is made about the feasibility of developing a methodological framework for evaluating such documents as a tool for achieving sustainable development goals.

Transfer of Training After an Organizational Intervention in Swedish Sports Clubs: A Self-Determination Theory Perspective

2016 ◽  
Vol 38 (5) ◽  
pp. 493-504 ◽  
Author(s):  
Andreas Stenling ◽  
Susanne Tafvelin
Keyword(s):  
Leadership Development ◽  
Training Program ◽  
Transfer Of Training ◽  
Development Program ◽  
Training Model ◽  
Training Transfer ◽  
Self Determination Theory ◽  
Self Determination ◽  
Sports Clubs ◽  
The Impact

Leadership development programs are common in sports, but seldom evaluated; hence, we have limited knowledge about what the participants actually learn and the impact these programs have on sports clubs’ daily operations. The purpose of the current study was to integrate a transfer of training model with self-determination theory to understand predictors of learning and training transfer, following a leadership development program among organizational leaders in Swedish sports clubs. Bayesian multilevel path analysis showed that autonomous motivation and an autonomy-supportive implementation of the program positively predicted near transfer (i.e., immediately after the training program) and that perceiving an autonomy-supportive climate in the sports club positively predicted far transfer (i.e., 1 year after the training program). This study extends previous research by integrating a transfer of training model with self-determination theory and identified important motivational factors that predict near and far training transfer.

Motivation and the Support of Significant Others across Language Learning Contexts

2019 ◽  
Vol 1 (1) ◽  
pp. 106-141
Author(s):  
Kimberly A. Noels ◽  
Shelley Adrian-Taylor ◽  
Kristie Saumure ◽  
Joshua W. Katz
Keyword(s):  
Language Learning ◽  
Extrinsic Motivation ◽  
Sense Of Self ◽  
Significant Others ◽  
Self Determination Theory ◽  
Self Determination ◽  
Esl Students ◽  
Learning Context ◽  
Informative Feedback ◽  
Heritage Students

According to Self-Determination Theory, intrinsic and self-determined extrinsic motivation are maintained to the extent that learners feel that engagement in an activity is a personally meaningful choice, that the task can be performed competently, and that they share a social bond with significant others in the learning context. These perceptions are enhanced when significant others act or communicate in a way that encourages learner autonomy, provides informative feedback on how to improve task competency, and establishes a sense of connection with the learner. The present study used a focused essay technique to examine how the learning context impacts learners’ motivation and the kinds of support (or lack thereof) received from different people. Heritage (n = 34), modern (n = 34), and English-as-asecond-language (ESL; n = 36) learners described their reasons for language learning, and reported how teachers, family members, peers, and members of the language community encouraged or discouraged their engagement in language learning. The results indicated that heritage students are more included to learn the language because it is integral to their sense of self than the two other groups, whereas ESL students are generally more regulated by external contingencies. Although there were some commonalities, different people supported learners’ motivation in different ways depending upon the learning context. The results point to the importance of the language learning context for understanding students’ motivation and how others can support them.

scholarly journals Pelaksanaan Layanan Bimbingan untuk Mengatasi Anak yang Malas Belajar

ISLAMIKA ◽  
2020 ◽  
Vol 2 (1) ◽  
pp. 170-175
Author(s):  
Astri Putri Adinda ◽  
Annisa Nur Faizah Gaos ◽  
Rina Siti Nur Fatimah
Keyword(s):  
Motor Skills ◽  
Motor Development ◽  
Educational Psychology ◽  
Teaching And Learning ◽  
Reading Skills ◽  
Development Process ◽  
Intellectual Abilities ◽  
Physical Abilities ◽  
Is Development ◽  
Teaching Learning

Teaching activities carried out by professional teachers are not only oriented towards the dimensions of the creative faculties, but are of the dimension and intention. Because in the perspective of educational psychology, teaching in principle means the process of teacher actions that make students learn. This behavior includes open behaviors such as reading skills (the realm of intention), closed nature such as thinking (the realm of copyright) and feeling (the realm of feeling) each teacher is responsible for determining the formulation of specific and general learning targets as goals of teaching and learning activities which must be achieved after the teaching-learning process activities are finished. The importance of learning, there are three forms of development that occur in every human being, namely motor development, that is development related to changes in physical abilities (motor skills), cognitive development, that is development related to intellectual abilities, social and moral development, namely the development process related to the process changes in the way each individual communicates or relates to others, both as individuals and as groups.

scholarly journals Design da Mediação Pedagógica em ambientes virtuais de ensino-aprendizagem colaborativo: fluência tecnológicopedagógica / Design of Pedagogical Mediation in collaborative teaching-learning virtual environments: technological-pedagogical fluency

2018 ◽  
Vol 21 (34) ◽  
pp. 219-241
Author(s):  
Sabrina Bagetti ◽  
Elena Maria Mallmann
Keyword(s):  
Virtual Environments ◽  
Collaborative Teaching ◽  
Teaching Learning ◽  
Santa Maria

A preocupação temática geradora desta pesquisa está centrada no Design da Mediação Pedagógica em Ambientes Virtuais de Ensino-Aprendizagem (AVEA), para o ensino técnico a distância. Investiga-se estratégias didático-metodológicas que favorecem a construção do processo ensino-aprendizagem colaborativo, mediado pelas tecnologias educacionais em rede. O contexto desta pesquisa ocorreu em meio as ações didático-pedagógicas da equipe Multidisciplinar do Curso Técnico em Fruticultura a distância, ofertado pela Rede e-Tec Brasil, na Universidade Federal de Santa Maria-UFSM, no segundo semestre do ano de 2014. Para tanto, a orientação metodológica se findou com base nas concepções teórico-metodológicas da pesquisa-ação, ao estabelecer etapas cíclicas de planejamento, implementação, avaliação e replanejamento nas ações implementadas. A pesquisa-ação sustentou-se nas proposições de 03 (três) matrizes cartográficas: Matriz Dialógico-Problematizadora (MDP), Matriz Temático-Organizadora (MTO) Matriz Temático-Analítica (MTA), as quais orientaram, respectivamente, a produção de dados, sua organização e análise. Os resultados, sustentados no método da triangulação dos dados, apontam que o desafio na elaboração do design pedagógico, em AVEA para cursos técnicos a distância, está centrado no desenvolvimento da fluência tecnológico-pedagógica para promover o ensino-aprendizagem colaborativo, apoiando em nos princípios de interação, interatividade e autonomia.Palavras-chave: Educação a distância; Fluência Tecnológico-pedagógica; Ambiente virtual de ensino-aprendizagem

Instructional Technology Theory for Online Teaching/Learning System

2009 ◽  
pp. 28-59
Author(s):  
Chao Lee
Keyword(s):  
Instructional Technology ◽  
Open Source ◽  
Online Teaching ◽  
Development Process ◽  
Learning System ◽  
Online Course ◽  
Course Materials ◽  
Addie Model ◽  
Teaching Learning

In Chapter I, a brief introduction to open source tools is presented. The discussion indicates that open source tools are necessary for an online teaching/learning system. As mentioned in Chapter I, this book will use the ADDIE model as a guideline for the development of an online teaching/learning system and online course materials. Along with the development process, the open source tools will be introduced to accomplish the tasks in each phase of the development. Chapter I points out that it is possible to use open source tools to develop an entire online teaching/learning system. However, the development process is complicated and involves various technologies. Therefore, before an online teaching/ learning system can be implemented, it is necessary to carefully design such a system and the development process should be thoroughly planned. The theory of instructional technology provides a guideline for developing a successful online teaching/learning system. It will be beneficial for the development of an online teaching/learning system if the developers of the system know how to apply the instructional technology theory to the development process.

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