scholarly journals Didactic skills in the field of developing creativity and innovativeness of a student

2020 ◽  
Vol 8 (1) ◽  
pp. 69-79
Author(s):  
Anna Kožuh
Keyword(s):  
Didactic Skills

scholarly journals Dental Student Perspectives of a Comprehensive-Based Teaching Methodology: A Confidence, Effectiveness, and Challenge Report

2020 ◽  
Vol 2020 ◽  
pp. 1-6
Author(s):  
Susan Hattar ◽  
Abeer AlHadidi ◽  
Sandra Altarawneh ◽  
Suha Abu-Ghazaleh ◽  
Mohammad Hammad
Keyword(s):  
Comprehensive Care ◽  
Dental Student ◽  
Teaching Methodology ◽  
Comprehensive Model ◽  
Analytical Skills ◽  
Self Confidence ◽  
Conservative Dentistry ◽  
Comprehensive Care Model ◽  
Didactic Skills ◽  
Dental Schools

Background/Objectives. The holistic methodology in education has been widely appreciated and implicated in dental schools in the last decade. Our department of conservative dentistry decided to reform the educational model of teaching from a traditional requirement-based model to a hybrid model incorporating comprehensive care treatment. The aim of our study was to assess students’ confidence and perspectives regarding the benefits of a comprehensive model of teaching. Materials and Methods. A questionnaire was distributed at the end of the academic year 2018-2019 and designed to investigate students’ opinions on the benefits of the new model of teaching, as well as difficulties encountered and possible shortcomings. In addition, self-perceived confidence level was assessed for the purpose of comparing confidence during supervised tasks versus confidence during comprehensive patient care. Results. Complete responses were gathered from 127 students out of 202, giving a response rate of 63%. The majority of students believed that the comprehensive model of teaching allowed them to better address patients’ needs, gave higher satisfaction, positively influenced self-confidence, permitted greater exposure to clinical techniques, and enhanced reasoning and analytical skills. However, their confidence was still lower in comprehensive patient management when compared to supervised tasks. Conclusion. Our students showed an appreciation of the comprehensive care model. Self-learning and didactic skills were enhanced. It would, therefore, be beneficial to adapt this methodology to earlier years and other disciplines to enhance the effectiveness of education and achievement of learning outcomes.

Competencies of preschool educators in Amsterdam: A Dutch perspective on language proficiency, language targets and didactic skills

2014 ◽  
Vol 2 (1) ◽  
pp. 101-119 ◽  
Author(s):  
Folkert Kuiken
Keyword(s):  
Early Childhood ◽  
The Netherlands ◽  
Language Proficiency ◽  
National Level ◽  
Childhood Education ◽  
Proficiency Level ◽  
Preschool Educators ◽  
Didactic Skills ◽  
The City

AbstractSince the beginning of this century the Netherlands has invested much money and energy in the early education of two-and-a-half to six-year-old children in an effort to improve the quality of this type of education. In this paper we will focus on the measures that have been taken in the city with the largest number of preschools and early childhood educators in the Netherlands: Amsterdam. Great care is taken to fulfil the conditions for a successful early childhood education. What we have analyzed is the educators’ language proficiency level, their knowledge about language targets for the four to six-year-olds, and their didactic skills. A report of the schools inspectorate indicated that in many cases these competencies left much to be desired. Measures have therefore been taken in order to improve them. In this paper the contents of these measures and their results will be reported. It will become clear that constant interaction is going on between initiatives that have started on a local scale and measures that have been approved and are implemented at a national level.

scholarly journals The Development of Psycho-Didactic Skills within Special Art Education Projects

2014 ◽  
Vol 4 (2) ◽  
pp. 60-66
Author(s):  
Hana Stadlerová
Keyword(s):  
Qualitative Research ◽  
Art Education ◽  
Research Program ◽  
Education Projects ◽  
Art Activities ◽  
Didactic Skills

AbstractThe paper presents the possibilities of developing the psychodidactic skills of students participating in a new pedagogical practicum conducted by the Department of Art of Masaryk University in Brno. Special art education (SAE), a program primarily designed for sociallydisadvantaged clients, imposes specific requirements on leading art activities. The students became part of a qualitative research program, which was implemented from 2010 to 2013 and which helped to articulate which psycho-didactic skills each student already had; this was accomplished through the implementation of specific art activities with clients from five participating institutions. The paper presents a part of the results of the research.

scholarly journals The desirability of education in didactic skills according to medical interns

2012 ◽  
Vol 1 (5-6) ◽  
pp. 262-269 ◽  
Author(s):  
Anne T. Kloek ◽  
Joshua R. A. Verbakel ◽  
Simone E. Bernard ◽  
Januska Evenboer ◽  
Eef J. Hendriks ◽  
...  
Keyword(s):  
Medical Interns ◽  
Didactic Skills

scholarly journals ESTRATEGIAS PEDAGÓGICAS PARA FORTALECER LA CONSTRUCCIÓN DE LA IDENTIDAD Y AUTONOMÍA EN NIÑOS DE EDUCACIÓN INICIAL

2018 ◽  
Vol 3 (4) ◽  
pp. 27
Author(s):  
Hipatia Alexandra Meza Intriago ◽  
Alba Dolores Alay Giler ◽  
Neysha Nikaela Linzán Meza ◽  
José Humberto Cárdenas Sacoto ◽  
Ericka Paola Linzán Meza
Keyword(s):  
El Niño ◽  
Personal Autonomy ◽  
El Nino ◽  
Target Population ◽  
Research Approach ◽  
Pedagogical Strategies ◽  
Image Construction ◽  
Construction Of Identity ◽  
Didactic Skills ◽  
Parochial Education

El niño como ser social, psicológico y biológico, guarda en su identidad manifestaciones de su memoria, de un yo social y, un yo individual que se complementan recíprocamente los cuales, van conformando su avance integral, durante todo su desarrollo. Los procesos de la construcción de la identidad y autonomía, se inician en la familia, influyendo en el desarrollo de su personalidad y su manera individual de pensar y hacer las cosas. Con el objetivo de fortalecer las competencias pedagógicas que deben tener los estudiantes de Educación Parvularia para desarrollar en los niños de Educación Inicial la identidad y autonomía personal,  se realizó el diagnóstico sobre el desarrollo de ámbito, se aplicó un enfoque de investigación mixta, implementándose técnicas cuantitativas como la encuesta a las familias y, dentro de las cualitativas la entrevista a las estudiantes parvularias, tomando como población objeto de estudio los niños de los centros de Educación Inicial donde los estudiantes realizan sus prácticas docentes.  En la fase de diagnóstico se lograron constatar  falencias en cuanto al proceso de construcción de imagen y valoración cultural que tiene el niño de sí mismo, es por ello que se propone capacitar a los estudiantes de Educación Parvularia en estrategias pedagógicas para fortalecer sus competencias didácticas. Esta capacitación permitió la aplicación de estrategias pedagógicas adecuadas para el desarrollo de este ámbito y la aprehensión del papel que desempeña el educador en la generación de actitudes que le permitan al niño ejecutar actividades que requiera paulatinamente de la menor dependencia del adulto. PALABRAS CLAVE: Estrategias Pedagógicas; Identidad; autonomía; valoración cultural; competencias didácticas.  PEDAGOGICAL STRATEGIES TO STRENGTHEN THE CONSTRUCTION OF IDENTITY AND AUTONOMY IN CHILDREN OF INITIAL EDUCATION ABSTRACT The child as a social, psychological and biological being preserves in his identity manifestations of his memory, of a social self, and an individual self that complement each other, which shape their integral development throughout their development. The processes of the construction of identity and autonomy, start in the family, influencing the development of their personality and their individual way of thinking and doing things. With the aim of strengthening the pedagogical competences that the students of Parochial Education should have to develop in the children of Initial Education the identity and personal autonomy, the diagnosis was made on the development of scope, a mixed research approach was applied, implementing techniques Quantitative studies such as the survey of the families and, in the qualitative ones, the interview to the parvularias students, taking as a target population the children of the Initial Education centers where the students perform their teaching practices. In the diagnostic phase, failures were detected in the process of image construction and cultural assessment that the child has of him, which is why it is proposed to train the students of Nursery Education in pedagogical strategies to strengthen their didactic skills. This training allowed the application of appropriate pedagogical strategies for the development of this area and the apprehension of the role played by the educator in the generation of attitudes that allow the child to carry out activities that require gradually the less dependence of the adult. KEYWORDS: Pedagogical Strategies; Identity; Autonomy; Cultural Valuation; Didactic Competences.

scholarly journals OCENIANIE KOMPETENCJI STUDENTÓW – PRZYSZŁYCH NAUCZYCIELI JĘZYKA OBCEGO PRZEZ NAUCZYCIELI – OPIEKUNÓW PRAKTYK, NA PRZYKŁADZIE JĘZYKA FRANCUSKIEGO

Neofilolog ◽  
2019 ◽  
pp. 195-211
Author(s):  
Monika Grabowska
Keyword(s):  
Foreign Language ◽  
Teaching Practice ◽  
Language Teachers ◽  
Evaluation Tool ◽  
Foreign Language Teachers ◽  
School Teachers ◽  
Self Evaluation ◽  
Key Competences ◽  
Didactic Skills ◽  
The University

The aim of this paper is to analyse how French teachers evaluate the didactic skills of students of the Institute of Romance Studies after their three-week teaching practice in a Polish middle or high school. We will be interested primarily in the descriptive evaluation written by the supervising school teachers, which affords an overview of the key competences of foreign language teachers in their own opinion (i.e. their personal theory of teaching) as well as of the terminology used to describe them and reflecting modern or more traditional conceptions of teaching. Our analysis will be carried out with reference to the competences highlighted in a self-evaluation tool, the European Portfolio for Students Teachers of Languages. Conclusions are drawn regarding not only the need to strengthen cooperation between the university and the school teachers to instil a reflective attitude, but also to strengthen the correlation between the tutors’ evaluation and the self-evaluation of thetrainees – not only to develop their autonomy, but also for formative assessment of both the student and the teacher.

scholarly journals Teaching competences in Italian universities: an attempt of classification to inform professional development processes

2017 ◽  
Author(s):  
Anna Serbati ◽  
Ettore Felisatti ◽  
Debora Aquario ◽  
Renata Clerici ◽  
Lorenza Da Re ◽  
...  
Keyword(s):  
Target Population ◽  
Teaching Staff ◽  
University Professors ◽  
Development Processes ◽  
Survey Results ◽  
Master Level ◽  
Didactic Skills ◽  
University Degree ◽  
The University ◽  
Academic Year

How we can improve the quality of teaching in the university degree courses? What are the professors’ practices and the beliefs about their role in the students’ learning process? A group of spokespersons of seven Italian Universities has carried out an integrate sources study to answer those questions and to define a programme of activities for developing didactic skills of the teachers. This paper aims to illustrate the design and the results of a research project which involved 4,289 university professors (59% of the target population), who were teaching courses at bachelor and master level during the academic year 2014/15. The data were directly gathered by a CAWI questionnaire which was distributed to the whole teaching staff; the survey results were linked to administrative data related to the educational offer and students’ evaluation of teaching in the same academic year. The results were summarized using some indicators, which showed the diffusion of good practices of teaching, support needs, beliefs, interest and availability of the respondents. We verified the reliability of these indicators and, by means of them, we identified sub-groups of areas of expertise and needs to involve teachers in appropriate different and integrated activities, directed to develop teachers’ professional competences.

Influence of Clinical Expertise Between Clinician-Instructors Versus Student-Instructors on the Effectiveness of Ultrasound Courses

2020 ◽  
Author(s):  
Matthias Hofer ◽  
Lars Kamper ◽  
Nicole Heussen ◽  
Ole Martin ◽  
Johannes Heverhagen
Keyword(s):  
Teaching Experience ◽  
Objective Structured Clinical Examination ◽  
Clinical Expertise ◽  
Healthy Individuals ◽  
Resource Saving ◽  
Instructor Training ◽  
Skill Levels ◽  
Years Of Teaching Experience ◽  
Hands On ◽  
Didactic Skills

Abstract Purpose To investigate how the extent of an ultrasound instructor’s clinical expertise influences the level of hands-on ultrasound competency achieved by clinicians after three-day ultrasound courses in abdominal and emergency ultrasound. The second goal was to determine how physicians in residency rate the sonographic and didactic skills of student instructors compared to medical staff instructors. Method A total of N = 100 residents participating in a 3-day ultrasound workshop were randomly trained either by 15 student instructors or by clinical staff physicians, both with > 2 years of teaching experience. Both instructor groups had previously completed 120 hours of didactic instructor training. Ultrasound competencies were assessed by a standardized objective structured clinical examination (OSCE) of healthy individuals. The sonographic and didactic skills of both instructor groups were rated by questionnaires with six-step Likert items (1 = excellent, 6 = poor). Results The cohort, trained by student instructors, achieved the same scoring level as the second cohort, trained by physician instructors (mean score 76.4, versus 73.7 of max. 100 points, p = 0.28) in the final OSCE. The sonographic qualification was rated for student educators as 1.44 (mean) [1.1–1.62], versus residents 1.46 [1.26–1.61], versus attendings 1.29 [1.05–1.61]. Didactic skill levels were rated without significant differences with means of 1.53, 1.57 and 1.53, respectively. Discussion & Conclusion The didactic competence of student instructors does not differ statistically from the competency levels of experienced physicians. In terms of the acquired ultrasound skills of trainees, our data indicate that student instructors can be as efficient as staff instructors. Therefore, student instructors can be employed as resource-saving ultrasound educators without decreasing the skills level achieved by course participants, provided that they previously underwent a comprehensive didactic and sonographic training program.

Students' perspectives and views toward a comprehensive based model of teaching: Confidence, effectiveness and challenges

2020 ◽  
Author(s):  
Susan Hattar ◽  
Abeer Alhadidi ◽  
Sandra Altarawneh ◽  
Suha Abu Ghazaleh ◽  
Mohammad Hammad
Keyword(s):  
Teaching Methods ◽  
Clinical Skills ◽  
Comprehensive Care ◽  
Analytical Skills ◽  
Self Confidence ◽  
Conservative Dentistry ◽  
Comprehensive Care Model ◽  
Didactic Skills ◽  
Dental Schools ◽  
Self Learning

Abstract Background The holistic methodology in education has been widely appreciated and implicated in dental schools in the last decade. Our department of conservative dentistry decided to reform the educational model of teaching from a traditional requirement-based model to a hybrid model incorporating comprehensive care treatment. The aim of our study was to assess students’ confidence and perspectives regarding the benefits of a comprehensive model of teaching. Methods A questionnaire was distributed at the end of the scholastic year 2018-2019 and designed to investigate students’ opinions on the benefits of the new model of teaching as well as difficulties encountered and possible shortcomings. In addition, self-perceived confidence level was assessed for purpose of comparison between their confidence in supervised tasks versus confidence during comprehensive case treatment. Results Completed responses were gathered from 127 students out of 202 giving a response rate of 63%. The majority of students believed that comprehensive cases allowed them to better address patients’ needs, gives higher satisfaction, positively influences self-confidence, permits greater exposure to clinical skills/techniques and enhances reasoning and analytical skills. However, their confidence was still lower in comprehensive case management when compared to supervised tasks. Conclusions Our students showed an appreciation of the comprehensive care model. Self-learning and didactic skills were enhanced. It would therefore be beneficial to adapt this methodology to earlier years and other disciplines, to enhance the effectiveness of education and achievement of learning outcomes.

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