scholarly journals The contemporary view of the nature of school learning and teaching: The socio-constructivist perspective and its practical implications

2010 ◽  
Vol 13 (2) ◽  
pp. 157-184 ◽  
Author(s):  
Ana Pesikan
Keyword(s):  
Learning And Teaching ◽  
Contemporary View ◽  
School Learning ◽  
Constructivist Perspective ◽  
Practical Implications

The Oxford Encyclopedia of Educational Psychology

2021 ◽  
Keyword(s):  
Educational Psychology ◽  
Evidence Based ◽  
Common Language ◽  
Systematic Theory ◽  
Academic Fields ◽  
P 75 ◽  
School Learning ◽  
Everyday Learning ◽  
International Representation ◽  
Practical Implications

75 entries The Oxford Encyclopedia of Educational Psychology brings together leading scholars from the vast and varied global domain of educational psychology and its allied academic fields to provide a common language for researchers, practitioners, and students. The Encyclopedia is the first truly comprehensive, systematic, theory-driven, and evidence-based reference work on educational psychology and distinguishes itself through its strong international representation. It situates educational psychology within the larger contexts of psychology and education, and its totalizing view provides new insights into the intricate relationships among the various mechanisms operating in educational psychology. The empirical findings have practical implications for practitioners in education and beyond, and for all individuals engaged in learning, whether it be school learning or everyday learning.

LANGUAGE TEACHER EDUCATION. Jon Roberts. London: Arnold, 1998. Pp. viii + 346. $70.00 cloth, $19.95 paper.

2000 ◽  
Vol 22 (4) ◽  
pp. 600-601
Author(s):  
Manel Lacorte
Keyword(s):  
Teacher Education ◽  
Language Learning ◽  
Language Teachers ◽  
Social Dimensions ◽  
Classroom Context ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Learning And Teaching ◽  
Dimensions Of Learning ◽  
Constructivist Perspective

This volume is a valuable contribution to the field of language teacher education (LTE) because of its innovative approach to language learning and teaching as well as its consistent organization. As noted in the introduction, the book is intended for language teachers “who will make, or have made, the step from teaching to training” (p. 1). To this end, the author relates the teachers' experience and understanding of the classroom context to a broadly social constructivist perspective, based on the relevance of the personal and social dimensions of learning to teach.

Seams remain in seamless learning

2016 ◽  
Vol 24 (2) ◽  
pp. 145-152 ◽  
Author(s):  
Fui Chin Hiew ◽  
Esyin Chew
Keyword(s):  
Teaching And Learning ◽  
Educational Institutions ◽  
Research Report ◽  
Content Type ◽  
Learning And Teaching ◽  
Learning Framework ◽  
Seamless Learning ◽  
Critical Issues ◽  
Practical Implications ◽  
Learning Concept

Purpose This paper aims to identify the digital gaps in seamless learning concept within the higher educational institutions (HEIs) context. Design/methodology/approach The most cited mobile-assisted seamless learning framework, recent Educause higher education research report and relevant articles have been reviewed. Findings The digital gaps among educators and students hinder the implementation of the seamless learning framework in HEIs. Practical implications The finding will inform HEIs in addressing digital gaps to ensure learning and teaching enhancement with educational technology across institutions. It will also be useful for the design and improvement of the seamless learning framework. The finding may also be useful in creating awareness among educators and students as to the benefit of educational technologies. Originality/value No previous viewpoints have been published on digital gaps in the seamless learning concept. The digital gaps among educators and students constitute one of the most critical issues in implementing technology-assisted teaching and learning design in HEIs. This paper addresses the root of the problem by examining the digital gaps among educators and students within the seamless learning framework.

scholarly journals Shaping Teachers' Perceptions of their role in the Digital age Through Participation in an Online PBL-based Course

2021 ◽  
Vol 19 (3) ◽  
pp. pp186-198
Author(s):  
Orit Avidov-Ungar ◽  
Dina Tsybulsky
Keyword(s):  
Teaching Practice ◽  
Learning Experience ◽  
Learning Experiences ◽  
Digital Age ◽  
Project Based Learning ◽  
Online Course ◽  
Role Perception ◽  
Teachers Perceptions ◽  
Learning And Teaching ◽  
Practical Implications

Our research traced significant learning experiences of teachers enrolled in a Master's degree program in teacher education, in an attempt to understand how participation in an online course that employs the project-based learning (PBL) approach influenced their perceptions of the teachers' role in the digital age. Data was collected from 2014 to 2016 using: (a) a questionnaire gathering learners' personal and demographic details (n = 55) and (b) reflective reports on the learners' learning experiences in the course (n = 105). Content analysis of the data revealed that participants considered personal, pedagogic, and social aspects important in terms of the learning experience and this also informed their role perception as teachers in the digital age. Similarly, exposure to the PBL approach via an online framework directly influenced participants' learning experiences and role perception. The findings indicate that teachers should be given access to a learning experience combining online learning and teaching practice to allow them to form their role perception as digital-age teachers. Practical implications of the research relate to teachers' socialization in the digital age.

Behaviouristic traditions in the relationship between psychology and pedagogy, with particular consideration of learning and teaching motor skills

2018 ◽  
Vol 28 (81) ◽  
pp. 31-40
Author(s):  
Elżbieta Szymańska ◽  
Edward Mleczko ◽  
Katarzyna Supernat
Keyword(s):  
Physical Education ◽  
Motor Skills ◽  
Teaching And Learning ◽  
Theory And Practice ◽  
Learning And Teaching ◽  
Motor Movement ◽  
Theoretical Assumptions ◽  
Motor Activities ◽  
Theoretical Foundations ◽  
Practical Implications

Aim. In the study, the authors undertook the task of searching for reasons regarding the high impact of behavioural interpretation in behaviourism on theoretical assumptions and practical implications in the field of improving the process of learning and teaching motor (movement) skills. Research questions. 1. To what extent did behavioural interpretation in behaviourism have influence on the formation of the theoretical foundations of didactics and the methodology of learning and teaching motor skills in physical education and in sport? 2. To what extent are the theoretical assumptions and practical implications of contemporary didactics in Poland based on the theoretical foundations of teaching and learning shaped in the 20th century under the influence of behaviourism? Material and methods. The method of document analysis was used in the study. In the research on behaviourism and its influence on the didactics and methodology of physical education and sport, the following were taken into account: monographic studies, which were published by well-known Polish and foreign publishing houses and articles published in scientific journals indexed in reputable databases of scientific periodicals. Results. 1. Analysis of selected documents showed great impact of various paradigms of behavioural interpretation in behaviourism on the dynamics of theoretical foundations and practical implications in terms of learning and teaching motor activities. 2. Despite the recognition of behaviourism in psychology as a historical field, in Poland, it still very clearly reveals itself in sport and physical education within the theory and practice of learning and teaching motor activities. Conclusions. It would be wise to undertake research aimed at estimating the potential of cognitive psychology in the field of modernising the didactic process. 2. There is a need to look for reasons for conservatism in Polish didactics and methodology of learning and teaching motor skills and the basis for justifying necessary reforms in this aspect of school pedagogy and competitive sport.

Learning and teaching of Islamic economics: conventional approach or Tawhidi methodology

2021 ◽  
Vol 37 (2) ◽  
pp. 281-300
Author(s):  
Toseef Azid ◽  
Zafar Kayani ◽  
Osamah Hussien Rawashdeh ◽  
Nasim Shah Shirazi
Keyword(s):  
Academic Career ◽  
Social Scientist ◽  
Academic Institutions ◽  
Content Type ◽  
Learning And Teaching ◽  
Global Issues ◽  
Muslim Countries ◽  
Alternative Approach ◽  
The Social ◽  
Practical Implications

Purpose This paper aims to discuss the methodology of mainstream Islamic economics and also gives an alternative approach which is yet not very much taught in the different academic institutions, i.e. Tawhidi methodology. From the curriculum of the different academic institutions and also from the literature, it is observed that mainstream Islamic economics is the imitation of the conventional economics and mainly neoclassical economics. Maqasid-i-Shari’ah is not matching with the Tawhidi one. Design/methodology/approach It is based on the self-observations of the authors where they taught during their academic career. Findings This study found that the mainstream Islamic economics could not be able to solve the local and global issues because it is the replica of the conventional economics only there are some injunctions of Shari’ah. Research limitations/implications This study gives the guideline to the student of Islamic economics that how they will be able to understand the methodology of Islamic economics and finance. Practical implications It provides the guidance to the academicians and policymakers, especially those belonging to the Muslim countries. Social implications It also provides the glimpses to the social scientist about the solutions of the social and economic issues at the local and global levels. Originality/value It is an original effort.

Learning and Teaching Styles for Teaching Effectiveness

2012 ◽  
pp. 79-91
Author(s):  
Anshu Saxena Arora ◽  
Reginald Leseane ◽  
Mahesh S. Raisinghani
Keyword(s):  
Learning Styles ◽  
Cognitive Abilities ◽  
Teaching Effectiveness ◽  
Instructional Methods ◽  
Teaching Style ◽  
Teaching Styles ◽  
Learning And Teaching ◽  
Learning Patterns ◽  
Index Of Learning Styles ◽  
Practical Implications

Students do not have homogeneous learning patterns, their learning styles and preferences vary, their cognitive abilities vary; similarly instructors employ different teaching methods. This research explores the linkages between learning and teaching styles by using the Felder-Solomon Index of Learning Styles and CORD’s teaching style inventories to match and expand the learning and teaching styles interpretation from the learners’ perspective. This research provides practical implications for educators to think about how their students learn and what would be the best instructional methods for their learners.

COVID-19 pivot: a reflection on assessments

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Leon Wong ◽  
Yichelle Zhang
Keyword(s):  
Personal Experience ◽  
Design Methodology ◽  
Resource Constraints ◽  
Content Type ◽  
Learning And Teaching ◽  
Course Assessment ◽  
Assessment Tasks ◽  
Potential System ◽  
Personal Experiences ◽  
Practical Implications

Purpose The purpose of this paper is to describe certain choices in assessments, in the digital pivot in response to COVID-19. Design/methodology/approach This paper is a discursive reflection about one’s personal experience and response to COVID-19. Findings Communicating suggestions of the changes in advance for feedback, consistency in maintaining the same assessment formats and styles, and being available in real-time during key assessment tasks are important in providing assurance and certainty to students in a time of great uncertainty and stress. Anticipating resource constraints will help to avoid potential system fails. Developing assessments that are authentic in using real-world company filings, the answers to which cannot be readily searched on the internet can significantly reduce the risk of cheating, especially where examination supervision resources are unavailable. Research limitations/implications Course assessment choices may be specific to a particular course and may not be applicable to all courses. Practical implications Course assessment choices and the rationales for them, may be of applicability to other educators. Originality/value This note describes the authors’ personal experiences in adapting to the learning and teaching in the COVID environment.

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