Search Results for
"Teaching"

This paper sheds light on how competence assessment takes place in the Danish Vocational and Educational Training System. It discusses how intentions formulated by the government have unintentional effects when implemented in practice. The qualitative methods used in this study consist of participant observations from my field study of dropouts in a Danish car mechanic programme, in which I was enrolled as a student in the basic course for 30 weeks. These observations were derived from field notes; teaching and test materials; and interviews with students, teachers, a school counsellor and the school leader. According to the Danish Ministry of Education, the competence assessment should describe the students' prerequisite competencies during the first two weeks and track students' progress to different levels of ability. Contrary to official intentions, several students are advised to seek alternative educational placement in each beginning class, thus creating a 'push-out' effect. © 2013 The Vocational Aspect of Education Ltd.

This chapter introduces the potential of simulation in medical education and in doing so covers four key areas: (i) definitions and classifications (ii) application of educational theories (iii) the role of debriefing and feedback and (iv) practical applications. Simulation fidelity needs to be related to the goals or learning outcomes of the simulation learning event. A range of simulators and types of simulation events are available to medical education and its common use are reviewed. A number of theories of learning and instruction underpin the design and delivery of the simulated clinical experience, and these can be used not only to affirm educational credibility, but also to develop appropriate research questions. The chapter explores the practical applications for simulation in the teaching and learning of technical and non-technical skills, and how the influence of the environment on practice can be analysed by recreating health care settings. © 2010, 2014 by The Association for the Study of Medical Education. All rights reserved.

The Developing Professional Practice series provides a thoroughly comprehensive and cutting edge guide to developing the necessary knowledge, skills and understanding for teaching within the 0-7, 7-14 or 14-19 age ranges.Each of the three titles offers a genuinely accessible and engaging introduction to a wide range of professional practice supporting the education of babies to young adults. Discussion of current developments in theory, policy and research is combined with guidance on the practicalities of working with each age group. Numerous examples of real practice are included throughout, along with a range of additional features to help promote understanding. © 2011, Taylor & Francis.

teaching and Learning in Further Education is established as an authoritative, wide-ranging introductory text for those training to work in the further education, post-compulsory education and lifelong learning sectors. It offers an easy to read picture of the practitioner's everyday working life, a thorough historical account of the FE context and excellent advice on how to improve practice and enhance professional development. Essential topics covered include: Key theorists teaching strategies Assessment ssues The diverse curriculum The nature of the student body Blended learning and virtual learning E-assessment and personal records of achievement The fourth edition will be significantly updated in light of the latest research into teaching and learning, as well as extensive changes in the field including: Revision to the professional standards for teachers, tutors and trainers in the lifelong learning sector; increased provision of HE in FE; the introduction of functional skills and the 14-19 Diploma and the shifting nature of vocational qualifications. Illustrated throughout by case studies and vignettes, and supported by reflective actitities and references to well respected research and literature, teaching and Learning in Further Education is an essential text to be used throughout an FE tutor's journey from trainee to qualified lecturer. © 2013 Prue Huddleston and Lorna Unwin

Building quality work-based learning opportunities for student teachers is a challenge for schools in school-university partnerships. This study focused on the guidance of student teachers by means of a mentoring approach aimed at sharing practical knowledge, with student teachers' learning needs as an emphasis. The approach was built on collaborative lesson planning, enactment, and evaluation.The study followed three triads (student teacher, mentor, school-based teacher educator) and examined participants' appreciation of the effectiveness of the approach and their perception of relevant conditions. The approach was considered effective: deeper conversations appeared and new issues emerged earlier than in regular mentoring conversations. © 2011 Elsevier Ltd.

The paper proposes the solution to teaching resource application platform that applies to electronic commerce teaching. Electronic commerce teaching resource platform system includes hardware system structure and software system structure. It is an open approach based on B/S mode that provides each faculty with local and remote teaching resources via Intranet/Internet and booming cloud technology. It establishes inner-and inter-scholastic supporting teaching resource library to meet the demands in teaching practices, and includes functions such as theory teaching, practice teaching, skill practice, entrepreneurial internship, teaching resource service, laboratory management, teaching management, teacher-student interaction and etc. The paper combines the comprehensive teaching resource platform construction practices of modern business and logistics in Beijing Youth Politics College, and puts forward opinions on and solutions to construction scheme of electronic commerce laboratory and teaching resource system in colleges and universities, including construction purpose, system structure, network laboratory composition, teaching function, function of teaching resource library contents and other aspects. Besides, it proposes the basic solutions to experimental teaching platform, teaching management platform, practice and entrepreneurial platform and teaching resource library construction. © 2012, Association for Information Systems. All rights reserved.

Most adult workers would agree that they have learnt a lot through their experiences in the workplace. When they are asked how they have learnt in the workplace they usually say that it is ‘just by doing things’, ‘other workers’, ‘observing and listening to others’ and ‘the workplace’ itself (Billett 1996). It is tempting to dismiss these kinds of comments as being naïve. Such a temptation is never more likely than in countries where there is an emphasis on formal learning within educational institutions which enjoy legitimisation through certification. From such situations have come associations between teaching and learning. Nevertheless, most of us are not so easily fooled. We frequently have a strong sense of how we learnt to do particular vocational tasks, and from whom and where we gained insights and understandings. This chapter shows how learning in the workplace occurs and proposes how we should best organise learning experiences in the workplace to maximise their impact. The key premises advanced here are quite simple. Firstly, the kinds of activities that individuals engage in determine what they learn. Secondly, the kinds of guidance they access when engaged in that learning will determine the quality of that learning. Hence, the title for the chapter attempts to capture both the circumstance and utility of guided learning in the workplace as part of everyday productive activities. © 1999 David Boud and John Garrick.

As standards for K-12 engineering learning emerge with the development of the Next Generation Science Standards, the nation's school systems will likely struggle with the question of whether engineering should be employed as a tool for teaching science and mathematics content (i.e., embedded in science and mathematics courses) or treated as a unique discipline in which science and mathematics are employed as tools for solving design challenges (i.e., offered as a standalone course). Acting on the belief that the latter paradigm is a more appropriate depiction of engineering, the UTeachEngineering project at The University of Texas undertook to demonstrate how rigorous engineering content can be deployed in secondary classrooms by developing a year-long high school engineering course built on a foundation of solid research in the learning sciences, couched in the context of a rigorous engineering design process and scaffolded to build engineering skills and habits of mind. This paper explains why UTeachEngineering, a program initially designed to prepare pre-service and in-service educators to teach design-based engineering courses at the secondary level, shifted focus early in the project to developing, piloting, evaluating and refining such a course. It describes the target student population for the course, details the engineering development work required, describes the research- and practice-based principles upon which pedagogical decisions are based, and offers a view into the course content. Finally, it describes the piloting of the course in a small number of Texas high schools during the 2011-2012 academic year, discusses how feedback from this pilot is informing course revisions, and outlines plans for leveraging a partnership with NASA to expand implementation of the revised course and pilot a new teacher mentorship model in 2012-2013. © 2012 American Society for Engineering Education.

E-learning as a new frontier in teaching and learning is transforming education to its scope, boundary and pedagogy. It offers exciting opportunities and provides access to global information. Its effort is a far reaching one, creating a learning atmosphere that defies the constraint of time and distance. Despite having the required technologies and infrastructures at their disposal, some notably institutions of higher learning have not be able to kick-start the online instructional course. This short coming resulted in unprecedented low Return on Investment, sustainability issue among others. The reason for this inadequacy is not limited to inappropriate handling of e-learning implementation and strategies on our campus but also include lack of leadership and initiative in this regard. The zeal to see the offering of on-line course in our faculty and University has prompted this study in looking for the best possible ways of improving e-learning practices. The best practices being proposed will be derived from our intuitions and personal experiences gathered in our educational studies using living theory methodology and our University as the basis. We believe the suggested best practices may speed up the introduction of on-line courses in our curriculum and provides opportunity for effective utilization of e-learning infrastructures and technologies. It will also enhance the provisioning of quality teaching and learning services to our students who for one reason or the other may not make it to campus everyday as demanded by traditional classroom education. © 2012 EDSIG.

This chapter attempts to address a paradigm shift from training to workplace learning in the 21 st century as a means of improving the workforce. For any country or organizations to remain highly competitive, it is workplace learning, not organized training, in which adult employees should seek to engage. This chapter addresses how workplace learning has evolved as the most critical stage in boosting employees' skill sets among all other training mechanisms. Various theorists' views and principles have been discussed. It is hoped that the chapter can serve as the basis for teaching, learning, and research regarding this important area called workplace learning. A central theme has emerged from this chapter; that is, the success of a country or organization should be sufficiently gauged by workplace learning. A country's gross domestic product (GDP) can be misleading given multiple factors such as an emerging aging population. © 2013, IGI Global.