Search Results for
"Teaching"

Purpose: This paper problematises the experience of trainee teachers in further education (FE) colleges in England. It focuses on colleges as employers and developers of their own teaching staff, 90 per cent of whom are trained "in-service", while in paid employment. The paper aims to explore how a shift towards more expansive workplace practices could better develop these teachers and contribute towards enhancing the learning culture in FE. Design/methodology/approach: The paper draws on data gathered from two instrumental case studies of FE colleges focusing on the experience of in-service teachers training in the workplace. Using Fuller and Unwin's expansive-restrictive framework, the paper draws on qualitative data from interviews with trainee teachers, teacher educators and human resource managers. It critiques the current practice of colleges as employers and considers alternative strategies for workforce development. Findings: This research finds that in-service trainee FE teachers are expected to cope with heavy workloads almost immediately upon commencing employment and that these trainees are required to quickly make the transition to full practitioner. Consequently, opportunities to develop are restricted, often leading to conservative practice. There is evidence of the prioritisation of expedience over the development of professional knowledge and creative practice, a scenario that this paper challenges. Research limitations/implications: This is a small-scale qualitative research project based upon two colleges within a large and diverse sector of employment. As such, its findings do not claim to be representative of workplace practices experienced in all FE colleges. However, the research gives informed insight into some of the challenges trainee teachers are likely to face during the early stages of their employment. Practical implications: The paper identifies strategies to challenge current practice and to enhance the work-based learning experience of trainee teachers. Originality/value: This paper considers FE colleges primarily as employers and explores the consequences of their employment practices on new teachers as both trainees and employees. © Emerald Group Publishing Limited.

This article analyses the dilemmas and practical tensions in implementing competence-based vocational education. Eleven case studies were conducted, including observation of lessons and interviews with teachers and students. The results show that schools meet various fundamental issues in realising this approach. A crucial question is how to stimulate the acquisition and use of a way of knowing and thinking that is based on vocational theory. Reflection, authenticity and coaching are relevant characteristics that are hardly put into practice yet. To understand these results the article reflects on factors that account for the distance between promising concepts and actual teaching practice. © 2010 Elsevier Ltd.

Purpose – This paper aims to investigate the confidence of foundation degree (FdSc) and top-up degree students in using and applying research methods within a sport and exercise discipline. Design/methodology/approach – Closed questionnaires determined FdSc (n=24) and top-up degree (n=21) students' confidence in five domains of research methods: using research literature, designing research studies, analysing data, interpreting research findings, and presenting research findings. Confidence was rated using a seven-point Likert scale anchored by “most confident” (1) and “clueless” (7). Findings –FdSc and top-up students were most confident in using research literature and presenting research findings, respectively. Both FdSc and top-up students were least confident in data analysis. Compared to FdSc, top-up students were less confident in data analysis (FdSc: 3.4±0.29 vs top-up: 4.38±0.39, p<0.01), interpreting research findings (FdSc: 2.99±0.39 vs top-up: 3.62±0.42, p=0.02) and presenting research findings (FdSc: 2.90±0.17 vs top-up: 3.33±0.15, p<0.01). Research limitations/implications – These data outline a need to address the teaching of research methods within FdSc and top-up degrees in order to enhance student confidence. Originality/value – Research methods are a defining feature of higher education degrees yet remain a challenging subject for many lecturers and students. Progression through FdSc and top-up programmes provides an interesting transition with regard to research methods due to more diverse student cohorts and different research experiences. Limited insight into the experience and confidence of students studying for sport related FdSc or top-up programmes, with regard to research methods, is currently available. © 2011, © Emerald Group Publishing Limited.

[No abstract available]

Using qualitative and quantitative analysis this paper presents a teaching model based on experiential learning in a large 'International Business' unit. Preliminary analysis of 92 student evaluations determined the effectiveness of experiential learning to allow students to explore the association between theory and practice. The analysis of the student responses identify that the students were able to complete all four stages of Kolb's Learning Styles Inventory (KLSI), the components of experience, critical reflection, abstract conceptualization, active experimentation, through the participation in experiential activities in this unit.The cognitive and affective experiences of students learning were measured using a battery of 15 Likert scale items. The scores for all the 15 items were found to be significantly above the scale midpoint of 3 validating a positive learning experience. The respondents were strongly of the opinion that the experiential learning activities helped them learn (Cognitive) and they liked participating in the activity (Affective). The attitudinal scores of Asian students were compared to the other students and a significant difference was found in only one of the 15 attitudinal items of the likert scale administered to the students. The Asian students found experiential activities material too complex as opposed to the other students. © 2011 Copyright Taylor and Francis Group, LLC.

The teaching of values has seen renewed interest, as educators, policymakers and parents seek ways of increasing peaceful coexistence for children in a conflictdriven world. Education systems are again reviewing values as part of their core mission. Confucian values form the core of most Asian cultures, penetrating different levels of social life, and also set the standards for most families, communities and political behaviour. The research reported in this study set out to examine young children's expressed views of Confucian values represented in traditional stories of four Chinese festivals. Within this research, Confucian values were centred on five virtues: Ren (benevolence), Yi (righteousness), Li (courteousness), Xiao (filial piety), and Zhi (wisdom). The four selected Chinese festivals were: (1) Chinese New Year, (2) Dragon Boat festival, (3) Chung Yeung festival, and (4) Mid-Autumn festival. Participants included 392 children aged four to five years from 29 kindergartens or nursery schools and 57 pre-service early childhood teachers in Hong Kong. Results showed that the values of Ren (benevolence) and Yi (righteousness) were the most popular responses among local young children, while the value of Li (courteousness) tended to be the least popular category. Some implications for curriculum planning in early childhood education are discussed arising from the study findings. © 2011 Taylor & Francis.

What roles do teachers play in the development of talent and in the attitude of students toward school? Research indicates that teacher enthusiasm, feedback, and content knowledge are keys to student motivation, learning, and engagement. Research also reveals the importance of positive and supportive student/teacher relationships. In previous work concerning student attitudes toward school, a handful of teachers emerged, in the eyes of their students, as exemplary. Follow-up study provided insights concerning the characteristics, practices, and qualities of these teachers. What and how they teach, and the ways they relate to individual students distinguish these exemplary and talented teachers. This research reveals quantitative and qualitative findings that help to explain the student-identified exemplary teachers (n = 18) from two samples that included more than 400 teachers. Implications for practice based on findings from these exemplary teachers are highlighted. © 2011 National Association for Gifted Children.

This chapter presents the results of a systematic review of literature in which the authors examined instructional technology integration in career and technical education, mathematics, language arts, social studies, and science. Three lenses were used to examine the literature: a research design framework, a teacher knowledge framework (CFTK), and a technology integration framework (TPACK). The research design framework revealed a low percentage of papers that were actually research studies (41.2%), favoring qualitative design (70% of the 41.2%). Consequently, educators may have difficulty sifting through high proportions of non-research to find the most informative, up-to-date instructional technology research. Three CFTK aspects of teacher knowledge were addressed less than others in the research studies: Individual Context (16%), Subject Matter (33%), and Discernment (29%). Pedagogical Knowledge was addressed the most (65%). The TPACK developmental framework revealed an emphasis on the lowest three levels of instructional technology integration (60%), indicating a gap in the research at the upper two levels. Mathematics studies accounted for almost half of all research addressing TPACK developmental stages (47%). From these findings, the authors conclude that pedagogical knowledge alone is not enough to ensure high levels of technology integration and offer recommendations for improving the disjointed nature of research on instructional technology. © 2011 by IGI Global. All rights reserved.

This study aims to compare the effects of Jigsaw I technique from the cooperative learning methods and traditional teaching method on academic achievement and retrieval of Turkish teacher candidates in the matter of written expression. The sample of the study consists of 70 students studying at the Department of Turkish teaching in the academic year of 2009-2010. One of the classes was randomly specified as control group (N=34) to which traditional teaching method was applied while the other as test group to which the Jigsaw technique (N=36) was applied. The study was predicated on "Non-equal control group pattern". Learning styles of the groups were determined by the Kolb Learning Style Inventory (LSI). Data about their academic success were collected through Success Test for Written Expression (STWE) applied as pre-test and post-test and views of students about Jigsaw I technique were collected through a form questioning students' views (SVF). Then, the results obtained from them were analyzed. It was observed as a result of statistical analyses that there was not a significant variation in favor of the test group in terms of academic success and stability between the test group and the control group in teaching the written expression subject. It was also determined according to the results obtained from the study that the students stated positive views for the Jigsaw I technique. © 2011 Eǧitim Dani{dotless}şmanli{dotless}ǧi{dotless} ve Araşti{dotless}rmalari{dotless} İletişim Hizmetleri Tic. Ltd. Şti.

This paper reports on a pilot project which provided writing support for registered nurses undertaking Continuing Professional Development (CPD) and for pre-registration nursing students. Both groups of students have English as a second language (ESL). The aims of the project were to extend the scope of the available writing support within the faculty for ESL students through the provision of one-to-one sessions and workshops. In addition, workshops were provided for lecturers to improve their understanding of the barriers faced by ESL students. Literature indicates that communication with tutors and the need for clear feedback are important factors for ESL students. Quantitative and qualitative data were collected from questionnaires completed by participants after teaching sessions and were analysed against pre-agreed success criteria. Findings indicate that students were very positive about the effectiveness of the sessions in helping them improve their academic writing. Additionally, three themes emerged from the student data: reasons for using the ELS support service; what they liked most about the ELS service and suggestions for improvements to the service. Data from staff show that the sessions have given staff a greater insight into the problems faced by ESL students. © 2011 The Vocational Aspect of Education Ltd.