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"Teaching"

This comprehensive textbook looks at current issues in learning and teaching across the three key areas of policy, learning and practice. It will help you to think critically on your Education course, and to make connections between the processes of learning and the practicalities of teaching. Contemporary Issues in Learning and teaching addresses key issues in primary, secondary and special education. The contributors reflect on current thinking and policy surrounding learning and teaching, and what it means to be a teacher today. Looking at the practice of teaching in a wider context allows you to explore some of the issues you will face, and the evolving expectations of your role in a policy-led environment. The book focuses on core areas of debate including education across different contexts and settings, teaching in an inclusive environment, and Continuing Professional Development (CPD) for practitioners.This essential text can be used across undergraduate and postgraduate courses, including BEd/BA degrees, initial teacher-training courses, and Masters in Education programs. © Margery McMahon, Christine Forde and Margaret Martin 2011.

Course assessment is an important process of teaching. Traditionally the principal mode of assessment is through examinations, in which memory of facts is emphasized. Such a method does not encourage the development of practical capability of the students, or of their originality. A study of assessment reform is therefore significant. This thesis presents drawbacks of the traditional evaluation methods, particularly those still applied in high educational institutions. The study made in this thesis is based on the curriculum of the Management of Construction Projects, explores the approaches to course assessment. It also evaluates the validity of the assessing methods, and offers suggestions and improvements accordingly. © 2011 Springer-Verlag Berlin Heidelberg.

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Purpose - The purpose of this paper is to propose a new trainee-oriented teaching method: "The Project Method". The aforementioned method highlights the important role of the experience of the training process and the links between training and the trainees' social life. Design/methodology/ approach - This method draws its origin from the American Pragmatism and the German "Project Education", while it is based on the principles of Gestalt and cognitive psychology. The application of the Project Method in vocational training is examined through the emotional intelligence skills, that a group of people has developed - and claimed so in a relevant questionnaire - in a seminar concerning the subject of Marketing. Findings - Through the Project Method's application, the trainees have developed their emotional intelligence skills, and have instilled new pedagogical ideas; providing long-run benefits to themselves, the enterprises, the society and the economy in general. Research contends that this method is efficient when there are no time constraints. Practical implications - While the focus is vocational training, the implications have a broader focus, enabling the Project Method to be applied to adults' education. Originality/value - This paper provides empirical results of the Project Method application in vocational training. The Project Method training provides the effective cooperation of the human resources that is of high importance for the efficiency and the profitability of the enterprises. © Emerald Group Publishing Limited.

Engaging vocational educators to take the lead in developing blended learning practices that are 'fit for purpose' within an educational and workplace context is challenging. This paper explores literature in the areas of scaffolding; zone of proximal development, mentoring and coaching. It describes the initial experience of a blended learning project team in implementing scaffolding learning principles to engage vocational educators in order to create sustained change that links clearly to teaching, learning and assessment within an outcomes environment. The paper also provides some insights into the implementation of the Blended Learning Project (BLP) through the initiation and execution stages of the student (peer) projects. Through this type of practice the novice is always becoming the expert and the expert is always somewhat a novice. The greatest gain for this project is the development of process capability which is the cornerstone to sustained development in practice and expertise. © 2011 Linda Weterman & Oriel Kelly.

Though technology has become a supportive learning tool for students, it is still not sufficiently good in education. A number of experiences from our life, such as the sense of touch and that of smell, are difficult to construct on computer-aided projects. When teachers use technology-embedded project-based instructional material in classes, they must design new manners of teaching with computers. This study shows the evidence of more student-centered instructions and learning on computer-aided design projects. This capstone project is a framework for understanding the mode in which technology-embedded project-based learning enables the role of students to become active learners. This capstone project system is integrated computer-aided design to a project-based learning. Technically, this study primarily focuses on the development of technology-embedded project-based learning, and also shows the approach of e-learning because students are required to learn concepts by participating in the e-portfolio system. These findings could act as a reference for technical and vocational higher education instructors who consider computer-aided design to support their future teaching curricula. For students, this is a good approach for developing professional achievements and social skill learning. For educational institutions, they can use technology-embedded project-based instructions to review the technological qualifications of teachers. Applying computer-aided designs in a technology-embedded project will make technology efficient and appropriate in education.

The automotive manufacturing industry has transitioned in the past 20 years from a central technical focus to an integrated and globally distributed supply chain. As car makers outsource not only a greater portion of their manufacturing, but also their technical design responsibility, a more thorough understanding of both design and manufacturing changes' effect on total vehicle and total production system performance and cost is critical. The distribution of technical responsibility in automotive manufacturing has motivated the development of a specific curriculum in Automotive Engineering at Clemson University in South Carolina, USA, with core focus on the interaction between systems, both in design and manufacturing. In this development, a detailed survey of automotive Original Equipment Manufacturers and major suppliers was carried out. The differences in perceived need between these organization types is explored, and the incorporation of these perceived needs to a new Automotive Engineering curriculum is presented. © 2009 Springer Science+Business Media, LLC.

Objective: Analysis of the problems of teaching nursing practice and nursing practice to establish a better education system. Method: Select two vocational colleges from Grade 2007 and Grade 2008 nursing students, the implementation of classroom teaching and assessment skills of individual units - mix of skills refresher training before practice and assessment - practical training and internship before graduation in three stages. Results: The implementation of the three stages of teaching nursing students in practice, skills test results and test results were significantly improved (P <0.05). Conclusion: three stages of professional nursing practice teaching system and improvement of teaching effectiveness for continuous improvement, there are significant results, which could be applied to promote the ability of nursing students and their human qualities © 2011 IEEE.

Higher Education is not excluded in realizing the effort of promoting Education for Sustainable Development (ESD). Hence a framework of learning should be introduced to the students which at least include elements such as lifelong learning, interdisciplinary approaches, systems thinking, partnerships, multicultural perspectives and empowerment. To have all of these elements in a course is quite challenging. This paper will discuss the framework of teaching and learning a course using Problem Oriented Project Based Learning (POPBL) in an effort to promote ESD. POPBL is developed as an intervention in an action research cycle. © 2011 Published by Elsevier Ltd.

This article explores various models and ideas for future sustainable general practice vocational training supervision in Australia. The general practitioner supervisor in the clinical practice setting is currently central to training the future general practice workforce. Finding ways to recruit, retain and motivate both new and experienced GP teachers is discussed, as is the creation of career paths for such teachers. Some of the newer methods of practice-based teaching are considered for further development, including vertically integrated teaching, e-learning, wave consulting and teaching on the run, teaching teams and remote teaching. Approaches to supporting and resourcing teaching and the required infrastructure are also considered. Further research into sustaining the practice-based general practice supervision model will be required.