Search Results for
"Teaching"

Aim and objectives. This paper reports the views of teaching staff and clinical assessors on their experience of programme delivery and assessment. Background. In 2001, the Irish Department of Health and Children developed a vocational training programme for healthcare assistants. This programme was piloted nationally across 14 hospital and community sites. teaching staff and clinical assessors at each site delivered the programme. Method. One-to-one semi-structured interviews were undertaken with 16 clinical staff and 26 teaching staff. With consent, all interviews were tape-recorded, from which the transcripts were subject to content analysis. Results. A lack of experience and preparation among teaching staff and clinical assessors was evident. The staff's commitment to their role on the programme while maintaining their normal duties caused frustration and uncertainty. Not withstanding, the value of the programme in terms of increased motivation, satisfaction and knowledge of healthcare assistants and the impact on care delivery, was recognized by respondents. Conclusions. This programme represents the provision of a national standard training programme for healthcare assistants. It provides an insight into the delivery of such a programme and the educational and training needs of healthcare assistants through the views of staff that taught and assessed on it. Relevance to clinical practice. Findings suggest that the development and implementation of a national training programme for healthcare assistants is achievable. © 2005 Blackwell Publishing Ltd.

Further education colleges in England offer a wide range of post-school education and training provision. Recently they have undergone major transformations that have resulted in considerable changes to the work of those teaching in them. In this paper we examine how cultures of learning and teaching in colleges are affected and how the nature of professional identity has changed. The paper considers the formation of professional identity amongst a group of trainee lecturers completing a one-year full-time teacher-training course at a university in the English Midlands. Lave and Wenger's work on apprenticeship to communities of practice is used to examine the effect of trainees' teaching placement on the development of professional identity. Rather than identifying effective processes of increasing participation in existing communities of practice, a strong sense of marginalisation and alienation amongst trainees was observed. The paper argues that this is detrimental both to trainees and experienced lecturers if they are to actively engage in building new forms of professionalism for the future. © 2005 Taylor & Francis Group Ltd.

Professionalism and Ethics in teaching presents a thought-provoking and stimulating study of the moral dimensions of the teaching professions. After discussing the moral implications of professionalism, Carr explores the relationship of education theory to teaching practice and the impact of this relationship on professional expertise. He then identifies and examines some central ethical and moral issues in education and teaching. Finally David Carr gives a detailed analysis of a range of issues concerning the role of the teacher and the managements of educational issues. Professionalism and Ethics in teaching presents a thought-provoking and stimulating study of the moral dimensions of the teaching professions. © 2000 David Carr.

Issues in Science teaching covers a wide range of important issues which will interest teachers at all phases in the education system. The issues discussed include: The nature and purposes of science education in a multicultural society, including the idea of science for all. The role and purposes of investigational work in science education. Assessment, curriculum progression and pupil attitudes to their science experience. Supporting basic skills development in literacy, numeracy and ICT, through science teaching. Supporting cross-curricular work through science teaching. Taking account of individual differences including ability, special needs, learning style and the case for inclusion. The articles are strongly based on current research and are intended to stimulate and broaden debate among the readers. Written by practising science educators and teachers, this book offers new and interesting ways of developing science education at all levels. © 2000 selection and editorial matter John Sears and Pete Sorensen.

Making Sense of Education provides a contemporary introduction to the key issues in educational philosophy and theory. Exploring major past and present conceptions of education, teaching and learning, this book makes philosophy of education relevant to the professional practice of teachers and student teachers, as well of interest to those studying education as an academic subject. The book is divided into three parts: • education, teaching and professional practice: issues concerning education, the role of the teacher, the relationship of educational theory to practice and the wider moral dimensions of pedagogy • learning, knowledge and curriculum: issues concerning behaviourist and cognitive theories of learning, knowledge and meaning, curriculum aims and content and evaluation and assessment • schooling, society and culture: issues of the wider social and political context of education concerning liberalism and communitarianism, justice and equality, differentiation, authority and discipline. This timely and up-to-date introduction assists all those studying and/or working in education to appreciate the main philosophical sources of and influences on present day thinking about education, teaching and learning. © 2003 David Carr. All rights reserved.

This article considers teaching and learning as a collaborative enterprise in the workplace. The empirical data have been extracted from a field study among apprentices engaged in electromechanical vocational training and education in a major Danish industrial company. Typically, studies of apprenticeship learning do not view aspects of teaching as decisive parts of workplace learning. In this article, I will pin down the specific character of collaborative teaching and learning in the workplace, and compare this with the features of a teaching situation in school with a teacher transmitting knowledge to the pupils. While instruction at school is organised as part of a specifically planned teaching situation, the instruction in the workplace is a more loosely organised part of the joint activity structure of the daily work tasks. The conclusions reached in the article should be useful for the conceptual understanding of instruction and teaching in workplace learning, as well as for policy makers and professionals responsible for the design of apprenticeships and workplace learning. © 2005 Taylor & Francis Group, LLC.

Lab courses are an integral part of higher education in engineering sciences. In this paper, we report about a blended learning approach for such courses in computer science education. We show how the project method for co-located learning can be translated into a blended CSCL setting for a lab course on distributed software development, and how the resulting learning scenario can be supported with the collaborative virtual learning environment CURE. Experiences from the application of the educational approach in two courses indicate benefits but also highlight the need for further technical support. © 2005 International Society of the Learning Sciences.

In this article I draw attention to the current legitimising of new forms of identity of vocational and higher education learners. Using identity as a lens for examining pedagogy I focus on one of these new forms–the learner-worker identity. I examine one teaching and learning practice portfolio development, by discussing the program within which this practice is located and then analysing the texts that are written by the learner-workers as they participate in this program. Through this examination I draw attention to the complex set of identities and accountabilities of learners who move between work and learning sites, and in doing so I aim to illustrate the usefulness of understanding these kinds of textual practices as identity work. © 2005 Taylor & Francis Group, LLC.