How normal school work differs from the work in secondary and in higher education

Scientists as intellectual leaders are seen through their expertise and the scope of knowledge. The research issue in this pilot study was related to scientists‘ working in higher education schools and focused on intellectual leadership, which consists of different roles. The participants of the pilot study were researchers with acquired PhD. Data collection were accomplished by implementing the questioning survey from 2015-06-02 to 2015-06-30. In total 138 respondents filled in the instrument, but for data analysis were suitable 131 instrument. For data analysis were applied descriptive statistics, correlation analysis (Spearman), ANOVA, and Cronbach’s alpha was calculated. Findings showed that the roles of the advocate and critic for researchers from social sciences were more worth than for researchers from other research areas. The lowest assessments were related to the role of the mentor nevertheless of the scientist’s research area. Results revealed that more experienced scientists in higher education area more value the roles of academic citizen and public intellectual. The roles of ambassador, critic, advocate were assessed more positively by scientists one of whose parents was educated in higher education school. Intellectual leadership of a scientist in higher education is about everyday learning. The particular roles of a scientist are not in position of status quo. The core messages from this pilot study are the following: scientists from social research area see more complex their roles in higher education school; work experience of the scientist in higher education and the completed higher education of scientist’s parents matter.

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A Student Voice Approach in Work-Related Learning. From Lesson-Learned in Secondary School to Suggestions for Higher Education

Employability & Competences - Studies on Adult Learning and Education ◽

10.36253/978-88-6453-672-9.25 ◽

2018 ◽

pp. 175-192

Author(s):

Glenda Galeotti ◽

Gilda Esposito

Keyword(s):

Higher Education ◽

Secondary Education ◽

Secondary School ◽

Case Studies ◽

Student Voice ◽

Educational Model ◽

Public And Private ◽

School Work ◽

Work Related ◽

University Of Florence

This paper presents a research on work-related learning through School-work Alternance in Secondary Education that involved researchers of University of Florence, ten secondary Schools, public and private entities in the Province of Arezzo and La Spezia. From the analysis of three case studies, it elicits criteria for an educational model that integrates work-related learning with student voice perspective

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Practical teaching and professional practice in higher education

Zbornik Matice srpske za drustvene nauke ◽

10.2298/zmsdn2179447h ◽

2021 ◽

pp. 447-460

Author(s):

Emina Hebib ◽

Zorica Saljic

Keyword(s):

Higher Education ◽

Professional Practice ◽

Work Conditions ◽

Practical Experience ◽

Theory And Practice ◽

Professional Competencies ◽

School Work ◽

Organisational Form ◽

Long Time ◽

Practical Teaching

Ideas about work-based learning and learning through practical experience have been represented in pedagogical theory and practice for a long time. Their importance is actualised in conditions of wider practical application of competency-based education. Practical teaching and professional practice should constitute an integral part of higher education programmes aimed at developing professional competencies. Practical teaching usually occurs as a part of different subject programmes, whereas professional practice occurs as a separate component of study programmes. The extent to which practical teaching and professional practice will be represented in the overall programme as well as the organisational form in which they will occur depend on professional (vocational) profiles implemented in education. Practical teaching and professional practice are highly important in implementing vocational (professional) profiles in the field of education, such as the professional profile of a pedagogue. This paper provides basic explanations of concepts of work-based learning and learning through practical experience that can be viewed as having theoretical origins in noticing the importance of practical teaching and professional practice as integral parts of educational programmes. In addition, the issue has been examined relating to the roles of practical teaching and professional practice in achieving the basic objectives and outcomes of higher education aimed at developing professional competencies. A separate section of the text provides an overview of the position and share of professional practice in the pedagogy study programme implemented at the Department of Pedagogy and Andragogy of the Faculty of Philosophy of the University of Belgrade. As part of this overview, a summary has been given of experience in delivery of compulsory professional practice in school for students of Year Four of bachelor academic studies of pedagogy in the 2019-2020 academic year under the emergency school work conditions caused by the pandemic.

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Learning beyond institutions

Education Policy ◽

10.1332/policypress/9781447342144.003.0008 ◽

2018 ◽

pp. 113-128

Author(s):

Stephen Gorard

Keyword(s):

Parental Involvement ◽

Educational Institution ◽

Academic Attainment ◽

Common Theme ◽

Normal School ◽

School Work ◽

Children's Education ◽

Beneficial Impact ◽

The Common ◽

Out Of School

This chapter summarises in three strands the common theme of learning or raising academic attainment outside of normal school (or other educational institution) hours. The strands concern out-of-school hours interventions, trying to enhance parental involvement in their child's school work, and learning or self-teaching entirely separate from institutions. This chapter shows how relatively formal activities seemingly unrelated to attainment can benefit attainment at school. However, they do not seem to be able to reduce the poverty gradient in attainment. Moreover, using parents more as a resource for their children's education may not have a beneficial impact at all, and will increase rather than reduce the poverty gradient, unless parents are brought into activities conducted in schools — which is then no longer ‘education otherwise’ but just more school.

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