scholarly journals Do beginning teachers know how to participate and interact in online discussion? Outcomes from a Victorian case study

2011 ◽  
Vol 27 (7) ◽  
Author(s):  
Kathy Jordan
Keyword(s):  
Higher Education ◽  
Content Analysis ◽  
Beginning Teachers ◽  
Reflective Practice ◽  
Online Discussion ◽  
Digital Natives ◽  
Small Scale ◽  
Teacher Isolation ◽  
Know How

<span>The use of online discussion has a long history in distance education and higher education generally, and has recently been proposed as a means of supporting beginning teachers as they face the challenge of being new to the profession. Often using text-based asynchronous programs, online discussion is advocated to enable teachers to interact with one another, and therefore remove teacher isolation and encourage reflective practice (Zhao &amp; Rop, 2001). This paper reports on a small scale study of 64 beginning teachers, who were asked to simulate online discussion, as a means of preparing them for later participation and interaction online. Transcripts were analysed using Henri's (1992) model of content analysis, revealing considerable one-way posts and few interactive posts. This study suggests that rather than being 'digital natives' (Prensky, 2001) these beginning teachers lacked the skills to participate and interact online.</span>

scholarly journals Intercambio de saberes en torno a las prácticas de crianza entre la sala cuna y la familia

2018 ◽  
Vol 22 (3) ◽  
Author(s):  
Astrid Gabriela Bravo-Soto
Keyword(s):  
Content Analysis ◽  
Feeding Practices ◽  
Document Analysis ◽  
Daily Routine ◽  
Know How ◽  
Level Data ◽  
Depth Interviews

This article presents a case study conducted in Chile. The purpose of this study was to know how the exchange of knowledge on rearing practices occurs between the nursery and families, and how this knowledge is used to enrich the curriculum proposal for the level. Data were collected through document analysis, observation of babies during the workday, and in-depth interviews with the mothers and the staff of the center. Content analysis and triangulation of sources were carried out. The findings show differences in the practices related to the priorities established for each of the contexts, the dynamics that occur in the daily routine, and parameters for judging those differences. Some exchanges are observed concerning feeding practices and the siesta time. It is required to advance in the construction of curricular proposals to rescue families’ knowledge, as well as to broaden the perspective regarding what is selected to be transmitted to the babies.

scholarly journals Gender Equality in Feminine Registers Used by Female Parents in Blitar: A Case Study of Local Wisdom of Addressing among Women with Respect to their Husbands’ Titles

2021 ◽  
Vol 6 (2) ◽  
pp. 277
Author(s):  
Bagus Waluyo ◽  
Ali Mustofa
Keyword(s):  
Content Analysis ◽  
Online Discussion ◽  
Present Form ◽  
Gender Construction ◽  
Financial Industry ◽  
Occupational Education ◽  
Male And Female ◽  
Self Confidence ◽  
The City

The theoretical framework used in the present form is Gender Construction in content analysis. The research observed two hundred selected female parents who have practiced mixed calling among male and female genders. The Data were collected using interviews and recordings carried out through online discussion during female parental activities of the home financial industry [PKK]. The analysis revealed that during the interaction among female parents, they addressed each other's name by mentioning their husbands' names for several reasons: 1) a lack of self-confidence which is influenced by their habits of always glorifying their husbands in all their activities, 2) Javanese culture in the city of Blitar still binds them, and It is complicated to get rid of it, 3) most of the mothers still have lower occupational education than their husbands, and 4) they are more respected by others if the husband's name is always attached to every activity.

scholarly journals ‘Getting to the Soul’: Radical Facilitation of ‘Real World’ Learning in Higher Education Programmes Through Reflective Practice

2020 ◽  
pp. 299-322
Author(s):  
Jo Trelfa
Keyword(s):  
Higher Education ◽  
Everyday Life ◽  
Reflective Practice ◽  
Real World ◽  
Space Time ◽  
Doctoral Research ◽  
Correct Performance ◽  
Real World Learning

Abstract This chapter foregrounds reflective practice as integral to ‘real world’ learning in higher education. Concerning the development of professional ‘artistry’ of and for post-degree life, literature focuses on the nature and form of reflective activities to foster student scrutiny therefore control of self and situation whilst engaged in real world learning. Yet, Trelfa’s doctoral research suggests the only real ‘learning’ is correct performance to pass their course. Reflective practice, and real world learning, has ‘lost its soul’. Drawing on Lefebvre’s (Rhythmanalysis: Space, time and everyday life. London: Continuum, 1992/2004) concept of ‘breaking-in’ to understand this soul-less situation (illustrated in case study one), Trelfa calls for it to be radically different: if real world learning is to live up to its name then its reflective practice needs to be authentic (illustrated in case study 2).

Virtual/Mixed Reality

2018 ◽  
Vol 6 (1) ◽  
pp. 33-47
Author(s):  
Dale Crowe ◽  
Martin E. LaPierre
Keyword(s):  
Higher Education ◽  
Subject Matter ◽  
Mixed Reality ◽  
Digital Natives ◽  
Instructional Designers ◽  
Subject Matter Experts ◽  
Exploratory Case Study ◽  
Information Systems Professionals ◽  
Generational Shift

Use of classroom and online learning and administrative technologies in schools and higher education institutions has grown at an exponential pace. With growth comes expectations by students of using new and emerging technologies to support their learning. Such expectations are due in part to the generational shift from digital immigrant to more students being digital natives, and is particularly true for Gen z/iGen/Centennials (born in 1996 or later). The purpose of the critical review and exploratory case study was to gain insights from 18 instructional designers, information systems professionals, and content/subject matter experts pertaining to the current and future use of virtual/mixed reality technologies for both public and higher education.

Reflective Teaching Practice in a Darug Classroom: How Teachers can Build Relationships With an Aboriginal Community Outside the School

2012 ◽  
Vol 41 (2) ◽  
pp. 139-145 ◽  
Author(s):  
Neil Harrison ◽  
Belinda Murray
Keyword(s):  
Beginning Teachers ◽  
Reflective Practice ◽  
Teaching Practice ◽  
Aboriginal People ◽  
Extensive Literature ◽  
Pedagogical Practice ◽  
Aboriginal Community ◽  
Know How ◽  
Departments Of Education ◽  
Pre Service Teacher

This project has been developed on Darug country, Sydney to examine how pre-service and beginning teachers can work with Aboriginal people in their local urban community. These teachers often want to know how to approach an Aboriginal ‘community’, how they can ask Aboriginal people for information in order to include it in their teaching, and how to adopt respectful ways of talking when they contact a community member. While these questions are commonly addressed in the Working with Community documents published by the various state Departments of Education, we found that the actual practice of working with a community is daunting for many. This article therefore attempts to document two examples of this practice, and in so doing it applies the protocols identified by Martin (2008) to the reflective work of both a pre-service teacher and a university educator. It also draws on the extensive literature of reflective practice developed for classrooms, and applies this to pedagogical practice outside schools.

scholarly journals Effective feedback for language assessment

2020 ◽  
pp. 41-45
Author(s):  
Catherine Franc ◽  
Annie Morton
Keyword(s):  
Higher Education ◽  
Language Learners ◽  
Student Experience ◽  
Language Assessment ◽  
Small Scale ◽  
Effective Feedback ◽  
Creative Solutions ◽  
The University ◽  
University Of Manchester

The provision of effective feedback is challenging and remains a much-criticised element of the Higher Education (HE) student experience. This case study examines innovative approaches to providing feedback for modern foreign language assessment, based upon a small scale study at the University of Manchester (UoM). We identify problematic areas in current practice, and propose creative solutions not only to help staff produce clear, useful feedback in a sustainable way, but also to raise student’s awareness and guide them in how to make the most of our provision, in turn becoming efficient language learners.

scholarly journals PLANEJAMENTO INTEGRADO DO ENSINO NA PERSPECTIVA DE DOCENTES DE UMA UNIVERSIDADE FEDERAL

2016 ◽  
Vol 7 (2) ◽  
pp. 62
Author(s):  
Raissa Silva Souza ◽  
Maria Flávia Gazzinelli Bethony
Keyword(s):  
Higher Education ◽  
Content Analysis ◽  
Implementation Process ◽  
Integrated Planning ◽  
Integration Policy ◽  
Enseñanza Superior ◽  
Integration Of Disciplines ◽  
Practice Implementation ◽  
Education Nursing

Objetivo: analisar as atividades de planejamento integrado implementadas em duas disciplinas de um curso de graduação. Metodologia: estudo de caso, descritivo, qualitativo realizado com 12 docentes de duas disciplinas do curso. Os dados foram coletados de janeiro a junho de 2013, mediante entrevistas com roteiro semiestruturado, posteriormente submetidas à análise de conteúdo. Resultados: as categorias oriundas da pesquisa foram ‘interpretações que deram sentido à política de integração da EEUFMG’; ‘planejamento docente no contexto da prática’; ‘processo de implementação da integração de disciplinas’. Conclusão: o planejamento docente integrado favorece a integração entre disciplinas, a depender da efetividade de projeto educacional centrado na intencionalidade, definida com base em objetivos.Descritores: Currículo; Ensino Superior; Educação em Enfermagem.PLANNING TEACHING IN PERSPECTIVE OF A FEDERAL UNIVERSITY LECTURERSObjective: to analyze the integrated planning activities implemented in two subjects of a degree course. Methodology: case study, descriptive, qualitative, with twelve teachers of two disciplines of the course. Data were collected from January to June 2013, through interviews with semi-structured, then submitted to content analysis. Results: the categories resulting from the research were ‘Interpretations that gave meaning to the EEUFMG integration policy’; ‘Teaching planning in the context of the practice’; ‘Implementation process of integration of disciplines’. Conclusion: the integrated teaching planning favors the integration between disciplines, depending on the effectiveness of educational project focused on intentionality, defined based on objective.Descriptors: Curriculum; Higher education; Nursing course.PLANIFICACIÓN DOCENTE EN LA PERSPECTIVA DE PROFESORES DE UNA UNIVERSIDAD FEDERALObjetivo: analizar las actividades de planificación integradas implementadas en dos temas de un curso de grado. Metodología: estudio de caso, descriptivo, cualitativo, con doce maestros de dos disciplinas del curso. Los datos fueron recogidos de enero a junio de 2013, a través de entrevistas con semi-estructurada, a continuación, sometido a análisis de contenido. Resultados: las categorías que resultan de la investigación fueron ‘interpretaciones que daban sentido a la política de integración EEUFMG’; ‘La enseñanza de la planificación en el contexto de la práctica’; ‘Proceso de implementación de la integración de disciplinas “. Conclusión: la planificación de la enseñanza integrada favorece la integración entre disciplinas, dependiendo de la eficacia del proyecto educativo centrado en la intencionalidad, definido basado en criterios objetivos.Descriptores: Plan de estudios; Enseñanza superior; Educación de enfermería

scholarly journals Academic and Professional Mobility and its Transformative Potential

2021 ◽  
Author(s):  
Brittany Foutz ◽  
Brian Polkinghorn
Keyword(s):  
Higher Education ◽  
School Curriculum ◽  
International Mobility ◽  
Education Students ◽  
Professional Integration ◽  
Know How ◽  
Transformative Potential ◽  
Professional Mobility ◽  
The Impact

With the development of exchange mechanisms, periods of mobility abroad have become frequent, sometimes unavoidable, in the school curriculum of a student. Taking the form of semesters of study in a foreign university or work placements for higher education students, the skills acquired during these immersion phases, both linguistically and technically, and in terms of know-how, are undeniable and valued by numerous research works. In this paper, we will review the impact of international exchanges on the professional integration of students. We are interested in the academic and professional gain linked to the international mobility that organizations, such as Regional Centre of Expertise (RCE) locations, can offer to college students. We propose, in our research, to examine the construction and contribution of the opportunities that these RCE locations can offer to students, in terms of academic, professional and social development. This study will highlight RCE Salisbury, of which is hosted by the organization the Bosserman Center of Conflict Resolution, as a case study.

What do we say when we talk about sustainability?

2015 ◽  
Vol 16 (3) ◽  
pp. 367-384 ◽  
Author(s):  
Katharine A. Owens ◽  
Sasha Legere
Keyword(s):  
Higher Education ◽  
Content Analysis ◽  
Design Methodology ◽  
Sustainability Education ◽  
Content Type ◽  
American University ◽  
Know How ◽  
It Impacts ◽  
Frequency Counts ◽  
Practical Implications

Purpose – The purpose of this paper is to analyze how faculty, staff and students at one American University define the term sustainability. Design/methodology/approach – The authors analyze student, staff and faculty definitions by comparing word frequency counts to a list of the 25 most frequently found words in over 100 definitions of sustainability. Next, the authors analyze the definitions through content analysis, producing a list of emergent themes. Findings – The authors find that our definitions do not rate highly when compared to a list of the most frequent words from published definitions, but examining them more closely highlights nuances in understanding. Research limitations/implications – These results can only speak to one university’s population, but may be similar to that of comparable schools. Further studies should include comparisons to a range of campus communities, including environmental leaders and laggards. Practical implications – Administrators and educators at institutes of higher education must determine whether an ambiguous understanding of sustainability is sufficient for their own goals in producing an educated citizenry. Social implications – When a community fails to understand sustainability, it impacts how they conceptualize environmental problems and make decisions to solve them. Originality/value – This study shows that unless one has polled a campus population, one cannot know how its members understand a fundamental concept such as sustainability. It also shows that the work of sustainability education is just beginning.

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