scholarly journals Blended Faculty Training: Modeling Learner-centered Pedagogy in a New Faculty Teaching Seminar

2016 ◽  
Author(s):  
John Tingerthal ◽  
Fethiye Ozis
Keyword(s):  
Faculty Training ◽  
New Faculty ◽  
Faculty Teaching ◽  
Learner Centered ◽  
Learner Centered Pedagogy

scholarly journals Pedagogy and History: Ujamaa and Learner-Centered Pedagogy in Tanzania

2021 ◽  
pp. 000-000
Author(s):  
Nozomi Sakata ◽  
Moses Oketch ◽  
Mano Candappa
Keyword(s):  
Learner Centered ◽  
Learner Centered Pedagogy

scholarly journals Environmental influences and individual characteristics that affect learner-centered teaching practices

2020 ◽  
Author(s):  
Nathan Emery ◽  
Jessica Middlemis Maher ◽  
Diane Ebert-May
Keyword(s):  
Professional Development ◽  
Effective Teaching ◽  
Self Efficacy ◽  
Teaching Practices ◽  
Environmental Influences ◽  
Individual Characteristics ◽  
Faculty Teaching ◽  
Learner Centered ◽  
Educational Environments ◽  
Departmental Climate

AbstractResearch-based teaching practices can improve student learning outcomes in a variety of complex educational environments. The implementation of learner-centered teaching practices in STEM can both benefit or be constrained by different factors related to individual instructors and the teaching environment. However, we know little of how the instructional climate varies across institutions and how this climate affects teaching practices. Our study sought to describe the relative importance of environmental influences and individual characteristics on learner- centered teaching practices across institutions. We also assessed departmental climate for 35 US higher education institutions. We found that self-efficacy in teaching and professional development exert a strong influence on faculty teaching practices. While departmental climate did not emerge as a significant predictor of teaching practices, there was consistently low support for teaching, and institution size was negatively correlated with leadership and evaluation of effective teaching. We also found that professional development may prepare instructors to teach learner-centered courses in different collegial teaching climates. Our results suggest that through cultivating self-efficacy and participating in iterative professional development, instructors can implement effective teaching practices across institutional environments.

The Power of Metaphor in Bringing Clarity for Learners in Learner-Centered Design

2017 ◽  
pp. 274-290
Author(s):  
John Ewing ◽  
Doug Reid
Keyword(s):  
Learning Theory ◽  
Social Constructivism ◽  
Reference Points ◽  
Community Of Learners ◽  
Student Centered ◽  
Common Reference ◽  
Learner Centered ◽  
Knowledge Learning ◽  
Learner Centered Pedagogy

The study focuses on guiding students through an exploration of social constructivism model as it relates to the roles of instructor and learner. It explores the use of a metaphor, the dot, to demonstrate that metaphors can support deeper understanding of difficult concepts inherent in learner-centered and constructivist pedagogies. This research was conducted to ascertain whether metaphors provide common reference points for learners that can be used to build and test new assumptions of knowledge. Additionally, the study highlights challenges that learner-centered pedagogy face when identifying preconceived constructs and moving towards the adoption of new thoughts, perspectives, and reasoning. In theory, this study identified the continuing role that metaphors play in the learning theory and how the literature can be explored further. In practice, the study identified student-centered activities, which include the learner as a contributor to knowledge, learning in a community of learners, and empowering the learner to change.

scholarly journals Structural Change in Higher Education: Implications for Agricultural Economics Academic Programs

1993 ◽  
Vol 25 (1) ◽  
pp. 122-130
Author(s):  
Larry J. Connor
Keyword(s):  
Teacher Preparation ◽  
Graduate Education ◽  
Teaching Methods ◽  
Graduate Program ◽  
Faculty Training ◽  
Academic Programs ◽  
Agricultural Economics ◽  
Faculty Teaching ◽  
Growth Opportunity ◽  
Change In Higher Education

AbstractMajor changes affecting Agricultural Economics include: level and sources of funding, increased accountability, a renewed emphasis on teaching, increasing university and college linkages, an evolving student base, and the continuing adoption of educational technology. Major implications include: broader faculty teaching involvement, agribusiness program development, expanding multidisciplinary majors, Ph.D. program modifications for teacher preparation, expanding professional M.S. degrees, graduate program size and specialization reductions, alternative financing of graduate education, and faculty training in teaching methods. Teaching represents a major growth opportunity for Agricultural Economics, but it remains to be seen whether the discipline takes advantage of this opportunity.

scholarly journals From ambition to practice: An Analysis of Teachers’ Attitude Toward Learner-Centered Pedagogy in Public Primary Schools in Rwanda

SAGE Open ◽  
2019 ◽  
Vol 9 (1) ◽  
pp. 215824401882346
Author(s):  
Alfred Otara ◽  
Alphonse Uworwabayeho ◽  
Wenceslas Nzabalirwa ◽  
Beata Kayisenga
Keyword(s):  
Primary Schools ◽  
Negative Attitude ◽  
Chi Square ◽  
Primary School Teachers ◽  
Preservice Training ◽  
Learner Centered ◽  
Proper Training ◽  
Teachers Attitudes ◽  
Chi Square Analysis ◽  
Learner Centered Pedagogy

Learner-centered pedagogy (LCP) is one of the best approaches in developing knowledge, skills, and attitudes of learners to cope with the changing world. Implementation of LCP practices tend to vary from one context to another. It is within this perspective that this study was conducted with the aim of investigating the teachers’ attitudes toward LCP in public primary schools located in Nyarugenge District. A sample size of 165 teachers was selected from 13 public and government-aided primary schools. Simple percentages, and chi-square analysis were used to analyze data, and the findings were triangulated with questionnaire and interview responses. Results show that primary school teachers manifested negative attitude toward LCP. The study also indicates that both institutional and individual factors, such as insufficient and inadequate trainings, lack of clear indicators on LCP, and lack of prior experience on LCP among colleges and university tutors during preservice training, affect the attitude of teachers. It is further revealed that gender does not influence the attitude of teachers; however, training was found to be significant at .05 level. It is therefore important that authorities ensure proper training to head teacher, school subject leaders, and teachers on LCP and avail clear indicators on those methods.

Critique of Nursing as Caring Theory: Aesthetic Knowing and Caring in Online Learning

2015 ◽  
Vol 19 (2) ◽  
pp. 49-49
Author(s):  
Jennifer E. Shearer,
Keyword(s):  
Online Learning ◽  
Nursing Education ◽  
Learning Strategy ◽  
Learning Activity ◽  
Nursing Knowledge ◽  
Learner Centered ◽  
Online Nursing Education ◽  
Learner Centered Pedagogy

The expansion of online nursing education with learner-centered pedagogy provides opportunity to build knowledge as well as demonstrate caring toward learners. A learning strategy using a criterion-based critique model is presented as an exemplar of a caring learning activity. Nursing as caring theory is critiqued using the model as a didactic tool. This application stimulates aesthetic knowing for learners and demonstrates respect and value for learners’ contribution to nursing knowledge.

Teacher Educators’ Practice and Vision of Good Teaching in Teacher Education Reform Context in Ghana

2017 ◽  
Vol 46 (4) ◽  
pp. 194-203 ◽  
Author(s):  
Kwame Akyeampong
Keyword(s):  
Teacher Education ◽  
Education Reform ◽  
Professional Learning ◽  
Teacher Educators ◽  
Critical Role ◽  
Good Teaching ◽  
Teacher Education Reform ◽  
Primary Mathematics ◽  
Learner Centered ◽  
Learner Centered Pedagogy

Teacher education in sub-Sahara Africa (SSA) has been criticized for the lack of attention to learning to teach in real classrooms, which limits the opportunity for pre-service teachers to successfully introduce learner-centered pedagogy in African primary school classrooms. To address this problem, Ghana has implemented a teacher education reform since 2004 to incorporate practicum. However, the critical role of teacher educators has been overlooked by policymakers, and few studies have qualitatively investigated their practice and vision. The study draws on qualitative data from the Ghana component of the Teacher Preparation in Africa (TPA) research project to explore eight teacher educators’ practice and vision of good teaching of primary mathematics. The study found that teacher educators’ practice and vision of good teaching consist of the use of teaching and learning materials (TLMs) and small group activities following specific steps without understanding the principles of learner-centered pedagogy that could be applied in a variety of classroom contexts and mathematics topics. The study also identified the hierarchical relationship between teacher educators and school teachers as a major challenge for effective practicum, limiting the opportunity to transform teacher educators’ vision and practice of primary mathematics teaching. Recommendations for enhancing professional learning opportunities for teacher educators are offered.

Advice for New Faculty Teaching Undergraduate Science

2006 ◽  
Vol 83 (3) ◽  
pp. 401 ◽  
Author(s):  
Andri L. Smith ◽  
Sarah L. Keller
Keyword(s):  
New Faculty ◽  
Faculty Teaching ◽  
Undergraduate Science
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