scholarly journals Teaching Lives: An Arts-Informed Exploration of Teacher Experience

2018 ◽  
Vol 3 (2) ◽  
pp. 150-171
Author(s):  
Tiina Kukkonen ◽  
Benjamin Bolden
Keyword(s):  
Sense Of Belonging ◽  
Visual Art ◽  
Teaching And Learning ◽  
Teacher Experience ◽  
Pedagogical Practices ◽  
Conceptions Of Teaching ◽  
Learning And Teaching

With this article we connect the knowledge and experiences of two retired schoolteachers to present-day paradigms of learning and teaching in schools through narrative and arts-informed research processes. By extracting meaning from narratives of teacher experience and representing those meanings using musical and visual art media and methods, we hope to engage percipients in a form of “empathetic participation” that may lead to new and/or revitalized conceptions of teaching and learning, inform current pedagogical practices, and enhance teachers’ sense of belonging to an intergenerational community of educators. 

scholarly journals Teacher-Students Relationship and its Potential Impact on Mathematics Learning

2019 ◽  
Vol 4 (4) ◽  
pp. 35-53
Author(s):  
Niroj Dahal ◽  
Bal Chandra Luitel ◽  
Binod Prasad Pant
Keyword(s):  
Lived Experiences ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Mathematics Learning ◽  
Future Generation ◽  
Pedagogical Practices ◽  
School Level ◽  
Learning And Teaching ◽  
Teacher Student ◽  
Teacher Students

This article portrays lived experiences, and is an exploration of pedagogical practices as learners, as teachers, as teacher educators and educational researcher focusing on the relationship between teachers and students shifting from traditional to transformative approach in teaching and learning. Based on lived experiences as students of mathematics from school level to university, and as teachers of mathematics in different institutions in different time, the aim of this article is to examine and explore deep settled behavioural practices and seek to change towards transformative/constructive approach of learning and teaching in terms of teacher-student relationship to maintain quality of instruction for future generation in Nepal. Subscribing interpretive, critical, and postmodern research paradigms to embrace multi-paradigmatic research design (Taylor, Taylor & Luitel, 2012), we used auto-ethnography as a fusion research methodology in this study. Further, the auto-ethnographic inquiry also helped us to examine the pedagogical, cultural and contextual learning from different perspectives as students, teachers, teacher educators and educational researchers thereby offering space for interpretation, transformation and envisionary. We landed with the ideas that students’ active participation in learning, social and cultural enactment and transformative pedagogy promote our practice to be more meaningful, and learner centered which, in turn, develops a cordial relationship. Our vision to develop the cordial relationship between teacher-students is focused a bit differently in this article.

Instructors' Professional Learning and Implementation of Problem-Based Learning in Higher Education

2020 ◽  
pp. 69-84 ◽  
Author(s):  
Jennifer V. Lock ◽  
Kim Koh
Keyword(s):  
Higher Education ◽  
Preservice Teachers ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Problem Based Learning ◽  
Complex Problem ◽  
Pedagogical Practices ◽  
Teacher Preparation Program ◽  
Future Research ◽  
Learning And Teaching

Contemporary educational reform in North America, as well as other parts of the world, has led to a shift toward conceptualizing assessment, teaching, and learning for the purpose of developing students' competencies (e.g., critical thinking, complex problem-solving, creativity and innovation, collaboration). Both in K−12 schools and higher education, instructors need to adopt innovative pedagogies and assessments to support the fostering of these competencies. In this chapter, the authors report on a mixed-method study where the implementation of problem-based learning (PBL) was used in a preservice teachers' assessment course designed in a teacher preparation program at one western Canadian university. The findings acknowledge that facilitating PBL is a pedagogical shift and requires instructors to revisit their pedagogical practices and assumptions in relation to student learning and teaching. The chapter concludes with three directions for future research.

scholarly journals Writing Scholarship of Teaching and Learning Articles for Peer-Reviewed Journals

2019 ◽  
Vol 7 (2) ◽  
pp. 28-50
Author(s):  
Mick Healey ◽  
Kelly E Matthews ◽  
Alison Cook-Sather
Keyword(s):  
Identity Formation ◽  
Sense Of Belonging ◽  
Teaching And Learning ◽  
Professional Staff ◽  
Discourse Community ◽  
Scholarship Of Teaching ◽  
Learning And Teaching ◽  
Writing Genres ◽  
New Literature ◽  
Learning Issues

LOCATE: There are many general books and articles on publishing in peer-reviewed journals, but few specifically address issues around writing for scholarship of teaching and learning (SoTL) journals. One of the challenges of beginning to write about SoTL is that most scholars have become interested in exploring teaching and learning issues in higher education (HE) alongside their disciplinary interests and have to grapple with a new literature and sometimes unfamiliar methods and genres as well. Hence, for many, as they write up their SoTL projects, they are simultaneously forging their identities as SoTL scholars. FOCUS: We unpack the process of writing SoTL articles for peer-reviewed journals with the goal of supporting both new and experienced SoTL scholars (faculty/academics, professional staff, and students) as they nurture and further develop their voices and their SoTL identities and strive to contribute to the enhancement of learning and teaching in HE. REPORT: We pose three related sets of overarching questions for consideration when writing SoTL articles for peer-reviewed journals followed by heuristic frameworks for publishing in five specific writing genres (empirical research articles, conceptual articles, case studies of practice, reflective essays, and opinion pieces). ARGUE:  Using the metaphor of being in conversation, we argue that writing is a values-based process that contributes to the identity formation of SoTL scholars and their sense of belonging within the SoTL discourse community.

Teaching in a Makerspace

2020 ◽  
pp. 26-51
Author(s):  
Catherine Otieno
Keyword(s):  
Learning Environment ◽  
Knowledge Base ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Pedagogical Practices ◽  
Learning Goals ◽  
Learning Needs ◽  
Learning And Teaching ◽  
Learner Centered ◽  
Depth Study

This chapter provides an in-depth study of the teaching practices of instructors who primarily guide and facilitate learning in a makespace. With a close look at the pedagogical practices that govern teaching and learning in the maker classroom, this study presents instructors who modeled these frameworks. In addition to their own knowledge base and expertise, they were able to efficiently and effectively integrate multi-resources in a unique learning environment while helping learners succeed and adopt the maker mindset. Makerspaces are changing how we perceive learning and teaching. Instructors highlighted in this chapter put forth activities and learning goals that were learner centered and interesting to various learning needs. They designed and created a learning environment that safeguarded learners and allowed them to experiment with ideas and materials, creating different iterations of learning and redefining what success and failure means.

scholarly journals Editorial Issue 14.2

2017 ◽  
Vol 14 (2) ◽  
pp. 92-93
Author(s):  
Dominique R. Parrish ◽  
◽  
Alisa Percy ◽  
Keyword(s):  
Visual Art ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Pedagogical Practice ◽  
Learning And Teaching ◽  
Confidence Levels ◽  
School Programs ◽  
Specific Discipline ◽  
Service Training ◽  
Primary And Secondary School

Welcome to the second edition of the Journal of University Learning and Teaching Practice for 2017. We have a range of interesting papers in this issue addressing teaching and learning practice in specific discipline areas, for particular teaching focused positions and in relation to explicit areas of pedagogical practice. The first paper by Eddles-Hirsh presents a study that explored how confidence levels to teach visual art can be heightened through pre-service training that adopts a differentiated framework of instruction. This is a significant contribution given that crucial 21st-century skills such as creativity, higherorder thinking, collaboration, visual literacy and problem-solving have been linked to primary and secondary school programs that include teaching of visual art.

The Influence of Assessment on Learning and Teaching

2019 ◽  
pp. 166-185
Author(s):  
Susan Hallam
Keyword(s):  
Communities Of Practice ◽  
Teaching And Learning ◽  
Formal Education ◽  
Peer Assessment ◽  
Real Life ◽  
Summative Assessment ◽  
Learning And Teaching ◽  
The Arts ◽  
Assessment Procedures ◽  
Assessment Research

It is debatable whether it is appropriate to assess performance in the arts. However, formal education institutions and the systems within which they operate continue to require summative assessment to take place in order to award qualifications. This chapter considers the extent to which such summative assessment systems in music determine not only what is taught but also what learners learn. The evidence suggests that any learning outcome in formal education that is not assessed is unlikely to be given priority by either learners or teachers. To optimize learning, the aims and the processes of learning, including formative, self-, and peer assessment procedures, should be aligned with summative assessment. Research addressing the roles, methods, and value of formative, self-, and peer assessment in enhancing learning is considered. A proposal is made that the most appropriate way of enhancing learning is to ensure that summative assessment procedures are authentic and have real-life relevance supporting the teaching and learning process, to ensure that learners are motivated and see the relevance of what they are learning. This might take many forms depending on musical genre, communities of practice, and the wider cultural environment.

scholarly journals Balancing Technology, Pedagogy and the New Normal: Post-pandemic Challenges for Higher Education

2021 ◽  
Author(s):  
Chrysi Rapanta ◽  
Luca Botturi ◽  
Peter Goodyear ◽  
Lourdes Guàrdia ◽  
Marguerite Koole
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Strategic Decision ◽  
Expert Advice ◽  
Social Agents ◽  
Learning And Teaching ◽  
University Teachers ◽  
Learning Tasks ◽  
Science And Education

AbstractThe Covid-19 pandemic has presented an opportunity for rethinking assumptions about education in general and higher education in particular. In the light of the general crisis the pandemic caused, especially when it comes to the so-called emergency remote teaching (ERT), educators from all grades and contexts experienced the necessity of rethinking their roles, the ways of supporting the students’ learning tasks and the image of students as self-organising learners, active citizens and autonomous social agents. In our first Postdigital Science and Education paper, we sought to distil and share some expert advice for campus-based university teachers to adapt to online teaching and learning. In this sequel paper, we ask ourselves: Now that campus-based university teachers have experienced the unplanned and forced version of Online Learning and Teaching (OLT), how can this experience help bridge the gap between online and in-person teaching in the following years? The four experts, also co-authors of this paper, interviewed aligning towards an emphasis on pedagogisation rather than digitalisation of higher education, with strategic decision-making being in the heart of post-pandemic practices. Our literature review of papers published in the last year and analysis of the expert answers reveal that the ‘forced’ experience of teaching with digital technologies as part of ERT can gradually give place to a harmonious integration of physical and digital tools and methods for the sake of more active, flexible and meaningful learning.

scholarly journals Teachers’ Perception of Their Code-Switching Practices in English as a Foreign Language Classes: The Results of Stimulated Recall Interview and Conversation Analysis

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110138
Author(s):  
Yetti Zainil ◽  
Safnil Arsyad
Keyword(s):  
Conversation Analysis ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Video Recording ◽  
Code Switching ◽  
Pedagogical Practices ◽  
Stimulated Recall ◽  
West Sumatra ◽  
Teacher Professional ◽  
Stimulated Recall Interviews

Teachers often code-switch in the EFL classroom, but the question of whether or not they are aware of their code-switching has not been satisfactorily answered. This article presents the study on teachers’ understandings and beliefs about their code-switching practices in EFL classrooms as well as effective language teaching and learning. The participants of this study came from four junior high schools in Padang, West Sumatra, Indonesia: five teachers with their respective classes. This research used the conversation analysis and stimulated recall interviews to analyze the data which came from the video recording of classroom observations and the audio recording of stimulated recall interviews with teachers. The results revealed the pedagogical functions and affective functions of teacher’s code-switching. The data also showed that the use of stimulated recall interviews helped teachers to be consciously aware of their code-switching as well as of their other pedagogical practices in the language classroom. Therefore, stimulated recall interviews can be a useful tool for teacher self-reflection that they were not aware of their code switch. This awareness could be incorporated into language teacher professional development and in-service teacher professional learning.

Research on language teaching and learning in Austria (2004–2009)

2011 ◽  
Vol 44 (2) ◽  
pp. 181-211 ◽  
Author(s):  
Christiane Dalton-Puffer ◽  
Renate Faistauer ◽  
Eva Vetter
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Academic Writing ◽  
Teaching And Learning ◽  
Theory Development ◽  
Language Instruction ◽  
Foreign Language Instruction ◽  
Theoretical Frameworks ◽  
National Education ◽  
Learning And Teaching

This overview of six years of research on language learning and teaching in Austria covers a period of dynamic development in the field. While all the studies reviewed here illustrate research driven by a combination of local and global concerns and theoretical frameworks, some specific clusters of research interest emerge. The first of these focuses on issues connected with multilingualism in present-day society in terms of language policy, theory development and, importantly, the critical scrutiny of dominant discursive practices in connection with minority and migrant languages. In combination with this focus, there is a concern with German as a second or foreign language in a number of contexts. A second cluster concerns the area of language testing and assessment, which has gained political import due to changes in national education policy and the introduction of standardized tests. Finally, a third cluster of research concerns the diverse types of specialized language instruction, including the introduction of foreign language instruction from age six onwards, the rise of academic writing instruction, English-medium education and, as a final more general issue, the role of English as a dominant language in the canon of all foreign and second languages in Austria.

VIRTUAL LEARNING ENVIRONMENTS FOR ESL COURSES

2021 ◽  
Vol 17 (1) ◽  
pp. 239-243
Author(s):  
Ana-Maria CHISEGA-NEGRILĂ
Keyword(s):  
Learning Environments ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Foreign Languages ◽  
Esl Students ◽  
Online Teaching And Learning ◽  
Learning And Teaching ◽  
Face To Face

Abstract: As the time in which online teaching and learning was still an element of novelty has long been gone, virtual learning environments have to be studied thoroughly so that they will provide students not only with the necessary knowledge, but also with the proper tools to meet their learning objectives. The advancement in information technology and the access to an almost inordinate number of learning and teaching tools should have already been fructified and, as a result, not only teachers, but also learners should have already picked up the fruit of knowledge grown in the vast virtual environment of the Internet. However, as education has recently moved almost entirely online, some questions have arisen. Are the Virtual Learning Environments (VLEs) enough to offer ESL students both motivation and knowledge? Will foreign languages benefit from this growing trend or will traditional, face-to-face interaction, prove to have been more efficient? The present article will look into some of these questions and into the benefits of VLEs in the context of the Covid-19 pandemic.

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