scholarly journals Class teachers’ experiences in implementing innovative teaching methods within the in-service training programmes

2017 ◽  
Vol 49 (2) ◽  
pp. 234-260 ◽  
Author(s):  
Milja Vujacic ◽  
Rajka Djevic ◽  
Jelena Stanisic
Keyword(s):  
Teaching Methods ◽  
First Grade ◽  
Successful Implementation ◽  
Pedagogical Beliefs ◽  
Innovative Teaching ◽  
Teachers Experiences ◽  
Innovative Solutions ◽  
Service Training ◽  
Training Programmes ◽  
Insight Into

Teacher in-service training is one of the ways to introduce innovative solutions to teaching, whereby obtaining an insight into teachers? experiences proves to be vital for understanding this process. In our country, the studies dealing with this problem are fairly rare. Using this as a starting point, the aim of our study was to obtain an insight into class teachers? experiences in implementing innovative teaching methods during the in-service training programmes whose focus was on encouraging the cooperation and creativity of students during classes. This study is a part of a more extensive experimental research that was conducted at a primary school in Belgrade within the Trefoil educational model. The sample included eight first-grade and second-grade class teachers, whose conversations, which took place during ten meetings of the teachers? board, were analysed. A qualitative thematic content analysis was used in data processing. The results indicate that the previous knowledge and experience of class teachers, as well as their implicit pedagogical beliefs, are important factors which determine the successfulness of the implementation of innovative solutions in teaching. The implementation of innovative methods in teaching and the exchange of experiences with colleagues and the facilitator during the in-service training have contributed to the re-examination of class teachers? implicit pedagogical beliefs and the shift in their work with respect to motivation, effectiveness, cooperation with colleagues and implementing a differentiated approach in teaching. Class teachers? perceptions also point towards the positive changes when it comes to students? motivation and their more active positioning during classes. The key implications of the current study refer to the necessity of intensifying the long-term programmes in our in-service teacher training system that would create the necessary conditions for a more successful implementation of innovative solutions in teaching. Finally, it is also pointed out to the limitations of the current study.

scholarly journals Teachers' experiences throughout professional training with the help of facilitators

2020 ◽  
pp. 169-193
Author(s):  
Rajka Đević ◽  
Milja Vujačić
Keyword(s):  
Teaching Methods ◽  
Professional Training ◽  
Pedagogical Beliefs ◽  
Innovative Teaching ◽  
Qualitative Thematic Analysis ◽  
Teachers Experiences ◽  
Professional Teacher ◽  
The Individual ◽  
Individual Conversations ◽  
Research Show

The importance of facilitator support is given particular emphasis within the modern conceptions of professional teacher training. Starting with the premise that perceiving teachers' perspective is of vital importance for understanding this process, the goal of our research was to examine the experiences of teachers throughout continual professional training for the application of innovative teaching methods with the help of facilitators. By applying qualitative thematic analysis, we have examined audio recording transcripts created during 18 individual conversations that the facilitators conducted with three teachers from a primary school in Belgrade. The results of the research show that the experiences of teachers in this process are overall positive and that it prompted them to reconsider existing practices and implicit pedagogical beliefs, and introduced positive developments in their work. The individual work of facilitators with teachers founded on trust demonstrates potential when it comes to encouragement and maintaining teachers' motivation for implementing innovations and undergoing further professional training. We have highlighted the key implications of the obtained findings and provided guidelines for further research in the area.

scholarly journals Application of Innovative Methods in the Learning Process – Challenges and Opportunities

2021 ◽  
Vol 27 (3) ◽  
pp. 133-142
Keyword(s):  
Learning Process ◽  
Teaching Methods ◽  
Successful Implementation ◽  
Electronic Resources ◽  
Innovative Teaching ◽  
Innovative Methods ◽  
Subjective Assessments ◽  
Challenges And Opportunities ◽  
Process Database ◽  
Source Of Information

The main purpose of this article is to outline the challenges/barriers that hinder the successful implementation of innovative teaching methods and possible ways to overcome them. The main source of information are the results of a survey conducted among teachers, in which they present their subjective assessments of the application of innovative methods in the learning process. The conducted survey shows that the possibilities for overcoming the challenges and difficulties are related to a number of guidelines for future actions, among which the highest support from the respondents has the provision of access to: appropriate training to improve the skills of teachers to apply innovative methods in the learning process; database with appropriate electronic resources for application of innovative teaching methods in the learning process.

USE OF INNOVATIVE TEACHING METHODS IN RUSSIAN LESSONS IN GROUPS WITH A NON-RUSSIAN TEACHING LANGUAGE

2020 ◽  
Vol 6 (3) ◽  
pp. 204-212
Author(s):  
Nigora Vokhidova ◽  
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Group Work ◽  
Russian Language ◽  
Interactive Communication ◽  
Innovative Teaching ◽  
Teaching Language ◽  
New Methods ◽  
The Russian Language

The article discusses the effectiveness of innovative approaches in teaching Russian as a foreign language. It is noted that the use of new methods makes it possible to take into account the knowledge already acquired by the student for studying the Russian language and developing creative skills. The role of such a form of training as group work is shown, and some methods of interactive communication between students in practical classes in the Russian language are considered

USING ACTIVE TEACHING METHODS IN THE PROCESS OF UNIVERSITY STUDENTS’ COMMUNICATIVE COMPETENCE DEVELOPMENT (WITHIN THE SUBJECT “THE RUSSIAN LANGUAGE AND SPEECH CULTURE”)

2020 ◽  
Vol 86 (1) ◽  
pp. 127-137
Author(s):  
V.V. Gavrilov ◽  
Keyword(s):  
Teaching Methods ◽  
Process Model ◽  
Communicative Competence ◽  
Educational Process ◽  
Russian Language ◽  
Successful Implementation ◽  
University Graduates ◽  
Active Teaching ◽  
The Subject ◽  
The Russian Language

This article states the need to change the approach, as well as the forms and methods of teaching in the process of developing students' speech within the subject "The Russian language and Culture of speech". The purpose of the study is to describe the ways of active teaching methods application in order to improve students' speech culture. The author notes that modern teaching methods have ceased to respond to the needs of society and do not contribute to successful socialization of university graduates. The novelty of the study lies in the fact that the author proposes that the work on a text (in the broad sense of the term) should become the main one in the teaching process. . The author proposes an updated process model of trainingenumerates those teaching forms and methods that contribute to the successful implementation of the model, describes the conditions of using these methods in the educational process. According to the author, the modeling of problem-based situations, the use of active teaching forms and methods reveal new opportunities to the teacher, help to develop students' communicative competence, and will largely determine further successful socialization of graduates.

Child Composers in the Old Conservatories

2020 ◽  
Author(s):  
Robert O. Gjerdingen
Keyword(s):  
Teaching Methods ◽  
Classical Music ◽  
Colleges And Universities ◽  
Mental Ability ◽  
Original Music ◽  
Innovative Teaching ◽  
Musical Works ◽  
History Of ◽  
Youtube Videos ◽  
Typical Day

The original music conservatories were orphanages. Through innovative teaching methods the masters of these old institutions were able to transform poor and often illiterate castoffs into elite musicians, many of whom became famous in the history of classical music. The book tells the story of how this was done. It shows what the lessons were like, what a typical day was like for an orphan, and how children progressed from simple lessons to ones more advanced than any seen today in colleges and universities. Recent rediscoveries of thousands of the old lessons have allowed us to understand how children’s minds were systematically developed to be able to “think” in music. That is, the lessons slowly built up the mental ability to imagine the interplay of two or more voices or instruments. Today we think of Mozart as having a miraculous ability to imagine musical works in his head, but in truth many of the conservatory graduates of that era had attained a similar level of controlled musical imagination. They could improvise for hours at the keyboard, and they could quickly compose whole works for ensembles. The book is accompanied by 100 YouTube videos so that readers can hear what the lessons sounded like.

Empowering professionalism in mission-oriented innovation

2021 ◽  
Author(s):  
Markus M Bugge ◽  
Fazilat Siddiq
Keyword(s):  
Digital Literacy ◽  
Primary Schools ◽  
Teaching Practices ◽  
Digital Technologies ◽  
Successful Implementation ◽  
Supply Side ◽  
Innovative Teaching ◽  
Teaching Tools

Abstract In the literature on mission-oriented innovation supply side and tech-oriented approaches have been complemented by broader and more inclusive societal approaches. Here, it is highlighted that both directionality and broad anchoring of diverse stakeholders across private, public, and civic domains are key to successful implementation. Still, it is unclear how these dimensions relate and unfold in practice. Using digital literacy in education as an example of mission-oriented innovation, this paper investigates what prerequisites and capabilities are needed to envision and govern such processes. Based upon a case study of innovative teaching practices in twenty-five classes at ten primary schools in Norway, the paper finds that the motivation, dedication, and engagement of the teachers is not primarily related to the digital technologies themselves, but to the professional and pedagogical anchoring of the digital teaching tools. The mobilization of the professionalism of the teachers is enabled by a process of balanced empowerment.

Right to Information Act, 2005 in India: A Decadal Experience

2017 ◽  
Vol 63 (2) ◽  
pp. 228-251
Author(s):  
B. S. Ghuman ◽  
Mohammad Sohail
Keyword(s):  
Communication Technology ◽  
Successful Implementation ◽  
Public Authorities ◽  
Awareness Campaigns ◽  
Disclosure Of Information ◽  
Information And Communication ◽  
Right To Information ◽  
Training Programmes ◽  
Official Records ◽  
Legislative Measures

Right to Information (RTI) Act emerged as a powerful instrument for taming corruption in the functioning of public authorities by promoting transparency and accountability. The Act has completed ten years but the challenges hindering the successful implementation of the Act are still looming large. The Act is slowly moving away from its goal owing to many factors, such as lack of awareness, improper maintenance of records, poor compliance to public disclosure of information mentioned under Section 4 of the Act, inconvenient fee depositing mechanism, lack of sustained training mechanism for employees, misuse of the Act, pendency of appeals before Information Commissions and lack of legislative measures for protection of whistleblowers. For making the Act a success, it is essential to conduct massive awareness campaigns for citizens, to maintain proper official records for facilitating provision of information under the Act, ensuring suo motu disclosure of information mentioned under Section 4 of the Act, use of information and communication technology in the implementation of the Act, making available convenient fee depositing options, conducting training programmes for officials involved in the implementation of the Act, and, finally, enacting a strong whistleblowers’ protection Act.

scholarly journals Coronavirus Disease 2019 and Its Effect on Teaching and Learning Process in the Higher Educational Institutions

2021 ◽  
Vol 8 (1) ◽  
pp. 90-107
Author(s):  
Harshavardhan Reddy Kummitha ◽  
Naveen Kolloju ◽  
Prakash Chittoor ◽  
Venkatesh Madepalli
Keyword(s):  
Digital Divide ◽  
Learning Process ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Research Question ◽  
Cross Sectional Study ◽  
Successful Implementation ◽  
Cross Sectional ◽  
Training Programmes ◽  
Teaching Learning

In response to the coronavirus disease 2019 (COVID-19) pandemic, most of the higher education institutions (HEIs) across the globe have replaced conventional teaching with online teaching. However, the technological preparedness of countries of varied nature differs significantly. In this context, the purpose of the study is to answer the following research question: how are the HEIs mitigating the difficulties that have resulted from the COVID-19 pandemic to facilitate online teaching–learning process? The study is carried out based on a cross-sectional study from 281 academic professionals who are employed in HEIs in India and Ethiopia. The findings from this comparative study highlight that digital divide and lack of institutional preparedness are found to be major problems that constrained the effective implementation of online teaching/learning. Besides, this study also found that training programmes for the faculty members to utilize web resources and facilitate online teaching were found to be limited in both the countries. The article concludes by offering suggestions and policy advice to minimize the digital divide and for successful implementation of online teaching in HEIs.

Midwifery Students’ Learning Styles in Iran: A Review Study Based on Kolb’s Learning Theory

2021 ◽  
Vol 30 (1) ◽  
pp. 52-63
Author(s):  
Hadis Sourinejad ◽  
◽  
Fariba Haghani ◽  
Marjan Beigi ◽  
Elham Adibmoghaddam ◽  
...  
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Theory ◽  
Teaching Methods ◽  
Teaching Method ◽  
Important Research ◽  
Innovative Teaching ◽  
Review Study ◽  
Kolb's Learning Theory ◽  
Selection Of

Background: Identifying the factors that contribute to learning is one of the most important research goals. Learning style is one of these important and effective factors. The predominant learning styles of students in different universities of Iran are different. Objective: This study aimed to review the learning styles of midwifery students in Iran based on Kolb’s learning theory. Materials and Methods: In this review study, a search was conducted in Scopus, PubMed, Google Scholar, SID, and MagIran databases on articles published during 2000-2020 by using the keywords: Learning styles, midwifery students, and Kolb’s theory in Persian and English. Out of 28 eligible articles, 9 articles were finally reviewed. Results: Learning in midwifery students is usually done by using different styles, the most common of which was convergent style followed by assimilative style. Conclusion: The predominant learning styles of midwifery students in Iran are convergent and assimilative styles. While considering individual differences, educational planning and selection of teaching method should be done in a way that is appropriate for different learning styles of midwifery students and a variety of new and innovative teaching methods should be used.

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