scholarly journals Autonomy-supportive learning with VaKE (Values and Knowledge Education) in teacher education. Fostering empathy and cognitive complexity.

2017 ◽  
Author(s):  
Alfred Weinberger ◽  
Jean-Luc Patry ◽  
Sieglinde Weyringer
Keyword(s):  
Teacher Education ◽  
Cognitive Complexity ◽  
Autonomy Support ◽  
Teaching And Learning ◽  
Learning Approach ◽  
Constructivist Teaching ◽  
Multiple Sources ◽  
Sources Of Knowledge ◽  
Cognitive Autonomy ◽  
Dependent Variables

The aim of this study is to examine enhanced autonomy-supportive teaching with VaKE (Values and Knowledge Education) in teacher education. VaKE is a constructivist teaching and learning approach which combines values and knowledge education, providing possibilities for autonomous learning. A quasi-experiment was applied with N = 43 pre-service teachers in an Austrian university of teacher education. The standard VaKE was compared with VaKE focusing on enhanced autonomy-supportive teaching by providing option choices. Dependent variables were the capacity to take the perspective of others (empathy) and the capacity to deal adequately with multiple sources of knowledge (cognitive complexity). The results indicate that empathy and cognitive complexity can be increased when providing enhanced cognitive autonomy support with VaKE. The main conclusion is that pre-service teachers can benefit in their moral as well as knowledge-related capacities when learning according to VaKE with provided option choices.

scholarly journals Reflective self-study for an integrated learning approach to early childhood mathematics teacher education

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Makie Kortjass
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Mathematics Teacher Education ◽  
Learning Approach ◽  
Early Childhood Mathematics ◽  
Study Research ◽  
Self Study

Background: This article gives an account of what I learned through the process of a self-study research project. Self-study teacher research allows teacher educators and teachers to improve their learning, plan new pedagogies and impact students’ learning.Aim: The aim of this self-study research was to improve my own practice in early childhood mathematics teacher education through interaction and collaboration with others, such as colleagues and students.Setting: As a South African university-based teacher educator, I piloted an integrated learning approach (ILA) in the teaching and learning of early childhood mathematics in a selected undergraduate programme.Methods: I began by tracking my personal development in mathematics education and in so doing was able to recognise my personal learning of mathematics as a child growing up in an African township context. I then worked with a class of 38 student teachers to create collages and concept maps to explore their understandings and experiences of ILA.Results: Through this project, I discovered that colleagues in the role of critical friends provided essential feedback on my work in progress. I also learned that student teachers need to be equipped with knowledge and hands-on experience of how integration can take place in teaching and learning early childhood mathematics. I realised that it was essential to constantly reflect on my own personal history and my professional practice to explore new ways of teaching mathematics.Conclusion: Teacher educators may consider engaging in self-study research that includes art-based self-study methods to reflect on their practices and see how they change for the benefit of their students and ultimately for the benefit of the learners.

scholarly journals Understanding the bottlenecks in methodological adoption of constructivism in secondary schools in Kenya

2019 ◽  
Vol 5 (1) ◽  
Author(s):  
Gideon Mwanda ◽  
Ronnie Midigo
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
Total Sample ◽  
Constructivist Learning ◽  
Learning Approach ◽  
Constructivist Teaching ◽  
School Students ◽  
Post Test ◽  
Quasi Experimental ◽  
Method Of Instruction

Constructivist teaching and learning approach is one of teaching approach gaining popularity based on its principles of learner centred education. This study investigated the effectiveness of constructivist method of instruction on learning biology and challenges facing its implementation in secondary school students. The study design was quasi-experimental non-equivalent groups with a pre-test-post-test examination. A total sample participated in this study was 477 students and 12 teachers. The instruments used in this study were; constructivist instruction manual, pre-test, post-test, attitude questionnaire and teacher’s questionnaire. The data collected was analysed descriptively using mean and standard deviation value, while t-tests and ANOVA were used to test the differences between group means at α=0.05 level. The study established that constructivist method of instruction was more effective in learning biology compared to conventional methods. It was found the both positive learner and negative teacher attitude toward the application of constructivism. The inadequate compulsory facilities were also found in the implementation of constructivist learning approach. Thus, it is recommended to conduct deliberate programs in implementating constructivist learning approach in secondary schools in Kenya.

PENERAPAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING (CTL) BERBANTU MDIA GAMBAR UNTUK MENINGKATKAN HASIL BELAJAR IPA SISWA KELAS VI SD NEGERI 007 KAMPUNG BARU KECAMATAN GUNUNG TOAR KABUPATEN KUANTAN SINGINGI

2019 ◽  
Vol 3 (2) ◽  
Author(s):  
Hamnidar Hamnidar
Keyword(s):  
Primary School ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Natural Sciences ◽  
Learning Approach ◽  
Research Subjects ◽  
Average Value ◽  
Average Grade ◽  
Complete Category ◽  
Contextual Teaching

This research was motivated by the learning outcomes of students' natural sciences that were still low. The purpose of this study was to improve student learning outcomes with the application of the Contextual Teaching And Learning approach. This research is a classroom action research consisting of II cycles with research subjects in class VI of 007 Kampung Baru State Primary School Gunung Toar District, Kuantan Singingi Regency. The results showed that, judging from the basic score, the lowest value of students was 50 while the highest score of students was 85 with an average grade of 62.78 with an incomplete category. in the first cycle the lowest value of students was 65 while the highest value of students was 90 with an average grade of 74 with a complete category. For learning outcomes in cycle II, the lowest value of students is 75 while the highest value of students is 100 with the average value of class 84.47 with complete categories. Based on the results of the study, it can be concluded that the application of the Contextual Teaching And Learning learning approach assisted by media images can improve the learning outcomes of Natural Sciences students of class VI 007 Public Primary School Kampung Baru, Gunung Toar District, Kuantan Singingi Regency.

Hindrance to the Integration of e-learning Adoption in Nigerian Universities

GIS Business ◽  
2019 ◽  
Vol 14 (5) ◽  
pp. 21-28
Author(s):  
Abasiama G. Akpan ◽  
Chris Eriye Tralagba
Keyword(s):  
Teaching And Learning ◽  
Case Study Research ◽  
University Education ◽  
Learning Approach ◽  
University System ◽  
Electronic Learning ◽  
E Learning ◽  
Nigerian University ◽  
The University

Electronic learning or online learning is a part of recent education which is dramatically used in universities all over the world. As well as the use and integration of e-learning is at the crucial stage in all developing countries. It is the most significant part of education that enhances and improves the educational system. This paper is to examine the hindrances that influence e-learning in Nigerian university system. In order to have an inclusive research, a case study research was performed in Evangel University, Akaeze, southeast of Nigeria. The paper demonstrates similar hindrances on country side. This research is a blend of questionnaires and interviews, the questionnaires was distributed to lecturers and an interview was conducted with management and information technology unit. Research had shown the use of e-learning in university education which has influenced effectively and efficiently the education system and that the University education in Nigeria is at the crucial stage of e-learning. Hence, some of the hindrances are avoiding unbeaten integration of e-learning. The aim of this research is to unravel the barriers that impede the integration of e-learning in universities in Nigeria. Nevertheless, e-learning has modified the teaching and learning approach but integration is faced with many challenges in Nigerian University.

scholarly journals Applying UTAUT in Predicting ESL Lecturers Intention to Use Flipped Learning

2021 ◽  
Vol 13 (15) ◽  
pp. 8571
Author(s):  
Siti Fatimah Abd Rahman ◽  
Melor Md Yunus ◽  
Harwati Hashim
Keyword(s):  
Second Language ◽  
Technology Acceptance ◽  
Structural Equation ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Equation Modeling ◽  
Learning Approach ◽  
Intention To Use ◽  
Flipped Learning ◽  
Use Of Technology

Flipped learning empowers learners to take an engaging role in learning while educators assist the learning process. The employment of flipped learning has been confirmed to enhance the teaching and learning of English as a second language in previous studies. This study aimed to explore the application of the unified theory of technology acceptance and use of technology towards ESL lecturers’ intention to use flipped learning. This study used a quantitative research framework where a set of online questionnaires was used in collecting the data. A total of 206 English as a second language lecturers from four different universities participated in this study. The data were analyzed using structural equation modeling. The result of this study indicates that only social influence is significant in predicting English as a second language lecturers’ intention to use the flipped learning approach. Furthermore, this study enriches the literature on 21st century education and the integration of technology in teaching and learning. In addition, this study could help educators and stakeholders in adapting or enhancing the flipped learning approach by distinguishing the distinct predictors of technology acceptance.

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