Salutogenesis Theory and Methods: Developments, Innovations and Next Steps

Part VIII of this book presents ideas for the future development of salutogenesis theory, research methodology, practice, teaching and capacity building. This overview chapter highlights several theoretical issues in further developing the sense of coherence (SOC) construct, followed by how we can use qualitative approaches to study the SOC, including a wide range of examples. Another important future field discussed in this part is how to strengthen the salutogenic capacity of health professionals. The rapid growth of communication digitalization is also taken up in a chapter on the digital lifeworld and salutogenesis. Part VIII concludes with a chapter written by all editors of the Handbook, wrapping it up under the title Salutogenesis for Thriving Societies, which I suggest is a ‘must read’ for all.

Application of project-based teaching method in teaching the heat engine

Project-based teaching is an important form of teaching to implement the modern teaching perspective such as learner orientation, action orientation, and problem solving teaching and integrated teaching perspective. The more developed science and technology, teaching methods in the field of engineering (technical pedagogy) are also increasingly rich, diverse and sophisticated. Content of this article presented on the application of project-based teaching method to teach for subject of the “heat engine” of technical university. The initial results showed that this teaching method has been promoting a positive, creative and create excitement for learners in the learning process. This method should be further studied and applied much more in practice teaching in the colleges and universities.

Preparation and Self-Efficacy of Science Student Teachers to Teach in English

The aim of this study was to examine the preparation of science student teachers before teaching in English, and to determine their self-efficacy in teaching in English. Data were collected using the triangulation method, through questionnaires, interviews, and documentation studies on student teacher practicum portfolios. This was a descriptive qualitative study and data were analyzed using the interactive analysis method of Miles and Huberman (1984) which has three components of analysis, namely data reduction, data presentation, and drawing conclusions or verification. The results showed that there were 6 preparations made by science student teachers before teaching in English: 1) determine the topic of the material being taught and look for the material; 2) study the subject matter in depth; 3) compile lesson plans in English; 4) prepare tools and materials for teaching including handouts, props, demonstrations, and science practicum; 5) search for common terminology in science related to the topic being taught; 6) practice teaching science in English, namely doing teaching exercises in English. The results also showed that the science student teachers’ level of self-efficacy in teaching science in English varied from low to high: 45.8% had high self-efficacy levels; 39.5% had moderate levels; and 9.0% had low self-efficacy. Keywords: self-efficacy, science student teacher, teaching preparation, readiness

Analyzing the Impact on Teacher Preparedness as a Result of Using Mursion as a Risk-free Microteaching Experience for Pre-service Teachers

Risk-free micro-teaching affords an opportunity for pre-service teachers (PTs) to practice teaching and student engagement techniques outside of a traditional classroom setting. More time to practice teaching is often an expressed desire of PTs. Orchestrating time to practice teaching techniques learned in pedagogy courses is a difficult undertaking for teacher educators, especially while trying to ensure low-risk or risk-free experiences. As explained through this study, the implementation of a Mursion simulation to offer risk-free micro-teaching experiences for PTs served as a valuable addition to an introductory teaching course. The Mursion experience enhanced PTs’ personal preparation for teaching as well as enhancing their professionalism and lesson quality.

Analysis of Common Clinical Practice Teaching Methods in Medical Colleges and Universities

Clinical practice teaching is an important part of medical education. For medical students in colleges and universities, the teaching method is mostly single before the teaching reform. Innovative clinical practice teaching methods have been implemented in colleges and universities with the deepening of the teaching reform in recent years.

A Study of a Multiple Evaluation System of College English Online Teaching in China

The comprehensive and scientific evaluation of college English teaching in online mode is an important basis for further promoting and optimizing the pragmatic reform of college English teaching. Based on the operational principle, the principle of service to students, and the feasibility principle, this study aims to construct a multiple evaluation system of online college English teaching based on three aspects: online interaction, online autonomous learning, and English online practice. A questionnaire has been conducted among undergraduates, teachers, and experts. The Analytic Hierarchy Process (AHP) has been used to analyze the relative importance of the indicators at the first two levels in the multiple evaluation system. The results revealed that the weight coefficients of teacher-student interaction, learning resources, and English listening practice are higher, while those of learning freedom and oral English practice are lower. Therefore, the online college English teaching reform should take the following measures: equipment input of college English practice teaching should be reinforced, communication channels between teachers and students should be strengthened, and online teaching resources should be enriched.

The state of Australian performance design: A roundtable discussion on scenographic practice, education and research through the lens of the Prague Quadrennial

As the Prague Quadrennial of Performance Design and Space 2019 (PQ19) drew to a close, Australian designers, researchers and educators gathered to discuss the impact of PQ on our scenographic communities while querying the evolutions and challenges facing design practice. Australia’s vast geography made this event a unique opportunity to bring together leading experts from multiple states and capture contemporary perspectives. At the midpoint between the 2019 and 2023 gatherings – a time of global pandemics, political unrest and educational transformation – this article offers the outcomes of this roundtable as a unique snapshot of the state of design practice within Australia through the lens of the Quadrennial. The roundtable was themed around Australia’s presence at PQ19, the effects of PQ19 on those present and the ripples to be felt by those at home, and what attendance illuminated about current developments and concerns in practice, teaching and research. Led by practitioner-researchers Tessa Rixon and Madeline Taylor, the roundtable featured both the curators of Australia’s country and student exhibits; award-winning set, costume and lighting designers with diverse experiences from national opera to independent theatre; and educators and researchers from the nation’s top universities. The resulting discussion presents a unique perspective on the gaps and weaknesses in the design education, practice and research; first-hand insights on the challenges and opportunities available in both exhibiting and participating in the PQ; and the need to actively promote and privilege diverse voices and a multiplicity of representations in the process of claiming a ‘national’ scenographic identity. The roundtable was the first to capture multiple expert first-person Australian perspectives on the PQ while simultaneously contributing to the ongoing international discussion of performance design through the lens of artists, educators and researchers.

In Practice: Teaching Environmental American Studies in a Time of Crisis

I have been thinking a lot about environmental pedagogy in American studies, especially since I started teaching a third-year interdisciplinary course, Climate Change & Culture Wars, which focusses on the post-1970s US. I wanted to know more about how others are approaching the topic as we face up to looming climate and ecological collapse. University teachers and learners across disciplines are reckoning with it, but what's going on in American studies in Britain, and what can we learn from each other and from teachers elsewhere? How is the crisis impacting on the framing of our disciplinary fields and how are we incorporating its intellectual and practical demands into pedagogic spaces and syllabi?