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1.
This paper explores the impact of an art-based learning experience on former Education students' professional practice. Feedback from trainee teachers indicated that the true value of the creative process was only realised after they had graduated – what I have come to term ‘deferred creativity’. The findings suggest that focusing on the development of their own creative characteristics, skills and attitudes helped students to become more creative practitioners. By drawing on the reflections of our alumni, we can help future students to develop the key creative competencies and skills required for 21st century life. 相似文献
2.
Fermín Sánchez Carracedo Antonia Soler Carme Martín David López Alicia Ageno Jose Cabré Jordi Garcia Joan Aranda Karina Gibert 《Journal of Science Education and Technology》2018,27(5):448-468
Curricula designed in the context of the European Higher Education Area need to be based on both domain-specific and professional competencies. Whereas universities have had extensive experience in developing students’ domain-specific competencies, fostering professional competencies poses a new challenge we need to face. This paper presents a model to globally develop professional competencies in a STEM (science, technology, engineering, and mathematics) degree program, and assesses the results of its implementation after 4 years. The model is based on the use of competency maps, in which each competency is defined in terms of competency units. Each competency unit is described by a set of expected learning outcomes at three domain levels. This model allows careful analysis, revision, and iteration for an effective integration of professional competencies in domain-specific subjects. A global competency map is also designed, including all the professional competency learning outcomes to be achieved throughout the degree. This map becomes a useful tool for curriculum designers and coordinators. The results were obtained from four sources: (1) students’ grades (classes graduated from 2013 to 2016, the first 4 years of the new Bachelor’s Degree in Informatics Engineering at the Barcelona School of Informatics); (2) students’ surveys (answered by students when they finished the degree); (3) the government employment survey, where former students evaluate their satisfaction of the received training in the light of their work experience; and (4) the Everis Foundation University-Enterprise Ranking, answered by over 2000 employers evaluating their satisfaction regarding their employees’ university training, where the Barcelona School of Informatics scores first in the national ranking. The results show that competency maps are a good tool for developing professional competencies in a STEM degree. 相似文献
3.
Despite the potential environmental impact of urban planning, there is little research on Environmental Education (EE) in the context of urban planning curricula. This study follows graduate planning students’ learning experience during group projects assigned as part of a planning course at the Technion – Israel Institute of Technology. These participatory projects, characterized as project-based learning and service learning, took place in several communities in Israel. We examined the types of learning impacts the projects engendered by analyzing the reported experiences of the students using parameters from the field of EE. The main goal of this research is to understand the contribution of such practical, hands-on project exercises to the course curriculum for inculcating environmental education themes. Findings indicate that projects helped students acquire and/or improve professional tools. They enhanced motivation to consider environmental concerns in their work and in some cases changed students’ personal environmental behavior. 相似文献
4.
Collaborative learning has been used in anatomy courses to support students’ learning of challenging topics but the success of group work depends significantly on the students’ ability to communicate in a professional manner. Veterinary students’ experiences with tasks related to collaborative learning and professional conduct were studied by comparing learning collaborative competences and pedagogy, as well as perceived positive and challenging aspects, in two gross anatomy courses. Both qualitative and quantitative data were collected from students’ experiences of course assignments and collaboration, as well as from self-evaluated collaboration competence development. Trying things out oneself, practical application and professional conduct were positively highlighted particularly in the first-year course (myology and arthrology) group work and learning from others more in the second year (topographical anatomy). Various group work challenges, often relating to practical matters or communication, were the key concerns for students. The main difference between the two courses in learning of collaborative knowledge work competencies appeared to relate to the nature of the group work assignment. The topography course included the element of collaboration in preparing a presentation and teaching session for the rest of the class. Interestingly, students on the myology and arthrology course gave more positive comments on professional conduct than the students on the topography course despite the fact that the latter course included more practical elements relating to their future profession. 相似文献
5.
Noeline Wright 《Educational Action Research》2017,25(2):223-238
This article presents and discusses findings related to the relationship between a university researcher acting as the external agent and three self-selected teachers involved in a professional learning and research project. The role of an external agent in supporting teachers’ professional development is of interest because it has not always been a role that has benefited teachers. The focus centres on how these three teachers viewed this role at the end of a two-year partnership. The wider project is centred on developing these teachers’ proficiency and knowledge of the value of iPads to both their own professional growth and classroom practices as well as their students’ learning. Some digital aspects of the project have already been addressed by Wright and colleagues, but not the perceptions of teachers regarding what value they put on the external agent role. Bevins and Price’s conception of school/university partnerships inspired this focus on wondering about the impact of the researcher acting as an external agent intersecting with teachers’ professional lives as we tracked their progress in using the iPads. 相似文献
6.
This article reports on a narrative analysis of one teacher educator’s learning journey in a two-year professional development project. Professional development is conceived of as the complex learning processes resulting from the meaningful interactions between the individual teacher educator and his/her working context. Our analysis indicates that the capacity to manage such interactions contributes strongly to teacher educators’ experience of vulnerability. We analytically describe three strategies (building positive self-esteem, sustaining moral commitment and purpose, and strategical compliance) to cope with this vulnerability and their impact on processes of professional development as well as the outcomes of it. Understanding the role of the working context – and vulnerability as a structural characteristic of that context – in professional development processes adds to existing knowledge of teacher educators’ professional lives and development. 相似文献
7.
Marie Tejero Hughes Michelle Parker-Katz Anita Balasubramanian 《Teachers and Teaching》2013,19(5):543-558
Despite the high numbers of students with disabilities struggling with literacy, few teachers report feeling well prepared to address it. Most students with disabilities encounter challenges in reading and professional development can help teachers learn a range of ways to address those. In this article, we discuss a professional development project in which prospective teachers work collaboratively with practicing teachers throughout their university preparation. The professional development provided builds on the idea of ‘literacy artifacts’, which are samples of students’ and teachers’ work. Using guided discussions, teachers across the career continuum construct understandings and practices in which they learn how to infuse literacy instruction into all teaching and learning. By conjoining the literacy artifact with instructional resources teachers use, participants make visible the complexity of literacy instruction and how literacy could be embedded in teaching content for students with disabilities especially in general education classrooms. 相似文献
8.
This article explains the realisation and impact of tutoring on learning through a new kind of on-the-job learning method in workshops led by professional musicians. The research is a qualitative case study involving 62 upper secondary Finnish vocational music students who participated in 11 workshops. The research data consist of (a) workshop plans and personal learning goals written by the students before the workshops and (b) reflective essays about experiences after the workshops. The data were analysed using theory-oriented content analyses. In the workshop, the guidance-oriented interaction promoting learning starts at the beginning of the workshop with cooperative planning. The interaction between the students and the professional musician influenced the nature of the guidance – the professional musician was more like a colleague rather than a teacher. The students expressed that they had been able to influence the workshop goals in different phases and, thus, their professional competence had increased significantly. In vocational institutes, it is important to observe different ways of realising on-the-job learning and to develop new models of action, like the workshop method, to promote the development of students’ skills and competence. 相似文献
9.
Pernilla Nilsson 《International Journal of Science Education》2013,35(11):1794-1814
It is a common view that developing teachers’ competence to restructure or reframe their knowledge and beliefs is inevitably a complex challenge. This paper reports on a research project with the aim to develop science teachers’ pedagogical content knowledge (PCK) through their participation in a learning study. A learning study is a collegial process in which teachers work together with a researcher to explore their own teaching activities in order to identify what is critical for their students’ learning. During one semester, three secondary science teachers worked in a learning study together with a researcher in a cyclical process in order to create prerequisites and further identify conditions for students’ learning. During the learning study, data were collected from video-recorded lessons and stimulated recall sessions in which the teachers and the researcher reflected on the lessons to analyze their development of PCK, their students’ learning and the impact of that knowledge on their own teaching. The results provide an insight into how the teachers developed their self-understanding in which they questioned their own epistemological beliefs, aims and objectives of teaching and taken-for-granted assumptions about science teaching and learning. As such, the study provides an understanding of teacher professional learning through a careful investigation of how teachers’ PCK is enhanced through their participation in the learning study, and further, how students’ learning might be developed as a consequence. 相似文献
10.
张光陆 《宁波大学学报(教育科学版)》2018,(5):101-106
学生核心素养的发展需要转变传统的教师知识结构,需要构建可引领学生的深度学习与合作学习的新教师素养。欧盟、美国以及新加坡等国际组织和国家的教师核心素养内涵和框架的比较研究可为我国教师的专业发展提供有益启示。促进学生核心素养发展的教师核心素养是知识、技能与价值的复杂融合,其核心是教师需要成为反思性实践者,其构建是一个终身学习的过程。 相似文献
11.
Susan M. Brookhart Connie M. Moss Beverly A. Long 《Assessment in Education: Principles, Policy & Practice》2010,17(1):41-58
Six remedial reading teachers in a large, rural school district participated in a form of professional development called Teaching as Intentional Learning, based on an inquiry process. Their topic of inquiry was formative assessment. Professional development comprised both direct instruction and inquiry learning in teachers’ own classrooms. This study describes the strategies they experimented with, their professional growth in formative assessment, and effects on students. All six teachers showed important professional growth, as indicated by their own reflections and also by their supervisor’s observations. In First Grade, at‐risk students assigned to these project teachers had increased reading readiness scores on one measure (DIBELS PSF) compared with at‐risk students assigned to non‐project teachers. 相似文献
12.
Three teachers, who held extreme preferences for the ways they learn, participated in a year‐long professional development course, designed to sensitize teachers to their own and colleagues’ individual learning differences (ILDs). The case study focuses on their extreme learning preferences and discusses the impact of these preferences on their language, beliefs and practice, both before and after the course. The teachers’ learning preferences were determined from their scores on seven learning/cognitive styles tools and understood further from field notes, interviews and pre‐/post‐test responses. The study suggests that teachers with extreme learning preferences tend to: (a) teach the way they prefer to learn; (b) overgeneralize and project their own learning needs onto students; and (c) hold initial pathognomonic (“blame the learner”) beliefs about students mismatched to them. After the course, the teachers changed their language, beliefs and practice in the direction of becoming more effective teachers, e.g., they held more interventionist beliefs (“I can intervene to help the learner”). The three teachers were strong prototypes who can provide insights about the importance of ILDs in learning, practice and professional development. 相似文献
13.
Action research and collaborative research: their specific contributions to professional development 总被引：3，自引：3，他引：0
The increasing complexity of the teaching profession calls for engaged professionals in their professional development. This article claims that participative types of research contribute differently to professional development. Its intent is to explore the different contributions action research and collaborative research bring. One action research and one collaborative research have been conducted involving school personnel. They have been assessed mid‐course with regard to various components of professional development, including the learning taking place, changes made to professional practices and development of the collective competencies. Group interviews were conducted and each participant produced a written summary. The results show that participants’ individual competencies are strengthened, as well as collective competencies emerging such as the development of a common vocabulary and a shared vision about the school’s mission and mathematics curriculum. Learning is more relational in the action research project, and more connected to knowledge in the collaborative research project. Tensions are also present. They deal with the need to come up with concrete results, the urgency of action, the need to be open to the unknown, a tacit agreement to expose one’s vulnerability to others, the need for interdependence and for accountability. In conclusion, researchers identify their own sources of tensions and recognize that those types of research are important situations of learning. 相似文献
14.
Sub-baccalaureate degrees represent a growing and distinctive sector of American higher education. However, policymakers and community colleges lack a clear understanding of the specific competencies learned in these programs that are useful in graduates’ careers. In particular, they overlook non-academic skills. This study uses qualitative interviews with sub-baccalaureate degree alumni (n = 98) to elucidate graduates’ perspectives on the range of competencies learned in sub-baccalaureate degree programs. Graduates reported learning several competencies that remained salient in the long term: cognitive processes and strategies, content knowledge, work ethic, self-efficacy, teamwork, and professional skills. In addition, this study analyzes whether disadvantaged students were more likely to report learning certain competencies. By describing a fuller range of valuable non-academic competencies, as well as how different student populations may vary in learning these competencies, this study contributes to a better understanding of sub-baccalaureate degrees’ value. These findings also provide insight for community college faculty, administrators, and/or policymakers seeking to build sub-baccalaureate programs that better prepare students for career success. 相似文献
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16.
Elizabeth Molloy David Boud Michael Henderson 《Assessment & Evaluation in Higher Education》2020,45(4):527-540
AbstractThere is an increasing focus on notions of feedback in which students are positioned as active players rather than recipients of information. These discussions have been either conceptual in character or have an empirical focus on designs to support learners in feedback processes. There has been little emphasis on learners’ perspectives on, and experiences of, the role they play in such processes and what they need in order to benefit from feedback. This study therefore seeks to identify the characteristics of feedback literacy – that is, how students understand and can utilise feedback for their own learning – by analysing students’ views of feedback processes drawing on a substantial data set derived from a study of feedback in two large universities. The analysis revealed seven groupings of learner feedback literacy, including understanding feedback purposes and roles, seeking information, making judgements about work quality, working with emotions, and processing and using information for the benefit of their future work (31 categories in total). By identifying these realised components of feedback literacy, in the form of illustrative examples, the emergent set of competencies can enable investigations of the development of feedback literacy and improve feedback designs in courses through alignment to these standards. 相似文献
17.
Vladimir Kricsfalusy Colleen George Maureen G. Reed 《Environmental Education Research》2018,24(4):593-610
Improving student competencies to address sustainability challenges has been a subject of significant debate in higher education. Problem- and project-based learning have been widely celebrated as course models that support the development of sustainability competencies. This paper describes a course developed for a professional Master’s program in environment and sustainability that employs such a model. Additionally, the course was designed to offer value-added opportunities by introducing attributes of interdisciplinary training, service learning, academic research, and professional practice. Results from the course assessments by students, faculty, community clients and organizational partners show this model provided a range of learning, professional and practical outcomes for course partners. The value-added benefits include strengthening sustainability competencies and professional skills for students; longitudinal research opportunities for teaching faculty; real-time assessments of farming practices for community clients; and a heightened regional profile for the non-profit biosphere reserve organization supporting course delivery. 相似文献
18.
Ralph F. Cater 《College Teaching》2013,61(4):190-192
AbstractThe Faculty Writing Fellows Seminar was designed to develop university instructors’ skill in writing instruction: The 2015–16 professional development project offered faculty at Southern Oregon University a chance to read writing-pedagogy research, collaboratively develop their teaching practices, and—most importantly—put themselves in the shoes of student writers. The seminar had a positive impact on instructors’ teaching and students’ writing. Instructors showed growth in confidence, empathy, knowledge, and instruction. Their students’ essays outscored essays by students in nonparticipating instructors’ classes. The study argues for professional development that simultaneously builds pedagogical knowledge and skills and incorporates emotional and psychosocial aspects of teaching and learning. 相似文献
19.
Tina Maschi Thalia MacMillan Manoj Pardasani Ji Seon Lee Claudia Moreno 《Educational gerontology》2013,39(4):228-242
The purpose of this study was to evaluate an experiential learning project with BSW students to see if their perceptions of older adults have changed. The project consisted of an oral history project and presentation that matched BSW students with older adults from diverse ethnic backgrounds to gather their immigration narratives. The study used a single group pretest posttest design with 17 BSW students enrolled in an integrative field seminar class. Using a series of inferential analyses, BSW students’ attitudes towards older adults, future career plans, confidence with working with older adults from diverse backgrounds, and geriatric competencies were examined. Overall, a significant increase in BSW students who had varying levels of participation in project perceptions of geriatric social work competencies between pretest and posttest were found. Students who both conducted and presented the oral histories of older adults also were significantly more likely to report future plans to work with older adults compared to students who did not. Exposing BSW students to aging and diversity content has important implications towards fostering student interest in pursuing social work practice with older adults and preparing them for culturally competent social work. 相似文献
20.
对400多名骨干教师的调查表明:一线教师对师范阶段教师专业素养的达成度具有很高的预期;一线教师对各子成分的预期达成度存在一定的差异,达成度从高到低排序依次是专业品德、职业技能、专业情感、通用能力、专业知识、专业理念、专业能力;一线教师注重专业素养达成方式的实践性,对于7个一级指标,选择了"理论学习+实践感悟"这一方式的被调查者比例最高。为此,建议:提高认识,重视专业素养的达成度;坚持素养发展导向,进行课程的统整设计;鼓励参与,加强教学活动的实践性;注重整合,提升学习任务的综合性;循序渐进,关注目标达成的渐进性。当然,高等院校也应注意适度的平衡,并加强与中小学校的沟通,寻求实践者的理解。 相似文献