WorldWideScience

Sample records for supervised practice teaching

  1. Evaluation and Supervision of Co-Teaching: A Study of Administrator Practices in New Jersey

    Science.gov (United States)

    Kamens, Michele Wilson; Susko, JoAnn P.; Elliott, Janice S.

    2013-01-01

    With the continuing increase of inclusive education in our public school classrooms today, there is a great deal of interest in co-teaching teams. Research indicates that administrative support is a critical factor in co-teaching effectiveness. In this study, we explored administrator knowledge and practices related to the supervision and…

  2. Clinical Supervision Model in Teaching Practice: Does It Make a Difference in Supervisors' Performance?

    Science.gov (United States)

    Gürsoy, Esim; Kesner, John Edward; Salihoglu, Umut Muharrem

    2016-01-01

    In search for better practices there has been a plethora of research in preservice teacher training. To contribute to the literature, the current study aims at investigating teacher trainees' and cooperating teachers' views about the performance and contribution of supervisors during teaching practice after using Clinical Supervision Model.…

  3. Over Time, How Do Post-Ph.D. Scientists Locate Teaching and Supervision within Their Academic Practice?

    Science.gov (United States)

    McAlpine, Lynn

    2014-01-01

    While building a strong research profile is usually seen as key for those seeking a traditional academic position, teaching is also understood as central to academic practice. Still, we know little of how post-Ph.D. researchers seeking academic posts locate teaching and supervision in their academic practice, nor how their views may shift as they…

  4. Practicing the triad teaching-research- extension in supervised internship of licentiateship in biological sciences

    Directory of Open Access Journals (Sweden)

    Lilliane Miranda Freitas

    2012-06-01

    Full Text Available In this paper we report an educational experience based on the triad teaching-research-extension occurred in the supervised internship in licentiateship in Biological Sciences. In this experiment, the students made a transposition of the scientific knowledge produced in their course conclusion work to the knowledge of basic education curriculum. We analyze in this article the impressions of undergraduates after completion of pedagogical actions. We discuss, based on the reports, how the knowledge that is constructed and reconstructed in academic research can contribute directly to the improvement of the science education quality through science literacy and also in teacher training of undergraduates, through the reflection on their own practice. Therefore, we consider that, with the practice of the inseparability of teaching-research-extension, there will be more return for academic research and also for the school community, generating significant changes in educational practices in schools

  5. Maintaining capacity for in-practice teaching and supervision of students and general practice trainees: a cross-sectional study of early career general practitioners.

    Science.gov (United States)

    Catzikiris, Nigel; Tapley, Amanda; Morgan, Simon; Holliday, Elizabeth G; Ball, Jean; Henderson, Kim; Elliott, Taryn; Spike, Neil; Regan, Cathy; Magin, Parker

    2017-08-10

    Objectives Expanding learner cohorts of medical students and general practitioner (GP) vocational trainees and the impending retirement of the 'baby boomer' GP cohort threaten the teaching and supervisory capacity of the Australian GP workforce. Engaging newly qualified GPs is essential to sustaining this workforce training capacity. The aim of the present study was to establish the prevalence and associations of in-practice clinical teaching and supervision in early career GPs.Methods The present study was a cross-sectional questionnaire-based study of recent (within 5 years) alumni of three of Australia's 17 regional general practice training programs. The outcome factor was whether the alumnus taught or supervised medical students, GP registrars or other learners in their current practice. Logistic regression analysis was used to establish associations of teaching and supervision with independent variables comprising alumnus demographics, current practice characteristics and vocational training experiences.Results In all, 230 alumni returned questionnaires (response rate 37.4%). Of currently practising alumni, 52.4% (95% confidence interval (CI) 45.6-59.0%) reported current teaching or supervisory activities. Factors significantly (Pcareer GPs in practice-based apprenticeship-like teaching or training should inform strategies to maintain workforce training capacity.What is known about the topic? Projected changes in the demand for and supply of clinical teaching and supervision within Australian general practice will require greater uptake of teaching and supervision by recently qualified GPs to ensure sustainability of this teaching model. Although interest in and undertaking of teaching roles have been documented for GP or family medicine trainees, studies investigating the engagement in these clinical roles by GPs during their early post-training period are lacking.What does this paper add? This paper is the first to document the prevalence of teaching and

  6. Discussion and Practice of Teaching Supervision in Higher Vocational Education%高职教学督导工作的探讨与实践

    Institute of Scientific and Technical Information of China (English)

    李月清

    2011-01-01

    Teaching supervision is the effective means to ensure the teaching quality in higher vocational colleges.This paper discusses the trend of teaching supervision of higher vocational education and the working principle of teaching supervisor.Combining the practice of Beijing Polytechnic College in teaching supervision,the author puts forward the working thought of teaching quality supervision.%教学督导是高职院校保证教学质量的有效手段,在保证和提高教育教学质量的方面起着举足轻重的作用。探讨了高职院校教学督导工作发展的趋势和教学督导员应遵循的工作原则,结合北京工业职业技术学院的具体做法,提出教学质量监控的工作思路。

  7. Supervised practice in occupational therapy in a psychosocial care center: Challenges for the assistance and the teaching and learning process

    Directory of Open Access Journals (Sweden)

    Milton Carlos Mariotti

    2014-09-01

    Full Text Available The psychiatric reform in Brazil has replaced the hospital-centered model by the reintegration of users to their respective communities. The Center of Psychosocial Care (CAPS has been the main equipment in that scope. Objectives: To report the development of Supervised Practice in Occupational Therapy in a CAPS II unit in Curitiba, Parana state, Brazil. Methods: This is an experience report. It features the training field and describes the stages of the teaching and learning process which involved institutional observation, reporting and intervention proposal, collecting data about the users’ profile and attendances. The work focused the non-intensive users because they are close to hospital discharge. Results: We found that users of the non-intensive system, rather than crave the discharge, would like to return to the semi-intensive or intensive systems, aiming to regain sickness and transportation benefits, which are lost as users make progress. This fact denotes great contradictions in the system. We also attended intensive and semi-intensive systems users. Conclusions: The students’ learning included aspects such as direct contact with the institutional reality; knowledge about the health system, its limitations and contradictions; approach to users, their families, realities, socioeconomic conditions, desires, aspirations, or lack thereof; difficulties in engaging in meaningful occupations in their territories, limitations, and social stigma; working with frustrations, reflecting about ways to change the reality; in addition to expanded clinical practice, participating in the discussions and formulation of public policies on mental healthcare and social control.

  8. Experiencing Higher Degree Research Supervision as Teaching

    Science.gov (United States)

    Bruce, Christine; Stoodley, Ian

    2013-01-01

    This article describes higher degree research supervisors' experiences of supervision as teaching. While research education is considered central to the higher degree research experience, comparatively little is known to date of the teaching lenses adopted by supervisors as they go about their supervision. We worked with 35 supervisors engaged in…

  9. 构建院系教学督导运行模式的探索与实践%Exploration and practice of operating model involved in teaching supervision

    Institute of Scientific and Technical Information of China (English)

    周歧新; 颜家珍; 陈颖; 李勤耕; 赵华; 蒋君好

    2008-01-01

    Teaching supervision is an important part of management system reformation and teaching quality control in the colleges and universities. Among the supervision work the teaching supervision of fac-ulty was worth exploring because of its weak position. The operating model of supervision was involved in the working model and system during the process of teaching supervision. In this article the operating model of "five combinations" about the faculty supervision was advocated according to the practice of teaching su-pervision we took part in at the pharmacy faculty, which will be important for regularization of supervision work at the level of faculty.%教学督导是深化高校管理体制改革、构建高校教学质量监控体系的重要一环.院系一级督导是当前督导工作中的薄弱环节,值得研究和探讨.督导工作运行模式是指教学督导过程中的运作方式系统.本文结合药学院教学督导实践,提出五个结合的院系督导工作运行模式,对于规范院系督导工作、提高督导质量具有重要意义.

  10. Teacher Supervision Practices and Principals' Characteristics

    Science.gov (United States)

    April, Daniel; Bouchamma, Yamina

    2015-01-01

    A questionnaire was used to determine the individual and collective teacher supervision practices of school principals and vice-principals in Québec (n = 39) who participated in a research-action study on pedagogical supervision. These practices were then analyzed in terms of the principals' sociodemographic and socioprofessional characteristics…

  11. Supervision That Improves Teaching: Strategies and Techniques.

    Science.gov (United States)

    Sullivan, Susan; Glanz, Jeffrey

    This book offers a plan for improved classroom practice through the supervisory process. It includes hands-on practices for developing a personalized supervision strategy, research-based and empirically tested strategies, field-tested tools and techniques for qualitative and quantitative observation, a comprehensive resource of traditional and…

  12. "We Teach Plastic Lessons to Please Them": The Influence of Supervision on the Practice of English Language Student Teachers in Kenya

    Science.gov (United States)

    Ochieng' Ong'ondo, Charles; Borg, Simon

    2011-01-01

    This article analyses the process of supervision by teacher educators and its influence on English language student teachers during a practicum in Kenya. The student teachers were enrolled in a four-year Bachelor of Education course for teaching English at secondary school level. Drawing on the perspectives of teacher educators, co-operating…

  13. A National Survey of School Counselor Supervision Practices: Administrative, Clinical, Peer, and Technology Mediated Supervision

    Science.gov (United States)

    Perera-Diltz, Dilani M.; Mason, Kimberly L.

    2012-01-01

    Supervision is vital for personal and professional development of counselors. Practicing school counselors (n = 1557) across the nation were surveyed to explore current supervision practices. Results indicated that 41.1% of school counselors provide supervision. Although 89% receive some type of supervision, only 10.3% of school counselors receive…

  14. Instructional Supervision: The Policy-Practice Rift.

    Science.gov (United States)

    Tunison, Scott D.

    2001-01-01

    Discusses the results of a recent Canadian study in which the perceptions of superintendents, principals, and teachers were analyzed and compared in order to determine the actual level of agreement between the practices for instructional supervision outlined in the school division's policy manual and the actual practice in the schools governed by…

  15. Experiences of Supervision at Practice Placement Sites

    Directory of Open Access Journals (Sweden)

    Lesley Diack

    2014-01-01

    Full Text Available Background. Whilst placement supervision and clinical education programmes are of significant value in shaping the behaviours of undergraduate healthcare students, appropriate provisions which are efficacious to the learner are somewhat lacking, particularly for students studying on UK MPharm programmes. Objectives. To explore and explain the value of placement supervision to the personal development and employability of undergraduate pharmacy students. Methods. Students participated in a week long community pharmacy pilot programme, a result of a collaborative effort between the School of Pharmacy and Life Sciences and a small consortium of community pharmacies. Students and stakeholders were asked to evaluate their experiences via separate questionnaires which had been developed to elicit views and attitudes. Key Findings. Feedback from students and stakeholders towards the experience was overwhelmingly positive with multiple benefits being reported. Of particular prominence was the emphasis in student feedback on the value of placement supervision to their professional and personal development. Findings were indicative of a development in clinical practice proficiencies, core skills, and improvement in decision-making practice. Conclusions. The benefits of clinical supervision to the professional and personal development of MPharm students are well documented, although attracting professional pharmacy supervisors is proving a problematic task for educational providers in the UK.

  16. The Use of E-supervision to Support Speech-Language Pathology Graduate Students during Student Teaching Practica.

    Science.gov (United States)

    Carlin, Charles H; Boarman, Katie; Carlin, Emily; Inselmann, Karissa

    2013-01-01

    In the present feasibility study, e-supervision was used to provide university liaison supervision to speech-language pathology (SLP) graduate students enrolled in student teaching practica. Utilizing a mixed methodology approach, interview and survey data were compared in order to identify similarities and differences between in-person and e-supervision, and guide future practice. Results showed e-supervised graduate students perceived that they received adequate supervision, feedback, support, and communication. Further, e-supervision provided additional benefits to supervisors, children on the caseload, and universities. Despite the benefits, disadvantages emerged. Implications for future practice and limitations of the study were identified.

  17. The Use of E-supervision to Support Speech-Language Pathology Graduate Students during Student Teaching Practica

    Directory of Open Access Journals (Sweden)

    Charles H. Carlin

    2013-12-01

    Full Text Available In the present feasibility study, e-supervision was used to provide university liaison supervision to SLP graduate students enrolled in student teaching practica. Utilizing a mixed methodology approach, interview and survey data were compared in order to identify similarities and differences between face-to-face and e-supervision and guide future practice. Results showed e-supervised graduate students received adequate supervision, feedback, support, and communication. Further, e-supervision provided additional benefits to supervisors, children on the caseload, and universities. Despite the benefits, disadvantages emerged. Implications for future practice and limitations of the study were identified.

  18. Reflective Teacher Supervision Through Videos of Classroom Teaching

    Directory of Open Access Journals (Sweden)

    Sandra Mari Kaneko-Marques

    2015-07-01

    Full Text Available The main objective of this paper is to briefly present roles of different teacher supervisors according to distinct models, highlighting the importance of collaborative dialogues supported by video recordings. This paper will present results from a qualitative study of an English as a foreign language teacher education course in Brazil. The results indicated that collaborative supervision was an efficient tool to address adversities within educational contexts and that student teachers who observed their pedagogical actions through videos became more reflective and self-evaluative, as they provided a deeper analysis regarding their practice. With collaborative supervision, teacher candidates can be encouraged to recognize and understand the complexities of language learning and teaching both locally and globally.

  19. Os saberes docentes na formação inicial do professor de física: elaborando sentidos para o estágio supervisionado Teacher knowledge in initial teacher education: elaborating meanings for supervised teaching practice activities

    Directory of Open Access Journals (Sweden)

    Ana Lúcia Pereira Baccon

    2010-01-01

    Full Text Available Neste trabalho apresentamos os resultados de uma investigação a respeito da construção dos saberes docentes, durante a realização do estágio supervisionado da licenciatura de Física. Para o levantamento das informações desta pesquisa, foram entrevistados dois grupos de estagiários e analisados seus relatórios de regência. Durante as entrevistas, semiestruturadas, o estagiário era convidado a falar sobre a sua experiência com o estágio supervisionado. Buscamos perceber as representações que cada estagiário elaborou durante o estágio, em relação aos alunos, ao professor, à escola, aos outros estagiários de seu grupo e ao próprio estágio. Com base nessas representações, procuramos verificar quais saberes os estagiários conseguiram construir durante esse período e caracterizar a singularidade de sua ação docente.In this work we present the results of research about the construction of the teacher´s knowledge, during the period of supervised teaching practice for students in a teacher education program in Physics. For the data collection, two groups of students had been interviewed; we also analyzed their reports of teaching practice. During the interviews, the students were invited to speak about their experiences on the supervised period of training. We were looking for the representations that each trainee elaborated during the period of training, related to the pupils, the teachers, the school and the other students of their groups. From these representations it was possible to verify the knowledge constructed by the trainees during the supervised teaching practice and to characterize the singularity of their practice teaching.

  20. Best Practices in Clinical Supervision: another step in delineating effective supervision practice.

    Science.gov (United States)

    Borders, L Dianne

    2014-01-01

    Across the helping professions, we have arrived at a point where it is possible to create statements of best practices in supervision that are based on available empirical research; credentialing, ethical, and legal guidelines; and consensus opinion. Best practices are different from, but certainly complementary to, statements of supervision competencies. In this paper, I highlight the differences between competencies and best practices, and then describe the development and content of one comprehensive statement, the Best Practices in Clinical Supervision created for the field of counseling and counselor education. I then illustrate the applicability of the Best Practices across disciplines and countries through a comparison and contrast with several other existing documents. I conclude with a brief look at the development of supervisor expertise, which requires not only declarative knowledge (competencies) and procedural knowledge (statements of best practices), but also reflective knowledge. The latter is composed of insights built over years of supervision education, experience, and self-reflection regarding necessary adaptions and improvisations that inform an individualized approach to supervision practice.

  1. Supervision--growing and building a sustainable general practice supervisor system.

    Science.gov (United States)

    Thomson, Jennifer S; Anderson, Katrina J; Mara, Paul R; Stevenson, Alexander D

    2011-06-06

    This article explores various models and ideas for future sustainable general practice vocational training supervision in Australia. The general practitioner supervisor in the clinical practice setting is currently central to training the future general practice workforce. Finding ways to recruit, retain and motivate both new and experienced GP teachers is discussed, as is the creation of career paths for such teachers. Some of the newer methods of practice-based teaching are considered for further development, including vertically integrated teaching, e-learning, wave consulting and teaching on the run, teaching teams and remote teaching. Approaches to supporting and resourcing teaching and the required infrastructure are also considered. Further research into sustaining the practice-based general practice supervision model will be required.

  2. Clinical supervision by consultants in teaching hospitals.

    Science.gov (United States)

    Hore, Craig T; Lancashire, William; Fassett, Robert G

    2009-08-17

    Clinical supervision is a vital part of postgraduate medical education. Without it, trainees may not learn effectively from their experiences; this may lead to acceptance by registrars and junior doctors of lower standards of care. Currently, supervision is provided by consultants to registrars and junior doctors, and by registrars to junior doctors. Evidence suggests that the clinical supervision provided to postgraduate doctors is inadequate. Registrars and juniors doctors have the right to expect supervision in the workplace. Impediments to the provision of clinical supervision include competing demands of hospital service provision on trainees and supervisors, lack of clarity of job descriptions, private versus public commitments of supervisors and lack of interest. Supervisors should be trained in the process of supervision and provided with the time and resources to conduct it. Those being supervised should be provided with clear expectations of the process. We need to create and develop systems, environments and cultures that support high standards of conduct and effective clinical supervision. These systems must ensure the right to supervision, feedback, support, decent working conditions and respect for both trainees and their supervisors.

  3. Joint Supervision Practices in Doctoral Education--A Student Experience

    Science.gov (United States)

    Lahenius, Katja; Ikävalko, Heini

    2014-01-01

    This paper presents a study of students' experiences of joint supervision practices and supervisors' professional work in doctoral education in one department of a Finnish university. A qualitative methodology was used to explore students' experiences of joint supervision practices and an inductive protocol was used to analyse the data gathered…

  4. Re/Learning Student Teaching Supervision: A Co/Autoethnographic Self-Study

    Science.gov (United States)

    Butler, Brandon M.; Diacopoulos, Mark M.

    2016-01-01

    This article documents the critical friendship of an experienced teacher educator and a doctoral student through our joint exploration of student teaching supervision. By adopting a co/autoethnographic approach, we learned from biographical and contemporaneous critical incidents that informed short- and long-term practices. In particular, we…

  5. Bridging the Gap between University Supervisors and Hispanic Students' Interpretation of English Language Development Teaching Practices during Intern Teacher Fieldwork Supervision in Inner-City Middle Schools of Los Angeles

    Science.gov (United States)

    Ajayi, Lasisi

    2006-01-01

    Efforts at improving fieldwork supervision during internship have largely focused on the role of university supervisors and intern teachers. Thus students' perceptions of the instructional practices are not systematically collected, analyzed and discussed in such a way that insights from students' perceptions can inform fieldwork supervision. This…

  6. Post-graduate supervision practices in South African universities in ...

    African Journals Online (AJOL)

    Post-graduate supervision practices in South African universities in the era of ... in subject knowledge or genre knowledge in relation to postgraduate thesis ... and research and explores the complex nature of supervisory relationships which is ...

  7. Differences in Perceptions of the Importance of Subject Matter Knowledge and How These Shaped Supervision and Assessment of Student Teachers on Teaching Practice

    Science.gov (United States)

    Mudavanhu, Young

    2015-01-01

    The purpose of the study was to establish lecturers and student teachers' perceptions of the importance of subject matter knowledge and how these views affected supervision and assessment of pre-service and in-service science teachers at University of Mashonaland (pseudonym) in Zimbabwe. The study was largely qualitative and used group…

  8. Educational clinical supervision: meeting the needs of specialist community practitioner students and professional practice.

    Science.gov (United States)

    Canham, J

    1998-07-01

    In light of the possible demise of the community practice teacher, this paper proposes that a specific system of educationally led clinical supervision would benefit learning, teaching and assessing in the practice elements of specialist community practitioner education. Such a system would be additional to models of clinical supervision currently utilized in practice. An educative supervisory relationship would foster those skills and attributes essential for specialist community practice, enabling students to move toward mature responsible practice. It would provide experience of supportive frameworks that could be later utilized in professional practice. Clinical supervision specifically tailored for specialist community practitioner education would enable equity across branches and could be delivered in a variety of settings without a supervisor having to be 'on-site', thus benefiting comparatively isolated students in practice nursing and occupational health. To work successfully, educationally led clinical supervision necessitates a joint response by educational institutions and those practices where specialist community students undertake assessed placements. Without such a system in place to support specialist community practitioner courses, the standard of education and future practice cannot be assured.

  9. Group Supervision Attitudes: Supervisory Practices Fostering Resistance to Adoption of Evidence-Based Practices.

    Science.gov (United States)

    Brooks, Charles T; Patterson, David A; McKiernan, Patrick M

    2012-01-01

    The focus of this study was to qualitatively evaluate worker's attitudes about clinical supervision. It is believed that poor attitudes toward clinical supervision can create barriers during supervision sessions. Fifty-one participants within a social services organization completed an open-ended questionnaire regarding their clinical supervision experiences. Results suggest four key areas which appear to be strong factors in workers' experiences and attitudes regarding group supervision: a. facilitator's skill level; b. creativity; c. utilization of technology; and d. applicability. For organizations interested in overcoming potential barriers to adopting best practices, effectively addressing workers' negative attitudes toward group supervision would be a worthy endeavor.

  10. the adoption of some counselling techniques in teaching practice ...

    African Journals Online (AJOL)

    Elizabeth

    Key words; counselling techniques, teaching practice, supervision. Introduction ... awareness of an aspect of one's behaviour or a concrete change from an .... Ingule F. O., Row R. C. and Ndambuki W. (1996) Educational Psychology.

  11. Learning to Teach: Teaching Internships in Counselor Education and Supervision

    Science.gov (United States)

    Hunt, Brandon; Gilmore, Genevieve Weber

    2011-01-01

    In an effort to ensure the efficacy of preparing emerging counselors in the field, CACREP standards require that by 2013 all core faculty at accredited universities have a doctorate in Counselor Education and Supervision. However, literature suggests that a disparity may exist in the preparation of counselor educators and the actual…

  12. My Teaching Practice

    Institute of Scientific and Technical Information of China (English)

    杨绵

    2006-01-01

    @@ Teaching practice is the compulsory course before working1. As a student is going to graduate, teaching practice plays an important role in my life.2 It is like a song full of sorrow and joy, still be rested in my mind and never move away.3

  13. Adaptive research supervision : Exploring expert thesis supervisors' practical knowledge

    NARCIS (Netherlands)

    de Kleijn, Renske A M; Meijer, Paulien C.; Brekelmans, Mieke; Pilot, Albert

    2015-01-01

    Several researchers have suggested the importance of being responsive to students' needs in research supervision. Adapting support strategies to students' needs in light of the goals of a task is referred to as adaptivity. In the present study, the practice of adaptivity is explored by interviewing

  14. Adaptive research supervision : Exploring expert thesis supervisors' practical knowledge

    NARCIS (Netherlands)

    de Kleijn, Renske A M; Meijer, Paulien C.; Brekelmans, Mieke; Pilot, Albert

    2015-01-01

    Several researchers have suggested the importance of being responsive to students' needs in research supervision. Adapting support strategies to students' needs in light of the goals of a task is referred to as adaptivity. In the present study, the practice of adaptivity is explored by interviewing

  15. Adaptive Research Supervision: Exploring Expert Thesis Supervisors' Practical Knowledge

    Science.gov (United States)

    de Kleijn, Renske A. M.; Meijer, Paulien C.; Brekelmans, Mieke; Pilot, Albert

    2015-01-01

    Several researchers have suggested the importance of being responsive to students' needs in research supervision. Adapting support strategies to students' needs in light of the goals of a task is referred to as "adaptivity." In the present study, the practice of adaptivity is explored by interviewing expert thesis supervisors about…

  16. Tablets as a digital tool in supervision of student teachers’ practical training

    OpenAIRE

    2016-01-01

    In the project “Tablets in Practicum Supervision”, the tablet has been tested as a tool for observation and supervision in Norwegian teacher education. The study incorporates 14 practicum supervision groups and focuses on how the use of tablets can influence the quality of the supervision and the coherence between teaching, observation and supervision. Throughout the supervision process, the groups have used tablets to produce and share texts, pictures and video recordings. The use of tablets...

  17. Multivoiced Supervision of Master's Students: A Case Study of Alternative Supervision Practices in Higher Education

    Science.gov (United States)

    Dysthe, Olga; Samara, Akylina; Westrheim, Kariane

    2006-01-01

    This article describes and analyzes an alternative supervision model at the Master of Education Programme at the University of Bergen aimed at improving research supervision. A three-pronged approach was introduced, combining supervision groups, student colloquia and individual supervision. The supervision groups consisted of two supervisors and…

  18. Supervision in neuropsychological assessment: a survey of training, practices, and perspectives of supervisors.

    Science.gov (United States)

    Shultz, Laura A Schwent; Pedersen, Heather A; Roper, Brad L; Rey-Casserly, Celiane

    2014-01-01

    Within the psychology supervision literature, most theoretical models and practices pertain to general clinical or counseling psychology. Supervision specific to clinical neuropsychology has garnered little attention. This survey study explores supervision training, practices, and perspectives of neuropsychology supervisors. Practicing neuropsychologists were invited to participate in an online survey via listservs and email lists. Of 451 respondents, 382 provided supervision to students, interns, and/or fellows in settings such as VA medical centers (37%), university medical centers (35%), and private practice (15%). Most supervisors (84%) reported supervision was discussed in graduate school "minimally" or "not at all." Although 67% completed informal didactics or received continuing education in supervision, only 27% reported receiving training specific to neuropsychology supervision. Notably, only 39% were satisfied with their training in providing supervision and 77% indicated they would likely participate in training in providing supervision, if available at professional conferences. Results indicate that clinical neuropsychology as a specialty has paid scant attention to developing supervision models and explicit training in supervision skills. We recommend that the specialty develop models of supervision for neuropsychological practice, supervision standards and competencies, training methods in provision of supervision, and benchmark measures for supervision competencies.

  19. Suggestions for Teaching Practice

    Institute of Scientific and Technical Information of China (English)

    ZHAN Na-na

    2013-01-01

    Teacher development and teaching practice(TP) have caught the eyes of researchers at home and abroad for many years. Many western scholars hold that reflective teaching is an efficient way to promote teacher development, but traditional TP is prevailing in China. Based on the merits and demerits of traditional TP and reflective TP, the author hopes to provide some suggestions for the people involved to promote the development of teacher education.

  20. Inconsistencies within Attachment Teaching Practice in Zimbabwe: Call for a Participatory Model

    Science.gov (United States)

    Chikunda, Charles

    2008-01-01

    This article raises some inconsistencies observed in attachment teaching practice in Zimbabwe. The argument made is that these inconsistencies are caused by the different philosophical approaches informing attachment teaching practice and its delivery, which is largely visible in teaching practice supervision. The discussion shows that while…

  1. A Vision for Teaching Practice

    Science.gov (United States)

    Hollins, Etta R.

    2011-01-01

    "Teaching practice" refers to the professional discourse, knowledge, skills, tools, and habits of mind underlying the interpretive processes that characterize expert teaching practice. Such expert practice is located within and responsive to micro- and macrocontexts and situations. In a well-articulated vision, learning teaching practice is…

  2. EFFECTIVE TEACHING PRACTICES

    NARCIS (Netherlands)

    Tomic, W.

    2008-01-01

    Before the cognitive shift in educational psychology research on teaching practices that bring about the desired learning outcomes on the part of the students was dominated by the process-product research program. The findings of this confirmative research approach show that an effective lesson may

  3. Best practices in nursing homes. Clinical supervision, management, and human resource practices.

    Science.gov (United States)

    Dellefield, Mary Ellen

    2008-07-01

    Human resource practices including supervision and management are associated with organizational performance. Evidence supportive of such an association in nursing homes is found in the results of numerous research studies conducted during the past 17 years. In this article, best practices related to this topic have been culled from descriptive, explanatory, and intervention studies in a range of interdisciplinary research journals published between 1990 and 2007. Identified best practices include implementation of training programs on supervision and management for licensed nurses, certified nursing assistant job enrichment programs, implementation of consistent nursing assignments, and the use of electronic documentation. Organizational barriers and facilitators of these best practices are described. Copyright 2009, SLACK Incorporated.

  4. Parsing the Practice of Teaching

    Science.gov (United States)

    Kennedy, Mary

    2016-01-01

    Teacher education programs typically teach novices about one part of teaching at a time. We might offer courses on different topics--cultural foundations, learning theory, or classroom management--or we may parse teaching practice itself into a set of discrete techniques, such as core teaching practices, that can be taught individually. Missing…

  5. Teacher Supervision Practices and Characteristics of In-School Supervisors in Uganda

    Science.gov (United States)

    Kalule, Lawrence; Bouchamma, Yamina

    2014-01-01

    We examined teacher supervision practices (supervision models, phases, and professional development guidelines) of in-school supervisors (principals, vice principals, and study program directors) in Uganda, the supervisors' efficacy perceptions regarding teacher supervision, and supervisor characteristics associated with the choice of supervisory…

  6. Higher Degree Research Supervision: From Practice toward Theory

    Science.gov (United States)

    Maxwell, T. W.; Smyth, Robyn

    2011-01-01

    This paper presents our theorizing about the complex nature of higher degree research supervision. The intent is to make a contribution to the current debates about higher education generally, and supervision of higher degree research students in particular. We add to the pedagogy of supervision by extending its scope to and beyond the supervisory…

  7. Who is teaching and supervising our junior residents' central venous catheterizations?

    Directory of Open Access Journals (Sweden)

    Roberts James M

    2011-04-01

    Full Text Available Abstract Background The extent to which medical residents are involved in the teaching and supervision of medical procedures is unknown. This study aims to evaluate the teaching and supervision of junior residents in central venous catheterization (CVC by resident-teachers. Methods All PGY-1 internal medicine residents at two Canadian academic institutions were invited to complete a survey on their CVC experience, teaching, and supervision prior to their enrolment in a simulator CVC training curriculum. Results Of the 69 eligible PGY-1 residents, 32 (46% consenting participants were included in the study. There were no significant baseline differences between participants from the two institutions in terms of sex, number of ICU months completed, previous CVC training received, number of CVCs observed and performed. Only 16 participants (50% received any CVC training at baseline. Of those who received any training, 63% were taught only by senior resident-teachers. A total of 81 CVCs were placed by 17 participants. Thirty-two CVCs (45% were supervised by resident-teachers. Conclusions Resident-teachers play a significant role both in the teaching and supervision of CVCs placed by junior residents. Educational efforts should focus on preparing residents for their role in teaching and supervision of procedures.

  8. Ad hoc supervision of general practice registrars as a 'community of practice': analysis, interpretation and re-presentation.

    Science.gov (United States)

    Clement, T; Brown, J; Morrison, J; Nestel, D

    2016-05-01

    General practice registrars in Australia undertake most of their vocational training in accredited general practices. They typically see patients alone from the start of their community-based training and are expected to seek timely ad hoc support from their supervisor. Such ad hoc encounters are a mechanism for ensuring patient safety, but also provide an opportunity for learning and teaching. Wenger's (Communities of practice: learning, meaning, and identity. Cambridge University Press, New York, 1998) social theory of learning ('communities of practice') guided a secondary analysis of audio-recordings of ad hoc encounters. Data from one encounter is re-presented as an extended sequence to maintain congruence with the theoretical perspective and enhance vicariousness. An interpretive commentary communicates key features of Wenger's theory and highlights the researchers' interpretations. We argue that one encounter can reveal universal understandings of clinical supervision and that the process of naturalistic generalisation allows readers to transfer others' experiences to their own contexts. The paper raises significant analytic, interpretive, and representational issues. We highlight that report writing is an important, but infrequently discussed, part of research design. We discuss the challenges of supporting the learning and teaching that arises from adopting a socio-cultural lens and argue that such a perspective importantly captures the complex range of issues that work-based practitioners have to grapple with. This offers a challenge to how we research and seek to influence work-based learning and teaching in health care settings.

  9. A coaching supervision programme to facilitate the mental health in business coaches in South African practice

    OpenAIRE

    2011-01-01

    D.Cur. Supervision is not a new concept in psychiatric nursing. It has a long history in clinical practice to bridge the gap between theory and practice. However, supervision is fairly new and still emerging in the coaching profession. Bluckert (2005:1) says that if one has to trace the references to supervision in coaching books, one will barely find anything before the millennium. It is only now recently that a demand is growing in coaching professions for coaching supervision. The pract...

  10. Postgraduate Research Supervision: A Critical Review of Current Practice

    Science.gov (United States)

    McCallin, Antoinette; Nayar, Shoba

    2012-01-01

    Changes in the funding and delivery of research programmes at the university level have, in recent years, resulted in significant changes to research supervision. This paper critically reviews key influences effecting postgraduate supervision. Analysis draws on literature spanning 2000-2010 to determine the appropriateness of traditional models of…

  11. Supervision to Enhance Educational and Vocational Guidance Practice: A Review

    Science.gov (United States)

    Reid, Hazel L.

    2010-01-01

    Supervision to support the work of career practitioners is evident in many countries, but is not universal. This author presents a literature review, intending to emphasise the prime importance of developing supervision for guidance work. The author also considers the issues facing those training to develop the role of supervisors in southeast…

  12. A Comparative Study of Teaching Supervision between China and the United States%中美两国教学督导的差异性对比分析

    Institute of Scientific and Technical Information of China (English)

    张景雷; 刘素平

    2012-01-01

    The teaching supervision in America differs irom that China teaching supervision, the mode of supervision and the self-development of the supervised objects. The practice of American style in teaching supervision is of referential significance to Chinese education and teaching.%从中美两国教学督导的发展历史、督导方式、督导客体的自我发展和督导的运行模式等方面进行比较分析,发现美国的教学督导和我国的教学督导存在着较大的差异,美国科学的教学督导理念和先进的督导方法对我国的教育教学督导有着非常重要的启示和借鉴价值。

  13. Introduction to the Special Section on Teaching, Training, and Supervision in Personality and Psychological Assessment.

    Science.gov (United States)

    Smith, Justin D

    2017-01-01

    This special section contains empirical and conceptual articles pertaining to the broad topic of teaching, training, and supervision of assessment. Despite some evidence of a decline in recent decades, assessment remains a defining practice of professional psychologists in many subfields, including clinical, counseling, school, and neuropsychology, that consumes a consequential proportion of their time. To restore assessment to its rightful place of prominence, a clear agenda needs to be developed for advancing teaching and training methods, increasing instruction to state-of-the-art methods, and defining aims that could be elucidated through empirical inquiry. The 7 articles in this special section provide a developmental perspective of these issues that collectively provide practical tools for instructors and begin to set the stage for a research agenda in this somewhat neglected area of study that is vital to the identity of professional psychology. Additionally, 2 comments are provided by distinguished figures in the field concerning the implications of the articles in the special section to health services psychology and the competencies-based movement in applied psychology.

  14. Advanced psychiatric nurse practitioners’ ideas and needs for supervision in private practice in South Africa

    Directory of Open Access Journals (Sweden)

    Annie M. Temane

    2014-07-01

    Full Text Available Background: Supervision forms an integral part of psychiatric nursing. The value of clinical supervision has been demonstrated widely in research. Despite efforts made toward advanced psychiatric nursing, supervision seems to be non-existent in this field. Objectives: The aim of this study was to explore and describe advanced psychiatric nurse practitioners’ ideas and needs with regard to supervision in private practice in order to contribute to the new efforts made in advanced psychiatric nursing in South Africa. Method: A qualitative, descriptive, exploratory, and contextual design using a phenomenological approach as research method was utilised in this study. A purposive sampling was used. Eight advanced psychiatric nurse practitioners in private practice described their ideas and needs for supervision during phenomenological interviews. Tesch’s method of open coding was utilised to analyse data. After data analysis the findings were recontextualised within literature. Results: The data analysis generated the following themes – that the supervisor should have or possess: (a professional competencies, (b personal competencies and (c specific facilitative communication skills. The findings indicated that there was a need for supervision of advanced psychiatric nurse practitioners in private practice in South Africa. Conclusion: This study indicates that there is need for supervision and competent supervisors in private practice. Supervision can be beneficial with regard to developing a culture of support for advanced psychiatric practitioners in private practice and also psychiatric nurse practitioners.

  15. Teaching Practice in Cameroon: The Effectiveness of the University of Buea Model and Implications for Quality

    Science.gov (United States)

    Endeley, Margaret Nalova

    2014-01-01

    The paper aimed at assessing the effectiveness of the teaching practice model in the University of Buea, which is different from that of other teacher education institutions in Cameroon. Teaching Practice is an important component of a teacher education programme and the quality of supervision and duration are key in achieving effectiveness which…

  16. Innovation of teaching supervision in higher medical institutions%医学院校教学督导工作的创新

    Institute of Scientific and Technical Information of China (English)

    孙雨霞; 魏屹晗; 李晓霞

    2013-01-01

    构建学校内部的质量监控体系是提高教学质量的重要措施,教学督导是完善教学质量体系的重要环节.结合天津医科大学教学督导制度的实践经验,介绍校、院、室三级联动机制,督导工作的过程管理,督导内容创新以及督导工作的效果和意义.%Constructing internal quality control system is an important measure to improve teaching quality in the universities.Teaching supervision plays an important role in the teaching quality guaranteeing system.This article introduced and summarized the practice of teaching supervision in Tianjin Medical University including the establishment of three-leveled teaching supervision,emphasis of process management,innovation,significance and achievements of teaching supervision.

  17. Child supervision practices for drowning prevention in rural Bangladesh: a pilot study of supervision tools.

    Science.gov (United States)

    Callaghan, J A; Hyder, A A; Khan, R; Blum, L S; Arifeen, S; Baqui, A H

    2010-07-01

    Injuries are an increasing child health concern and have become a leading cause of child mortality in the 1-4 years age group in many developing countries, including Bangladesh. Household observations during 9 months of a community-based pilot of two supervision tools-a door barrier and a playpen-designed to assess their community acceptability in rural Bangladesh are reported in this article. Statistical analysis of 2694 observations revealed that children were directly supervised or protected by a preventive tool in 96% of visits. Households with a supervision tool had a significantly lower proportion of observations with the child unsupervised and unprotected than households without a tool. Families that received a playpen had 6.89 times the odds of using it at the time of the visit than families that received a door barrier. Interventions such as the playpen, when introduced to households through community-based programs, are accepted by parents. Field trials are urgently needed to establish the effectiveness of barrier-based interventions at reducing under-five drowning mortality rates in low-income countries like Bangladesh.

  18. Reflective Teacher Supervision Through Videos of Classroom Teaching

    OpenAIRE

    Sandra Mari Kaneko-Marques

    2015-01-01

    The main objective of this paper is to briefly present roles of different teacher supervisors according to distinct models, highlighting the importance of collaborative dialogues supported by video recordings. This paper will present results from a qualitative study of an English as a foreign language teacher education course in Brazil. The results indicated that collaborative supervision was an efficient tool to address adversities within educational contexts and that student teachers who ob...

  19. Supervised Group Discussion To Teach Investigation Of An Epidemic

    Directory of Open Access Journals (Sweden)

    Soudarssanane M.B

    1994-01-01

    Full Text Available The topic of investigation of an epidemic was taught to three successive batches of medical students using the data of an actual local outbreak of gastro â€" enteritis. The method used was supervised group discussion using audio â€" visual aids. The objectives achieved about the conduct of the sessions and the suggestions given by the students for improvement have also been highlighted.

  20. Supervision in Language Teaching: A Supervisor's and Three Trainee Teachers' Perspectives

    Science.gov (United States)

    Kahyalar, Eda; Yazici, lkay Çelik

    2016-01-01

    This article reports on the findings from a study which investigated supervision in language teaching from a supervisor's and her three trainee teachers' perspectives. The data in the study were from three sources: 1) audio recordings of the supervisor's feedback sessions with each trainee teacher, 2) audio recording of an interview between the…

  1. Evaluating Teaching Practice

    Science.gov (United States)

    Leshem, Shosh; Bar-Hama, Rivka

    2008-01-01

    The evaluation of observed lessons has been the subject of much debate in the field of teacher training. Teacher trainers have tried to define quality in relation to teaching and to find ways to measure it in a reliable way. Can we evaluate the quality of teaching by observable behaviour and measurable components, in which case, can the lesson be…

  2. Perceptions of Supervision Practices by Agricultural Education Student Teachers

    Science.gov (United States)

    Thobega, Moreetsi; Miller, Greg

    2008-01-01

    The purpose of this study was to describe student teachers' perceptions and preferences of the type of supervision they experienced while interacting with their university supervisors and cooperating teachers. Results revealed that student teachers perceived both their cooperating teachers and university supervisors to engage in contextual and…

  3. 75 FR 52860 - Professional Conduct of Attorneys Practicing Under the Cognizance and Supervision of the Judge...

    Science.gov (United States)

    2010-08-30

    ... Department of the Navy 32 CFR Part 776 RIN 0703-AA88 Professional Conduct of Attorneys Practicing Under the... relating to the professional conduct of attorneys practicing under the cognizance and supervision of the... policy reflected in JAG Instruction 5803.1 (Series), Professional Conduct of Attorneys Practicing Under...

  4. GROUP WORK IN TEACHING PRACTICE

    Institute of Scientific and Technical Information of China (English)

    1994-01-01

    Introduction Teaching practice (TP) is an essential component of the English course at Teachers’ colleges in China, in which new recruits are provided with a platform to put what they learn in the training programme into practice. The radical change from learner to teacher usually means a difficult beginning for trainees, although they have first-hand experience of learning English as a foreign language. Facing a textbook, of which each lesson consists of several components: new words, sentence patterns, text, grammar, and exercises, they are required to work out lesson plans which will ensure the achievement of the teaching objectives.

  5. The influence of resident seniority on supervised practice in the emergency department

    Science.gov (United States)

    Chiu, I-Min; Syue, Yuan-Jhen; Kung, Chia-Te; Cheng, Fu-Jen; Lee, Chien-Hung; Lin, Yan-Ren; Li, Chao-Jui

    2017-01-01

    Abstract To investigate the influence of resident seniority on supervised clinical practice in the emergency department (ED). This was a retrospective, 1-year cohort study conducted in 5 EDs within Taiwan largest healthcare system. All adult nontrauma visits presenting to the EDs during the day shift between July 1, 2011 and June 30, 2012 were included in the analysis. Visits were divided into supervised (ie, treated by resident under attending physician's supervision) and attending-alone. Supervised visits were further categorized by resident seniority (junior, intermediate, and senior). The decision-making time (door-to-order and door-to-disposition time), patient dispositions (eg, ED observation and hospital admission), and diagnostic tool use (laboratory examination or computed tomography [CT]) were selected as clinical performance indicators. The differences in clinical performance were determined between supervised visits (ie, resident-seniority groups) and attending-alone visits. Junior residents were found to have longer median door-to-order and door-to-disposition time than were the other residents for urgent and nonurgent patients. Furthermore, compared with attending-alone visits, supervised visits with junior residents had a greater odds of ED observation (adjusted odds ratio [aOR], 1.1; 95% CI, 1.07–1.20), while supervised visits with all 3 resident-seniority groups had significantly greater odds of laboratory examinations (junior: aOR, 1.1; 95% CI, 1.03–1.16; intermediate: aOR, 1.1; 95% CI, 1.04–1.15; and senior: aOR, 1.1; 95% CI, 1.05–1.15). As resident seniority increases, less time is needed for decision making in supervised visits. However, compared to attending-alone visits, supervised visits still resulted in greater use of laboratory examinations and delayed patient disposition. PMID:28121953

  6. Group Supervision Attitudes: Supervisory Practices Fostering Resistance to Adoption of Evidence-Based Practices

    Science.gov (United States)

    Brooks, Charles T.; Patterson, David A.; McKiernan, Patrick M.

    2012-01-01

    The focus of this study was to qualitatively evaluate worker's attitudes about clinical supervision. It is believed that poor attitudes toward clinical supervision can create barriers during supervision sessions. Fifty-one participants within a social services organization completed an open-ended questionnaire regarding their clinical supervision…

  7. Moral Stress in Teaching Practice

    Science.gov (United States)

    Colnerud, Gunnel

    2015-01-01

    The purpose of this article is to study whether moral stress is a phenomenon relevant to teaching practice and which may make a significant contribution to understanding why teachers repeatedly reported feeling burdened by work. Moral stress can be caused by acting in conflict with one's own conscience, e.g. when one knows the right thing to…

  8. Moral Stress in Teaching Practice

    Science.gov (United States)

    Colnerud, Gunnel

    2015-01-01

    The purpose of this article is to study whether moral stress is a phenomenon relevant to teaching practice and which may make a significant contribution to understanding why teachers repeatedly reported feeling burdened by work. Moral stress can be caused by acting in conflict with one's own conscience, e.g. when one knows the right thing to…

  9. Evaluation of a youth agency's supervision practices: A mixed-method approach.

    Science.gov (United States)

    Gosselin, Julie; Valiquette-Tessier, Sophie-Claire; Vandette, Marie-Pier; Romano, Elisa

    2015-10-01

    This research presents the findings from an evaluation and organizational development initiative that was requested by a Canadian youth agency working in a large urban setting. A team of four researchers affiliated with the Center for Research on Educational and Community Services (CRECS) at the University of Ottawa conducted the evaluation. The purpose of the evaluation was to identify the supervision needs and challenges of coordinators and front line staff, assess the efficiency of the current supervision practices, and evaluate the supervisors' and supervisees' satisfaction with these current practices. A literature review was performed to help provide a clear definition of 'supervision' and the different professional roles it encompasses. Additionally, research evidence pertaining both to what contributes to supervision efficacy and supervisor competency was reviewed to distill the most robust findings in the existing literature. The lines of evidence consisted of a document and file review, an online employee survey, group discussions (i.e. focus groups), and interviews with key informants. The results of the evaluation helped the research team formulate recommendations to the agency for the development of enhanced supervision practices across its various service areas.

  10. Double Blind: Supervising Women as Creative Practice-Led Researchers

    Science.gov (United States)

    Pedersen, Courtney; Haynes, Rachael

    2015-01-01

    Many women creative practice-led researchers appear inhibited by a number of factors directly connected to their gender. This article discusses these factors, including the culture of visual arts professional practice, the circumstances surrounding women postgraduate students and unproductive self-theories about intelligence and creativity. A…

  11. The connectional reconstruction and operational innovation of teaching supervision in distance education based on development trend%基于发展取向的远程教育督导的理念重构和实践创新

    Institute of Scientific and Technical Information of China (English)

    郭富强

    2013-01-01

      着眼于教师的持续发展、有效发展的基于发展取向的教学督导是督导本质的体现。本文在分析传统督导取向的基础上提出了基于发展取向的教学督导的理念,分析讨论了发展性督导的理念体系,并结合电大开放教育督导实践,论述了远程教育中实施发展性督导的实践创新。实践证明,发展性教学督导是实现督导目的、促进教师发展,进而促进教育教学发展的有效途径。%  It is a reflection of the essence of supervision to conduct teaching supervision aimed at the sustainable and effective development the teaching staff based on development trend. This essay, on the basis of an analysis of the traditional supervision tendency,puts forward a new conception of development-trend-based teaching supervision and discusses the conceptual system of developmental supervision.Combined with the practice of open education in TV university supervisors,elaborated in the remote education implemented in developing supervision Practice and innovation.It has been proved that developmental teaching supervision is an effective way to realize the goals of supervision, promote staff development and, furthermore,to improve education and teaching.

  12. Supervision Practices and Teachers' Satisfaction in Public Secondary Schools: Malaysia and China

    Science.gov (United States)

    Hamzah, Mohd Izham Mohd; Wei, Yan; Ahmad, Jamil; Hamid, Aida Hanim A.; Mansor, Azlin Norhaini

    2013-01-01

    The purpose of this study is to explore supervision practices among school management teams and teachers' satisfaction in secondary schools in Kuala Lumpur, Malaysia and He Fei, China. The samples consist of 248 managers and 367 teachers in Kuala Lumpur, and 175 managers and 346 teachers in He Fei. The study indicates that the level of supervision…

  13. Undergraduate Internship Supervision in Psychology Departments: Use of Experiential Learning Best Practices

    Science.gov (United States)

    Bailey, Sarah F.; Barber, Larissa K.; Nelson, Videl L.

    2017-01-01

    This study examined trends in how psychology internships are supervised compared to current experiential learning best practices in the literature. We sent a brief online survey to relevant contact persons for colleges/universities with psychology departments throughout the United States (n = 149 responded). Overall, the majority of institutions…

  14. Group supervision in a private setting: Practice and method for theory and practice in psychotherapy

    Directory of Open Access Journals (Sweden)

    Graziana Mangiacavallo

    2015-05-01

    Full Text Available The report aims to tell the experience of a supervision group in a private setting. The group consists of professional psychotherapists driven by the more experienced practitioner, who shares a clinical reasoning on psychotherapy with younger colleagues. The report aims to present the supervision group as a methode and to showcase its features. The supervision group becomes a container of professional experiences that speak of the new way of doing psychotherapy. 

  15. Teacher training: challenges and possibilities of teaching of reproduction and sexuality in supervised curricular stage

    Directory of Open Access Journals (Sweden)

    Mayara Lustosa de Oliveira

    2012-02-01

    Full Text Available This work has its origins in a survey conducted during the supervised curricular stage of Biological Sciences course at Federal University of Goiás. The article describes critically and analytically every step of the curricular stage, especially the classes with the themes: reproduction and sexuality. The classes were taught to elementary students in State College St. Bernadete in Goiânia-GO. To facilitate the process of teaching and learning the trainees divided the themes into subtopics, and several teaching resources were developed for each subtopic. The research was descriptive and exploratory, using interviews with school students, teachers, supervisors and college students to collect data that allowed assessing the success of the teaching methodologies applied by the teachers in training. The field diaries of the trainees were also used to compose the analysis. Through the statements of the participants, it is considered that the methods achieved their goal in clarifying the issues. The resources used not only brought understanding, but encouraged the participation of the students. The article has been organized according to the steps of the curricular stage and it exposes all the impressions of the supervising teachers, school students and undergraduates during the internship, highlighting, comments, concerns, planning and execution process of the activities.

  16. Peer Review of Teaching: Sharing Best Practices

    Science.gov (United States)

    Golparian, Shaya; Chan, Judy; Cassidy, Alice

    2015-01-01

    In this paper, we share examples of best peer review of teaching practices, drawing on our involvement in the design and implementation of the Peer Review of Teaching program at the Centre for Teaching, Learning and Technology. We review the history of the Peer Review of Teaching Initiative at the University of British Columbia and explain key…

  17. An evaluation of the current patterns and practices of educational supervision in postgraduate medical education in the UK.

    Science.gov (United States)

    Patel, Priyank

    2016-08-01

    Globally, clinical supervision has been widely adopted and studied. But in the UK, another variant of supervision has developed in the form of educational supervision. The quality of supervision remains highly variable and inadequate time, investment and guidance hinders its ability to actually benefit trainees. Therefore, undertaking a detailed study of the patterns and practices in educational supervision to inform developments in supervisory practice would be extremely beneficial. In this mixed methods study, educational supervisors and trainees working within a large London Trust were surveyed online about their experiences of educational supervision. In addition, observations of supervision sessions with a small group of supervisor and trainee pairs followed-up by semi-structured interviews were conducted. The quantitative data were analyzed using statistical software via descriptive statistics. The qualitative data underwent thematic framework analysis. Both the qualitative and quantitative data revealed that whilst most junior doctors and supervisors value the ideal of educational supervision as a process for engaging in mentoring dialogues, it can become a tick box exercise, devaluing its usefulness and purpose. Trainees highlighted the need for more frequent formal meeting along with better preparation by supervisors. Supervisors would appreciate more support from trusts to help them enhance supervision for trainees. The effectiveness of educational supervision can be improved with trainees and supervisors engaging in meaningful preparation and proactive communication before meetings. During these formal meetings, improving the quality of feedback and ensuring that regular mentoring dialogues occurred would be highly valuable.

  18. Bridging Theory and Practice: A Critical Discourse Analysis of a Social Justice Initiative within a Narrative Supervision Process

    Science.gov (United States)

    Kahn, Sarah Zeta

    2013-01-01

    The purpose of this study was to increase the current understanding of what occurs within a narrative supervision process and to explore how this approach to supervision can contribute to the development of educational practices that promote social justice efforts in the field of marriage and family therapy. In particular, this study sought to…

  19. Supervision on Transference and Counter-Transference Issues for Undergraduate Students’ Counseling Practice at Counseling Department

    Directory of Open Access Journals (Sweden)

    Amirah Diniaty

    2014-07-01

    Full Text Available Undergraduate students should take 4 credits for counseling practice subject in Counseling Department of State Islamic University of Riau. The subject is taken by seventh semester students who conduct counseling practice at senior high school for 3 months. Based on prelimenary study, majority of students acknowledged that they felt nervous to follow this programme. Thus, the problem of transference and counter transference issue for undergraduate students counseling practice must be answered by their supervisions. The result showed that a total of 93% of respondents had positive transference, while 7% of them had negative one. It means that majority of respondents felt positive transference, while internship students faced identification counter transference. It was proved that internship students did not need to have negative thinking of being rejected by the schools. The finding also showed that 97.3% of interenship students faced identification counter transference, while 2,7%  of them experienced for unidentification of transfenece. It means that there were a few of them should be supervised to have good counter transference. Supervision format that done by supervisor (university teacher and tutor (high school teacher was by conducting monthly meeting and by following up counseling result and writing report. It is recommended that a professional discussion is conducted to discuss problems faced by internship students.

  20. Supervision on Transference and Counter-Transference Issues for Undergraduate Students’ Counseling Practice at Counseling Department

    Directory of Open Access Journals (Sweden)

    Amirah Diniaty

    2014-07-01

    Full Text Available Undergraduate students should take 4 credits for counseling practice subject in Counseling Department of State Islamic University of Riau. The subject is taken by seventh semester students who conduct counseling practice at senior high school for 3 months. Based on prelimenary study, majority of students acknowledged that they felt nervous to follow this programme. Thus, the problem of transference and counter transference issue for undergraduate students counseling practice must be answered by their supervisions. The result showed that a total of 93% of respondents had positive transference, while 7% of them had negative one. It means that majority of respondents felt positive transference, while internship students faced identification counter transference. It was proved that internship students did not need to have negative thinking of being rejected by the schools. The finding also showed that 97.3% of interenship students faced identification counter transference, while 2,7%  of them experienced for unidentification of transfenece. It means that there were a few of them should be supervised to have good counter transference. Supervision format that done by supervisor (university teacher and tutor (high school teacher was by conducting monthly meeting and by following up counseling result and writing report. It is recommended that a professional discussion is conducted to discuss problems faced by internship students.

  1. Interactive teaching methods in teaching "practical (industrial training an accountant"

    Directory of Open Access Journals (Sweden)

    Vladimir Zaicev

    2014-04-01

    Full Text Available Practical teaching activities needed to develop the methodological level, focused on their actual implementation in the classroom when studying a particular academic discipline. Given that interactive teaching methods are quite new for many teachers category, consideration of their nature and possibilities of practical application the subject of this article.

  2. Collegiate Mathematics Teaching: An Unexamined Practice

    Science.gov (United States)

    Speer, Natasha M.; Smith, John P., III; Horvath, Aladar

    2010-01-01

    Though written accounts of collegiate mathematics teaching exist (e.g., mathematicians' reflections and analyses of learning and teaching in innovative courses), research on collegiate teachers' actual classroom teaching practice is virtually non-existent. We advance this claim based on a thorough review of peer-reviewed journals where scholarship…

  3. Content Reading Specialists Evaluate Teaching Practices.

    Science.gov (United States)

    Gee, Thomas C.; Rakow, Steven J.

    1987-01-01

    Presents results of a survey of 37 university-level content reading specialists in which the specialists listed teaching practices that content teachers could incorporate into their teaching to help students learn from texts. Recommends: (1) using multiple texts; (2) using study guides; (3) teaching metacognitive strategies; and (4) direct…

  4. Collegiate Mathematics Teaching: An Unexamined Practice

    Science.gov (United States)

    Speer, Natasha M.; Smith, John P., III; Horvath, Aladar

    2010-01-01

    Though written accounts of collegiate mathematics teaching exist (e.g., mathematicians' reflections and analyses of learning and teaching in innovative courses), research on collegiate teachers' actual classroom teaching practice is virtually non-existent. We advance this claim based on a thorough review of peer-reviewed journals where scholarship…

  5. The Professional and Authoritative Teaching Supervision Strategy of County Level%县级督学基于专业权威的教学督导策略

    Institute of Scientific and Technical Information of China (English)

    江如瑞

    2013-01-01

      县级督学是督导工作中最接近一线教师的人群,其专业权威决定了教育督导的质量。督学的专业权威地位通过占有的专业知识、经历的专门训练和实践及其信奉的的管理理念、认同的专业价值和信仰而获得。基于专业权威的督导注重激发教师自身的潜质,创设了民主参与的环境,树立了新的督导形象,开创了更具效力的教学督导模式。%The educational inspectors in county areas are closest to the front line teachers. The quality of educational supervision depends on their professional authorities. The educational inspectors acquire their professional authorities by professional knowledge they own, the special training and practice they experience, the management concept they believe in, the professional value and faith they identify. The supervision which is based on the professional authorities lays emphasis on stimulating teachers' potential, creating democratic participation environment, setting up a new supervision image, beginning a more effective teaching supervision mode.

  6. 非直属临床医学院教学督导工作存在的问题及对策%Teaching supervision in the non-affiliated school of clinical medicine: Existing problems and solutions

    Institute of Scientific and Technical Information of China (English)

    施建辉; 任冰; 林勇; 石平

    2012-01-01

    Teaching supervision is essential for teaching quality control in the non-affiliated school of clinical medicine, which guarantees stabilized teaching order, strengthen management functions and deepen teaching reform. However, problems do exist in the practice of teaching supervision, such as irregular management, improper organization of supervisors, inadequate scope of supervision, obstructed information feedback and irrational assessment system. Accordingly, the authors propose the construction of an efficient teaching supervision mechanism in the non-affiliated school of clinical medicine by perfecting the supervising organization, optimizing the team of supervisors, expanding the supervision scope, unclogging the channels of information feedback and establishing a rational assessment system.%教学督导工作是非直属临床医学院教学质量监控重要组成部分,是稳定教学秩序、强化管理职能、深化教学改革的重要保证.非直属临床医学院教学督导在实施过程中存在督导组织不够健全、督导队伍不够合理、督导范围不够广泛、信息反馈不够通畅、评价体系不够科学等问题.并提出了通过健全督导组织、加强督导队伍建设、拓展督导范围、疏通反馈通道、构建评价体系等途径,构建非直属临床医学院有效教学督导机制.

  7. Pervasive Modes of Thinking That Affect Our Conduct of Teaching, Supervision, and Research: Are We Stuck in an Old Paradigm?

    Science.gov (United States)

    Krugman, Martin; Andrews, Sharon Vincz

    This paper identifies the major modes of thought that have characterized the conduct of teaching, research, and supervision at institutions of higher education, focusing specifically on the fields of psychology and education. These frameworks for thinking (paradigms) in both the social and "hard" sciences have progressed through three…

  8. SUPERVISED CURRICULUM INTERNSHIP IN GEOGRAPHY AND PEDAGOGICAL MEDIATION: between knowledge and practices for a dialogical approach

    Directory of Open Access Journals (Sweden)

    Francisco Kennedy Silva dos Santos

    2014-01-01

    Full Text Available The present article is the result of an inquiry which has for its object the pedagogical mediation in Geography, with reference to the supervised curriculum internship in Geography, obligatory component for teacher training in degree courses. We start from an analysis of reflective professional trajectory teaching, in research supported type "state of the art" or "state of knowledge" for bibliographical supports our interventions (FERREIRA, 2002. We seek authors such as (CORTELLA, 2008; FAZENDA, 1991; FREIRE, 2003; LIBÂNEO, 2005; TARDIF, 2002; among others further deepening of the central categories for our analyzes. We intend to test this, open up new possibilities for understanding the role of teaching practice in teacher education in the light of the narrowing theory and practice. The reflection on the everyday, especially from the real questions of the teacher, is in the condition to proceed with training more articulate and coherent with reality. The lack of a more systematic partnership between schools and the University has led to the development of proposals and optimized with little impact on the educational community. Being a teacher today is a challenge that involves humanitarian issue and expertise needed to see and mingle with the world. RESUMO: O presente artigo resulta de uma investigação que tem por objeto a mediação pedagógica em Geografia, tendo como referência o estágio curricular supervisionado, componente obrigatório para formação de professores nos cursos de licenciatura. Partimos de uma análise reflexiva da trajetória profissional docente, respaldados em pesquisas do tipo “estado da arte” ou “estado do conhecimento” de caráter bibliográfico para dá suporte a nossas intervenções (FERREIRA, 2002. Buscamos em autores como (CORTELLA, 2008; FAZENDA, 1991; FREIRE, 2003; LIBÂNEO, 2005; TARDIF, 2002; entre outros um maior aprofundamento das categorias centrais para nossas análises. Pretendemos com este

  9. 高等院校教学督导中存在的问题及对策%Problems and Countermeasures in Supervision of Teaching of Institutions of Higher Education

    Institute of Scientific and Technical Information of China (English)

    焦玲

    2011-01-01

    In institutions of higher education,supervision of teaching activities is the key to ensure teaching quality;it also monitors,assesses and directs the deepening reform of education in China.In this essay,we start from explore the connotation and scope of supervision of teaching,analysis the problems of supervision of teaching arise the practice in higher education institutions,and propose resolutions to deepen the reform of supervision of teaching.%高等院校的教学督导工作在确保教学质量和深化教学改革的进程中发挥着监督、评价和指导的功能。文章从对教学督导的内涵和定位分析入手,分析了院校教学督导工作中存在的问题,并提出了深化教学督导改革的策略。

  10. Reflective Practice on Effective Teaching Performance

    Institute of Scientific and Technical Information of China (English)

    ZHANG Yu-chao

    2014-01-01

    Reflective practice is a vital parts of teaching process. The essay mainly states the theory of reflection, its functions, characteristics, and teachers’reflective practice. After obtaining data from the questionnaire collected from 30 college English teachers’reflective practice, the writer analyzes the data and concludes that:reflection is a useful and necessary tool for successful teaching performance and the development of teachers.

  11. Improving Online Teaching by Using Established Best Classroom Teaching Practices.

    Science.gov (United States)

    Price, Jill M; Whitlatch, Joy; Maier, Cecilia Jane; Burdi, Melissa; Peacock, James

    2016-05-01

    This pilot study explored the effectiveness of an online workshop provided to faculty teaching one course in a large online RN-to-baccalaureate nursing (BSN) program. This exploration helped to fill a gap in knowledge related to implementing best classroom teaching practices into distance education for online nursing students. Focus groups with purposeful sampling (three focus groups: two faculty focus groups with a total of 11 faculty and one student focus group with a total of six students) were used to assess the effectiveness of the workshop and faculty and student perceptions of the seven best classroom teaching practices. Themes derived from the faculty focus groups included reaffirmation, commitments from students, and opportunities for instructor improvement. Themes derived from the student focus group included engagement, availability, encouragement, and diverse learning. Online teaching recommendations, created from the emerged themes of the study, could be considered to improve teaching practices of online nurse educators. J Contin Educ Nurs. 2016;47(5):222-227.

  12. How supportive supervision influences immunization session site practices: a quasi-experimental study in Odisha, India

    Directory of Open Access Journals (Sweden)

    Bhuputra Panda

    2015-01-01

    Full Text Available Background: Routine immunization (RI is a key child survival intervention. Ensuring acceptable standards of RI service delivery is critical for optimal outcomes. Accumulated evidences suggest that ‘supportive supervision’ improves the quality of health care services in general. During 2009–2010, the Government of Odisha and UNICEF jointly piloted this strategy in four districts to improve RI program outcomes. The present study aims to assess the effect of this strategy on improvement of skills and practices at immunization session sites. Design: A quasi-experimental ‘post-test only’ study design was adopted to compare the opinion and practices of frontline health workers and their supervisors in four intervention districts (IDs with two control districts (CDs. Altogether, we interviewed 111 supervisor–supervisee (health worker pairs using semi-structured interview schedules and case vignettes. We also directly observed health workers’ practices during immunization sessions at 111 sites. Data were analyzed with SPSS version 16.0. Results: The mean knowledge score of supervisors in CDs was significantly higher than in intervention groups. Variegated responses were obtained on case vignettes. The control group performed better in solving certain hypothetically asked problems, whereas the intervention group scored better in others. Health workers in IDs gave a lower rating to their respective supervisors’ knowledge, skill, and frequency of supervision. Logistics and vaccine availability were better in CDs. Conclusion: Notwithstanding other limitations, supportive supervision may not have independent effects on improving the quality of immunization services. Addressing systemic issues, such as the availability of essential logistics, supply chain management, timely indenting, and financial resources, could complement the supportive supervision strategy in improving immunization service delivery.

  13. The supervised curricular internship in the initial training for teaching: the meanings of trainees as actors in the process

    Directory of Open Access Journals (Sweden)

    Camila Rinaldi Bisconsini

    2016-09-01

    Full Text Available The research aimed to analyze the role of supervised curricular internship in initial teacher education, in the trainees perspective. The research is descriptive and qualitative characteristic. Had as a tool for data collection a questionnaire with closed and open questions. 130 trainees participated in six degree courses of an institution of Paraná Public Higher Education. The results indicate a process of high complexity on the structure and development of supervised curricular internship. The trainees hoped that the curriculum components establish closer to the requirements for the exercise of the teaching profession. There was no evidence is sufficient interaction between the actors involved.

  14. Triadic Supervision in CACREP Accredited Counselor Education Programs: Current Practices and Rationale

    Science.gov (United States)

    Lyman, Steve R.

    2010-01-01

    In 2001 the Counsel for the Accreditation of Counseling and Related Educational Programs (CACREP) approved the use of triadic supervision as an adjunct or alternative to individual supervision in the clinical training of counselors-in-training. In so doing they sanctioned triadic supervision as equal to individual supervision without the benefit…

  15. Triadic Supervision in CACREP Accredited Counselor Education Programs: Current Practices and Rationale

    Science.gov (United States)

    Lyman, Steve R.

    2010-01-01

    In 2001 the Counsel for the Accreditation of Counseling and Related Educational Programs (CACREP) approved the use of triadic supervision as an adjunct or alternative to individual supervision in the clinical training of counselors-in-training. In so doing they sanctioned triadic supervision as equal to individual supervision without the benefit…

  16. Teaching practices of graduate teaching assistants

    CERN Document Server

    Hickok, Eric

    2016-01-01

    Physics education research has consistently shown that students have higher learning outcomes when enrolled in interactive-engagement courses. Consequently, many schools are actively reforming their introductory curricula. For courses where the interactive sections (labs, tutorials, and/or workshops) are mostly taught by graduate student teaching assistants (TAs), good TAs are instrumental to the success of the reform. Many studies have investigated specific interactions between TAs and students, but more can be learned through a holistic examination of TA-student interactions. Over the course of one semester, I observed TAs in their various teaching roles using the Real-time Instructor Observation Tool (RIOT). These observations serve to show what TAs may "default to" with little to no intervention. I present a snapshot of a department in the early stages of reform and discuss the implications of my findings as they relate to the professional development of our TAs.

  17. An Evaluation of Teaching Practice: Practicum

    Directory of Open Access Journals (Sweden)

    Aijaz Ahmed Gujjar

    2011-12-01

    Full Text Available Teaching practice is an important place in teacher training, it is the theoretical part of teacher training. The purpose of this study was to evaluate the teaching practice, for the purpose a 22 item questionnaire was developed and pilot tested, the internal consistency (Cronbach Alpha value of the questionnaire was 0.73.Five research questions were made for the study. 650 student teachers throughout the country from 26 teacher training institutions were considered the sample of the study, by selecting 25 student teachers randomly from each institution. The data collected through questionnaire was coded and analyzed through SPSS XII and Stat Pac calculator in terms of frequency, percentage and chi square. The study finds that majority of the student teachers is not given demonstration lessons in all the subjects, duration of teaching practice is not appropriate to develop teaching skills, the method of evaluation in practical component is not appropriate, choice of the student teachers is not considered while assigning the lesson, proportion of theory and practice not appropriate. It is recommended that that the student teachers should be given demonstration lessons before practice teaching, the duration of the teaching practice may be increased, theory and practice should be made proportionate, the student teachers should be made responsible for what they do, this can only be achieved if their choice in the selection of lesson is also considered.

  18. Mindfulness Practices in Mentoring and Teaching

    Science.gov (United States)

    Trube, Barbara

    2017-01-01

    Mentoring, including peer mentoring, is a key element of teacher education programs and subsequent teaching practice. In order to share the benefits of mindfulness practices, a faculty member in a state university in the Midwestern United States promoted the practice of mindfulness by teacher candidates enrolled in her courses. As members of a…

  19. Behavioral Patterns in Special Education. Good Teaching Practices.

    Science.gov (United States)

    Rodríguez-Dorta, Manuela; Borges, África

    2017-01-01

    Providing quality education means to respond to the diversity in the classroom. The teacher is a key figure in responding to the various educational needs presented by students. Specifically, special education professionals are of great importance as they are the ones who lend their support to regular classroom teachers and offer specialized educational assistance to students who require it. Therefore, special education is different from what takes place in the regular classroom, demanding greater commitment by the teacher. There are certain behaviors, considered good teaching practices, which teachers have always been connected with to achieve good teaching and good learning. To ensure that these teachers are carrying out their educational work properly it is necessary to evaluate. This means having appropriate instruments. The Observational Protocol for Teaching Functions in Primary School and Special Education (PROFUNDO-EPE, v.3., in Spanish) allows to capture behaviors from these professionals and behavioral patterns that correspond to good teaching practices. This study evaluates the behavior of two special education teachers who work with students from different educational stages and educational needs. It reveals that the analyzed teachers adapt their behavior according the needs and characteristics of their students to the students responding more adequately to the needs presented by the students and showing good teaching practices. The patterns obtained indicate that they offer support, help and clear guidelines to perform the tasks. They motivate them toward learning by providing positive feedback and they check that students have properly assimilated the contents through questions or non-verbal supervision. Also, they provide a safe and reliable climate for learning.

  20. Behavioral Patterns in Special Education. Good Teaching Practices

    Directory of Open Access Journals (Sweden)

    Manuela Rodríguez-Dorta

    2017-05-01

    Full Text Available Providing quality education means to respond to the diversity in the classroom. The teacher is a key figure in responding to the various educational needs presented by students. Specifically, special education professionals are of great importance as they are the ones who lend their support to regular classroom teachers and offer specialized educational assistance to students who require it. Therefore, special education is different from what takes place in the regular classroom, demanding greater commitment by the teacher. There are certain behaviors, considered good teaching practices, which teachers have always been connected with to achieve good teaching and good learning. To ensure that these teachers are carrying out their educational work properly it is necessary to evaluate. This means having appropriate instruments. The Observational Protocol for Teaching Functions in Primary School and Special Education (PROFUNDO-EPE, v.3., in Spanish allows to capture behaviors from these professionals and behavioral patterns that correspond to good teaching practices. This study evaluates the behavior of two special education teachers who work with students from different educational stages and educational needs. It reveals that the analyzed teachers adapt their behavior according the needs and characteristics of their students to the students responding more adequately to the needs presented by the students and showing good teaching practices. The patterns obtained indicate that they offer support, help and clear guidelines to perform the tasks. They motivate them toward learning by providing positive feedback and they check that students have properly assimilated the contents through questions or non-verbal supervision. Also, they provide a safe and reliable climate for learning.

  1. Accomplished Teachers Implementation of Quality Teaching Practices

    Science.gov (United States)

    Chen, Weiyun; Hammond-Bennett, Austin; Upton, Ashely; Mason, Steve

    2014-01-01

    The purpose of this study was to describe how accomplished teachers implement the quality of teaching practices in their daily lessons. The participants were four elementary physical education teachers (one male, three female). The data sources consisted of videotape of the teachers teaching 12 lessons, transcription of the taped lessons,…

  2. Teaching-Family Model: Insuring Quality Practice

    Science.gov (United States)

    McElgunn, Peggy

    2012-01-01

    The Teaching-Family Model was one of the earliest approaches to be supported by an extensive research base. As it has evolved over four decades, it retains the focus on teaching and learning but incorporates a strength- and relationship-based orientation. The model is also unique in gathering ongoing practice-based evidence to insure quality.

  3. Study on the Operating Mechanism and Practice concerning Undergraduate Teaching Quality Assurance in the Chinese Agriculture-related Colleges and Universities

    Institute of Scientific and Technical Information of China (English)

    Zhongming; SHEN

    2015-01-01

    This paper analyzes the connotation of the undergraduate teaching quality assurance system in agriculture-related colleges and universities,and takes Southwest University Rongchang Campus for example to probe into the long-term operating mechanism of multidimensional integrated quality assurance system as well as the sound teaching quality monitoring and management system building assurance system and operational practice effect involving personnel training programs,teaching element control,supervision and control of the teaching process,supervision and control of teaching effectiveness,teaching assurance policy and system,teaching funding system,teaching technical support guarantee,and teaching environment building guarantee,with the purpose of providing a reference for the Chinese universities and colleges to improve the teaching quality.

  4. Instructional Leadership and Supervision in Special Language Programs.

    Science.gov (United States)

    Florez-Tighe, Viola

    A recent review of English as a Second Language (ESL) research revealed an increase in studies dealing with instructional approaches, language learning theories, ESL curriculum, and learning-aid study strategies; however, supervision of teaching in ESL programs was mentioned only occasionally. Supervision, when properly practiced, can provide a…

  5. Teaching Practice Supported by Technology Use

    DEFF Research Database (Denmark)

    Jensen, Helle Bækkelund

    2006-01-01

    The article deals with e-competence on the individual level by examining the use of web sites by individual university faculty. E-competence is here regarded as the actual use of web sites in on-campus teaching, where the relation between the individual faculty’s conception of teaching and learning...... and the design and use of web sites is viewed as corresponding. It is the hypothesis of the research underlying this article that the design and use of a web site reflects the intentions and beliefs of the university teacher. As a result of this relation it should be possible to explore and analyse conceptions...... of teaching as the underlying reason for taking web technology into use in the teaching and learning practice of faculty staff. The e-practice, which can be observed within this research approach, will be placed in relation to a set of qualitatively different categories of teaching conceptions, thus unveiling...

  6. 高校教学督导组织及队伍建设的思考%Research on Organization and Teams Construction of Teaching Supervision in Colleges

    Institute of Scientific and Technical Information of China (English)

    虞海珍; 曲涛; 符金万

    2011-01-01

    Teaching supervision organization is an important part of the management system of the teaching quality, teaching supervision work is the important means of the teaching quality management in colleges, and supervision organization and teams construction is the key problem in the teaching quality monitoring system. This paper has analyzed university teaching supervision organization model, problems in the work, and its role in teaching quality management system and put forward methods for the teaching supervision organization and the team construction.%教学督导组织是高校教学质量管理体系的重要组成部分,教学督导是高校教学质量管理的重要手段,督导组织及队伍建设是教学质量监控体系中的重要问题.通过分析目前国内高校教学督导组织模式、存在问题以及教学督导在教学质量管理体系中的作用,探讨了教学督导组织及队伍建设的方法.

  7. 管制学员带培教学法浅谈%Discussion on Combination of Teaching Methods and ATC Supervision Training

    Institute of Scientific and Technical Information of China (English)

    席明春

    2012-01-01

    带培管制学员是一个需要耗费教员大量心力的工作,缺乏经验和技能的学员是工作中主要的风险源。管制教员一方面需要严密监控学员,及时制止学员的失误;另一方面又要掌握合适的教学方式来指导学员,使其尽快掌握正确的工作技巧,养成良好的习惯。因此,带培方法的研究是每一个管制教员必须研究的课题。%ATC supervision training is a very laborious and tough job. The trainees who are lack of experience and skills may lead to the unpredictable risks on controlling aircraft. Thus, on the one hand, the trainers should supervise trainees recklessly in order to prevent from making serious mis- takes. On the other hand, the trainers should master the right teaching techniques to conduct trainees so that they can seize proper working skills and get into good habits. The research on methods of training controllers is necessary for each controller trainer. The paper focuses on introducing teaching instructions which have been applied in practical work to enlighten and support trainers.

  8. Teaching practice and the personal and socio-professional development of prospective teachers

    Directory of Open Access Journals (Sweden)

    S Schoeman

    2012-01-01

    Full Text Available This study investigates the interplay between individual and contextual variables during teaching practice and its impact on the personal and socio-professional development of prospective teachers. The purpose of the study was to survey how prospective teachers experienced the process of becoming aware of their emerging identities as teachers, and to demonstrate how the unique, individual student teachers' teaching and socio-professional identities are cultivated in the learning-to-teach process. A non-experimental survey research design involving quantitative data was used. A questionnaire, adapted from Caires and Almeida's Inventory of Experiences and Perceptions at Teaching Practice (IEPTP, was used to collect the data. The data were assessed through statistical analysis, using mean ranking scores. Higher levels of success were observed with regard to the professional and institutional socialisation, learning and professional development, and vocational sub-scales. Lower levels of success were found in the support and supervision and socio-emotional sub-scales. Ralph's contextual supervision model and exploration of feelings and emotions are put forward as measures to scaffold, respectively, the supervision and socio-emotional dimensions of becoming a teacher.

  9. Improving Teaching Practice through Interdisciplinary Dialog

    Science.gov (United States)

    Cardetti, Fabiana A.; Orgnero, M. Carolina

    2013-01-01

    This study presents the results of a self-study of interdisciplinary work that has generated profound changes in our teaching practices. The research grew out of an interest in exploring the nature of our work and the practices that contribute to its success. Our self-study revealed that our work process consists of five stages and is the product…

  10. Effective Teaching Practices in Handling Non Readers

    Directory of Open Access Journals (Sweden)

    Jacklyn S. Dacalos

    2016-08-01

    Full Text Available The study determined the effective teaching practices in handling nonreaders. This seeks to answer the following objectives: describe the adjustments, effective strategies, and scaffolds utilized by teachers in handling nonreaders; differentiate the teachers’ reading adjustments, strategies and scaffolds in teaching nonreaders; analyze the teaching reading efficiency of nonreaders using effective teaching reading strategies; and find significant correlation of nonreaders’ grades and reading teachers’ reading adjustments, strategies and scaffolds. This study utilized mixed methods of research. Case studies of five public schools teachers were selected as primary subjects, who were interviewed in handling nonreaders in the areas of adjustments, strategies, and reading scaffolds. Actual teaching observation was conducted according to the five subjects’ most convenient time. In ascertaining the nonreaders’ academic performance, the students’ grades in English subject was analyzed using T-Test within subject design. Handling nonreaders in order to read and understand better in the lesson is an arduous act, yet; once done with effectiveness and passion, it yielded a great amount of learning success. Effective teaching practices in handling nonreaders comprised the use of teachers’ adjustments, strategies, and scaffolds to establish reading mastery, exposing them to letter sounds, short stories, and the use of follow-up. WH questions enhanced their reading performance significantly. Variations of reading teachers’ nature as: an enabler, a facilitator, a humanist, a behaviorist, and an expert, as regards to their teaching practices, were proven significant to students’ reading effectiveness.

  11. Driving Care Quality: Aligning Trainee Assessment and Supervision Through Practical Application of Entrustable Professional Activities, Competencies, and Milestones.

    Science.gov (United States)

    Carraccio, Carol; Englander, Robert; Holmboe, Eric S; Kogan, Jennifer R

    2016-02-01

    To address the long-standing challenge of meaningful trainee assessment, the authors reviewed and expanded on the Accountable Assessment for Quality Care and Supervision (AAQCS) equation. The equation proposes that care quality is the product of the interaction between trainee performance (measured by workplace assessment) and supervision (required level of intervention to ensure care quality) in the context of the environment where the care occurs: Trainee performance × Appropriate supervision = Safe, effective patient-centered care. Assessing trainee performance and matching that performance to "appropriate" supervision, however, is fraught with challenges. The authors suggest a unifying framework that integrates entrustable professional activities (EPAs), competencies, and milestones to inform trainee assessment and supervision, thereby enabling the practical application of the AAQCS equation in the workplace. Because the unit of measure for an EPA is the outcome of whether the trainee can safely and effectively perform the professional activity without supervision, the proposed unifying framework directly aligns with the dependent variable in the AAQCS equation: care quality.The value of applying a unifying framework that integrates EPAs, competencies, and milestones to the AAQCS equation in the clinical learning environment lies in its ability to provide supervisors with a shared mental model of performance expectations for trainees, reducing unwanted variability and improving assessment accuracy; guidance for aligning performance milestones of trainees with the needed level of supervisor intervention to ensure care quality; and substrate for specific feedback to improve the trainee's professional development as a way to ensure future care quality.

  12. Teaching Concurrency: Theory in Practice

    DEFF Research Database (Denmark)

    Aceto, Luca; Ingolfsdottir, Anna; Larsen, Kim Guldstrand

    2009-01-01

    in mathematics. We report here on our experiences in teaching concurrency theory over the last twenty years or so to students ranging from mathsphobic bachelor students to sophisticated doctoral students. The contents of the courses, the material on which they are based and the pedagogical philosophy underlying...

  13. Algorithm Visualization in Teaching Practice

    Science.gov (United States)

    Törley, Gábor

    2014-01-01

    This paper presents the history of algorithm visualization (AV), highlighting teaching-methodology aspects. A combined, two-group pedagogical experiment will be presented as well, which measured the efficiency and the impact on the abstract thinking of AV. According to the results, students, who learned with AV, performed better in the experiment.

  14. Teaching Reading: Research into Practice

    Science.gov (United States)

    Macalister, John

    2014-01-01

    In pre-service and in-service language teacher education, and in curriculum-related projects in second and foreign language settings, a recurrent issue is the failure to relate the teaching of reading to reading as a meaning-making activity. In this paper, I will consider what current research on second language (L2) reading has actually succeeded…

  15. The Role of In-Service Teacher in Supervising Pre-Service Teachers during Teaching Practicum Program

    Directory of Open Access Journals (Sweden)

    Diah Latifah

    2015-01-01

    Full Text Available This study analyzes the role of in-service teacher in supervising the pre-service teachers during the Teaching Practicum Program and in building the pre-service teachers’ character to be competent music teachers in the future. This study implements narrative inquiry as the method of research. Narrative inquiry method explains the variety of cases during the process of supervision by the in-service teacher. In addition, the research was held in Pasundan 8 Senior High School Bandung and was analyzed further by using qualitative methods with interactive analysis as it is formulated in the research question of this study. Results show that the supervision by an in-service teacher has been successfully enhanced the ability of pre-service teachers in teaching art and culture, particularly music lesson. The competence of pre-service teachers can be achieved by giving them examples, model, and music experience from in-service of the pre-service teachers.

  16. Improving Inquiry Teaching through Reflection on Practice

    Science.gov (United States)

    Lotter, Christine R.; Miller, Cory

    2016-08-01

    In this paper, we explore middle school science teachers' learning of inquiry-based instructional strategies through reflection on practice teaching sessions during a summer enrichment program with middle level students. The reflection sessions were part of a larger year-long inquiry professional development program in which teachers learned science content and inquiry pedagogy. The program included a 2-week summer institute in which teachers participated in science content sessions, practice teaching to middle level students, and small group-facilitated reflection sessions on their teaching. For this study, data collection focused on teachers' recorded dialogue during the facilitator - run reflection sessions, the teachers' daily written reflections, a final written reflection, and a written reflection on a videotaped teaching session. We investigated the teachers' reflection levels and the themes teachers focused on during their reflection sessions. Teachers were found to reflect at various reflection levels, from simple description to a more sophisticated focus on how to improve student learning. Recurrent themes point to the importance of providing situated learning environments, such as the practice teaching with immediate reflection for teachers to have time to practice new instructional strategies and gain insight from peers and science educators on how to handle student learning issues.

  17. Improving Inquiry Teaching through Reflection on Practice

    Science.gov (United States)

    Lotter, Christine R.; Miller, Cory

    2017-08-01

    In this paper, we explore middle school science teachers' learning of inquiry-based instructional strategies through reflection on practice teaching sessions during a summer enrichment program with middle level students. The reflection sessions were part of a larger year-long inquiry professional development program in which teachers learned science content and inquiry pedagogy. The program included a 2-week summer institute in which teachers participated in science content sessions, practice teaching to middle level students, and small group-facilitated reflection sessions on their teaching. For this study, data collection focused on teachers' recorded dialogue during the facilitator - run reflection sessions, the teachers' daily written reflections, a final written reflection, and a written reflection on a videotaped teaching session. We investigated the teachers' reflection levels and the themes teachers focused on during their reflection sessions. Teachers were found to reflect at various reflection levels, from simple description to a more sophisticated focus on how to improve student learning. Recurrent themes point to the importance of providing situated learning environments, such as the practice teaching with immediate reflection for teachers to have time to practice new instructional strategies and gain insight from peers and science educators on how to handle student learning issues.

  18. Changes in Nordic Teaching Practices

    DEFF Research Database (Denmark)

    Schnack, Karsten; Carlgren, Ingrid; Klette, Kirsti;

    2006-01-01

    In this article the theme of individualisation of teaching is described and analysed. In the light of a fairly long tradition of a comprehensive school system embracing the idea of individualisation, we expected this to be an important aspect of ongoing changes in Nordic schools. Individualisation......, it is not so obvious in the other countries. In the article the theme of individualisation is treated from the perspective of each country. Based on these case descriptions, similarities and differences are discussed....

  19. Two Approaches to Clinical Supervision.

    Science.gov (United States)

    Anderson, Eugene M.

    Criteria are established for a definition of "clinical supervision" and the effectiveness of such supervisory programs in a student teaching context are considered. Two differing genres of clinical supervision are constructed: "supervision by pattern analysis" is contrasted with "supervision by performance objectives." An outline of procedural…

  20. Exploration and Reflection on Teaching Supervision in Higher Vocational Colleges%高职院校教学督导工作探索与思考

    Institute of Scientific and Technical Information of China (English)

    王梅

    2016-01-01

    教学督导工作是学校教学质量保障体系的重要组成部分,教学督导包括督教、督学和督管。教学督导员应具有丰富的教学经验、善于学习的优良作风、高度的责任心和敬业精神、较强的沟通能力等素质。要充分发挥教学督导的监督和调查作用、指导和引导作用、建议和反馈作用,在督导员和教师之间形成相互尊重、相互学习、同舟共济的新型关系。%Teaching supervision is an important part of teaching quality guarantee system, teaching supervision including Christian, inspectors and supervise. Teaching supervisors should have rich teaching experience, good at learning the fine style of work, high sense of responsibility and professional dedication, strong communication ability and quality. Give full play to the role of teaching supervision of supervision and investigation, guidance and guidance, advice and feedback, between the supervisor and teacher formation of mutual respect, mutual learning, new relationships in the same boat.

  1. Whither Supervision?

    Directory of Open Access Journals (Sweden)

    Duncan Waite

    2006-11-01

    Full Text Available This paper inquires if the school supervision is in decadence. Dr. Waite responds that the answer will depend on which perspective you look at it. Dr. Waite suggests taking in consideration three elements that are related: the field itself, the expert in the field (the professor, the theorist, the student and the administrator, and the context. When these three elements are revised, it emphasizes that there is not a consensus about the field of supervision, but there are coincidences related to its importance and that it is related to the improvement of the practice of the students in the school for their benefit. Dr. Waite suggests that the practice on this field is not always in harmony with what the theorists affirm. When referring to the supervisor or the skilled person, the author indicates that his or her perspective depends on his or her epistemological believes or in the way he or she conceives the learning; that is why supervision can be understood in different ways. About the context, Waite suggests that there have to be taken in consideration the social or external forces that influent the people and the society, because through them the education is affected. Dr. Waite concludes that the way to understand the supervision depends on the performer’s perspective. He responds to the initial question saying that the supervision authorities, the knowledge on this field, the performers, and its practice, are maybe spread but not extinct because the supervision will always be part of the great enterprise that we called education.

  2. Multiagent Participation in Constructing Teaching Quality Supervising System Based on Processing Control%基于过程控制的高职多主体质量监控体系构建

    Institute of Scientific and Technical Information of China (English)

    公双雷

    2014-01-01

    Aimed at the current situation of teaching quatlity monitor system is designed, pushed and carried out just by Dept. of teaching management, this article put forward a method of building multiagent perticipated teaching quatlity supervising system based on processing control, outstood a kind of teaching quatlity monitor thought with taking students' practical ability as the core to vacational college. So it could peomote efficiency and effectiveness of teaching quatlity management and it could be a hint for teaching quatlity supervising of other vacational college.%文章针对目前高职院校教学质量监控体系的设计自上而下由各个教学管理部门负责“制定、推动、实施”,师生参与教学质量管理的积极性不高的现状,提出基于过程控制的多主体参与教学质量监控体系的构建,突出高职院校以培养学生实践能力为核心的教学质量监控思路,以期提升教学质量管理工作的效率与效益。

  3. Proposal for Teaching Practice which Includes the Content of the Reflective Practice : Possibility of “Teaching Practice Participation” Curriculum

    OpenAIRE

    湯口, 雅史

    2015-01-01

    The outline of the core curriculum in Naruto University of Education creates a close relationship between “Teaching Practice” positioned at its core, and “core subjects” positioned alongside, thereby enabling quality assurance in elevating practical teaching skills. However, while the intention was to position “core subjects” vertically, in contrast “teaching practice” came to hold a complementary relationship with “core subjects”. Then it was thought that by independently making “teaching pr...

  4. Teaching biology with engineering practices

    Science.gov (United States)

    Potter, Stephen

    The Next Generation Science Standards (NGSS) expresses a vision of science education that requires students to not only have an understanding of science concepts but be able to investigate the natural world through process of science inquiry or to solve meaningful problems though the practices of engineering design. While incorporating engineering practices into our science curriculum will soon be requirement of the new state standards, there is little research published as to how this should be implemented in a biology classroom. The goal of this study was to measure the effectiveness of incorporating engineering design into a biology curriculum on student understanding of engineering practices and science content knowledge. The results of this study indicate that the integration of engineering design in a biology curriculum has a positive effect on student's science content knowledge as well as their understanding of engineering design principles.

  5. On the Practice Teaching of English Reading

    Science.gov (United States)

    Gao, Yonghong

    2009-01-01

    The main task of practice teaching of English Reading is to train students' independent reading ability and good reading habits. Extra-curricular reading of English literature and English newspapers and magazines plays an active role in improving English reading ability. The principle of selecting reading materials, the scope of selection and the…

  6. Teaching Practices and Elementary Classroom Peer Ecologies

    Science.gov (United States)

    Gest, Scott D.; Rodkin, Philip C.

    2011-01-01

    Teachers and students in 39 1st, 3rd and 5th grade classrooms participated in a study of teaching practices and classroom peer networks. Teachers reported on their attitudes towards aggression and withdrawal, provided rationales for their seating arrangements, and were observed on patterns of emotional and instructional support and classroom…

  7. Teaching, Teacher Formation, and Specialised Professional Practice

    Science.gov (United States)

    Hordern, Jim

    2015-01-01

    This paper starts by exploring the relevance of Bernstein's work on vertical and horizontal discourses and the constitution of professional knowledge for conceptualisation of the knowledge needed for teaching practice. Building on arguments for the differentiated nature of knowledge, and drawing on the work of Winch, Young and Muller on expertise,…

  8. Best Practices for Teaching in Summer Session

    Science.gov (United States)

    Kops, Bill

    2010-01-01

    The goal of a teacher or administrator with responsibility for planning quality learning experiences is to create conditions where the greatest amount of learning can take place for the greatest number of learners. Identifying and using best practices for teaching in compressed formats will help increase the likelihood that such a goal will be…

  9. Screencasting to Support Effective Teaching Practices

    Science.gov (United States)

    Thomas, Amanda

    2017-01-01

    Increasing availability of digital devices in elementary school classrooms presents exciting new opportunities for teachers to support the teaching and learning of mathematics. Although many of the math applications available for these devices focus on drill and practice of mathematical procedures, screencasting apps can help support effective…

  10. Unlocking ePortfolio Practice: Teaching Beliefs

    Science.gov (United States)

    Henscheid, Jean M.; Brown, Gary; Gordon, Aifang; Chen, Helen L.

    2014-01-01

    The Association for Authentic, Experiential, and Evidence-Based Learning (AAEEBL) annual ePortfolio survey focuses on understanding ePortfolio practitioners' teaching beliefs and practices. The action research reported here extends that survey research to a population of emerging educators (i.e., graduate students in education). In addition to…

  11. Teaching Math Online: Current Practices in Turkey

    Science.gov (United States)

    Akdemir, Omur

    2011-01-01

    Changing nature of student population, developments in technology, and insufficient number of traditional universities have made online courses popular around the globe. This study was designed to investigate the current practices of teaching mathematics online in Turkish Universities through a qualitative inquiry. The snowball sampling method was…

  12. Science Teaching Methods: A Rationale for Practices

    Science.gov (United States)

    Osborne, Jonathan

    2011-01-01

    This article is a version of the talk given by Jonathan Osborne as the Association for Science Education (ASE) invited lecturer at the National Science Teachers' Association Annual Convention in San Francisco, USA, in April 2011. The article provides an explanatory justification for teaching about the practices of science in school science that…

  13. Practical Knowledge Growth in Communicative Language Teaching

    Science.gov (United States)

    Wyatt, Mark

    2009-01-01

    Communicative language teaching (CLT) is promoted in teacher education programmes around the world, although the appropriateness of this methodology in contexts outside the English-speaking West has been questioned, often from a theoretical perspective. In fact, very little empirical research has been conducted into the practical knowledge of CLT…

  14. The Practice of English Language Teaching.

    Science.gov (United States)

    Harmer, Jeremy

    Theoretical insights into teaching English as a second language developed in recent years are brought together in a broad methodological approach called the balanced activities approach. The book aims at providing a theoretical background to the approach as well as detailing practical instructional techniques. The first of the three parts of the…

  15. Best Practices for Teaching in Summer Session

    Science.gov (United States)

    Kops, Bill

    2010-01-01

    The goal of a teacher or administrator with responsibility for planning quality learning experiences is to create conditions where the greatest amount of learning can take place for the greatest number of learners. Identifying and using best practices for teaching in compressed formats will help increase the likelihood that such a goal will be…

  16. Intentional Practices in Supervision of Family Counseling: The Use of Supervisory Letters

    Science.gov (United States)

    Desmond, Kimberly J.; Kindsvatter, Aaron

    2010-01-01

    Supervisors perform various roles in helping to guide the supervisee through the challenging process of family counseling. The use of letters in supervision helps to focus the supervisory processes in family counseling. Following the discrimination model of supervision, three types of supervisory letters are suggested for intentional supervision…

  17. Clinical Supervision and Psychological Functions: A New Direction for Theory and Practice.

    Science.gov (United States)

    Pajak, Edward

    2002-01-01

    Relates Carl Jung's concept of psychological functions to four families of clinical supervision: the original clinical models, the humanistic/artistic models, the technical/didactic models, and the developmental/reflective models. Differences among clinical supervision models within these families are clarified as representing "communication…

  18. The Practice of Supervision for Professional Learning: The Example of Future Forensic Specialists

    Science.gov (United States)

    Köpsén, Susanne; Nyström, Sofia

    2015-01-01

    Supervision intended to support learning is of great interest in professional knowledge development. No single definition governs the implementation and enactment of supervision because of different conditions, intentions, and pedagogical approaches. Uncertainty exists at a time when knowledge and methods are undergoing constant development. This…

  19. The Profound of Students' Supervision Practice in Higher Education to Enhance Student Development

    Science.gov (United States)

    Ismail, Affero; Abiddin, Norhasni Zainal; Hassan, Razali; Ro'is, Ihsan

    2014-01-01

    Supervision has become a highlight in higher education in recent years. While striving for the quality of education, the stress in research supervision has become dominant. Excellent research can contribute to the prominent of institutions' image. This paper accumulates the models from expert scholars in students' development regarding supervision…

  20. Group supervision in general practice as part of continuing professional development

    DEFF Research Database (Denmark)

    Nielsen, Helena Galina; Söderström, Margareta

    2012-01-01

    The aim of the present study was to explore the current use of supervision groups and the value of such groups for today's Danish general practitioners (GPs).......The aim of the present study was to explore the current use of supervision groups and the value of such groups for today's Danish general practitioners (GPs)....

  1. The Practice of Supervision for Professional Learning: The Example of Future Forensic Specialists

    Science.gov (United States)

    Köpsén, Susanne; Nyström, Sofia

    2015-01-01

    Supervision intended to support learning is of great interest in professional knowledge development. No single definition governs the implementation and enactment of supervision because of different conditions, intentions, and pedagogical approaches. Uncertainty exists at a time when knowledge and methods are undergoing constant development. This…

  2. Student teachers' beliefs about mentoring and learning to teach during teaching practice.

    Science.gov (United States)

    Zanting, A; Verloop, N; Vermunt, J D

    2001-03-01

    Various interpretations of mentor roles, by teacher educators and mentors, have been described in the literature on mentoring, while those of student teachers have received less attention. Therefore, this study focuses on student teachers' expectations of mentors and their own contributions to their learning process while they are supervised by a mentor. The main aims of this study were: (1) bridging the research on mentoring and the research on higher education students' learning conceptions by investigating student teachers' beliefs about mentoring and learning to teach, and (2) comparing these beliefs to mentors' ones and recent views on mentoring and learning in order to make suggestions for improving learning to teach. Thirty student teachers, graduates in various academic disciplines, participated. They were attending a one-year teacher education programme at Leiden University in the Netherlands. Structured interviews with the student teachers were audio-taped. Firstly, categories of mentor roles and learning activities were derived from the data. These were linked, secondly, by their focus of attention and, thirdly, empirically by a homogeneity analysis (HOMALS). Six mentor roles, ten learning activities, and one regulation activity were combined in six foci: (1) affective aspects of learning to teach, (2) mentors' teaching styles, (3) assessment of student teachers' performance, (4) reflecting on students' lessons, (5) school context, and (6) self-regulation of learning. The HOMALS analysis yielded a process-product dimension. In this study, the student teachers' beliefs about mentoring were similar to those of mentors. Furthermore, a third of the student teachers expected themselves as thinking critically about their lessons, but nobody expected their mentors to explicate their practical knowledge underlying their teaching. Therefore, the articulation of this knowledge is indicated as an additional mentor role and will be elaborated.

  3. New Practical English Teaching and Design in Classroom

    Institute of Scientific and Technical Information of China (English)

    侯丽琼

    2014-01-01

    The aim of English teaching in vocational col ege is to train practical English ability.The paper il ustrates the important significance of English teaching method in classroom and introduces the method of New Practical English.

  4. Supervision as Metaphor

    Science.gov (United States)

    Lee, Alison; Green, Bill

    2009-01-01

    This article takes up the question of the language within which discussion of research degree supervision is couched and framed, and the consequences of such framings for supervision as a field of pedagogical practice. It examines the proliferation and intensity of metaphor, allegory and allusion in the language of candidature and supervision,…

  5. [Teaching practices and learning strategies in health careers].

    Science.gov (United States)

    Carrasco Z, Constanza; Pérez V, Cristhian; Torres A, Graciela; Fasce H, Eduardo

    2016-09-01

    Medical Education, according to the constructivist education paradigm, puts students as the protagonists of the teaching and learning process. It demands changes in the practice of teaching. However, it is unclear whether this new model is coherent with the teachers’ ways to cope with learning. To analyze the relationship between teaching practices and learning strategies among teachers of health careers in Chilean universities. The Teaching Practices Questionnaire and Learning Strategies Inventory of Schmeck were applied to 200 teachers aged 24 to 72 years (64% females). Teachers use different types of teaching practices. They commonly use deep and elaborative learning strategies. A multiple regression analysis showed that learning strategies had a 13% predictive value to identify student-centered teaching, but they failed to predict teacher-centered teaching. Teaching practices and learning strategies of teachers are related. Teachers frequently select constructivist model strategies, using different teaching practices in their work.

  6. An exploration of the experiences and practices of nurse academics ...

    African Journals Online (AJOL)

    ingly seen as a teaching and learning construct that fosters deep learning and ... practice of the nurse academics regarding postgraduate research supervision. ..... supervision, such as that expressed in this study as coping strategies towards.

  7. A Reflection on My Teaching Practices Using Students' Math Moments

    Science.gov (United States)

    Farren, Vanessa

    2008-01-01

    This paper focus on the reflection of my teaching practices using students' Math Moments. I began to invest time in the past mathematical experiences of my students to better help me understand my own teaching practices. Throughout this paper I will reflect on my own teaching practice, delve into relevant literature and will use poignant math…

  8. Providing effective supervision in clinical neuropsychology.

    Science.gov (United States)

    Stucky, Kirk J; Bush, Shane; Donders, Jacobus

    2010-01-01

    A specialty like clinical neuropsychology is shaped by its selection of trainees, educational standards, expected competencies, and the structure of its training programs. The development of individual competency in this specialty is dependent to a considerable degree on the provision of competent supervision to its trainees. In clinical neuropsychology, as in other areas of professional health-service psychology, supervision is the most frequently used method for teaching a variety of skills, including assessment, report writing, differential diagnosis, and treatment. Although much has been written about the provision of quality supervision in clinical and counseling psychology, very little published guidance is available regarding the teaching and provision of supervision in clinical neuropsychology. The primary focus of this article is to provide a framework and guidance for the development of suggested competency standards for training of neuropsychological supervisors, particularly at the residency level. In this paper we outline important components of supervision for neuropsychology trainees and suggest ways in which clinicians can prepare for supervisory roles. Similar to Falender and Shafranske (2004), we propose a competency-based approach to supervision that advocates for a science-informed, formalized, and objective process that clearly delineates the competencies required for good supervisory practice. As much as possible, supervisory competencies are related to foundational and functional competencies in professional psychology, as well as recent legislative initiatives mandating training in supervision. It is our hope that this article will foster further discussion regarding this complex topic, and eventually enhance training in clinical neuropsychology.

  9. 军事院校教学督导的完善与发展%The Improvement and Development of Teaching Supervision in Military Academy

    Institute of Scientific and Technical Information of China (English)

    滕兴虎; 戴彩悌; 寇冰煜; 张纯

    2012-01-01

    In the context of the transformation of education and teaching in the military academies,the education and teaching system need further improvement,such as the connotation of supervision need to expand,problems need to be improved,and so on.These are discussed according to this paper,and given the way the new period of several useful complement to supervision, and the useful supplementary method of teaching supervision are also given.%军队院校教育教学转型的背景下,教学督导制度也需要进一步的发展,如督导的内涵需要扩充、存在的问题需要改进等等。文中对此作了相应的阐述,并给出了新时期督导方式的有益补充形成。

  10. Don't Leave Teaching to Chance: Learning Objectives for Psychodynamic Psychotherapy Supervision

    Science.gov (United States)

    Rojas, Alicia; Arbuckle, Melissa; Cabaniss, Deborah

    2010-01-01

    Objective: The way in which the competencies for psychodynamic psychotherapy specified by the Psychiatry Residency Review Committee of the Accreditation Council for Graduate Medical Education translate into the day-to-day work of individual supervision remains unstudied and unspecified. The authors hypothesized that despite the existence of…

  11. Colleagues in the Classroom: A Video-Assisted Program for Teaching Supervision Skills. [Multimedia Kit].

    Science.gov (United States)

    Morgan, Robert L.; Gee, Tamara S.; Merrill, Zandria; Gerity, Brent P.; Brenchley, Rebecca

    This kit provides materials for training educators to better supervise paraeducators and other classroom personnel. It consists of an instructor's manual, a trainee's workbook, and six videotapes, one for each unit. The training program is intended for small groups in six sessions in either inservice or university settings. The instructor's manual…

  12. The Effects of Practice Teaching Sessions in Second Life on the Change in Pre-Service Teachers' Teaching Efficacy

    Science.gov (United States)

    Cheong, Donguk

    2010-01-01

    The purpose of this research was to investigate the effect of practice teaching in Second Life on the change of preservice teachers' teaching efficacy, and the difference of changes between individual teaching practice and collaborative teaching practice in their teaching efficacy. Participants were placed into the individual teaching practice or…

  13. 《食品安全监督管理》课程教学改革与实践探索%Reform and educational practice in the course of food safety supervision and administration

    Institute of Scientific and Technical Information of China (English)

    相启森; 马云芳; 董吉林; 申瑞玲

    2015-01-01

    The course of food safety supervision and administration is an important professional basic course in food quality and safety disciplines, which is characterized by the comprehensiveness, applicability, and practicality. In order to improve the quality of teaching, a serious reform and practice on the course of food safety supervision and a dminis-tration was performed, such as the course content, instructional methods, and assessment methods. These reform and e-ducational practice stimulated students' enthusiasm for learning and improved the effectiveness and efficiency of teach-ing and engineering practice ability.%《食品安全监督管理》是食品质量与安全专业的重要专业基础课程,具有综合性、应用性和实践性等特点。为了提高教学质量,在教学内容、教学方法和课程考核方法等方面对《食品安全监督管理》进行了课程教学的改革与实践。结果表明,上述教学改革与实践激发了学生学习的积极性,提高了课堂教学的效率和效果。

  14. Evolving Best Practices in Online Astronomy Teaching

    Science.gov (United States)

    Berryhill, K. J.; Brandt, K.; Slater, T. F.

    2014-12-01

    As online education continues to mature, we have gained an understanding of some best (and worst) practices in teaching introductory astronomy to non-science majors at a distance. There are strategies that can improve the delivery of instruction, attrition rates, student interaction, and understanding/assessment of the astronomy content in the online environment. Strategies include the use of citizen science projects to engage students with authentic data and research.

  15. 论中学语文阅读教学听课评教体系的建构%On the Construction of Teaching Supervision and Evaluation System in Chinese Reading Teaching in Middle School

    Institute of Scientific and Technical Information of China (English)

    成龙

    2012-01-01

    Readlng teaching is important in Chinese teaching. How to improve the efficiency of reading teaching is an urgent task which calls for immediate solution for Chinese teachers. Practice has proved that the analysis related to academics from the perspectives of supervision and evaluation can help teachers renew teaching ideas and improve teaching efficiency. In order to change the present confusion in the evalu- ation system to strengthen the promotion role of supervision and evaluation in Chinese reading teaching, the teachers should construct an evaluation system in Chinese reading teaching from the following six aspects, which include the teachers' idea of reading, the improvement of stu- dents' reading skill,the construction of reading resourees,text processing,the combination of reading and writing, and the evaluation of individual reading and so on.%阅读教学是中学语文教学中的重要内容,怎样提高阅读教学效率是摆在广大语文教师面前的迫切问题。实践证明,从听课、评教的角度进行学理上的分析,有助于促进中学语文教师教学理念的更新和教学效率的提高。可以从教师阅读理念、提高学生阅读能力、建构阅读资源、文本处理、读写结合、评价学生个性化阅读等六个方面,建构起中学语文阅读教学的评价体系,以改变当下阅读教学评价体系中的混乱局面,真正发挥听课、评教对中学阅读教学的促进作用。

  16. Interaction between Philosophy of Education and Teaching Practice

    Science.gov (United States)

    Bim-Bad, Boris Michailovich; Egorova, Lioudmila Ivanovna

    2016-01-01

    The article attempts to analyse the interaction between philosophy of education and teaching practice. Such area of learning as "philosophy of education" is defined, genesis and dynamics of practice as universals of human existence are traced; such concepts as "practice," "teaching practice" are analysed in view of…

  17. Fostering Theory-Practice Reflection in Teaching Practicums

    Science.gov (United States)

    Stenberg, Katariina; Rajala, Antti; Hilppo, Jaakko

    2016-01-01

    This article presents a design for supporting theory-practice reflection in teacher practicums. This design is based on three design principles that promote a transformative stance towards the creation of novel pedagogical approaches: mutual transformation of theory and practice, co-design among supervising teachers, university lecturers and…

  18. Fostering Theory-Practice Reflection in Teaching Practicums

    Science.gov (United States)

    Stenberg, Katariina; Rajala, Antti; Hilppo, Jaakko

    2016-01-01

    This article presents a design for supporting theory-practice reflection in teacher practicums. This design is based on three design principles that promote a transformative stance towards the creation of novel pedagogical approaches: mutual transformation of theory and practice, co-design among supervising teachers, university lecturers and…

  19. Developing a practice of supervision in university as a collective learning process

    DEFF Research Database (Denmark)

    Lund, Birthe; Jensen, Annie Aarup

    2009-01-01

    of the framework surrounding the supervision process, both as regards the students and the teachers; to de-privatize the problems encountered by the individual teacher during the supervision; to ensure that students would be able to graduate within the timeframe of the education (the institutional economic......The point of departure of the paper is a university pedagogical course established with the purpose of strengthening the university teachers’ competence regarding the supervision of students working on their master’s thesis. The purpose of the course is furthermore to ensure the improvement...... of creating a transformation in the sense that it may change from being a top-down project (instigated by the Faculty) and develop into being a bottom-up project. It may hold the potential for developing collective learning processes assuming that good structures and frameworks can be created, as well...

  20. Developing a practice of supervision in university as a collective learning process

    DEFF Research Database (Denmark)

    Lund, Birthe; Jensen, Annie Aarup

    2009-01-01

    of the framework surrounding the supervision process, both as regards the students and the teachers; to de-privatize the problems encountered by the individual teacher during the supervision; to ensure that students would be able to graduate within the timeframe of the education (the institutional economic...... of creating a transformation in the sense that it may change from being a top-down project (instigated by the Faculty) and develop into being a bottom-up project. It may hold the potential for developing collective learning processes assuming that good structures and frameworks can be created, as well...

  1. Eight Erroneous Areas and Breakthrough and Innovation of the Supervision Staff of Higher Vocational Education%高职教育督导的八大误区与突破创新

    Institute of Scientific and Technical Information of China (English)

    王殿安

    2011-01-01

    The supervision staff of higher vocational education should step out of the erroneous areas,maintain the right direction and always combine teaching supervision with educational supervision,routine supervision with specific supervision,posterior supervision with preliminary supervision,"supervision" with "guide",campus supervision with social evaluation,class teaching supervision with practical teaching supervision,teaching and learning supervision with managerial supervision,teaching activities supervision with facilities utilization supervision,so as to entirely improve the quality of teaching and education and the quality of talent cultivation.%高职教育督导应走出误区,保持正确的方向,始终坚持教学督导与教育督导相结合、常规督导与专项督导相结合、事后督导与事前督导相结合、"督"与"导"相结合、校内督导与社会评价相结合、课堂督导与实践教学督导相结合、督教与督学和督管相结合、教学活动督导与设备利用督导相结合,以全面提高教育教学质量与人才培养质量。

  2. Teaching Practice in a Realistic Context

    Institute of Scientific and Technical Information of China (English)

    1994-01-01

    Introduction For two academic years, Teaching Practice (TP), an important component of the in-service Advanced Teacher Training Course at Chongqing University, was set up in an almost ideal context: students specially recruited, materials selected by the trainees and photo-copying facilities provided. While trainees felt very excited by their performances during TP, when all the excitement had gone, they felt less optimistic at the thought of the constraints which would be placed on their teaching in their own institutions. So their evaluation of TP ended with a "Yes, but" statement. Drawing on insights gained from those two years, the British lecturers and Chinese counterparts generally felt that TP should, in future, operate within a realistic context. In this paper, we shall report how TP was conducted within our Foreign Languages Department.

  3. On psychoanalytic supervision as signature pedagogy.

    Science.gov (United States)

    Watkins, C Edward

    2014-04-01

    What is signature pedagogy in psychoanalytic education? This paper examines that question, considering why psychoanalytic supervision best deserves that designation. In focusing on supervision as signature pedagogy, I accentuate its role in building psychoanalytic habits of mind, habits of hand, and habits of heart, and transforming theory and self-knowledge into practical product. Other facets of supervision as signature pedagogy addressed in this paper include its features of engagement, uncertainty, formation, and pervasiveness, as well as levels of surface, deep, and implicit structure. Epistemological, ontological, and axiological in nature, psychoanalytic supervision engages trainees in learning to do, think, and value what psychoanalytic practitioners in the field do, think, and value: It is, most fundamentally, professional preparation for competent, "good work." In this paper, effort is made to shine a light on and celebrate the pivotal role of supervision in "making" or developing budding psychoanalysts and psychoanalytic psychotherapists. Now over a century old, psychoanalytic supervision remains unparalleled in (1) connecting and integrating conceptualization and practice, (2) transforming psychoanalytic theory and self-knowledge into an informed analyzing instrument, and (3) teaching, transmitting, and perpetuating the traditions, practice, and culture of psychoanalytic treatment.

  4. Enhancing the Standard of Teaching and Learning in the 21st Century via Qualitative School-Based Supervision in Secondary Schools in Abuja Municipal Area Council (AMAC)

    Science.gov (United States)

    Ebele, Uju F.; Olofu, Paul A.

    2017-01-01

    The study focused on enhancing the standard of teaching and learning in the 21st century via qualitative school-based supervision in secondary schools in Abuja municipal area council. To guide the study, two null hypotheses were formulated. A descriptive survey research design was adopted. The sample of the study constituted of 270 secondary…

  5. Teacher's current practices of teaching reading and grade four ...

    African Journals Online (AJOL)

    Teacher's current practices of teaching reading and grade four students' reading ... of teaching reading strategies and assessment in Dona Berber Primary School. ... random sampling technique and an English teacher and a school supervisor ...

  6. Teaching practice experiences of nursing students: a comparison ...

    African Journals Online (AJOL)

    Teaching practice experiences of nursing students: a comparison between direct entry ... insight to develop effective classroom and clinical teaching strategies in nursing. ... of nursing students, expectations and benefits for effective learning.

  7. OJPOT: online judge & practice oriented teaching idea in programming courses

    Science.gov (United States)

    Wang, Gui Ping; Chen, Shu Yu; Yang, Xin; Feng, Rui

    2016-05-01

    Practical abilities are important for students from majors including Computer Science and Engineering, and Electrical Engineering. Along with the popularity of ACM International Collegiate Programming Contest (ACM/ICPC) and other programming contests, online judge (OJ) websites achieve rapid development, thus providing a new kind of programming practice, i.e. online practice. Due to fair and timely feedback results from OJ websites, online practice outperforms traditional programming practice. In order to promote students' practical abilities in programming and algorithm designing, this article presents a novel teaching idea, online judge & practice oriented teaching (OJPOT). OJPOT is applied to Programming Foundation course. OJPOT cultivates students' practical abilities through various kinds of programming practice, such as programming contests, online practice and course project. To verify the effectiveness of this novel teaching idea, this study conducts empirical research. The experimental results show that OJPOT works effectively in enhancing students' practical abilities compared with the traditional teaching idea.

  8. A Blended Learning Model for Teaching Practice Course

    Science.gov (United States)

    Caner, Mustafa

    2010-01-01

    The aim of the present study is to introduce a blended learning environment and a model for pre-service teaching practice course in English Language Teacher Training Program at Anadolu University. It is supposed that providing a blended learning environment for teaching practice course would improve the practice and contribute to the professional…

  9. Community Teaching Practice for Greater Learning

    Directory of Open Access Journals (Sweden)

    Siao-cing Guo

    2013-01-01

    Full Text Available Field experience has been considered a vital part of teacher education. Universities have to search for ways for student teachers to gain experience in an authentic teaching environment. Several successful models incorporating service learning have been reported across fields (Brooks & Schramm, 2007; Nandan, 2010; Salas, Safaradan, & Ugarte, 2008, but there is still insufficient research found that combined English teacher preparation and service learning (Hsieh, 2002. Consequently, this researcher incorporated service learning into an English methodology course in Taiwan to engage students in higher learning experiences that take them beyond traditional teacher training. This paper describes a four-stage process of community service teaching, presenting its benefits and challenges. This study which incorporated quantitative and qualitative methodologies proved that teaching practices in collaboration with community libraries created three-way benefits: advancing the quality of college education and bringing valuable learning opportunities to the student teachers as well as the children who participated; and creating memorable experiences for the students and the communities that participated. Keywords: service learning, teacher preparation, university partnership, higher education

  10. Research on Innovative Practice Teaching System Based on the High-End Practice Teaching Environment for Software Engineering Speciality

    Science.gov (United States)

    Dong, Jianli; Li, Cunhua; Ji, Zhaohui; Wu, Junming

    Through the analysis of current culture status of undergraduate engineering applied talents, the paper points out that the main reason causing the lack of student integrated application and practice innovation abilities is the poor construction of high-end practice environment. And then, how to enhance the practice environment construction and practical teaching innovation as well as building an appropriate innovation practice teaching system for engineering applied talents are systematically discussed. It is very obvious that the application and promotion of this kind of innovative practice teaching system could enhance the practice innovation abilities and entrepreneurial and employment awareness of the graduates.

  11. Kollegial supervision

    DEFF Research Database (Denmark)

    Andersen, Ole Dibbern; Petersson, Erling

    Publikationen belyser, hvordan kollegial supervision i en kan organiseres i en uddannelsesinstitution......Publikationen belyser, hvordan kollegial supervision i en kan organiseres i en uddannelsesinstitution...

  12. Supervision Learning as Conceptual Threshold Crossing: When Supervision Gets "Medieval"

    Science.gov (United States)

    Carter, Susan

    2016-01-01

    This article presumes that supervision is a category of teaching, and that we all "learn" how to teach better. So it enquires into what novice supervisors need to learn. An anonymised digital questionnaire sought data from supervisors [n226] on their experiences of supervision to find out what was difficult, and supervisor interviews…

  13. Supervision Learning as Conceptual Threshold Crossing: When Supervision Gets "Medieval"

    Science.gov (United States)

    Carter, Susan

    2016-01-01

    This article presumes that supervision is a category of teaching, and that we all "learn" how to teach better. So it enquires into what novice supervisors need to learn. An anonymised digital questionnaire sought data from supervisors [n226] on their experiences of supervision to find out what was difficult, and supervisor interviews…

  14. A microteaching application on a teaching practice course

    Directory of Open Access Journals (Sweden)

    Vahide Can

    2009-12-01

    Full Text Available This study investigated effectivenes of a teaching practice course which realized using the microteaching methods. Theparticipants of the study were six student teachers who experienced teaching practices for two times in a real classroomenvironment. Each of the two teaching practices of the student teachers were videotaped. Having observed of the first videorecords the instructur gave the student teachers feedback about their effectiveness in teaching. Analysis of the video recordsrevealed that student teachers achieved a better performance in their second teachings in terms of explaining basic theoriesand principles, identifying and observing necessary teaching roles and behaviours, preparing lesson plans, and conducting moreeffective teaching practices. In light of the these findings, it is suggested that this method should be integrated into teachingpractice courses.

  15. Talking Briefly about the Teaching Methods Of Practicing English

    Institute of Scientific and Technical Information of China (English)

    徐秋玲

    2012-01-01

    The original of the Teaching Methods of Practicing English; The Practicing English usages in the teaching of analogous coordination such as pronounce and pronoun; the idea of the Teaching Methods of Practicing English .Grammar is common rules of making sentences which are the basic abilities and general ways of studying and using English for English learners and the rules are infused in English listening, speaking, reading and writing everywhere. The major ideas of The Teaching Methods of Practicing English are to use English grammar to improve the students' language skills by the teaching of analogous coordination .It is not only the quick increasing to teaching methods ,but also the effective tests for the teaching goals and the achievement.

  16. How do we know what makes for "best practice" in clinical supervision for psychological therapists? A content analysis of supervisory models and approaches.

    Science.gov (United States)

    Simpson-Southward, Chloe; Waller, Glenn; Hardy, Gillian E

    2017-04-19

    Clinical supervision for psychotherapies is widely used in clinical and research contexts. Supervision is often assumed to ensure therapy adherence and positive client outcomes, but there is little empirical research to support this contention. Regardless, there are numerous supervision models, but it is not known how consistent their recommendations are. This review aimed to identify which aspects of supervision are consistent across models, and which are not. A content analysis of 52 models revealed 71 supervisory elements. Models focus more on supervisee learning and/or development (88.46%), but less on emotional aspects of work (61.54%) or managerial or ethical responsibilities (57.69%). Most models focused on the supervisee (94.23%) and supervisor (80.77%), rather than the client (48.08%) or monitoring client outcomes (13.46%). Finally, none of the models were clearly or adequately empirically based. Although we might expect clinical supervision to contribute to positive client outcomes, the existing models have limited client focus and are inconsistent. Therefore, it is not currently recommended that one should assume that the use of such models will ensure consistent clinician practice or positive therapeutic outcomes. There is little evidence for the effectiveness of supervision. There is a lack of consistency in supervision models. Services need to assess whether supervision is effective for practitioners and patients. Copyright © 2017 John Wiley & Sons, Ltd.

  17. Study on Improving the Efficiency of Teaching Supervision in Vocational Colleges%高职院校教学督导工作效能提升研究

    Institute of Scientific and Technical Information of China (English)

    万德年

    2016-01-01

    通过对高职院校教学督导工作职能的探讨,分析了影响督导工作的主要因素,提出了教学督导工作应实现行为规范化、队伍专业化、体系网格化、督导全面化、方法多样化、反馈网络化等督导措施,以全面提升教学督导工作效能。%Through discussing the function of teaching supervision in vocational colleges,the paper analyzes the main factors which affect the conduct of teaching supervision.Meanwhile,it has recom-mended some countermeasures such as behavior standardization, specialization, grid architecture, comprehensive supervision,diverse methods,feedback network and other supervisory measures so that vocational colleges could significantly improve their teaching supervision efficiency.

  18. Does Moral Distress Differ Between California Certified Registered Nurse Anesthetists in Independent Versus Medically Supervised Practice: An Exploratory Study.

    Science.gov (United States)

    Dumouchel, Michael; Boytim, Michael; Gorman, Nicholas; Weismuller, Penny

    2015-06-01

    The purpose of this exploratory, descriptive study was to determine if moral distress levels differed between certified registered nurse anesthetists (CRNAs) working in medically supervised versus independent practice in California. A 63-question survey was administered to 1,190 California CRNAs. Moral distress was measured by the included Ethics Stress Scale. The response rate was 14.7%, yielding demographic and Ethics Stress scores for 175 respondents. Sixty-five participants answered an open-ended question about moral distress yielding qualitative data. Medically supervised CRNAs had a lower mean moral distress scores (176.8) versus independent practice CRNAs (187.8) (p = .002). Lower scores on the ESS indicate higher moral distress. Qualitative data demonstrated that CRNAs experienced moral distress in the following situations: when pressured to give anesthesia to unoptimized patients, when differences of opinion regarding anesthetic plans occurred, in dealing with end-of-life issues, when working with incompetent providers, and during interprofessional struggles between CRNAs and anesthesiologists. In order to reduce moral distress among CRNAs, implications for practice include increased administrative support, increased communication and reciprocated collegial respect between anesthesiologists and CRNAs, and CRNA representation on ethics committees.

  19. Practice and Exploration of Developing Internal Teaching Quality Monitoring Mechanism of“Three Levels,Four Supervisions and Five systems”in Private Undergraduate Colleges and Universities- A Case Study of Anhui Xinhua University%民办本科高校“三级、四督、五系统”的内部教学质量监控体系构建的实践探索--以安徽新华学院为例

    Institute of Scientific and Technical Information of China (English)

    王孝武

    2016-01-01

    教学质量是民办高校生存和发展的生命线,教学质量监控体系是高校确保教学质量的有效手段之一。以某民办本科高校为例,该校基于现代教学评价基本原理和全面质量管理理念而构建的“三级、四督、五系统”的内部教学质量监控体系,该体系形成全员参与、全方位与全过程动态管理、持续改进、“运行-监控”一体化等主要特点。%Teaching quality is the lifeline of the survival and development of private colleges and universities.Teaching quality monitoring system is one of the effective means to ensure the quality of teaching in colleges and universities.This paper introduces the teaching quality monitoring system of a private university — “three levels,four supervisions and five systems”— based on modern teaching evaluation principles and the concept of total quality management,and gives a detailed analysis of the main features of the system,including full participation,full range and the dynamic management,continuous improvement,and operation-monitoring integration.

  20. A framework to facilitate self-directed learning, assessment and supervision in midwifery practice: a qualitative study of supervisors' perceptions.

    Science.gov (United States)

    Embo, M; Driessen, E; Valcke, M; van der Vleuten, C P M

    2014-08-01

    Self-directed learning is an educational concept that has received increasing attention. The recent workplace literature, however, reports problems with the facilitation of self-directed learning in clinical practice. We developed the Midwifery Assessment and Feedback Instrument (MAFI) as a framework to facilitate self-directed learning. In the present study, we sought clinical supervisors' perceptions of the usefulness of MAFI. Interviews with fifteen clinical supervisors were audio taped, transcribed verbatim and analysed thematically using Atlas-Ti software for qualitative data analysis. Four themes emerged from the analysis. (1) The competency-based educational structure promotes the setting of realistic learning outcomes and a focus on competency development, (2) instructing students to write reflections facilitates student-centred supervision, (3) creating a feedback culture is necessary to achieve continuity in supervision and (4) integrating feedback and assessment might facilitate competency development under the condition that evidence is discussed during assessment meetings. Supervisors stressed the need for direct observation, and instruction how to facilitate a self-directed learning process. The MAFI appears to be a useful framework to promote self-directed learning in clinical practice. The effect can be advanced by creating a feedback and assessment culture where learners and supervisors share the responsibility for developing self-directed learning. Copyright © 2014 Elsevier Ltd. All rights reserved.

  1. Practice of PBL in the Reading Teaching Strategies

    Directory of Open Access Journals (Sweden)

    Wang Yingting

    2015-01-01

    Full Text Available Combined PBL with some advanced foreign reading teaching strategies, we choose the most suitable way to give lessons and bring up students ability to think of questions. Based on teaching experience for several years, we propose some teaching strategies in English reading teaching to help students improve the efficiency and accuracy of reading with the help of PBL. After practice, students’ innovation and cooperation are strengthened and the width and depth of their questions are improved.

  2. Teaching Practices and Social Capital. NBER Working Paper No. 17527

    Science.gov (United States)

    Algan, Yann; Cahuc, Pierre; Shleifer, Andrei

    2011-01-01

    We use several data sets to consider the effect of teaching practices on student beliefs, as well as on organization of firms and institutions. In cross-country data, we show that teaching practices (such as copying from the board versus working on projects together) are strongly related to various dimensions of social capital, from beliefs in…

  3. Teaching HR Professionals: The Classroom as a Community of Practice

    Science.gov (United States)

    Rowlands, Kate; Avramenko, Alex

    2013-01-01

    This paper introduces an innovative course design incorporating both communities of practice and reflective practice as a learning strategy for part-time learners in higher education. The new design has been applied to teaching HR practitioners in a UK-based business school. Findings indicate that the suggested way of organizing teaching and…

  4. Authenticity through Reflexivity: Connecting Teaching Philosophy and Practice

    Science.gov (United States)

    Jenkins, Catherine

    2011-01-01

    Adult educators have strong beliefs. This will surprise no-one, but where do their beliefs come from, and how do they influence future development of their teaching practice? Drawing on my PhD research, I explore the multi-directional relationship between teaching beliefs and practices, considering the influence of past traditions of adult…

  5. Teaching Practice at the University of Namibia: Quo Vadis?

    Science.gov (United States)

    Scott, Aletta

    2013-01-01

    Teaching Practice in the four-year secondary education degree is unfortunately rated low in the teacher preparation programme at the University of Namibia due to dependence on other faculties for the prescribed academic content. Teaching Practice has to be arranged around the placement of academic courses which form part of the Bachelor of…

  6. Understanding Graduate School Aspirations: The Effect of Good Teaching Practices

    Science.gov (United States)

    Hanson, Jana M.; Paulsen, Michael B.; Pascarella, Ernest T.

    2016-01-01

    This study examined the effects of good teaching practices on post-baccalaureate degree aspirations using logistic regression techniques on a multi-institutional, longitudinal sample of students at 4-year colleges and universities in the USA. We examined whether eight good teaching practices (non-classroom interactions with faculty, prompt…

  7. Yemeni Teachers' Beliefs of Grammar Teaching and Classroom Practices

    Science.gov (United States)

    Ezzi, Nemah Abdullah Ayash

    2012-01-01

    Beliefs of in-service English teachers about grammar learning/teaching and the influence of such beliefs on their classroom practices remain relatively unexplored. More precisely, this study explores English teachers' beliefs about grammar learning and teaching. It throws light on the teachers' actual practices in the classrooms of 7th -12th…

  8. Networks of Professional Supervision

    Science.gov (United States)

    Annan, Jean; Ryba, Ken

    2013-01-01

    An ecological analysis of the supervisory activity of 31 New Zealand school psychologists examined simultaneously the theories of school psychology, supervision practices, and the contextual qualities that mediated participants' supervisory actions. The findings indicated that the school psychologists worked to achieve the supervision goals of…

  9. High School Science Teachers Examine Practice as They Supervise Preservice Teachers.

    Science.gov (United States)

    Greenwood, Anita

    1997-01-01

    Explores the perspectives of two high school science teachers on teaching for conceptual change as they work with graduate level preservice teachers. Details the conceptual change model employed by the teachers. (DDR)

  10. BEST PRACTICE IN INDIVIDUAL SUPERVISION OF PSYCHOLOGISTS WORKING IN THE FRENCH CAPEDP PREVENTIVE PERINATAL HOME-VISITING PROGRAM: RESULTS OF A DELPHI CONSENSUS PROCESS.

    Science.gov (United States)

    Greacen, Tim; Welniarz, Bertrand; Purper-Ouakil, Diane; Wendland, Jaqueline; Dugravier, Romain; Saïas, Thomas; Tereno, Susana; Tubach, Florence; Haddad, Alain; Guedeney, Antoine

    2017-03-01

    Individual supervision of home-visiting professionals has proved to be a key element for perinatal home-visiting programs. Although studies have been published concerning quality criteria for supervision in North American contexts, little is known about this subject in other national settings. In the context of the CAPEDP program (Compétences parentales et Attachement dans la Petite Enfance: Diminution des risques liés aux troubles de santé mentale et Promotion de la résilience; Parental Skills and Attachment in Early Childhood: Reducing Mental Health Risks and Promoting Resilience), the first randomized controlled perinatal mental health promotion research program to take place in France, this article describes the results of a study using the Delphi consensus method to identify the program supervisors' points of view concerning best practice for the individual supervision of home visitors involved in such programs. The final 18 recommendations could be grouped into four general themes: the organization and setting of supervision sessions; supervisor competencies; relationship between supervisor and supervisee; and supervisor intervention strategies within the supervision process. The quality criteria identified in this perinatal home-visiting program in the French cultural context underline the importance of clinical supervision and not just reflective supervision when working with families with multiple, highly complex needs.

  11. Practice and reflection on the teaching of the reproductive system

    Institute of Scientific and Technical Information of China (English)

    Zhi-de DING; Ping-ping WU; Ting-ting WU; Yong FAN; Ya-li XU

    2015-01-01

    Objective To review and explore the advantages and disadvantages of the teaching of the reproductive system in Shanghai Jiao Tong University School of Medicine,in order to provide a feasible scheme for the subsequent reform of the teaching system,including the syllabus design and the optimization of the teaching method,etc.Methods With the one-year practice in the teaching of the reproductive system,this paper has explored the achievements in the implementation of this teaching system from three aspects,including the teaching experience and feelings of teachers,student questionnaires and test scores.Meanwhile,this paper has also deeply analyzed some problems that may exist or be derived from the teaching practice in that teaching model.Results The new teaching method has huge differences from the traditional"discipline-oriented"teaching method in the curricular design,teachers’lecture form,students’learning skills and examination types,etc.What is more important,the new teaching method will significantly renew the concepts of both teaching and learning.Conclusion The method of the systemic teaching is one of the critical ways to realize the reform of the medical education,and can also provide the necessary basis for the cultivation of professional high-quality teachers required in the medical education.

  12. The epidemiology of teaching and training General Practices in England.

    Science.gov (United States)

    Rees, Eliot L; Gay, Simon P; McKinley, Robert K

    2016-11-01

    There is no national picture of teaching and training practices or the communities they serve. We aimed to describe the association between general practices' engagement with education and their characteristics, locality and patients' health-status and satisfaction. This data linkage study of all English practices calculated odds ratios for teaching and training status and practice, locality and patient variables. Teaching and training practices are larger than practices which do neither (mean list size (SD) 7074 (3736), 10112 (4934), and 5327 (3368) respectively, p quality and outcomes framework scores (0.507 (0.211, 0.804)) and (0.996 (0.650, 1.342)) respectively than those which did not. Educationally engaged practices are unrepresentative in serving less ethnically diverse and (for training practices) less urban environments. Investment is needed to increase the proportion of educational practices in diverse urban localities.

  13. Beginning teachers’ challenges in their pursuit of effective teaching practices

    Directory of Open Access Journals (Sweden)

    Steve Confait

    2015-12-01

    Full Text Available This article explores the context and experiences of three beginning teachers in their effort to improve their teaching and to implement and align themselves with their schools’ expectations of effective teaching practices. Research findings emerging from a sociocultural-ethnographic framework revealed that participants challenged their own beliefs about effective teaching practices in aligning themselves with their schools’ expectations. In complying with routine expectations, they embraced predominantly teacher-centred practices, rather than a student-centred approach. Given the ongoing effort to augment the quality of education in the Seychelles, beginning teachers’ implementation of and access to evidenced-based practices could be recognised as part of this endeavour.

  14. THE IMPACT OF THE FINANCIAL CRISIS ON THE THEORY AND PRACTICE OF FINANCIAL SYSTEM SUPERVISION

    Directory of Open Access Journals (Sweden)

    Roxana Heteș

    2013-04-01

    Full Text Available The recent global financial crisis has reopened the debate about macroeconomic policies’ objectives, but also the need and extent of state involvement in the functioning of the economy, either directly or indirectly. This has exposed some weaknesses in the system of regulation and supervision of the financial system and the its architecture, especially in the treatment of systemic risks and vulnerabilities, but also the financial implications of the globalization process. The global nature of financial crisis highlighted the fact that, although integrated financial markets offer a number of significant benefits, risks involved are not negligible. Therefore, to ensure the financial stability of an increasingly integrated landscape there was felt the need for reform of the financial system architecture, both nationally and internationally.

  15. Achieving Full Scope of Practice Readiness Using Evidence for Psychotherapy Teaching in Web and Hybrid Approaches in Psychiatric Mental Health Advanced Practice Nursing Education.

    Science.gov (United States)

    McCoy, Kathleen T

    2017-01-12

    Radical changes in role, education, and practice have affected how education of advance practice nurses and practice deliverables occur. This article examines the effects of distance education upon the teaching/learning of psychotherapy in integrating Web-based technology and platforms. With the advent and proliferation of online programs of study, the question begs: How do distance-linked programs successfully introduce, practice, and supervise one-to-one and group psychotherapy training? By employing evidence-based education strategies, technology, and strong interpersonal skills and evidence-based therapies, a charter Psychiatric Mental Health Nurse Practitioner Doctor of Nursing Practice program paved an innovative and successful path. In that program, they prepared their students for full scope of practice, upon graduation, inclusive of psychotherapy as well as the other highly demanding and compressed requirements of the 3-year program. This article explores that journey and its recommendations for application derived from this 2010 cohort. © 2017 Wiley Periodicals, Inc.

  16. Pastoral Care and Mindfulness: A Teaching Practice

    Science.gov (United States)

    Strongman, Luke

    2017-01-01

    From the earliest modern academic literature of industrial organization, supervision education and training, managerial considerations involve leveraging to improve the work of the supervisor and supervisee, and accentuating the value added opportunities for work improvement (Dawson, 1926, pp. 293-295). Reflecting the incorporation of the…

  17. Teaching HR Professionals: The Classroom as a Community of Practice

    Directory of Open Access Journals (Sweden)

    Alex Avramenko

    2013-05-01

    Full Text Available This paper introduces an innovative course design incorporating both communities of practice and reflective practice as a learning strategy for part-time learners in higher education. The new design has been applied to teaching HR practitioners in a UK-based business school. Findings indicate that the suggested way of organizing teaching and learning for part-time professionals is very informative and facilitates a richer engagement with theory whilst addressing issues of practice.

  18. Film Art Teaching and Practice Innovation Research under New Media

    Institute of Scientific and Technical Information of China (English)

    罗淞译

    2015-01-01

    As a kind of media that id different from newspapers, radio, television and other media, new media mainly includes mobile media, network media, digital TV and other forms of digital information as well as entertainment service communication forms. In today’s rapid development of new media, how should film art teaching and practice adapt the change of communication way and how should our course teaching and practice keep up with the change of communication way, innovating film art teaching and practice becomes the key to the reform of film art course in colleges and universities. In this paper, film art teaching and practice innovation are discussed under new media combining the author’s teaching experiences for many years.

  19. COMMUNICATIVE LANGUAGE TEACHING AND ITS MISCONCEPTIONS ABOUT THE PRACTICE IN ENGLISH LANGUAGE TEACHING (ELT

    Directory of Open Access Journals (Sweden)

    Sri Diana

    2014-04-01

    Full Text Available Communicative Language Teaching (CLT has been accepted as one of the teaching methods by numerous language teachers due to its major focus on developing learners’ communicative competence. This paper aims to describe communicative language teaching, misinterpretations about its practice and the factors leading to teachers’ misconceptions. It shows four misinterpreted beliefs of the implementation of communicative language teaching: communicative skills, teacher’s role in communicative activities, fluency and accuracy as the main goals and teaching techniques. It then presents three reasons that might lead to teachers’ misinterpretations concerning the practice of CLT. Teachers do not have enough training and  adequate resources.

  20. Model of practical skill performance as an instrument for supervision and formative assessment

    DEFF Research Database (Denmark)

    Nielsen, Carsten; Sommer, Irene; Larsen, Karin

    2012-01-01

    as during practice, performance and formative assessment of practical skills learning. It provided a common language about practical skills and enhanced the participants’ understanding of professionalism in practical nursing skill. In conclusion, the model helped to highlight the complexity in mastering......There are still weaknesses in the practical skills of newly graduated nurses. There is also an escalating pressure on existing clinical placements due to increasing student numbers and structural changes in health services. Innovative educational practices and the use of tools that might support...... learning are sparsely researched in the field of clinical education for nursing students. This paper reports on an action research study that promoted and investigated use of The Model of Practical Skill Performance as a learning tool during nursing students’ clinical placement. Clinical supervisors...

  1. The Micropolitics of Instructional Supervision: A Call for Research.

    Science.gov (United States)

    Blase, Jo; Blase, Joseph

    2002-01-01

    Examines the applicability of the micropolitical perspective to understanding various dimensions of instructional supervision. Brief discussion of the centrality of micropolitics to supervisory structures, processes, and practices is followed by reviews of two emergent streams of research: the micropolitics of teaching and the micropolitics of…

  2. Discussion on Selection and Appointment of Teaching Supervision Staff in Military Academy%略论军校教学督导员的选聘

    Institute of Scientific and Technical Information of China (English)

    杜菲菲; 曹树聪; 孟丽

    2013-01-01

      为建立健全军校教学督导员选聘机制,在分析军校教学督导员选聘工作现状的基础上,指出督导员选聘工作中存在的问题和原因,提出从选聘理念、标准、程序和方法等4个方面改进督导员选聘工作,把好督导员选聘关,促进督导队伍机构的合理化,使教学督导工作真正成为推动军校教育教学转型、提升军校育人质量的积极力量。%In order to develop and perfect the supervision staff selection and appointment mechanism,according to the anal-ysis of the actuality of supervision staff selection and appointment of military college,the main problems and the correspond-ing causes in the work is presented. As a probable solution,several measures are proposed from the points of concepts,stan-dards,procedures and methods to normalize the supervision staff selection and appointment work and to improve the institu-tion of supervision staff group,thus making the teaching supervision a propellant for the transformation in military education and teaching as well as the improvement of military colleges’ education quality.

  3. AAPM Medical Physics Practice Guideline 3.a: Levels of supervision for medical physicists in clinical training.

    Science.gov (United States)

    Seibert, J Anthony; Clements, Jessica B; Halvorsen, Per H; Herman, Michael G; Martin, Melissa C; Palta, Jatinder; Pfeiffer, Douglas E; Pizzutiello, Robert J; Schueler, Beth A; Shepard, S Jeff; Fairobrent, Lynne A

    2015-05-08

    The American Association of Physicists in Medicine (AAPM) is a nonprofit professional society whose primary purposes are to advance the science, education and professional practice of medical physics. The AAPM has more than 8,000 members and is the principal organization of medical physicists in the United States.The AAPM will periodically define new practice guidelines for medical physics practice to help advance the science of medical physics and to improve the quality of service to patients throughout the United States. Existing medical physics practice guidelines will be reviewed for the purpose of revision or renewal, as appropriate, on their fifth anniversary or sooner.Each medical physics practice guideline represents a policy statement by the AAPM, has undergone a thorough consensus process in which it has been subjected to extensive review, and requires the approval of the Professional Council. The medical physics practice guidelines recognize that the safe and effective use of diagnostic and therapeutic radiology requires specific training, skills, and techniques, as described in each document. Reproduction or modification of the published practice guidelines and technical standards by those entities not providing these services is not authorized.The following terms are used in the AAPM practice guidelines:Must and Must Not: Used to indicate that adherence to the recommendation is considered necessary to conform to this practice guideline.Should and Should Not: Used to indicate a prudent practice to which exceptions may occasionally be made in appropriate circumstances.

  4. Approaches to support the scholarship of teaching and scholarly teaching practice at Leeds Beckett University (LBU)

    OpenAIRE

    Smith, SV

    2017-01-01

    The “scholarship of teaching” (SoTL) and “the practice of scholarly teaching”, although closely related, are activities which differ in intention and outcome. The purpose of scholarly teaching is to affect the activity of teaching and the resulting learning, while the scholarship of teaching results in a formal, peer-reviewed communication in appropriate media, which then becomes part of the body of knowledge of teaching and learning in higher education (Richlin & Cox, 2004, p.127). \\ud Altho...

  5. Rethinking Teaching and Teaching Practice at University in a Lifelong Learning Context

    Science.gov (United States)

    Jõgi, Larissa; Karu, Katrin; Krabi, Kristiina

    2015-01-01

    The development visions of universities, the growing heterogeneity of learners at all levels and changes in higher education are increasing expectations of academics' professionalism and their teaching practices. Learning experiences and teaching practices at university influence further choices and support continuing lifelong learning of…

  6. Dolanan Dance Learning on Supervising Pre-Service Teachers during Teaching Practicum Program

    Directory of Open Access Journals (Sweden)

    Nilam Cahyaningrum

    2015-01-01

    Full Text Available Taman Kanak- kanak Mekarsari (Mekarsari Kindergarten is a school that choses dolanan anak dance lesson which is taught using demonstration methods. This study aims to find, understand, and describe the process and learning outcomes of dolanan anak dance in Mekarsari Kindergarten, Kandeman District of Batang. This study uses qualitative research methods with a phenomenological approach to research sites in Mekarsari Kindergarten, Kandeman District of Batang. Data collection techniques used were observation, interview techniques, and technical documentation. Data analysis were using data reduction, data presentation, drawing conclusions, and verification. The validity test were using triangulation of data sources, techniques, and time. Dolanan anak dance learning in Mekarsari Kindergarten consists of several components, namely teaching and learning activities, goals, teachers, students, materials, methods, media, tools and learning resources, and evaluation. Dolanan dance learning was using demonstration method implemented through three stages: pre-development activities, core activities, and closing activities. The learning outcomes of dolanan anak dance learning in Mekarsari kindergarten were categorized into three aspects, namely cognitive, affective, and psychomotor. Cognitive aspects can be seen from the students’ ability to remember, memorize and understand the dance. Affective aspects include familiar levels, namely learning to know friends and dance movements, respond the movements amomg friends, and appreciate the teacher’s explanation given to each student. Psychomotor aspects can be seen from the students’ ability to imitate the dance movements, use the concept of doing the movements and precision of movements, weave movement and exercise appropriately.

  7. On the concept of people-oriented teaching supervision in vocational colleges%高职高专院校以人为本的教学督导理念

    Institute of Scientific and Technical Information of China (English)

    崔清; 陈志超

    2013-01-01

    There teaching supervision has important significance in teaching management and improving teaching quality in higher vocational college. Teaching supervision must be clear about the occupation localization, according to the college level and concept and professional characteristics, play the effect of supervision, examination, evaluation, guidance and feedback in school. At the same time, with the continuous development of society changing, the content and method of teaching supervision also adapts with it, to change the traditional concept of teaching supervision in the process of supervision, takes the people-oriented, humanistic care and innovation as the teaching supervision, supervision is the mean, guidance is the key.%  教学督导在高职高专院校的教学管理和教学质量的提高有着重要意义。教学督导必须明确职业定位,依据学校办学层次和理念以及专业特色,发挥督导在学校中监督、检查、评价、指导和反馈的作用。同时随着社会的不断发展变化,教学督导的内涵和方法也与之相适应,在教学督导过程中转变传统的督导理念,把以人为本、人文关怀和开拓创新作为教学督导的理念,施以督是手段,导才是关键。

  8. Evolving Practice: A Relational Framework for Developing Understandings of University Teaching Practice

    Science.gov (United States)

    Mitchell, Donna Mathewson

    2014-01-01

    As a teacher educator I am concerned with developing understandings of my teaching as it evolves over time, in relation to the university teaching context and more broadly in terms understandings of teaching practice. In this paper, I outline the development of a framework designed for this purpose. The Relational Framework for Investigating…

  9. How to improve teaching practices: the role of teacher motivation, organizational factors and leadership practices

    NARCIS (Netherlands)

    Thoonen, E.E.J.; Sleegers, P.J.C.; Oort, F.J.; Peetsma, T.T.D.; Geijsel, F.P.

    2011-01-01

    Purpose: Although it is expected that building schoolwide capacity for teacher learning will improve teaching practices, there is little systematic evidence to support this claim. This study aimed to examine the relative impact of transformational leadership practices, school organizational conditio

  10. Five High-Impact Teaching Practices

    Science.gov (United States)

    Fink, L. Dee

    2016-01-01

    If we want our teaching to have a major impact on student learning, what are some ideas that can help us do that? Since 1990, the scholars of teaching and learning have been generating a wealth of new ideas about college-level teaching. All of these are good ideas, but which ones have the most potential to have a high impact on student engagement…

  11. Integration of Histology Lectures and Practical Teaching in China

    Science.gov (United States)

    Lu, Xiaoye; Cheng, Xin; Li, Ke; Lee, Kenneth Ka Ho; Yang, Xuesong

    2016-01-01

    Objectives: Human histology is a discipline concerning the study of microscopic structures of human tissues and organs--with the aid of light or electron microscopes. Traditional teaching of histology is composed of two separated components, theory and practice. The main disadvantage with traditional histology teaching is the detachment of theory…

  12. Assessing Pre-Service Teachers' Quality Teaching Practices

    Science.gov (United States)

    Chen, Weiyun; Hendricks, Kristin; Archibald, Kelsi

    2011-01-01

    The purpose of this study was to design and validate the Assessing Quality Teaching Rubrics (AQTR) that assesses the pre-service teachers' quality teaching practices in a live lesson or a videotaped lesson. Twenty-one lessons taught by 13 Physical Education Teacher Education (PETE) students were videotaped. The videotaped lessons were evaluated…

  13. Teaching Interactive Practices and Burnout: A Study on Italian Teachers

    Science.gov (United States)

    Mameli, Consuelo; Molinari, Luisa

    2017-01-01

    The purpose of the present study was to analyse the role played by teaching interactive practices (measured through a self-report Likert scale) in predicting teacher burnout, after controlling for school grade (primary vs. secondary school) and teaching experience. Participants were 282 Italian teachers equally distributed between primary and…

  14. An Idealistic View of Teaching: Teacher Students' Personal Practical Theories

    Science.gov (United States)

    Maaranen, Katriina; Pitkäniemi, Harri; Stenberg, Katariina; Karlsson, Liisa

    2016-01-01

    Personal practical theories (PPTs) are built based on underlying beliefs, experiences, values and conceptions regarding 'good teaching'. Having a vision of teaching and valuing the work may have a strong effect on one's sense of identity, resilience and commitment. This study focused on Finnish teacher students' (N = 84) PPTs constructed during…

  15. Jordanian Chemistry Teachers' Views on Teaching Practices and Educational Reform

    Science.gov (United States)

    Al-Amoush, Siham A.; Markic, Silvija; Eilks, Ingo

    2012-01-01

    This study evaluates experienced teachers' views of chemistry teaching and learning and educational reform in Jordan. The main focus is an investigation of applied teaching practices in chemistry education, including educators' perception of the intentions and effects of ongoing educational reforms. The study is based on semi-structured interviews…

  16. Beginning Teachers' Challenges in Their Pursuit of Effective Teaching Practices

    Science.gov (United States)

    Confait, Steve

    2015-01-01

    This article explores the context and experiences of three beginning teachers in their effort to improve their teaching and to implement and align themselves with their schools' expectations of effective teaching practices. Research findings emerging from a sociocultural-ethnographic framework revealed that participants challenged their own…

  17. Teaching the Best Practice Way: Methods That Matter, K-12

    Science.gov (United States)

    Daniels, Harvey; Bizar, Marilyn

    2004-01-01

    Everyone talks about "best practice" teaching--what does it actually look like in the classroom? How do working teachers translate complex curriculum standards into simple, workable classroom structures that embody exemplary instruction--and still let kids find joy in learning? In this book, the authors present seven basic teaching structures that…

  18. Teaching Compressed-Format Courses: Teacher-Based Best Practices

    Science.gov (United States)

    Kops, William J.

    2014-01-01

    This study provides insight into how highly rated instructors approached teaching compressed summer session courses, and offers a set of best practices that others might use when teaching in similar settings. Top-rated instructors indicated differences in the way they taught compressed-format summer session courses, with respect to course…

  19. Innovations in Teaching Adults: Proven Practices in Higher Education.

    Science.gov (United States)

    Kirstein, Kurt D., Ed.; Schieber, Craig E., Ed.; Flores, Kelly A., Ed.; Olswang, Steven G., Ed.

    2013-01-01

    In the rapidly changing world of higher education, innovative approaches to teaching adults are needed to drive instructional practices for helping to prepare the professionals of the future. The papers collected in "Innovations in Teaching Adults" were originally presented at a conference at City University of Seattle. The authors of…

  20. The motivation to teach as a registrar in general practice.

    Science.gov (United States)

    Thampy, Harish; Agius, Steven; Allery, Lynne A

    2013-07-01

    The General Medical Council (GMC) states that teaching should be an integral part of the doctor's role and the Royal College of General Practitioners (RCGP) have incorporated teaching outcomes into the GP training curriculum. However, there are suggestions that the teaching role of a GP trainee declines as they move from hospital posts to the registrar community year. Using doctors in training as near-peer tutors offers multiple advantages. Trainees themselves benefit as teaching others is a strong driver of the tutor's own learning. In addition there are also practical incentives to mobilising this under-utilised pool of primary care clinical teachers given the continuing shift of focusing medical education in the community. This study forms part of a larger body of work exploring the attitudes and perceived learning needs of GP registrars with regards to developing a teaching role. A primary area of investigation was trainees' motivation to teach. This paper describes our attempts to establish: a) how strongly motivated are GP registrars to take on teaching roles? b) in consequence how strongly motivated are they to learn more about teaching? c) what are the factors which affect motivation to teach? Three themes emerged from the data. First, teaching was felt to be of low priority in comparison to competing clinical learning needs. Secondly, the clinical dominance to both formative and summative assessment during training further compounded this situation. Thirdly, registrars identified a number of practical barriers and incentives that influenced their teaching engagement. This included potential negative views from trainers as to their trainee's ability and requirement to be involved with teaching activities.By understanding and addressing these issues, it is hoped that GP trainees' engagement with teaching activities can be better engendered with subsequent benefits for both the trainee and those they teach.

  1. Supervising PETE Candidates Using the Situational Supervision Model

    Science.gov (United States)

    Levy, Linda S.; Johnson, Lynn V.

    2012-01-01

    Physical education teacher candidates (PETCs) often, as part of their curricular requirements, engage in early field experiences that prepare them for student teaching. Matching the PETC's developmental level with the mentor's supervision style enhances this experience. The situational supervision model, based on the situational leadership model,…

  2. Teaching Culture: Questioning Perspectives on Our Practices

    Science.gov (United States)

    Met, Myriam

    2010-01-01

    Despite years of training, teaching experience, reading professional literature, attending conferences, and learning from expert colleagues, when it comes to the teaching of culture, the author wishes she knew more answers to many critical questions. Her questions are framed by the basic questions that all curricula seek to answer: WHAT is the…

  3. Pedagogical Supervision of Assistant Professors and Post.doc Development of Self-confidence

    DEFF Research Database (Denmark)

    Lauridsen, Ole

    Pedagogical Supervision of Assistant Professors and Postdoc’s Development of Self-confidence Ole Lauridsen Aarhus University Abstract Aarhus University offers a mandatory pedagogical training programme for all assistant professors, the completion of which is required in order to obtain tenure...... at a Danish university. At Business and Social Sciences, this programme is supplemented by observation and supervision of the assistant professors’ teaching practice. The reason for this initiative is (i) that many young university teachers face general problems putting pedagogical theory into practice – even...... though the pedagogical programme as such is practice-oriented, and partly due to this (ii) that quite a few of them lack self-confidence when it comes to teaching. In contrast to peer supervision which is useful in its own right and also recommended at the university, this supervision by a senior faculty...

  4. Effective small group teaching strategies for research supervision - A case study

    Science.gov (United States)

    Pathirana, Assela

    2010-05-01

    UNESCO-IHE's students are unique in several aspects: they are mid-career professionals separated from their last university experience by a number of years in the profession, they are from diverse social and cultural backgrounds, and they often have relatively clear understanding on the diverse problems in the practice of engineering in their respective countries and are focused on solving those. As a result of the diversity in many forms, managing effective groups during the research phase of the UNESCO-IHE master's course pose considerable challenge. In this paper, we present a unique combination of tools and approaches that are employed in managing a small group of students (between five and ten) in one study area, who were working on diverse research topics that had the common denominator of mathematical modelling. We blend a number of traditional (e.g. seminars, group discussions, focused training sessions) and non-traditional (e.g. Using collaboration platforms like WIKI, peer-learning) approaches so that the cohesion of the group in maintained and every member benefits from being a part of the group. Four years of experience with employing this blend of tools on a six-month long master's research programme showed us: The approach motivates the students to perform focusing not only on the end-goal of their research study, but on the process of day to day work that lead to that goal. The students' self-confidence is often enhanced by being a part of close-knit group. Initial workload of the teacher increases significantly by this approach, but later this is more than compensated by the fact that the teacher has to do little maintain the momentum. Both strong and not so-strong students equally benefit from the approach. A significant number of students develop a keen interest in being involved in research further. (e.g. engaging in doctoral studies.)

  5. A BLENDED LEARNING MODEL FOR TEACHING PRACTICE COURSE

    Directory of Open Access Journals (Sweden)

    Mustafa CANER

    2010-07-01

    Full Text Available The aim of the present study is to introduce a blended learning environment and a model for pre-service teaching practice course in English Language Teacher Training Program at Anadolu University. It is supposed that providing a blended learning environment for teaching practice course would improve the practice and contribute to the professional growth of pre-service teachers. Since it will increase the contact hours among students and university supervisors and facilitate peer feedback among pre-service teachers, which in turn, create a productive learning environment for them. Thus, the present paper aimed at providing a blended learning model for teaching practice courses at teacher training institutions and give impetus for the researchers or instructors who would like to implement blended learning in their own teaching environments. Additionally, the present study intends to contribute expanded understanding to the way blending the learning environments, and contribute additional understanding to the knowledge base about the implementation of blended learning for a teaching practice course. Finally, through illustrating a blended learning environment for teaching practice course, it is hoped that this study might contribute to the growing body of knowledge of blended delivery and blended learning in higher education.

  6. Clinical supervision: the state of the art.

    Science.gov (United States)

    Falender, Carol A; Shafranske, Edward P

    2014-11-01

    Since the recognition of clinical supervision as a distinct professional competence and a core competence, attention has turned to ensuring supervisor competence and effective supervision practice. In this article, we highlight recent developments and the state of the art in supervision, with particular emphasis on the competency-based approach. We present effective clinical supervision strategies, providing an integrated snapshot of the current status. We close with consideration of current training practices in supervision and challenges.

  7. Model of practical skill performance as an instrument for supervision and formative assessment

    DEFF Research Database (Denmark)

    Nielsen, Carsten Munch; Sommer, Irene; Larsen, Karin;

    2012-01-01

    and two cohorts of nursing students placed in a hospital setting shared their experiences on the use of the model in six focus group interviews. Data was also generated through the supervisors’ reflective logs. The model was viewed as highly applicable in the planning of learning situations as well......There are still weaknesses in the practical skills of newly graduated nurses. There is also an escalating pressure on existing clinical placements due to increasing student numbers and structural changes in health services. Innovative educational practices and the use of tools that might support...... learning are sparsely researched in the field of clinical education for nursing students. This paper reports on an action research study that promoted and investigated use of The Model of Practical Skill Performance as a learning tool during nursing students’ clinical placement. Clinical supervisors...

  8. How medical residents perceive the quality of supervision provided by attending doctors in the clinical setting.

    Science.gov (United States)

    Busari, Jamiu O; Weggelaar, Nielske M; Knottnerus, Andrieke C; Greidanus, Petra-Marie; Scherpbier, Albert J J A

    2005-07-01

    The supervision of medical residents is a key responsibility of attending doctors in the clinical setting. Most attending doctors, however, are unfamiliar with the principles of effective supervision. Although inconsistent, supervision has been shown to be both important and effective for the professional development of medical residents. To examine how medical residents perceive the supervisory roles of attending doctors, in terms of what they perceive as poor supervision and what they characterise as good supervisory practice. We carried out a questionnaire survey of 38 medical residents at the Department of Paediatrics at the teaching hospital of the University of Amsterdam, the Netherlands. Attending doctors directly involved with the supervision of medical residents participated in the study. The clinical settings where supervision occurred included the neonatal and paediatric intensive care units and the general paediatric wards. Medical residents rated the quality of supervision they received in all departments positively. A majority of the attending doctors were rated highly in 'overall supervision'. Creating pleasant learning environments and being stimulated to learn and function independently were aspects of supervision characterised positively. Coaching in clinical skills and procedures, effective communication skills and clinical decision making using principles of cost-appropriate care were aspects of supervision found to be deficient. This study shows that medical residents enjoy supervision from collaborative, understanding and patient attending doctors. Medical residents prefer to be treated as adult learners and enjoy feedback that is constructive, measured and adapted to their professional needs.

  9. Improving Teachers' Practices through Supervision and Observations by School Principals: An Action Research Project

    Science.gov (United States)

    Taylor, Latasha M.

    2013-01-01

    This study focused on the impact of a new observation tool for principals to utilize and the effects it has on improving teachers' instruction and influencing best practices. The action research project explored the impact and influence that a well-developed observation tool could possess to help address areas of need; essentially, focusing on how…

  10. Rethinking teaching and teaching practice at university in a lifelong learning context

    Science.gov (United States)

    Jõgi, Larissa; Karu, Katrin; Krabi, Kristiina

    2015-02-01

    The development visions of universities, the growing heterogeneity of learners at all levels and changes in higher education are increasing expectations of academics' professionalism and their teaching practices. Learning experiences and teaching practices at university influence further choices and support continuing lifelong learning of university students. This paper presents research results from an empirical survey carried out at Tallinn University in Estonia. It investigates how students experience teaching and teaching practices and how academics experience their own teaching. Within a theoretical framework of adult learning principles, the emphasis is on the importance of and interrelations between teaching practices and the student learning process at university. Relevant data were collected from 235 students, who were asked to fill in a semi-structured questionnaire, and from 9 academic staff members, who were asked to submit reflection papers. The students and the academics in the sample came from three different disciplines: (1) mathematics/natural sciences; (2) educational sciences/teacher education; and (3) social sciences. The empirical data thus gathered were then analysed both qualitatively and quantitatively. The authors' findings indicate that while students experience current teaching practices as somewhat limited to a one-sided passing on of knowledge to learners, academic staff perceive their teaching as a collaborative process which helps their students' development. This discrepancy creates tension and thus calls for change.

  11. Trabalho escolar com vocabulário em relatórios de estágios supervisionados em ensino de língua inglesa Schoolwork with vocabulary in supervised internship reports in english language teaching

    Directory of Open Access Journals (Sweden)

    Lívia Chaves de Melo

    2012-06-01

    Full Text Available A partir da teoria lexical, identificamos e descrevemos alguns exercícios didáticos que focalizam a aquisição e ampliação do vocabulário em aulas de Língua Inglesa no contexto de instrução formal na disciplina de estágio supervisionado em Ensino de Língua Inglesa. Tais exercícios didáticos são utilizados por alunos-mestre na prática de estágio nas escolas-campo. A análise dos dados mostrou que o ensino do vocabulário nos dados analisados ocorre de forma isolada, sem considerar o contexto de leitura de textos autênticos. O estudo do vocabulário específico voltado para a compreensão leitora geralmente não ocorre.Based on lexical theory, this study identified and described didactic exercises that focus on vocabulary acquisition and improvement in English classes in the subject of supervised English teaching practice. Such exercises are used by student-teachers in their internship practice at schools. The analysis of data has shown that the teaching of vocabulary occurs as an isolated practice, without takink into consideration the reading context of authentic texts. The study of specific vocabulary focused on reading comprehension does not usually occur.

  12. Changing Science Teaching Practice in Early Career Secondary Teaching Graduates

    Science.gov (United States)

    Bartholomew, Rex; Moeed, Azra; Anderson, Dayle

    2011-01-01

    Initial teacher education (ITE) is being challenged internationally to prepare teachers with the understandings needed to teach an increasingly diverse student population. Science teachers need to prepare students with both conceptual and procedural understanding. The challenge is to prioritise a balance in ITE courses between theoretical…

  13. EVALUATION OF THE DISTANCE EDUCATION PRE-SERVICE TEACHERS' OPINIONS ABOUT TEACHING PRACTICE COURSE (CASE OF IZMIR CITY

    Directory of Open Access Journals (Sweden)

    Meral GUVEN

    2012-01-01

    Full Text Available The aim of this study was to determine the distance education pre-service teachers’ opinions about the teaching practice course. The study was conducted with descriptive method. For data collection, analysis and interpretation, qualitative research method was used. Out of the students enrolled at Open Education Faculty, Department of Pre-school Education and Department of English Language Teaching, 27 students were volunteer to participate to the study. As a result of the study; it was found that some of the distance education pre-service teachers felt ready and enthusiastic about the teaching practice course albeit others did not feel ready enough. In addition, the pre-service teachers mostly mentioned about their expectations for self-development and self-evaluation. The pre-service teachers considered that this course provided them the opportunities to know the students and learning environments, also to prepare the plans effectively, to learn about teaching-learning processes, to manage class and time, to benefit from coordinator teachers and to evaluate themselves. However, they also complained about lack of information about plans and teaching practice files, difficulties in class-management, problems in efficient time-management, indifference of the coordinator teachers, inadequate equipment at application schools; lack of supervision and limited opportunity to have experience. Thus, they suggested that the coordinator teachers should be trained considering these problems also the application should be selected after physical check; besides the pre-service teachers should be supervised and provided accurate samples about plan and field preparation, thus frequent contact meetings should be arranged.

  14. The Strategic Impact of Clinical Practice Guidelines in Nursing on the Managerial Function of Supervision

    Directory of Open Access Journals (Sweden)

    Jose Antonio Vinagre Romero

    2013-10-01

    Full Text Available Clinical practice guidelines in nursing (CPG-N are tools that allow the necessary knowledge that frequently remains specialist-internalised to be made explicit. These tools are a complement to risk adjustment systems (RAS, reinforcing their effectiveness and permitting a rationalisation of healthcare costs. This theoretical study defends the importance of building and using CPG-Ns as instruments to support the figure of the nursing supervisor in order to optimise the implementation of R&D and hospital quality strategies, enabling clinical excellence in nursing processes and cost-efficient reallocation of economic resources through their linear integration with SARs.

  15. Consequences of Personal Teaching Metaphors for Teacher Identity and Practice

    Science.gov (United States)

    Erickson, Lynnette B.; Pinnegar, Stefinee

    2017-01-01

    Past research has clearly indicated that teachers' metaphors can serve as a framework that moves our understanding of teaching forward by making more explicit the intuitive knowledge teachers hold about themselves, their classrooms, and their practice. Making explicit how metaphors uncover the understandings that guide the practices of in-service…

  16. Translation and Bilingual Practice for German Vocabulary Teaching and Learning

    Science.gov (United States)

    Augustyn, Prisca

    2013-01-01

    This article offers a critical examination of the current practices and beliefs about vocabulary teaching and learning in typical communicative-approach German classrooms. While research on vocabulary acquisition is scarce, frequency dictionaries reveal that current practice is based heavily on the use of concrete, referential lexemes that may be…

  17. A Practical Guide to Political Action: Grassroots and English Teaching

    Science.gov (United States)

    Burns, Leslie David

    2007-01-01

    Leslie David Burns calls teachers to the political forefront, believing that we need to educate our communities about our work by dispelling inaccurate public assumptions about literacy, "best" teaching practices, and accountability standards. He provides teachers with a list of practical steps for "intentional political action" at the grassroots…

  18. Teachers' views of practical work in the teaching of fractions

    African Journals Online (AJOL)

    Graphic

    Although this was a small-scale, qualitative study, interesting ob- servations were .... proposed should predominantly consist of organizing or mathematising subject ... cated that these teachers attached a strong value to the role of practical work ..... positive attitudes towards practical fraction teaching looks like a continuation.

  19. Teaching the Sociocultural Norms of an Undergraduate Community of Practice

    Science.gov (United States)

    Couper, Graeme; Denny, Heather; Watkins, Annette

    2016-01-01

    The importance of teaching second language learners the pragmatic norms of relevant communities of practice is widely recognised. Familiarisation with these norms is also an important aspect of socialisation for native speakers entering a new community of practice. This study focuses on pragmatic instruction of English as an additional language…

  20. Translation and Bilingual Practice for German Vocabulary Teaching and Learning

    Science.gov (United States)

    Augustyn, Prisca

    2013-01-01

    This article offers a critical examination of the current practices and beliefs about vocabulary teaching and learning in typical communicative-approach German classrooms. While research on vocabulary acquisition is scarce, frequency dictionaries reveal that current practice is based heavily on the use of concrete, referential lexemes that may be…

  1. A Case Study of How Teaching Practice Process Takes Place

    Science.gov (United States)

    Yalin Ucar, Meltem

    2012-01-01

    The process of "learning" carries an important role in the teaching practice which provides teacher candidates with professional development. Being responsible for the learning experiences in that level, cooperating teacher, teacher candidate, mentor and practice school are the important variables which determine the quality of the teaching…

  2. Teaching as Assemblage: Negotiating Learning and Practice in the First Year of Teaching

    Science.gov (United States)

    Strom, Kathryn J.

    2015-01-01

    Recent accountability policies seek to "grade" teacher preparation programs by the teaching evaluations of their graduates. This article addresses the problematic nature of the linear thinking underlying such reforms by examining the construction of teaching practices of Mauro, a first-year secondary science teacher who taught…

  3. Experiencing a Mathematical Problem-Solving Teaching Approach: Opportunities to Identify Ambitious Teaching Practices

    Science.gov (United States)

    Bailey, Judy; Taylor, Merilyn

    2015-01-01

    Learning to teach is a complex matter, and many different models of pre-service teacher education have been used to support novice teachers' preparation for the classroom. More recently there have been calls for a focus on core high-leverage teaching practices and for novice teachers to engage in representations, decompositions, and approximations…

  4. Teachers' Conceptions of Excellent Teaching and Its Relationships to Self-Reported Teaching Practices

    Science.gov (United States)

    Chen, Junjun; Brown, Gavin T. L.; Hattie, John A. C.; Millward, Pam

    2012-01-01

    This study surveyed Chinese middle school (n = 951) teachers' conceptions of excellent teaching and examined the relationship of those conceptions to their self-reported teaching practices. Responses were analyzed using confirmatory factor analysis and structural equation modeling. These teachers identified one examination-oriented dimension and…

  5. Math teaching practices of teachers in a school of Tunja

    Directory of Open Access Journals (Sweden)

    Alfonso Jiménez Espinosa

    2016-01-01

    Full Text Available The study of teaching practices promotes their own improvement, as it allows to enter the classrooms and get a first hand look at what is happening there. Some theories and reforms, that have tried to permeate these practices, are supposed to promote change in the way teachers act, but it does not really occurred. This article is the result of a research that aimed to know school realities of Math teaching practices through the experiences of classroom situations. It is shown a brief description of how Math teaching practices in areas such as planning, classroom dynamics, and assessment of learning are being performed by some teachers. The research had a qualitative approach whereas observation and an open-ended questionnaire were the main information instruments. The study highlights the complexity in which these teachers should develop their work as well as the difficulties caused by the school context features.

  6. Clinical supervision training across contexts.

    Science.gov (United States)

    Tai, Joanna; Bearman, Margaret; Edouard, Vicki; Kent, Fiona; Nestel, Debra; Molloy, Elizabeth

    2016-08-01

    Clinicians require specific skills to teach or supervise students in the workplace; however, there are barriers to accessing faculty member development, such as time, cost and suitability. The Clinical Supervision Support Across Contexts (ClinSSAC) programme was designed to provide accessible interprofessional educator training to clinical supervisors across a wide range of clinical settings. In Australia there are increasing numbers of health care students, creating pressure on existing placements. Students are now increasingly learning in community settings, where clinicians have traditionally had less access to faculty member development. An interprofessional team collaborated in the development and implementation of ClinSSAC. A total of 978 clinicians participated in a face-to-face, interactive, introductory module to clinical supervision; 672 people accessed the equivalent online core module, with 23 per cent completing all activities. Additional profession-and discipline-specific modules were also developed. Formal project evaluation found that most participants rated the workshops as helpful or very helpful for their roles as clinical supervisors. Interdisciplinary learning from the workshops was reported to enable cross-discipline supervision. Large participant numbers and favourable ratings indicate a continuing need for basic training in education. Key factors to workshop success included expert facilitators, the interprofessional context and interactive model. The online modules were an important adjunct, and provided context-specific resources, but the low online completion rate suggests protected face-to-face time for faculty member development is still required. Programmes such as ClinSSAC have the capacity to promote interprofessional education and practice. There are barriers to accessing faculty member development, such as time, cost and suitability. © 2015 John Wiley & Sons Ltd.

  7. TEACHERS WHO TEACH MATHEMATICS IN ADULT EDUCATION: CONCEPTS AND TEACHING PRACTICES

    Directory of Open Access Journals (Sweden)

    Andréa Thees

    2012-12-01

    Full Text Available This work represents a subset of a Masters’ research, which investigated how the pedagogical and non-pedagogical professional practices of mathematics teachers who teach in adult education are developed. In this paper we present the curricular management practices, tasks and materials, communication and evaluation. Through a case study of the daily activities of three math teachers who teach young people and adults, a qualitative research was developed, whose investigative tools were field observations, semi-structured interviews and questionnaires. Our study indicated that curriculum management practices are determined by a straightforward exposition teaching style, based on problem solving. Regarding the proposed tasks, teachers do not resort to learning materials other than blackboard and chalk, and rarely use the textbook. Communication in the classroom is univocal, sometimes supplemented by inadequate metaphors, especially in the teaching of algebra. The practices of student evaluation are predominantly focused on the summative function.

  8. Digital Communication and Records in Service Provision and Supervision: Regulation and Practice.

    Science.gov (United States)

    Cavalari, Rachel N S; Gillis, Jennifer M; Kruser, Nathan; Romanczyk, Raymond G

    2015-10-01

    While the use of computer-based communication, video recordings, and other "electronic" records is commonplace in clinical service settings and research, management of digital records can become a great burden from both practical and regulatory perspectives. Three types of challenges commonly present themselves: regulatory requirements; storage, transmission, and access; and analysis for clinical and research decision-making. Unfortunately, few practitioners and organizations are well enough informed to set necessary policies and procedures in an effective, comprehensive manner. The three challenges are addressed using a demonstrative example of policies and procedural guidelines from an applied perspective, maintaining the unique emphasis behavior analysts place upon quantitative analysis. Specifically, we provide a brief review of federal requirements relevant to the use of video and electronic records in the USA; non-jargon pragmatic solutions to managing and storing video and electronic records; and last, specific methodologies to facilitate extraction of quantitative information in a cost-effective manner.

  9. Unfinished Business: Subjectivity and Supervision

    Science.gov (United States)

    Green, Bill

    2005-01-01

    Within the now burgeoning literature on doctoral research education, postgraduate research supervision continues to be a problematical issue, practically and theoretically. This paper seeks to explore and understand supervision as a distinctive kind of pedagogic practice. Informed by a larger research project, it draws on poststructuralism,…

  10. Teaching Practice Supported by Technology Use

    DEFF Research Database (Denmark)

    Jensen, Helle Bækkelund

    2006-01-01

    The article deals with e-competence on the individual level by examining the use of web sites by individual university faculty. E-competence is here regarded as the actual use of web sites in on-campus teaching, where the relation between the individual faculty’s conception of teaching and learning...... and the design and use of web sites is viewed as corresponding. It is the hypothesis of the research underlying this article that the design and use of a web site reflects the intentions and beliefs of the university teacher. As a result of this relation it should be possible to explore and analyse conceptions...

  11. Supervision in rehabilitation psychology: Application of Beatrice Wright's value-laden beliefs and principles.

    Science.gov (United States)

    Tackett, M Jan; Nash, Laurie; Stucky, Kirk Jeffrey; Nierenberg, Barry

    2016-02-01

    Clinical supervision is of critical importance for training subsequent generations of psychologists. Specialty training in rehabilitation psychology requires exposure to specific knowledge, skills, and attitudes related to disability and specialized supervision and mentorship. In the literature to date, minimal guidance exists regarding supervision training and methods specifically for rehabilitation psychologists. This article aims to provoke discussion regarding supervision practice and dissemination of the values fundamental to our specialty. The foundational wisdom of Dr. Beatrice Wright (1983) is applied for the purposes of this endeavor. Examples of clinical supervision scenarios are presented as teaching vignettes to demonstrate ways in which supervisors and mentors can incorporate this content, promote discussion, and apply it to real-world practice.

  12. Collective academic supervision

    DEFF Research Database (Denmark)

    Nordentoft, Helle Merete; Thomsen, Rie; Wichmann-Hansen, Gitte

    2013-01-01

    are interconnected. Collective Academic Supervision provides possibilities for systematic interaction between individual master students in their writing process. In this process they learn core academic competencies, such as the ability to assess theoretical and practical problems in their practice and present them...

  13. Toddler Teachers' Use of "Teaching Pyramid" Practices

    Science.gov (United States)

    Branson, Diane; Demchak, MaryAnn

    2011-01-01

    Effective strategies to promote social-emotional development and prevent occurrence of challenging behaviors in young children is critical. The "Teaching Pyramid", a framework for supporting social-emotional development and preventing and addressing challenging behaviors, was developed for preschool children. This mixed methods study investigated…

  14. Toddler Teachers' Use of "Teaching Pyramid" Practices

    Science.gov (United States)

    Branson, Diane; Demchak, MaryAnn

    2011-01-01

    Effective strategies to promote social-emotional development and prevent occurrence of challenging behaviors in young children is critical. The "Teaching Pyramid", a framework for supporting social-emotional development and preventing and addressing challenging behaviors, was developed for preschool children. This mixed methods study…

  15. Teaching Additional Languages. Educational Practices Series 6.

    Science.gov (United States)

    Judd, Elliot L.; Tan, Lihua; Walberg, Herbert J.

    This booklet describes key principles of and research on teaching additional languages. The 10 chapters focus on the following: (1) "Comprehensible Input" (learners need exposure to meaningful, understandable language); (2) "Language Opportunities" (classroom activities should let students use natural and meaningful language with their…

  16. Research into Practice: Grammar Learning and Teaching

    Science.gov (United States)

    Larsen-Freeman, Diane

    2015-01-01

    This selective review of the second language acquisition and applied linguistics research literature on grammar learning and teaching falls into three categories: where research has had little impact (the non-interface position), modest impact (form-focused instruction), and where it potentially can have a large impact (reconceiving grammar).…

  17. Research into Practice: Grammar Learning and Teaching

    Science.gov (United States)

    Larsen-Freeman, Diane

    2015-01-01

    This selective review of the second language acquisition and applied linguistics research literature on grammar learning and teaching falls into three categories: where research has had little impact (the non-interface position), modest impact (form-focused instruction), and where it potentially can have a large impact (reconceiving grammar).…

  18. Teaching groundwater dynamics: connecting classroom to practical and field classes

    OpenAIRE

    Hakoun, V.; N. Mazzilli; Pistre, S.; H. Jourde

    2013-01-01

    Preparing future hydrogeologists to provide inputs in societal discussions in a changing world is a challenging task that induces a need for efficient teaching frameworks. The educational literature suggests that hydrogeology courses should consistently integrate classroom instruction with practical and field classes. However, most teaching examples still separate these three class components. This paper presents an introductory course to groundwater dynamics taught at the Université des Scie...

  19. Development and reform research of English teaching theory and practice

    Institute of Scientific and Technical Information of China (English)

    Jie Guo

    2015-01-01

    The course is the core of education, which is the basic way to achieve educational goals, an educational content and value orientation are mainly expressed and implemented through the curriculum. English courses are the core of English education, which is a concrete manifestation of the value of English education, and it is basic carrier to achieve the goal of English education. This paper analyzes the development of English teaching practice, development and reform of English teaching methods.

  20. Teaching strategies to support evidence-based practice.

    Science.gov (United States)

    Winters, Charlene A; Echeverri, Rebecca

    2012-06-01

    Evidence-based practice is an expected core competency of all health care clinicians regardless of discipline. Use of evidence-based practice means integrating the best research with clinical expertise and patient values to achieve optimal health outcomes. Evidence-based practice requires nurses to access and appraise evidence rapidly before integrating it into clinical practice. Role modeling and integrating the skills necessary to develop evidence-based practice into clinical and nonclinical courses is an important part in developing positive attitudes toward evidence-based practice, an essential first step to using evidence to guide practice decisions. The step-by-step approach to evidence-based practice proposed by Melnyk and colleagues provides an excellent organizing framework for teaching strategies specifically designed to facilitate nurses' knowledge and skill development in evidence-based practice.

  1. The Reform and Practice of Bilingual Teaching in Computer Courses

    Institute of Scientific and Technical Information of China (English)

    GU ping; LI Tao-shen; QIN Liang-xi; SONE Ling; LIU Zhi-bin

    2007-01-01

    Since China has joined the WTO and the speed of globalization in our country. The professionals with both up to date technological knowledge and good English are needed urgently. It has been shown that bilingual teaching in IT fields is effect ways of cultivating IT professionals. In this paper, the necessity of bilingual teaching in IT fields is discussed and some of the methods in our practices are also introduced. The satisfactory results of the bilingual teaching in computer courses at our school have been obtained.

  2. Supervision and group dynamics

    DEFF Research Database (Denmark)

    Hansen, Søren; Jensen, Lars Peter

    2004-01-01

    as well as at Aalborg University. The first visible result has been participating supervisors telling us that the course has inspired them to try supervising group dynamics in the future. This paper will explore some aspects of supervising group dynamics as well as, how to develop the Aalborg model...... An important aspect of the problem based and project organized study at Aalborg University is the supervision of the project groups. At the basic education (first year) it is stated in the curriculum that part of the supervisors' job is to deal with group dynamics. This is due to the experience...... that many students are having difficulties with practical issues such as collaboration, communication, and project management. Most supervisors either ignore this demand, because they do not find it important or they find it frustrating, because they do not know, how to supervise group dynamics...

  3. Discourses and Practices in Teaching Methods and Assessment

    Directory of Open Access Journals (Sweden)

    Deepak Gopinath

    2015-02-01

    Full Text Available Translating the purposes of education into practice is particularly challenging for those who are new or have recently entered academia. By reflecting on my first years of teaching in higher education, I discuss two key aspects of my teaching practice: shifts in choice of teaching methods and a critique of different forms of assessment. Through the discussion, I argue that a teacher needs to be reflective on both these aspects and that such reflection needs to be carried out so that the student develops into a “self-directing,” “self-monitoring,” and “self-correcting” individual. At the end of the discussion, the relevance of a “project-based learning” approach starts to become significant in taking my pedagogical practice forward.

  4. A Two-Day Teacher-Training Programme for Medical Residents: Investigating the Impact on Teaching Ability

    Science.gov (United States)

    Busari, Jamiu O.; Scherpbier, Albert J. J. A.; van der Vleuten, Cees P. M.; Essed, Gerard G. M.

    2006-01-01

    Introduction: Many of the residents who supervise medical students in clinical practice are unfamiliar with the principles of effective supervision. Training in teaching skills is therefore seen as an effective strategy to improve the quality of clinical supervision. Method: Twenty seven medical residents were matched and assigned to an…

  5. Communicative Language Teaching: Exploring Theoretical Foundations and Practical Challenges

    Directory of Open Access Journals (Sweden)

    Kustiwan Syarief

    2016-02-01

    Full Text Available The genesis of Communicative Language Teaching (CLT can be traced back to the 1970s when researchers and language practitioners began reflecting and discussing the notion of communicative competence. In practical terms, however, there has been such a gap between theoretical foundations of CLT on the one hand and its implementation in classroom environments on the other hand. This article explores and discusses the theoretical foundations of CLT based on the existing models of communicative competence and continues with identifying CLT's practical challenges commonly persisting in second/foreign language teaching and learning contexts.

  6. The portfolio in the teaching practice in primary education degree

    Directory of Open Access Journals (Sweden)

    Ana Mª Rico Martín

    2010-10-01

    Full Text Available This paper takes as a starting point the description and study of the main characteristics of the portfolio as a tool for learning and formative assessment, to expose the relevance of this technique in the Teaching Practice module in the degree in Primary Education. As an argument for the use of portfolio a proposal for the development, implementation and assessment of it is presented. This proposal will be taken by future teachers during their teaching practice period in Primary education classroom.

  7. Teaching the computer to code frames in news: comparing two supervised machine learning approaches to frame analysis

    NARCIS (Netherlands)

    Burscher, B.; Odijk, D.; Vliegenthart, R.; de Rijke, M.; de Vreese, C.H.

    2014-01-01

    We explore the application of supervised machine learning (SML) to frame coding. By automating the coding of frames in news, SML facilitates the incorporation of large-scale content analysis into framing research, even if financial resources are scarce. This furthers a more integrated investigation

  8. Teaching the computer to code frames in news: comparing two supervised machine learning approaches to frame analysis

    NARCIS (Netherlands)

    Burscher, B.; Odijk, D.; Vliegenthart, R.; de Rijke, M.; de Vreese, C.H.

    2014-01-01

    We explore the application of supervised machine learning (SML) to frame coding. By automating the coding of frames in news, SML facilitates the incorporation of large-scale content analysis into framing research, even if financial resources are scarce. This furthers a more integrated investigation

  9. Teaching to Transform? Addressing Race and Racism in the Teaching of Clinical Social Work Practice

    Science.gov (United States)

    Varghese, Rani

    2016-01-01

    Faculty members are key stakeholders to support social work students' learning about race and racism in practice and to promote the professional standards established by the field. This qualitative study examines how 15 clinical social work faculty members teaching advanced practice in the Northeast conceptualize and incorporate their…

  10. Business practice as a teaching method university

    OpenAIRE

    Edgar Agudelo López; Yeisson Tamayo Salamanca

    2015-01-01

    While the theory may constitute an important starting point, which gives a general culture specific to the student, the fact is that it must acquire the skills, techniques, skills and analysis to specific situations, and business practice, is one of the most important means to acquire these skills, which will allow in the future, to operate with safety and appropriateness in their field. According to their professional development will be evaluated by their practical skills, should be borne i...

  11. Clinical supervision.

    Science.gov (United States)

    Goorapah, D

    1997-05-01

    The introduction of clinical supervision to a wider sphere of nursing is being considered from a professional and organizational point of view. Positive views are being expressed about adopting this concept, although there are indications to suggest that there are also strong reservations. This paper examines the potential for its success amidst the scepticism that exists. One important question raised is whether clinical supervision will replace or run alongside other support systems.

  12. Pre-Service Teachers' Views of Inquiry Teaching and Their Responses to Teacher Educators' Feedback on Teaching Practice

    Science.gov (United States)

    Yoon, Hye-Gyoung; Kim, Mijung; Kim, Byoung Sug; Joung, Yong Jae; Park, Young-Shin

    2013-01-01

    This study attempted to explore 15 Korean elementary pre-service teachers' views of inquiry teaching. During a science teaching methods course, pre-service teachers implemented a peer teaching lesson, had a group discussion to reflect on five teacher educators' comments on their first peer teaching practice, and revised and re-taught the lesson as…

  13. Telepresence as educational practice in the third teaching-room

    DEFF Research Database (Denmark)

    Levinsen, Karin Ellen Tweddell; Ørngreen, Rikke; Buhl, Mie

    2017-01-01

    Due to globalization and technological development, Video Conferencing becomes a common practice worldwide. The research literature reports that participants feel either immediately comfortable or frustrated depending on if the technology works. Today educational institutions rely heavily...... on digital resources, and challenges that impact on the participants’ experience of closeness and the students learning outcome begin to emerge. However, there are only few in-depth studies of pedagogy and teaching practices in video mediated learning spaces. In this paper we present findings from a research...... and development project at the Royal Danish Music Academy and introduce the concept the third teaching-room, while investigating the mutual experience of togetherness. The study aims at advanced music education but as a case study it is exemplary for the challenges regarding video conference-based teaching...

  14. Supervision of Supervised Agricultural Experience Programs: A Synthesis of Research.

    Science.gov (United States)

    Dyer, James E.; Williams, David L.

    1997-01-01

    A review of literature from 1964 to 1993 found that supervised agricultural experience (SAE) teachers, students, parents, and employers value the teachers' supervisory role. Implementation practices vary widely and there are no cumulative data to guide policies and standards for SAE supervision. (SK)

  15. Best teaching practices in anatomy education: A critical review.

    Science.gov (United States)

    Estai, Mohamed; Bunt, Stuart

    2016-11-01

    In this report we review the range of teaching resources and strategies used in anatomy education with the aim of coming up with suggestions about the best teaching practices in this area. There is much debate about suitable methods of delivering anatomical knowledge. Competent clinicians, particularly surgeons, need a deep understanding of anatomy for safe clinical procedures. However, because students have had very limited exposure to anatomy during clinical training, there is a concern that medical students are ill-prepared in anatomy when entering clerkships and residency programs. Therefore, developing effective modalities for teaching anatomy is essential to safe medical practice. Cadaver-based instruction has survived as the main instructional tool for hundreds of years, however, there are differing views on whether full cadaver dissection is still appropriate for a modern undergraduate training. The limitations on curricular time, trained anatomy faculty and resources for gross anatomy courses in integrated or/and system-based curricula, have led many medical schools to abandon costly and time-consuming dissection-based instruction in favour of alternative methods of instruction including prosection, medical imaging, living anatomy and multimedia resources. To date, no single teaching tool has been found to meet curriculum requirements. The best way to teach modern anatomy is by combining multiple pedagogical resources to complement one another, students appear to learn more effectively when multimodal and system-based approaches are integrated. Our review suggests that certain professions would have more benefit from certain educational methods or strategies than others. Full body dissection would be best reserved for medical students, especially those with surgical career intentions, while teaching based on prosections and plastination is more suitable for dental, pharmacy and allied health science students. There is a need to direct future research

  16. Practical Theories of Teaching, Media, and Classroom Management.

    Science.gov (United States)

    Swartz, James D.

    This paper examines teachers' practical theories of teaching and ways in which individual teachers participate in a social solidarity, based on Richard Rorty's idea of solidarity as clinging to one's own ethnocentrism to understand differences between right and wrong, good and bad. Social solidarity is seen as holding people together, defining…

  17. Improving Teaching and Learning: Three Models to Reshape Educational Practice

    Science.gov (United States)

    Roberson, Sam

    2014-01-01

    The work of schools is teaching and learning. However, the current educational culture is dominated by three characteristics: (1) the mechanistic view of organization and its practice based on the assembly line model where students progress along a value added conveyor; (2) the predominance of the Essentialist philosophy of education, in which the…

  18. English Language Teaching Curriculum in Iran: Planning and Practice

    Science.gov (United States)

    Atai, Mahmood Reza; Mazlum, Farhad

    2013-01-01

    The present study investigates English language teaching (ELT) curriculum planning in Iran's Ministry of Education and its implementation by teachers. We studied programme evaluation; needs analysis; the ELT-specific documents; communication channels between planning and practice levels; teacher evaluation and student assessment;…

  19. Reflective Teaching Practices in Turkish Primary School Teachers

    Science.gov (United States)

    Tok, Sukran; Dolapcioglu, Sevda Dogan

    2013-01-01

    The objective of the study is to explore the prevalence of reflective teaching practices among Turkish primary school teachers. Qualitative and quantitative research methods were used together in the study. The sample was composed of 328 primary school teachers working in 30 primary education institutions in the town of Antakya in the province of…

  20. English Language Learners: Effective Teaching Strategies, Practices for FCS Teachers

    Science.gov (United States)

    Allison, Barbara N.; Rehm, Marsha L.

    2011-01-01

    English language learners represent the fastest growing segment of the U.S. school-age population, raising the question of how best to teach this new and challenging group of students. The research and scholarly literature has identified a number of instructional strategies and classroom practices that have been shown to be effective in teaching…

  1. Teaching for Social Justice: From Conceptual Frameworks to Classroom Practices

    Science.gov (United States)

    Dover, Alison G.

    2013-01-01

    In this article, the author presents the results of a multistate study examining how teachers, and specifically secondary English Language Arts (ELA) teachers, conceptualize and implement teaching for social justice in standards-based contexts. Additional analysis underscores how this practice both reflects and extends earlier equity-oriented…

  2. Teaching Teams about Teamwork: Preparation, Practice, and Performance Review

    Science.gov (United States)

    Snyder, Lisa Gueldenzoph

    2009-01-01

    Focusing on preparation, practice, and performance review to teach teams about teamwork provides a well-supported and effective methodology that both enhances students' collaborative skills and contributes to an effective team project experience. Preparation includes aspects of coaching to introduce and explain effective group processes. After…

  3. Observing Teaching Practice: Assessing Competence in the Classroom

    Science.gov (United States)

    Mansell, Ray

    2013-01-01

    In this article, I draw on my experiences as a Teaching Practice Observer for various Colleges of Further Education and Adult Education establishments across South West England from 1994-2002. I discuss the essential lesson components that observers need to attend to when evaluating candidates. These include the candidate's diversity of teaching…

  4. English Language Learners: Effective Teaching Strategies, Practices for FCS Teachers

    Science.gov (United States)

    Allison, Barbara N.; Rehm, Marsha L.

    2011-01-01

    English language learners represent the fastest growing segment of the U.S. school-age population, raising the question of how best to teach this new and challenging group of students. The research and scholarly literature has identified a number of instructional strategies and classroom practices that have been shown to be effective in teaching…

  5. English Language Teaching Curriculum in Iran: Planning and Practice

    Science.gov (United States)

    Atai, Mahmood Reza; Mazlum, Farhad

    2013-01-01

    The present study investigates English language teaching (ELT) curriculum planning in Iran's Ministry of Education and its implementation by teachers. We studied programme evaluation; needs analysis; the ELT-specific documents; communication channels between planning and practice levels; teacher evaluation and student assessment; interpretation…

  6. Exploring Tensions between Teachers' Grammar Teaching Beliefs and Practices

    Science.gov (United States)

    Phipps, Simon; Borg, Simon

    2009-01-01

    This study examines tensions in the grammar teaching beliefs and practices of three practising teachers of English working in Turkey. The teachers were observed and interviewed over a period of 18 months; the observations provided insights into how they taught grammar, while the interviews explored the beliefs underpinning the teachers' classroom…

  7. Turkish Prospective English Teachers' Reflections on Teaching Practice

    Science.gov (United States)

    Yildiz, Mine; Geçikli, Merve; Yesilyurt, Savas

    2016-01-01

    This study is an attempt to present the reflections of prospective English teachers in Turkey on teaching practice over their experiences and perceptions. A mixed-method research design was conducted through the use of a questionnaire involving a 5-Likert scale and one open-ended question. The participants were 120 senior students at ELT…

  8. Teaching Practices and Pedagogical Innovations: Evidence from TALIS

    Science.gov (United States)

    Vieluf, Svenja; Kaplan, David; Klieme, Eckhard; Bayer, Sonja

    2012-01-01

    Fortunately, teaching practices help shape the learning experiences and increase motivation and achievement for students. In addition, it has been revealed that when teachers collaborate well together they also tend to work better with students. This new informative publication clearly identifies and arranges profiles in relation to two connected…

  9. Mothers' Trust toward Teachers in Relation to Teaching Practices

    Science.gov (United States)

    Lerkkanen, Marja-Kristiina; Kikas, Eve; Pakarinen, Eija; Poikonen, Pirjo-Liisa; Nurmi, Jari-Erik

    2013-01-01

    This study examined the extent to which mothers' trust toward the classroom teacher of their child in first grade is related to observed teaching practices in Finland and Estonia. Sixty-six teachers (32 in Finland, 34 in Estonia) were observed using the Early Childhood Classroom Observation Measure (ECCOM; Stipek & Byler, 2004). Mothers in Finland…

  10. Mothers' Trust toward Teachers in Relation to Teaching Practices

    Science.gov (United States)

    Lerkkanen, Marja-Kristiina; Kikas, Eve; Pakarinen, Eija; Poikonen, Pirjo-Liisa; Nurmi, Jari-Erik

    2013-01-01

    This study examined the extent to which mothers' trust toward the classroom teacher of their child in first grade is related to observed teaching practices in Finland and Estonia. Sixty-six teachers (32 in Finland, 34 in Estonia) were observed using the Early Childhood Classroom Observation Measure (ECCOM; Stipek & Byler, 2004). Mothers in…

  11. Transforming Teaching and Learning: Embedding ICT into Everyday Classroom Practices

    Science.gov (United States)

    Sutherland, R.; Armstrong, V.; Barnes, S.; Brawn, R.; Breeze, N.; Gall, M.; Matthewman, S.; Olivero, F.; Taylor, A.; Triggs, P.; Wishart, J.; John, P.

    2004-01-01

    Drawing on socio-cultural theory, this paper describes how teams of teachers and researchers have developed ways of embedding information and communications technology (ICT) into everyday classroom practices to enhance learning. The focus is on teaching and learning across a range of subjects: English, history, geography, mathematics, modern…

  12. Patterns Characterising the Teaching and Learning Practices of ...

    African Journals Online (AJOL)

    Patterns Characterising the Teaching and Learning Practices of Religious Education ... This was done with the intention to find different methods and approaches that can ... with learning difficulties in sciences, mathematics and commercial subjects. ... In this century Religious Studies should be committed to the open, plural, ...

  13. Celebrating Difference: Best Practices in Culturally Responsive Teaching Online

    Science.gov (United States)

    Woodley, Xeturah; Hernandez, Cecilia; Parra, Julia; Negash, Beyan

    2017-01-01

    Culturally responsive teaching and design practices flip the online classroom by creating an environment that acknowledges, celebrates, and builds upon the cultural capital that learners and teachers bring to the online classroom. Challenges exist in all phases of online course design, including the ability to create online courses that reflect…

  14. Building Bridges from the Decoding Interview to Teaching Practice

    Science.gov (United States)

    Pettit, Jennifer; Rathburn, Melanie; Calvert, Victoria; Lexier, Roberta; Underwood, Margot; Gleeson, Judy; Dean, Yasmin

    2017-01-01

    This chapter describes a multidisciplinary faculty self-study about reciprocity in service-learning. The study began with each coauthor participating in a Decoding interview. We describe how Decoding combined with collaborative self-study had a positive impact on our teaching practice.

  15. Is it possible to strengthen psychiatric nursing staff's clinical supervision?

    DEFF Research Database (Denmark)

    Gonge, Henrik; Buus, Niels

    2015-01-01

    AIM: To test the effects of a meta-supervision intervention in terms of participation, effectiveness and benefits of clinical supervision of psychiatric nursing staff. BACKGROUND: Clinical supervision is regarded as a central component in developing mental health nursing practices, but the evidence...... on individuals or wards already actively engaged in clinical supervision, which suggested that individuals and wards without well-established supervision practices may require more comprehensive interventions targeting individual and organizational barriers to clinical supervision....

  16. How to Improve Teaching Practices: The Role of Teacher Motivation, Organizational Factors, and Leadership Practices

    Science.gov (United States)

    Thoonen, Erik E. J.; Sleegers, Peter J. C.; Oort, Frans J.; Peetsma, Thea T. D.; Geijsel, Femke P.

    2011-01-01

    Purpose: Although it is expected that building schoolwide capacity for teacher learning will improve teaching practices, there is little systematic evidence to support this claim. This study aimed to examine the relative impact of transformational leadership practices, school organizational conditions, teacher motivational factors, and teacher…

  17. Enriching Practical Knowledge: Exploring Student Teachers' Competence in Integrating Theory and Practice of Mathematics Teaching

    Science.gov (United States)

    Oonk, Wil; Verloop, Nico; Gravemeijer, Koeno P. E.

    2015-01-01

    This study concentrated on the theory-practice problem in mathematics teacher education. We examined 13 student teachers' use of theory when they reflected on teaching practice in a class specifically designed to optimize the chance for theory use. We developed a Reflection Analysis Instrument with which the student teachers' use of theory could…

  18. Teaching safe sex practices to psychiatric patients.

    Science.gov (United States)

    Sladyk, K

    1990-03-01

    An occupational therapist presented her 45-minute program called AIDS Education and Safe Sex 5 times to female mental patients in the locked ward of Cedarcrest Regional Hospital in Newington, Connecticut, to inform them about safe-sex practices and AIDS. She first administered a pretest then spoke briefly about AIDS and safe-sex practices. The lecture emphasized various important points such as no cure for AIDS exist, casual contact (e.g., kiss on the cheek, handshake) cannot transmit HIV, and effectiveness of using latex condoms. The occupational therapist spent much of her time addressing myths about AIDS and what safe-sex practices are. The patients discussed sexual abuse and dishonest partners. She administered a posttest which was the same as the pretest. Some sessions attracted more people than did other sessions. Test scores increased for every patient and for every session. They ranged from a 5% (68-73%) increase for the 3rd session to a 24% (67-91%) increase for the last session. She was not able to determine, however, whether the increased knowledge would translate into positive behavioral changes. Patients' psychiatric symptoms may have interfered with learning resulting in less than ideal improvements in knowledge. These symptoms were hypomanic behavior, restlessness, and distractibility. Perhaps other sessions with experiential techniques (e.g., putting condoms on dummies) would increase their understanding. This program helps fill the information gap not provided by the mass media which avoid mentioning safe-sex practices.

  19. Teaching Strategy: Reflections on Professional Practice

    Science.gov (United States)

    Ruth, Damian

    2014-01-01

    This paper explores how strategic management concepts, especially the notion of 'wicked problems', can be useful in analysing the professional practice of teachers in higher education. The keeping of a dialogical journal with a colleague helped illuminate that strategic management and education have much in common. Both are situated in…

  20. Teaching Writing: A Multilayered Participatory Scaffolding Practice

    Science.gov (United States)

    Dix, Stephanie

    2016-01-01

    This article adds to the research on teachers' writing pedagogy. It reviews and challenges the research literature on scaffolding as an instructional practice and presents a more inclusive framework for analysis. As student participation and voice were absent from much of the literature, a participatory scaffolding framework was developed to…

  1. Practicing What We Teach: Trauma-Informed Educational Practice

    Science.gov (United States)

    Carello, Janice; Butler, Lisa D.

    2015-01-01

    This article presents the starting case for applying the elements of trauma-informed care (TIC) to education and outlines the authors' initial efforts to develop guidelines for what they call trauma-informed educational practice. To this end, the article starts with a literature review related to the potential for vicarious traumatization and…

  2. Practicing What We Teach: Trauma-Informed Educational Practice

    Science.gov (United States)

    Carello, Janice; Butler, Lisa D.

    2015-01-01

    This article presents the starting case for applying the elements of trauma-informed care (TIC) to education and outlines the authors' initial efforts to develop guidelines for what they call trauma-informed educational practice. To this end, the article starts with a literature review related to the potential for vicarious traumatization and…

  3. QuickTime Virtual Reality Technology Applies to Practical Teaching Recording System

    Directory of Open Access Journals (Sweden)

    Yongyong Zhu

    2013-11-01

    Full Text Available QTVR is virtual reality technology which is based on static images and we apply it to practical teaching section. Through the practical teaching record system, virtual reality technology is applied to the whole journey of practical teaching. Give full play to the merits of strong sense of reality of the QTVR technology, good interactive performance, impressive immersive experience, convenience of produce and transmission, make seamless integration with the various present online teaching platforms, constitute comprehensive teaching material accumulation and resource utilization, uplift the quality of practical teaching, and promote students’ practical skills.

  4. Advanced Music Therapy Supervision Training

    DEFF Research Database (Denmark)

    2009-01-01

    supervision training excerpts live in the workshop will be offered. The workshop will include demonstrating a variety of supervision methods and techniques used in A) post graduate music therapy training programs b) a variety of work contexts such as psychiatry and somatic music psychotherapy. The workshop......The presentation will illustrate training models in supervision for experienced music therapists where transference/counter transference issues are in focus. Musical, verbal and body related tools will be illustrated from supervision practice by the presenters. A possibility to experience small...

  5. Advanced Music Therapy Supervision Training

    DEFF Research Database (Denmark)

    2009-01-01

    supervision training excerpts live in the workshop will be offered. The workshop will include demonstrating a variety of supervision methods and techniques used in A) post graduate music therapy training programs b) a variety of work contexts such as psychiatry and somatic music psychotherapy. The workshop......The presentation will illustrate training models in supervision for experienced music therapists where transference/counter transference issues are in focus. Musical, verbal and body related tools will be illustrated from supervision practice by the presenters. A possibility to experience small...

  6. Learning to teach: how a formal teaching qualification improved our practice.

    Science.gov (United States)

    Lipczynska, Sonya; Crowley, Clare

    2015-09-01

    In this article, guest writers Sonya Lipczynska and Clare Crowley from King's College London discuss the learning that occurred when they undertook a Postgraduate Certificate in Academic Practice in Higher Education (PGCAPHE). In particular, they identify how their exploration of relevant learning and teaching theory on the course helped them to evaluate their library instruction teaching practice with medical and dental students. They highlight how they made changes and improvements to the delivery of these sessions based on greater consideration of inclusivity and the characteristics of both individuals and broader student groups. They also discuss the successes of new teaching practices that they experimented with, and reflect on how they have developed as educators as a result of this. H.S.

  7. Exploration and Practice of Blended Teaching Model Based Flipped Classroom and SPOC in Higher University

    Science.gov (United States)

    Wang, Xin-Hong; Wang, Jing-Ping; Wen, Fu-Ji; Wang, Jun; Tao, Jian-Qing

    2016-01-01

    SPOC is characterized by improving teaching effectiveness. Currently open teaching mode is the popular trend, which is mainly related to several aspects: how to carry out teaching practice by using MOOC proprietary, high-quality online teaching resources in open education, that is, deep integration of curriculum resources and teaching design. On…

  8. Rhizomes and plateaus: A study of digital communities of practice in University College English Teaching

    DEFF Research Database (Denmark)

    Kjærgaard, Thomas

    2017-01-01

    Rhizomes and plateaus: A study of digital communities of practice in University College English Teaching......Rhizomes and plateaus: A study of digital communities of practice in University College English Teaching...

  9. 论水利工程监理工作的实践与体会%Discuss the Practice and Experience of Supervision Work in Water Conservancy Project

    Institute of Scientific and Technical Information of China (English)

    黄文伟

    2014-01-01

    Combined with the author's practical experience, this paper discusses the working experience supervision work in water conservancy project and the necessary conditions and the ability that supervisor must have and puts forward sug-gestions to improve on how to achieve bet er supervision.%本文结合笔者的实际工作经验,探讨了水利工程项目监理工作的体会和作为监理必须具有的能力以及必备的条件,并对如何更好地进行监理工作提出了改进建议。

  10. Facilitating the development of moral insight in practice: teaching ethics and teaching virtue.

    Science.gov (United States)

    Begley, Ann M

    2006-10-01

    Abstract The teaching of ethics is discussed within the context of insights gleaned from ancient Greek ethics, particularly Aristotle and Plato and their conceptions of virtue (arete, meaning excellence). The virtues of excellence of character (moral virtue) and excellence of intelligence (intellectual virtue), particularly practical wisdom and theoretical wisdom, are considered. In Aristotelian ethics, a distinction is drawn between these intellectual virtues: experience and maturity is needed for practical wisdom, but not for theoretical wisdom. In addition to this, excellence of character is acquired through habitual practice, not instruction. This suggests that there is a need to teach more than theoretical ethics and that the ethics teacher must also facilitate the acquisition of practical wisdom and excellence of character. This distinction highlights a need for various educational approaches in cultivating these excellences which are required for a moral life. It also raises the question: is it possible to teach practical wisdom and excellence of character? It is suggested that virtue, conceived of as a type of knowledge, or skill, can be taught, and people can, with appropriate experience, habitual practice, and good role models, develop excellence of character and become moral experts. These students are the next generation of exemplars and they will educate others by example and sustain the practice of nursing. They need an education which includes theoretical ethics and the nurturing of practical wisdom and excellence of character. For this purpose, a humanities approach is suggested.

  11. PCK to practice: Two experienced high school chemistry teachers' pedagological content knowledge in their teaching practice

    Science.gov (United States)

    Boesdorfer, Sarah B.

    Pedagogical content knowledge has been defined by Magnusson, Krajcik, and Borko (1999) and others for the purpose of understanding science teachers' knowledge and teaching practice. It is hoped that by improving our understanding of science teachers' PCK, we can improve the education and practice of science teachers. Research describing all domains of a teacher's PCK and its use in the practice of teaching has not been well established. The purpose of this study is to understand how two experienced secondary chemistry teachers' PCK manifests itself in their daily teaching practice. For each teacher, observations, interviews, and class documents were utilized to provide a detailed description of the five domains for PCK as defined by Magnusson et al. Both teachers were well regarded in their schools, but one teacher's PCK was found to be significantly more consistent with our current understanding of science teaching and learning. Along with the comparisons of the two teachers' knowledge, this research found that the teachers' knowledge and their enacted knowledge did not always correspond---suggesting the importance of observations for understanding PCK's influence on teaching practices. In addition, this study supports the importance of clearly defining a teacher's orientation toward science teaching in understanding a teacher's PCK. Both teachers' orientations toward science teaching were found to greatly influence their knowledge and actions in the other PCK domains. Finally, this study suggests that a teacher's knowledge of science curriculum should not be defined only as the knowledge of goals and objectives because this narrow definition of curriculum does not allow a complete understanding of the teacher's knowledge nor how their knowledge affects their practice. These conclusions have implications for future research and teacher educators.

  12. Ostomy care: foundation for teaching and practice.

    Science.gov (United States)

    Turnbull, G B; Erwin-Toth, P

    1999-01-01

    Current approaches to ostomy management evolved from the extensive experience of surgeons, enterostomal therapy nurses, staff nurses, patients, and manufacturers. Advances in surgical techniques in the 1950's led to decreased morbidity and mortality previously associated with ostomy surgery. With these advances, a corresponding demand emerged to meet the rehabilitative needs of these patients by providing significant physical and psychological support. The birth of enterostomal therapy in 1958 focused interest, energy, and resources on this important area of patient care. Today's tradition-based practice continues to go a long way in meeting the physical and psychological needs of individuals undergoing ostomy surgery. However, in this era of managed care, shrinking healthcare dollars, and standardized guidelines, care practices not derived from evidence or consensus may jeopardize a patient's access to appropriate interventions and supplies. An exhaustive review of the literature revealed a paucity of ostomy-related research. The effectiveness of preoperative stoma site selection, prevention, care, and treatment of peristomal skin problems; and pouch selection and wearing times revealed a wealth of empirical evidence, but little or no objective data supporting commonly accepted interventions. The care of individuals with urinary and fecal diversions is both an art and a science. Evidence-based practice is needed to provide a firm foundation from which the art of individualized patient care can flourish. Research related to pre- and postoperative care and rehabilitation of individuals with ostomies can only serve to improve education, continuity of care, reimbursement, and most importantly, optimize patient care.

  13. Practical experience in teaching inventory management with Edublogs

    Directory of Open Access Journals (Sweden)

    Julio J. Garcia-Sabater

    2011-04-01

    Full Text Available Purpose: The aim of this paper is to analyze the utility of edublogs in teaching-learning process applied to postgraduate Courses. Particularly, it describes an experience carried out while delivering a Course offered to students, mainly Industrial Engineers, of a certain Master program.Design/methodology/approach: In the first section of the paper, we perform a literature review with the aim of defining some basic concepts as blog, weblog or edublog. Later on, we compare some educational models to identify best practices related to new technologies, and particularly, to edublogs. Finally, we analyze our experience in a postgraduate Course.Findings and Originality/value: We have identified best practices on teaching using edublogs and we have applied them to a particular postgraduate Course.Research limitations/implications: Conclusions are obtained from only one experience (one postgraduate Course. We intend to extend the analysis to more postgraduate Courses and compare the obtained results.Practical implications: We have applied the previously described methodology and we have discussed advantages and disadvantages of using edublogs.Originality/value: We have compiled a wide list of best practices on teaching using new technologies and in particular edublogs. We have also evaluated the experience qualitatively according to such best practices and drawn conclusions that will improve the process.

  14. Practical Teaching Programme Online: Overcoming Communication Issues (Learning from the Experience of PKPG Teaching Practice Website in UNIMAS).

    Science.gov (United States)

    NoorShah, Mohd Salleh

    2001-01-01

    Describes the use of a Web-based learning environment for practice teaching at the Universiti Malaysia Sarawak (UNIMAS). Topics include overcoming communication problems between student teachers and between students and instructors; participation rates; and the Program Khas Pensiswazahan Guru (PKPG) program, an inservice course for nongraduate…

  15. Teaching Competencies of Students Practice Teaching at Elementary Schools and Kindergartens

    Directory of Open Access Journals (Sweden)

    Nur Fatimah

    2012-08-01

    Full Text Available The objective of this study is to describe the teaching competencies of English Education students practising at elementary schools and kindergartens based on the teacher supervisors’ view. The teaching competencies include the students’ competence on writing the lesson plan and their competence on practice teaching. To reach the objectives of the study, the researcher collected the data by distributing a questionnaire to the supervisors at schools. There were 41 schools consisting of TK ABA, SD Muhammadiyah, SD Negeri located in Yogyakarta (24, Sleman (1 and Bantul (16. The questionnaire used was based on the official assessment form published by Indonesian government for teacher’s certification. It contains some indicators of teaching competence, it uses Likert scales ranging from 1 to 5. The criteria are as follows: 1 = very poor, 2 = poor, 3 = rather poor, 4 = good, and 5 = excellent. The data were taken from proportionally random sampling of the supervisors. From the total number of 103 teacher supervisors, the researcher distributed 61 questionnaires. The supervisors represented the ones from different educational backgrounds. The findings show the following results. The competence of English Education students in composing the lesson plan, according to the teacher supervisors, is classified good (actual mean = 3.858, SD = 0.685, ideal mean = 3, ideal SD = 0.750. Further, their competence on practice teaching is also good (actual mean = 3.867, SD = 0.688, ideal mean = 3, ideal SD = 0.966. The two aspects of composing the lesson plan to improve are teaching material organization and the completeness of assessment instrument. The other two aspects to improve in teaching practice are contextual teaching and learning and class management.

  16. BEST PRACTICES IN TEACHING LISTENING FOR YOUNG LEARNERS

    Directory of Open Access Journals (Sweden)

    Eva Nikmatul Rabbianty

    2011-11-01

    Full Text Available English as an international language, in Indonesia, formally begins to teach since elementary school. Moreover nowadays, many people realize the importance of learning English as an international language. For, parents try to send their young learners into school that has an English subject in their curriculum or into English courses. Children who learn English at their early age is called young learners. In learning English, the young learners will learn the four language skills at least. They are; listening, speaking, reading and writing. This article is going to discuss about any best practices to teach listening, as the first skill acquired by the young learners, in a language classroom.

  17. Initial teaching of written language. From theory to practice

    Directory of Open Access Journals (Sweden)

    María CLEMENTE LINUESA

    2015-03-01

    Full Text Available For decades the matter of teaching writing focused on a methodological issue, the assessment of the phonetic and global methods. Both approaches were based on the intuitions and practices of teachers and focused mainly on learning the writing system. Today we have available an important body of research-based theory that has contributed essential keys for positing a didactics of the written language with a sturdier foundation. Using contributions from different lines of theory, in this paper we present an integrated proposal for teaching writing.

  18. Principles and Practices for Teaching English as an International Language

    CERN Document Server

    Alsagoff, Lubna; Hu, Guangwei; Renandya, Willy A

    2012-01-01

    What general principles should inform a socioculturally sensitive pedagogy for teaching English as an International Language and what practices would be consistent with these principles? This text explores the pedagogical implications of the continuing spread of English and its role as an international language, highlighting the importance of socially sensitive pedagogy in contexts outside inner circle English-speaking countries. It provides comprehensive coverage of topics traditionally included in second language methodology courses (such as the teaching of oral skills and grammar), as well

  19. Creating scientists teaching and assessing science practice for the NGSS

    CERN Document Server

    Moore, Christopher

    2017-01-01

    Teach students to reason like scientists. This practical new book provides a clear framework for helping students develop scientific thinking so they are not just memorizing content but are becoming engaged in the real work scientists do. You'll learn how to teach students to analyse scientific testing, to understand if something caused something else, and to understand the value of evidence. The book offers ideas for lesson plans and assessments and also features reproducible tools and handouts that you can use in the classroom immediately.

  20. Does Teaching Practice Effectively Prepare Student-Teachers to Teach Creative and Performing Arts? The Case of Botswana

    Science.gov (United States)

    Mannathoko, Magdeline C.

    2013-01-01

    Teacher Education involves the policies and procedures designed to equip teachers with the knowledge and skills they require to teach effectively. Teaching practice (TP) is an integral part in teacher education because it allows student-teachers to apply the theories into practice. Effective preparation of student-teachers in practical subjects…

  1. Post-Graduate Supervision Practices in South African Universities in the Era of Democracy and Educational Change 1994-2004

    Science.gov (United States)

    Pillay, G.; Balfour, R. J.

    2011-01-01

    Supervision might be understood as the provision usually by an academic to a student of either the expert guidance in subject knowledge or genre knowledge in relation to postgraduate thesis development. The Project for Postgraduate Educational Research (PPER) team members, in the course of their field visits, sought to interview supervisors of…

  2. Facilitating the Learning Process in Design-Based Learning Practices: An Investigation of Teachers' Actions in Supervising Students

    Science.gov (United States)

    Gómez Puente, S. M.; van Eijck, M.; Jochems, W.

    2013-01-01

    Background: In research on design-based learning (DBL), inadequate attention is paid to the role the teacher plays in supervising students in gathering and applying knowledge to design artifacts, systems, and innovative solutions in higher education. Purpose: In this study, we examine whether teacher actions we previously identified in the DBL…

  3. A Descriptive Case Analysis of Instructional Teaching Practices in Finnish Preschool Classrooms

    Science.gov (United States)

    Salminen, Jenni; Hannikainen, Maritta; Poikonen, Pirjo-Liisa; Rasku-Puttonen, Helena

    2013-01-01

    This study examined the diversity of teaching practices to illuminate the qualitative variety of instructional teaching practices among preschool teachers. Further, teachers' self-rated educational goals were explored to complement the multifaceted nature of preschool teachers' instructional teaching practices. The study was carried out…

  4. Study on the Cultivation of the Innovational Ability of Practice Teaching in Colleges

    Science.gov (United States)

    Li, Hongxin; Ding, Mengchun

    2010-01-01

    The practice teaching which can not be replaced by others is very important to cultivate students' innovational ability. As viewed from the cultivation of innovational ability, the practice teaching still has many problems. In various forms of the practice teaching, students' innovational thinking should be cultivated mainly, and the practice…

  5. Views from Below: Students' Perceptions of Teaching Practice Evaluations and Stakeholder Roles

    Science.gov (United States)

    Sosibo, Lungi

    2013-01-01

    Interest in teaching practice as an essential component of teacher education is growing. In spite of this, there is a dearth of research investigating students' perceptions of teaching practice evaluations from them as beneficiaries. This qualitative study examines students' perceptions of teaching practice evaluations administered by…

  6. Development and Validation of Teaching Practice Evaluation Instrument for Assessing Chemistry Students' Teaching Skills

    Science.gov (United States)

    Ezeudu, F. O.; Chiaha, G. T. U.; Eze, J. U.

    2013-01-01

    The study was designed to develop and factorially validate an instrument for measuring teaching practice skills of chemistry student-teachers in University of Nigeria, Nsukka. Two research questions guided the study. The design of the study was instrumentation. All the chemistry student-teachers in the Department of Science Education, University…

  7. Multicultural Supervision: What Difference Does Difference Make?

    Science.gov (United States)

    Eklund, Katie; Aros-O'Malley, Megan; Murrieta, Imelda

    2014-01-01

    Multicultural sensitivity and competency represent critical components to contemporary practice and supervision in school psychology. Internship and supervision experiences are a capstone experience for many new school psychologists; however, few receive formal training and supervision in multicultural competencies. As an increased number of…

  8. On Practical English Teaching in Universities of Technology under the New National Standards for English Major Teaching Quality

    Institute of Scientific and Technical Information of China (English)

    张媛

    2015-01-01

    As an inheritance and a result of development of the English Teaching Syllabus for English Majors, the New National Standards for English Majors Teaching Quality lays a solid foundation for establishing a more effective English major teaching mode since it puts emphasis on cultivation of students' practical ability, comprehensive quality and individual development.Taking into account the current situation and problems of Practical English Teaching in Universities of Science and Technology, this paper attempts to put forward that to clarify the concept of “practical teaching”, to seek for corresponding solutions in the aspects of extracurricular teaching activity, multilevel practical activity, thesis writing and academic research may jointly be an effective way to improve practical English teaching.

  9. Constructing and Role of the Teaching Supervision Mechanism of Municipal TV University Open Education%浅谈地级市电大开放教育教学督导机制的构建

    Institute of Scientific and Technical Information of China (English)

    2013-01-01

      通过分析地级市电大在电大系统架构中所处的地位和职能,得出本级电大开放教育教学督导机制的性质定位;从“服务质量观”的视角出发,界定教学督导机制构建中的“教学质量”的核心概念;全面归纳地级市电大教学督导的主要内容;分析地级市电大开放教育教学督导机制和开放教育教学服务系统的构成要素及其之间的关系;提出地级市电大开放教育教学督导机制的构建模式;从而肯定地级市电大教学督导机制在远程开放教育中的作用。%Through analyzing the status and functions of municipal TV University on TV University system, this article gets the location of the teaching supervising in municipal TV University open education. From“the concept of service quality”,“the teaching quality” is defined as the core concept of the teaching supervision mechanism.This essay concludes the main contents of the teaching supervising in municipal TV University open education.With the viewpoint and method of the system analysis, it makes an analysis on the elements of teaching supervision mechanism and teaching service system of municipal TV University open education, and also the relationship between them. Based on above analysis, this paper puts forwards the construction model of the teaching supervision mechanism of municipal TV University open education. Finally the authors affirm the role of the teaching supervision mechanism of municipal TV University in distance Open University in the future.

  10. Teaching groundwater dynamics: connecting classroom to practical and field classes

    Science.gov (United States)

    Hakoun, V.; Mazzilli, N.; Pistre, S.; Jourde, H.

    2013-01-01

    Preparing future hydrogeologists to provide inputs in societal discussions in a changing world is a challenging task that induces a need for efficient teaching frameworks. The educational literature suggests that hydrogeology courses should consistently integrate classroom instruction with practical and field classes. However, most teaching examples still separate these three class components. This paper presents an introductory course to groundwater dynamics taught at the Université des Sciences de Montpellier, France. The adopted pedagogical scheme and the proposed activities are described in details. The key points of the proposed course are: (i) an educational scheme that iteratively links groundwater dynamics topics to the three class components, (ii) a course that is structured around a main thread (well testing) called in each class component, (iii) a pedagogical approach that promotes active learning strategies, in particular using original practical classes and field experiments. The experience indicates that the proposed scheme improves the learning process, as compared to a classical, teacher-centered approach.

  11. Teaching Professionals Environmental Management: Combining Educational Learning and Practice Learning

    DEFF Research Database (Denmark)

    Jørgensen, Michael Søgaard; Jørgensen, Ulrik

    2003-01-01

    becomes a place where interplay is created between knowledge from research and development on the one side and competencies from professional practice on the other. In actual teaching, this is accomplished through the creation of linkages between theoretical knowledge and methods and practical knowledge...... is based on the view that different competencies are needed for managing business economics and for environmental management. Integration of general management principles with specific disciplines within environmental management is therefore used as a method to acquire the necessary qualifications. Another...... in the environmental field. Subjects and themes originates to a large extent from the wide range of realistic problems that participants meet in their jobs – and teachers are required to find and use exactly sources of knowledge and methodology that meet these demands. Each basic semester contain both class teaching...

  12. Incorporating Disciplinary Practices Into Characterizations of Progress in Responsive Teaching

    CERN Document Server

    Richards, Jennifer; Gupta, Ayush

    2015-01-01

    Responsive teaching, in which teachers adapt instruction based on close attention to the substance of students' ideas, is typically characterized along two dimensions: the level of detail at which teachers attend and respond to students' ideas, and the stance teachers take toward what they hear - evaluating for correctness vs. interpreting meaning. We propose that characterizations of progress in responsive teaching should also consider the disciplinary centrality of the practices teachers notice and respond to within student thinking. To illustrate what this kind of progress can look like, we present a case study of a middle school science teacher who implemented the "same" lesson on the motion of freely falling objects in two subsequent years. We argue that his primary shift in responsiveness stemmed from a shift in which disciplinary practices he preferentially noticed and foregrounded. He moved from a focus on causal factors or variables to a more scientifically productive focus on causal stories or expla...

  13. The Theory about didactical situations used to analyze practice related teaching and learning

    DEFF Research Database (Denmark)

    Aarkrog, Vibe

    2017-01-01

    situations’ that defines five situations of practice related teaching. The data includes observations combined with interviews of teachers in relation to various examples of practice related teaching in the social and health care programs. Based on the analysis of three examples of practice related teaching...... the results show that the Theory of didactical situations can be a useful framework accomplishing practice related teaching and learning. In the discussion a number of challenges in relation to practice related teaching is highlighted focusing on the relation between the five situations in the theory...... of didactical situations....

  14. Interlanguage Pragmatics and Its Influences on English Teaching Practice

    Institute of Scientific and Technical Information of China (English)

    陈倩茜

    2015-01-01

    Interlanguage is an important term in Second Language Acquisition, referring to the characteristics of the second lan-guage learner language. The paper has analyzed the importance of the pragmatic competence of interlanguage by discussing the in-terlanguage pragmatics researches and the theoretical foundation. Based on the discussion, the suggestions on SLA offered in the paper focus on enhancing the pragmatic competence by listing the influences of interlanguage pragmatics on English teaching prac-tice.

  15. Student Teachers' Experiences of Relation Building in Teaching Practice

    DEFF Research Database (Denmark)

    Nielsen, Anne Maj; Laursen, Per Fibæk

    The study explores how 22 student teachers in a Danish college of education experience and interpret their own becoming a teacher and the implied attitudes to pupils. The student teachers attending mainstream teacher education and a course in mindful awareness and relational competencies have...... – to a larger extend than the mainstream educated student teachers - learned a reflexive attitude to their state of being in teaching practice and to their relational interaction with children in class....

  16. EFL Teaching Methodological Practices in Cali

    Directory of Open Access Journals (Sweden)

    Chaves Orlando

    2013-04-01

    Full Text Available In this article we aim at showing partial results of a study about the profiles of English as a Foreign Language (EFL teachers in both public and private primary and secondary strata 1-4 schools in Cali, Colombia. Teachers’ methodological approaches and practices are described and analyzed from a sample of 220 teachers. Information was gathered from surveys, interviews and institutional documents. The quantitative information was processed with the Statistical Package for the Social Sciences and Excelwhile the qualitative information (from a survey and focal interviews was analyzed hermeneutically. An analysis grid was used for the examination of institutional documents (area planning, syllabi, and didactic materials. Teachers’ methodology (approaches/methods, lessons, activities, objectives, curricula, syllabi and evaluation are analyzed in the light of literature in the field. Finally, we discuss theimplications of methodological approaches.En este artículo se presentan los resultados parciales de una investigación sobre los perfiles de los profesores de inglés como lengua extranjera que enseñan en colegios de educación básica primaria y secundaria, públicos y privados, de estratos 1 a 4 en Cali, Colombia. Se describen y analizan sus enfoques y prácticas metodológicas a partir de una muestra de 220 docentes. Se obtuvo información cualitativa y cuantitativa por medio de encuestas, entrevistas y documentos institucionales. La información cuantitativa se procesó con el software Statistical Package for Social Sciences y Excel, mientras que la información cualitativa se analizó hermenéuticamente. Se usó una rejilla de análisispara el examen de los documentos institucionales (planes de área, programas, y materiales didácticos. La metodología (enfoques/métodos, clases, actividades, objetivos, currículo, programas y evaluación se analizan a partir de la literatura especializada en el campo. Finalmente, se

  17. QuickTime Virtual Reality Technology Applies to Practical Teaching Recording System

    OpenAIRE

    Yongyong Zhu

    2013-01-01

    QTVR is virtual reality technology which is based on static images and we apply it to practical teaching section. Through the practical teaching record system, virtual reality technology is applied to the whole journey of practical teaching. Give full play to the merits of strong sense of reality of the QTVR technology, good interactive performance, impressive immersive experience, convenience of produce and transmission, make seamless integration with the various present online teaching plat...

  18. The Effect of the Teaching Practice on Pre-Service Elementary Teachers' Science Teaching Efficacy and Classroom Management Beliefs

    Science.gov (United States)

    Yilmaz, Hulya; Cavas, Pinar Huyuguzel

    2008-01-01

    The purpose of this study was to investigate the effect of the teaching practice on pre-service elementary teachers' science teaching efficacy and classroom management beliefs. The subjects were 185 pre-service elementary teachers from two different universities in Izmir. In this study, Science Teaching Efficacy Belief Instrument (STEBI-B) and the…

  19. Practising What They Preach? An Investigation into the Pedagogical Beliefs and Online Teaching Practices of National Teaching Fellows

    Science.gov (United States)

    Owens, Tessa

    2015-01-01

    National Teaching Fellows (NTFs) in the UK are celebrated individuals who have made a successful claim for teaching excellence to the Higher Education Academy. This paper reports the results of an empirical study of NTFs with expertise in online learning, which measured their pedagogical beliefs and online teaching practices, using a…

  20. Teaching thoughtful practice: narrative pedagogy in addictions education.

    Science.gov (United States)

    Vandermause, Roxanne K; Townsend, Ryan P

    2010-07-01

    Preparing practitioners for this rapidly changing and demanding health care environment is challenging. A surge in knowledge development and scientific advancement has placed a priority on technical skill and a focus on content driven educational processes that prepare students for evidence-based practice. However, the most difficult health care scenarios require thinking-in-action and thoughtfulness as well as didactic knowledge. It is our contention that interpretive educational methods, like narrative pedagogy, will promote judgment-based practice that includes use of evidence and delivery of thoughtful care. In this article, we describe and interpret a narrative approach to addictions content and teaching thoughtful practice. We present our pedagogical process, including observations and field notes, to show how interpretive pedagogies can be introduced into nursing curricula. By presenting this process, the reader is invited to consider interpretive methods as a way to inspire and habituate thoughtful practice and judgment-based care.

  1. Learning to Teach Science: Personal Epistemologies, Teaching Goals, and Practices of Teaching

    Science.gov (United States)

    Kang, Nam-Hwa

    2008-01-01

    The purpose of this study was to understand what personal epistemologies and science teaching goals preservice secondary science teachers of a teacher education program in the USA bring with them to their learning to teach and how they translate such beliefs into actions. A set of essay questions, developed through a pilot study, was used to…

  2. Improving communication: a practical programme for teaching trainees about communication issues in the general practice consultation.

    Science.gov (United States)

    Boulton, M; Griffiths, J; Hall, D; McIntyre, M; Oliver, B; Woodward, J

    1984-07-01

    This paper describes a teaching programme, for use in general practice vocational training, which provides a theoretical and practical framework for exploring key aspects of the consultation with trainees. A particular emphasis is on the educational or 'cognitive' outcomes of the consultation and skills for improving them. The five stages of the programme are described and an example of experience of each stage is given. The paper concludes with an evaluation of the programme by the trainers, trainees and social scientist involved.

  3. Teaching Reform and Practice in Engineering Drawing Based on 3D Modeling with Computer%Teaching Reform and Practice in Engineering Drawing Based on 3D Modeling with Computer

    Institute of Scientific and Technical Information of China (English)

    WANG Jian-hua; HAO Yu-xin

    2011-01-01

    Based on the necessity of three dimensional modeling with computer in teaching reform, this paper is the summarization of reform practice of teaching engineering drawing in our institute. The teaching reform begins with three dimensional modeling that used computer instead of board. On the basis of target of teaching reform, set of teaching content, arrangement of class hour and teaching method, the research of teaching practice have been done, and very good effects in teaching of engineering drawing have been achieved.

  4. Aligning teaching practices with an understanding of quality teaching: a faculty development agenda.

    Science.gov (United States)

    Masunaga, Hiromi; Hitchcock, Maurice A

    2011-01-01

    To guide the future faculty development practices in a better manner, it is important to determine how clinical teachers perceive their own skill development. The objective of this study was to examine the extent to which clinical teachers aligned their teaching practices, as measured with a self-rating instrument, with their understanding of what constitutes good clinical teaching. A sample of 1523 residents and 737 faculty members completed the clinical teaching perception inventory (CTPI) online and ranked 28 single-word descriptors that characterized clinical teachers along a seven-point scale in two measures, "My Ideal Teacher" and "Myself as a Teacher." Faculty and residents showed strikingly similar discrepancies, in both their magnitudes and directions, between their ratings of "My Ideal Teacher" and those of "Myself as a Teacher." Both residents and faculty found it most difficult to develop the stimulating, well-read, and innovative nature to meet their own standards. Data did not support our hypothesis that faculty would demonstrate stronger congruence between "My Ideal Teacher" and "Myself as a Teacher" than residents. Medical faculty would benefit from future faculty development practices that are designed to assist them in becoming stimulating, well-read, and innovative teachers, while using less control and caution in their teaching.

  5. The Practice Teaching Platform and System for Innovating Talents and Performing Research

    Science.gov (United States)

    Wang, Boyu; Hao, Ziqiang

    2014-01-01

    The practice education is an important part of higher educational system and an important approach to cultivating applied innovative talents. This paper studies practice of teaching platform and practical teaching system for the research and practice based on the objective basis of applied innovative talents and the basic characteristics of the…

  6. Linking Theory to Practice: Understanding How Two Reading Recovery Teachers' Reflections Inform Their Teaching Practices

    Science.gov (United States)

    Mays, Lydia Criss

    2009-01-01

    Using a grounded theory approach to investigate the multidimensional reflections of two Reading Recovery teachers, this inquiry responds to calls for research on reflection and provides information for the field of education in understanding the nature of teachers' reflections and how they inform teaching practices. Reading Recovery is a…

  7. Teaching Practices and Teachers' Perceptions of Group Creative Practices in Inclusive Rural Schools

    Science.gov (United States)

    Arrazola, Begoña Vigo; Bozalongo, Juana Soriano

    2014-01-01

    The central purpose of this paper is to highlight the research in a context where inclusive education is recognised within current global challenges in education. We aim to present different teaching practices and perceptions of teachers from rural schools regarding attention to diversity, before and during a collaborative action that reinforces…

  8. Connecting Theory and Practice: Preservice Teachers' Construction of Practical Tools for Teaching Mathematics

    Science.gov (United States)

    Jacobbe, Tim; Ross, Dorene D.; Caron, D. Alvarez; Barko, Timothy; Busi, Rich

    2014-01-01

    The National Council of Teachers of Mathematics (NCTM) has called for changes in mathematics teaching from a procedural to conceptual focus since 1980, yet the way mathematics is taught in many classrooms continues to contradict the recommended practices. The pervasiveness of this challenge has led some educators to suggest changes in university…

  9. Teaching prenatal ultrasound to family medicine residents.

    Science.gov (United States)

    Dresang, Lee T; Rodney, William MacMillan; Dees, Jason

    2004-02-01

    Prenatal ultrasound is a powerful diagnostic tool, but there has been little research on how to teach ultrasound to family physicians. The available evidence supports teaching through didactics followed by supervised scanning. Didactic topics include physics and machine usage, indications, fetal biometry, anatomic survey, practice management, ethical issues, and resources. Supervised scanning reinforces the didactic components of training. A "hand-on-hand" supervised scanning technique is recommended for the transmission of psychomotor skills in these sessions. Curricula for teaching ultrasound should include information on which residents will be taught prenatal ultrasound, who will teach them, how to create time for learning ultrasound skills, and how to test for competency. The literature suggests that competency can be achieved within 25-50 supervised scans. Measures of competency include examination and qualitative analysis of scanning. Competency-based testing needs further development because no uniform standards have been established.

  10. Teaching in a Research University: Professors' Conceptions, Practices, and Disciplinary Differences.

    Science.gov (United States)

    Hativa, Nira

    This study surveyed faculty at an elite private research (Ivy League) university on their attitudes toward teaching and their teaching practices. A total of 115 faculty from several schools within the university completed a 68-item questionnaire on how they learned to teach, what motivated them to invest time and effort in their teaching, what…

  11. Profile of South African Secondary-School Teachers' Teaching Quality: Evaluation of Teaching Practices Using an Observation Instrument

    Science.gov (United States)

    de Jager, Thelma; Coetzee, Mattheus Jacobus; Maulana, Ridwan; Helms-Lorenz, Michelle; van de Grift, Wim

    2017-01-01

    The need for quality teaching is reflected in the poor performance of students in international tests. Teachers' practices and contextual factors could contribute to substandard quality of teaching in South Africa. Several studies indicate that successful learning is largely dependent on the teachers' practices in class. The focus of the present…

  12. Group supervision for general practitioners

    DEFF Research Database (Denmark)

    Galina Nielsen, Helena; Sofie Davidsen, Annette; Dalsted, Rikke;

    2013-01-01

    AIM: Group supervision is a sparsely researched method for professional development in general practice. The aim of this study was to explore general practitioners' (GPs') experiences of the benefits of group supervision for improving the treatment of mental disorders. METHODS: One long...... considered important prerequisites for disclosing and discussing professional problems. CONCLUSION: The results of this study indicate that participation in a supervision group can be beneficial for maintaining and developing GPs' skills in dealing with patients with mental health problems. Group supervision......-established supervision group was studied closely for six months by observing the group sessions, and by interviewing GPs and their supervisors, individually and collectively. The interviews were recorded digitally and transcribed verbatim. The data were analysed using systematic text condensation. RESULTS: The GPs found...

  13. Three Cases of Student Teaching Practice for Social Justice in Early Childhood Education

    Science.gov (United States)

    Lee, Young Ah

    2014-01-01

    Although teachers may agree that it is important to teach all learners equitably, it is challenging to practice social justice oriented pedagogy due to its multiplicity and complexity. This participatory action research attempted to examine student teaching practices that three teacher candidates approached to teach for social justice with young…

  14. Problems and Resolutions in the Practice of Project Teaching in Higher Vocational Schools

    Science.gov (United States)

    Sheng, Zhichong; Tan, Jianhua

    2011-01-01

    Recently, there has been a hot discussion on project teaching theory among many higher vocational schools; however the practice of project teaching is still in the beginning period. Hence, many problems appear in project lead. This paper aims to analyze the existing problems in the practice of project teaching and also raise some resolutions.

  15. The Continued Relevance of "Teaching to Transgress: Education as the Practice of Freedom"

    Science.gov (United States)

    Bullen, Pauline E.

    2012-01-01

    In 1994, bell hooks' work, Teaching to Transgress--Education as the Practice of Freedom was first published and this work re-examines it for its intent to counter the devaluation of teaching and on the basis that it addresses the urgent need for changes in teaching practices. Because of the intransience of racism and the various "isms" that are…

  16. Student's perception about innovative teaching learning practices in Forensic Medicine.

    Science.gov (United States)

    Gupta, Sanjay; Parekh, Utsav N; Ganjiwale, Jaishree D

    2017-09-11

    Since decades, Forensic Medicine is mainly taught by didactic methods but in last couple of years some other teachinglearning and assessment methods are also introduced at some places which also lacks uniformity. Feedback from learners is most fundamental aspect to assess effectiveness of applied methods, but is not implemented in practice at most medical schools in India. Unfortunately, medical students are deprived of this practical empowerment and thus may not be efficient enough to contribute potentially to the justice system during their professional life. In order to improve their efficiency in the field, we introduced few innovative teaching-learning methods and documented their perceptions. This pilot study was carried out with students who had completed their second professional year (5th semester) of medical curriculum. Students were exposed to few innovative teaching-learning and assessment approaches in addition to conventional methods during their Forensic Medicine term. These approaches were interactivity in large group lecturing, small group activities, student led objective tutorial, court visit in real scenario, practical records book, surprise tests, structured theory question papers, model answers, objective structured practical examinations and structured oral viva. Their perceptions were documented later through structured questionnaire. Students reported all methods as 'interesting' except 'surprise tests'. Court visits were rated highest for generating interest (98%). Clarity of concept was experienced through all methods (range of 71-95%). Interactive large group lectures reported highest (by 95%students) for clarifying concepts, although this is not a typical characteristic of large group teaching. Enhanced learning experience was reported in 75-92.5% for different methods. Student Led Objective Tutorials seemed to facilitate enhance learning most (92.5%). Innovations in teaching-learning are need of hour especially in subject like Forensic

  17. Barriers in local practice-oriented teaching networks to organize climate and science teaching

    DEFF Research Database (Denmark)

    Grunwald, Annette

    The poster takes its point of departure from a need to meet primary and lower secondary pupils interest in climate, science and technology by giving them possibilities to learn “in the real world” in a more problem based way. This possibility is given through out-of-school learning organized in co......, and municipalities on energy and climate, and by means of these network engaging youth on science and climate subjects. - Develop science teaching with a problem based approach where teaching in class room is integrated with practical learning outside the school. The poster will focus on identification of possible...... barriers within inter-organizational processes to organization of out-of-school learning/teaching. The barriers are identified as inside the cooperation and outside as external barriers. The methodological framework is rooted in a participatory and pragmatic research approach by following the learning...

  18. Shall we introduce narrative investigation practices in math teaching?

    Directory of Open Access Journals (Sweden)

    Rosália Maria Ribeiro de Aragão

    2005-06-01

    Full Text Available This is a discussion of epistemological, methodological and theoretical elements of research in current Math Education and that of the teacher-reflective-researcher practice in contemporary society. The objectives of such discussion are: a to introduce basic notions to understand the relation between researcher and the object of investigation; and b to direct Math teachers to undertake research from the very beginning of their trawling. In order to achieve research goals, teachers in trainning can both study classroom dynamics through the testimony of the students as well as analyze meanings in practices of narrative investigation. It is recommended that such practices are incorporated to daily Math teaching and learning processes

  19. Learning to teach in a coteaching community of practice

    Science.gov (United States)

    Gallo-Fox, Jennifer

    2009-12-01

    As a result of the standards and accountability reforms of the past two decades, heightened attention has been focused upon student learning in the K-12 classrooms, classroom teacher practice, and teacher preparation. This has led to the acknowledgement of limitations of traditional field practicum and that these learning experiences are not well understood (Bullough et al., 2003; Clift & Brady, 2005). Alternative models for student teaching, including those that foster social learning experiences, have been developed. However, research is necessary to understand the implications of these models for preservice teacher learning. Drawing on sociocultural theoretical frameworks and ethnographic perspectives (Gee and Green, 1998), this qualitative research study examined the learning experiences of a cohort of eight undergraduate preservice secondary science teachers who cotaught with eight cooperating teachers for their full practicum semester. In this model, interns planned and taught alongside multiple cooperating teachers and other interns. This study centers on the social and cultural learning that occurred within this networked model and the ways that the interns developed as high school science teachers within a coteaching community of practice (Wenger, 1998). This study utilized the following data sources: Intern and cooperating teachers interviews, field observations, meeting recordings, and program documentation. Analysis focused on community and interpersonal planes of development (Rogoff, 1995) in order understand of the nature of the learning experiences and the learning that was afforded through participant interactions. Several conclusions were made after the data were analyzed. On a daily basis, the interns participated in a wide range of cultural practices and in the activities of the community. The coteaching model challenged the idiosyncratic nature of traditional student teaching models by creating opportunities to learn across various classroom

  20. Discussion on the Key Points of Teaching Supervision Construction Based on the Features of Independent Col- leges%基于独立学院特色谈教学督导建设的着力点

    Institute of Scientific and Technical Information of China (English)

    杨华萍

    2014-01-01

    The teaching quality of independent colleges cannot be improved in isolation from the role of teaching supervision, as in-dependent colleges, different from common public colleges, pos-sess many distinctive features and characteristics in education and teaching. This paper focused on the characteristics and cur-rent situation of teaching supervision construction in independent colleges, analyzed the key and different points for supervisors in their work, and proposed personal views on the construction of supervision system in independent colleges.%独立院校教学质量的提高离不开教学督导作用的发挥,独立院校不同于一般的公立学校,有着许多自身办学、教学的特色和特点。本文重点阐述了独立院校督导建设的特点及现状,分析了督导员在开展工作过程中遇到的重点和难点,并就独立院校督导制度的建设提出自己的观点与看法。

  1. Concept mapping: A supervision strategy for introducing case conceptualization skills to novice therapists.

    Science.gov (United States)

    Liese, Bruce S; Esterline, Kate M

    2015-06-01

    Case conceptualization, a term synonymous with case formulation, is an essential psychotherapy skill. Novice therapists enter into the practice of psychotherapy with limited case conceptualization skills. Hence, an important goal when supervising novice therapists is to effectively teach these skills. Concept mapping facilitates case conceptualization skills through the process of methodically creating graphic representations of clients' problems and dynamic relationships between these problems. This article introduces a highly structured and practical 4-stage approach to supervision that effectively introduces case formulation skills to novice therapists using concept mapping. It is assumed that concept maps, when shared with clients, function as an intervention to facilitate insight and change.

  2. Telepresence as Educational Practice in the Third Teaching-Room

    DEFF Research Database (Denmark)

    Levinsen, Karin; Ørngreen, Rikke; Buhl, Mie

    2013-01-01

    in useful and meaningful ways. During 2011 and 2012 we have conducted a research and development project: Telepresence as educational practice in the Royal Danish Music Academy (RDAM) educations in collaboration with RDAM and their international partners within VC-based teaching and learning in the domain...... of higher music education. The presented study draws on specially designed teaching scenarios with experienced teachers who are novices to VC-based learning. The instruments involved are piano, cello and vocalist singers. The scenarios include iteration of a series of designed activities, which allows...... experiments with interventions in order to develop VC-based designs for learning in collaboration with teachers and technicians at the RDAM-end. We used various data collecting methods such as: written reports from students, MindTape sessions, and Skype interviews, focus group interviews via video conference...

  3. How and Why to Teach Interdisciplinary Research Practice

    Directory of Open Access Journals (Sweden)

    Rick Szostak

    2007-01-01

    Full Text Available This article addresses the interrelated questions of why it is important to teach students about the nature of interdisciplinarity and how this material might be best communicated to students. It is important to define for students what is meant by disciplines and interdisciplinarity. Having distinguished interdisciplinarity from the disciplinary approach, the advantages and disadvantages of each can be discussed. It is useful to discuss the history of both disciplines and interdisciplinarity. It is also useful to discuss the complex relationship between interdisciplinarity and other intellectual currents: postmodernism, unity of science, complexity analysis, feminism, and others. Critically, students should be guided as to how interdisciplinary research might be best performed. Some potential objections to teaching interdisciplinary research practice are addressed.

  4. Wicking teaching aged care facilities program: Innovative Practice.

    Science.gov (United States)

    Robinson, Andrew; See, Catherine; Lea, Emma; Bramble, Marguerite; Andrews, Sharon; Marlow, Annette; Radford, Jan; McCall, Michael; Eccleston, Claire; Horner, Barbara; McInerney, Fran

    2017-07-01

    This paper reports on the design of a program that aims to prototype teaching aged care facilities in Australia. Beginning in two Tasmanian residential aged care facilities, the intent of the program is to support large-scale inter-professional student clinical placements, positively influence students' attitudes toward working in aged care and drive development of a high-performance culture capable of supporting evidence-based aged care practice. This is important in the context of aged care being perceived as an unattractive career choice for health professionals, reinforced by negative clinical placement experiences. The Teaching Aged Care Facilities Program features six stages configured around an action research/action learning method, with dementia being a key clinical focus.

  5. Social networks in supervision

    DEFF Research Database (Denmark)

    Lystbæk, Christian Tang

    and practice have focused on conceptual frameworks and practical techniques of promoting reflection through conversation in general and questioning in particular. However, in recent years, supervision research has started to focus on the social and technological aspects of supervision. This calls...... is constituted by the relationality of the actors, not by the actors themselves. In other words, no one acts in a vacuum but rather always under the influence of a wide range of surrounding and interconnected factors. Actors are actors because they are in a networked relationship. Thus, focusing on social...... and space. That involves mobilised an denrolled actos, both animate and inanimate (e.g. books, computers, etc. Actor-network theory defines a symmetry between animate and inanimate, i.e. subjects and objects, because ”human powers increasingly derive from the complex interconnections if human with material...

  6. Supervision in Physical Education Teacher Education Programs: Making the Case for Paired Placements

    Science.gov (United States)

    Heidorn, Brent; Jenkins, Deborah Bainer

    2015-01-01

    Many student teaching experiences in physical education teacher education programs face challenges related to supervision and realistic preparation for the workplace. This article suggests paired placements as a model for effective supervision and increased collaboration during the student teaching internship.

  7. Supervision in Physical Education Teacher Education Programs: Making the Case for Paired Placements

    Science.gov (United States)

    Heidorn, Brent; Jenkins, Deborah Bainer

    2015-01-01

    Many student teaching experiences in physical education teacher education programs face challenges related to supervision and realistic preparation for the workplace. This article suggests paired placements as a model for effective supervision and increased collaboration during the student teaching internship.

  8. Teaching Chinese in heterogeneous classrooms: strategies and practices

    Directory of Open Access Journals (Sweden)

    Rong Zhang Fernandez

    2014-12-01

    Full Text Available The heterogeneous nature of the Chinese classroom is a reality in the teaching of Chinese in France, both in secondary and higher education. This heterogeneity is due to several reasons: different levels of language knowledge, different origins and backgrounds of the students, different teaching/learning objectives, different cultural and family background, and social factors. Our research has been conducted in  a final-year LIE college class (langue inter-établissement; in a French secondary school. In our study, the following questions have been posed: How to best adapt the teaching of Chinese to fit the needs of all students? Would differentiated instruction be a solution? What would be the best strategies and practices, in view of the CEFR requirements related to teaching content, to tasks and to assessment? Taking into account a detailed analysis of the class in question in terms of the type of students, the differences in their knowledge of language, and their learning goals, , we adopt  the theory of differentiated instruction –  its main ideas strategies, its overall methodology and practical techniques to address the difficulties ensuing from classroom heterogeneity. The differentiation is implemented at the level of content, task selection, course structure and evaluation. Are there any limitations to differentiated instruction? Strong discrepancies in the levels of students’ knowledge is potentially a problem, and differences in their work pace as well as the teachers’ increased workload can also present difficulties. New ways of organizing language classes such as grouping students on the basis of their various language skills could help solve these issues.

  9. Research Informing Practice--Practice Informing Research: Innovative Teaching Methologies for World Language Teachers. Research in Second Language Learning

    Science.gov (United States)

    Schwarzer, David, Ed.; Petron, Mary, Ed.; Luke, Christopher, Ed.

    2011-01-01

    "Research Informing Practice--Practice Informing Research: Innovative Teaching Methodologies for World Language Educators" is an edited volume that focuses on innovative, nontraditional methods of teaching and learning world languages. Using teacher-research projects, each author in the volume guides readers through their own personal…

  10. Supervising away from home: clinical, cultural and professional challenges.

    Science.gov (United States)

    Abramovitch, Henry; Wiener, Jan

    2017-02-01

    This paper explores some challenges of supervising clinical work of trainees, known as 'routers', who live in countries with diverse cultural, social and political traditions, and the analysts who travel to supervise them. It is written as an evolving dialogue between the authors, who explore together the effects of their own culture of origin, and in particular the legacy and values of their own training institutes on the styles and models of analytic supervision. Their dialogue is framed around the meaning of home and experiences of homesickness for analysts working away from home in an interactive field of strangeness in countries where analytical psychology is a relatively new discipline. The authors outline the findings from their own qualitative survey, where other supervisors working abroad, and those they have supervised, describe their experiences and their encounters with difference. The dialogue ends with both authors discussing what they have learned about teaching and supervising abroad, the implications for more flexible use of Jungian concepts, and how such visits have changed their clinical practice in their home countries. © 2017, The Society of Analytical Psychology.

  11. the reanalyze of PPP approach and application in practical teaching

    Institute of Scientific and Technical Information of China (English)

    何文静

    2014-01-01

    With the development of Second language teaching, many teaching methods come into being. Although the typical PPP structure is not so popular today, it remains a paradigm in second language teaching. Therefore, based on this teaching approach, the author will reanalyze its strength and weakness in foreign language teaching. Believing that, it will provide instruction to the foreign language teaching.

  12. Vertical Integration in Teaching And Learning (VITAL): an approach to medical education in general practice.

    Science.gov (United States)

    Dick, Marie-Louise B; King, David B; Mitchell, Geoffrey K; Kelly, Glynn D; Buckley, John F; Garside, Susan J

    2007-07-16

    There is increasing demand to provide clinical and teaching experiences in the general practice setting. Vertical integration in teaching and learning, whereby teaching and learning roles are shared across all learner stages, has the potential to decrease time demands and stress on general practitioners, to provide teaching skills and experience to GP registrars, and to improve the learning experience for medical students, and may also help meet the increased demand for teaching in general practice. We consider potential advantages and barriers to vertical integration of teaching in general practice, and provide results of focus group discussions with general practice principals and registrars about vertical integration. We recommend further research into the feasibility of using vertical integration to enhance the capacity to teach medical students in general practice.

  13. Teaching trainers to incorporate evidence-based medicine (EBM) teaching in clinical practice: the EU-EBM project.

    Science.gov (United States)

    Thangaratinam, Shakila; Barnfield, Gemma; Weinbrenner, Susanne; Meyerrose, Berit; Arvanitis, Theodoros N; Horvath, Andrea R; Zanrei, Gianni; Kunz, Regina; Suter, Katja; Walczak, Jacek; Kaleta, Anna; Oude Rengerink, Katrien; Gee, Harry; Mol, Ben W J; Khan, Khalid S

    2009-09-10

    Evidence based medicine (EBM) is considered an integral part of medical training, but integration of teaching various EBM steps in everyday clinical practice is uncommon. Currently EBM is predominantly taught through theoretical courses, workshops and e-learning. However, clinical teachers lack confidence in teaching EBM in workplace and are often unsure of the existing opportunities for teaching EBM in the clinical setting. There is a need for continuing professional development (CPD) courses that train clinical trainers to teach EBM through on-the-job training by demonstration of applied EBM real time in clinical practice. We developed such a course to encourage clinically relevant teaching of EBM in post-graduate education in various clinical environments. We devised an e-learning course targeting trainers with EBM knowledge to impart educational methods needed to teach application of EBM teaching in commonly used clinical settings. The curriculum development group comprised experienced EBM teachers, clinical epidemiologists, clinicians and educationalists from institutions in seven European countries. The e-learning sessions were designed to allow participants (teachers) to undertake the course in the workplace during short breaks within clinical activities. An independent European steering committee provided input into the process. The curriculum defined specific learning objectives for teaching EBM by exploiting educational opportunities in six different clinical settings. The e-modules incorporated video clips that demonstrate practical and effective methods of EBM teaching in everyday clinical practice. The course encouraged focussed teaching activities embedded within a trainer's personal learning plan and documentation in a CPD portfolio for reflection. This curriculum will help senior clinicians to identify and make the best use of available opportunities in everyday practice in clinical situations to teach various steps of EBM and demonstrate their

  14. Atualizando a Hidra? O estágio supervisionado e a formação docente inicial em História Updating Hydra? Supervised internship and teaching qualification programs in History

    Directory of Open Access Journals (Sweden)

    Cristiani Bereta da Silva

    2010-04-01

    Full Text Available Este artigo tem por objetivo pensar o currículo e a formação docente inicial em História, sobretudo a partir do lugar construído para a prática de ensino e estágio supervisionado. As novas diretrizes aumentaram a carga horária das práticas e do estágio, o que, em teoria, exigiu amplas reformas, a partir de 2001, nos programas curriculares dos cursos de licenciatura. Para além dessas mudanças e reformas, o que se observa na formação docente são algumas permanências que seguem atualizando velhos problemas. A presente discussão retoma esses problemas a partir de elementos da trajetória histórica da disciplina nos últimos 30 anos, utilizando também alguns dados empíricos - como narrativas de professores egressos dos cursos de História da Universidade Federal de Santa Catarina (UFSC e da Universidade do Estado de Santa Catarina (UDESC, formados entre o final da década de 1970 e a década de 1990, com a intenção de contribuir para o debate sobre a formação docente em História nos dias atuais.This article aims to be a reflection on the curriculum and the teaching programs in History, taking into consideration the place reserved to the teaching practice and the supervised internship. The new Brazilian laws increased the amount of time dedicated to practice and internship, which theoretically demanded wide reforms in the teaching curricular programs of undergraduate courses since 2001. In spite of those transformations and reforms, we see in qualification programs for teachers some permanencies that continually update old problems. This discussion reviews these problems considering the historical background of the internship in the last thirty years. Empirical data, like the narratives by teachers majored in History from Universidade Federal de Santa Catarina (UFSC and Universidade Estadual de Santa Catarina (UDESC obtained between the late 1970's and the 1990's are also used to contribute to the discussion about the current

  15. Provision of medical student teaching in UK general practices: a cross-sectional questionnaire study

    Science.gov (United States)

    Harding, Alex; Rosenthal, Joe; Al-Seaidy, Marwa; Gray, Denis Pereira; McKinley, Robert K

    2015-01-01

    Background Health care is increasingly provided in general practice. To meet this demand, the English Department of Health recommends that 50% of all medical students should train for general practice after qualification. Currently 19% of medical students express general practice as their first career choice. Undergraduate exposure to general practice positively influences future career choice. Appropriate undergraduate exposure to general practice is therefore highly relevant to workforce planning Aim This study seeks to quantify current exposure of medical students to general practice and compare it with past provision and also with postgraduate provision. Design and setting A cross-sectional questionnaire in the UK. Method A questionnaire regarding provision of undergraduate teaching was sent to the general practice teaching leads in all UK medical schools. Information was gathered on the amount of undergraduate teaching, how this was supported financially, and whether there was an integrated department of general practice. The data were then compared with results from previous studies of teaching provision. The provision of postgraduate teaching in general practice was also examined. Results General practice teaching for medical students increased from teaching in 1968 to 13.0% by 2008; since then, the percentage has plateaued. The total amount of general practice teaching per student has fallen by 2 weeks since 2002. Medical schools providing financial data delivered 14.6% of the clinical curriculum and received 7.1% of clinical teaching funding. The number of departments of general practice has halved since 2002. Provision of postgraduate teaching has tripled since 2000. Conclusion Current levels of undergraduate teaching in general practice are too low to fulfil future workforce requirements and may be falling. Financial support for current teaching is disproportionately low and the mechanism counterproductive. Central intervention may be required to solve

  16. Principles and Guidelines for Equitable Mathematics Teaching Practices and Materials for English Language Learners

    Science.gov (United States)

    Moschkovich, Judit

    2013-01-01

    In this essay, the author describes principles for equitable mathematics teaching practices for English Language Learners (ELLs) and outlines guidelines for materials to support such practices. Although research cannot provide a recipe for equitable teaching practices for ELLs, teachers, educators, and administrators can use this set of…

  17. Self-Assessment of Gerontology Teaching Practice: A First-Step in Enhancing Student Learning

    Science.gov (United States)

    VonDras, Dean D.

    2008-01-01

    This article discusses self-assessment of gerontology teaching practice. Through a process of self-reflection one may find insight into their teaching and, concomitantly, develop best-practices for enhancing student learning in gerontology. A self-assessment framework is presented, illuminating best-practices in the areas of the lecture-discussion…

  18. Self-Assessment of Gerontology Teaching Practice: A First-Step in Enhancing Student Learning

    Science.gov (United States)

    VonDras, Dean D.

    2008-01-01

    This article discusses self-assessment of gerontology teaching practice. Through a process of self-reflection one may find insight into their teaching and, concomitantly, develop best-practices for enhancing student learning in gerontology. A self-assessment framework is presented, illuminating best-practices in the areas of the lecture-discussion…

  19. Lemons to Lemonade: How Five Challenges in Teaching Macro Practice Helped to Strengthen Our Course

    Science.gov (United States)

    Dooley, Joe; Sellers, Sherril; Gordon-Hempe, Cornelia

    2009-01-01

    Teaching macro practice can be challenging. While students have some concepts of what macro practice entails, their knowledge may be limited and sometimes inaccurate. Moreover, students may be reluctant to engage in macro change efforts. Given the scarcity of literature regarding teaching macro practice and the growing importance of it in social…

  20. An Armenian English Language Teacher's Practical Theory of Communicative Language Teaching

    Science.gov (United States)

    Feryok, Anne

    2008-01-01

    Previous studies have shown that teacher cognitions and practices can be inconsistent, particularly with claims about communicative teaching practices. This article describes the practical theory of a state school EFL teacher in Armenia who claimed to be using a communicative approach to language teaching by considering her stated cognitions and…

  1. On faculty development of STEM inclusive teaching practices.

    Science.gov (United States)

    Dewsbury, Bryan M

    2017-10-02

    Faculty development of inclusive teaching practices has become more common in response to significant differences in STEM student retention between underrepresented minorities in the USA and students from other ethnic groups. Approaches to solve this have shifted from focusing on student deficits to changing campus culture, including the mindsets of instructors who teach STEM courses. In this article, I argue that based on the literature informing the conceptual frameworks used for faculty development in inclusive teaching, faculty developers should reframe the message of their workshops to focus participants more on the scope of the journey, and shift the direction of overall efforts some to redevelop pedagogical training at the graduate and postdoc levels. Informed by historical as well as recent theories on the role of higher education to society, I highlight the areas of the literature that can effectively inform our current approaches to inclusion. I also briefly review the reasons why this approach is needed, and include suggestions for new faculty development approaches for long-term sustainable change in STEM inclusive education at the postsecondary level. © FEMS 2017. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  2. Scientific Teaching: Defining a Taxonomy of Observable Practices

    Science.gov (United States)

    Couch, Brian A.; Brown, Tanya L.; Schelpat, Tyler J.; Graham, Mark J.; Knight, Jennifer K.

    2015-01-01

    Over the past several decades, numerous reports have been published advocating for changes to undergraduate science education. These national calls inspired the formation of the National Academies Summer Institutes on Undergraduate Education in Biology (SI), a group of regional workshops to help faculty members learn and implement interactive teaching methods. The SI curriculum promotes a pedagogical framework called Scientific Teaching (ST), which aims to bring the vitality of modern research into the classroom by engaging students in the scientific discovery process and using student data to inform the ongoing development of teaching methods. With the spread of ST, the need emerges to systematically define its components in order to establish a common description for education researchers and practitioners. We describe the development of a taxonomy detailing ST’s core elements and provide data from classroom observations and faculty surveys in support of its applicability within undergraduate science courses. The final taxonomy consists of 15 pedagogical goals and 37 supporting practices, specifying observable behaviors, artifacts, and features associated with ST. This taxonomy will support future educational efforts by providing a framework for researchers studying the processes and outcomes of ST-based course transformations as well as a concise guide for faculty members developing classes. PMID:25713097

  3. Communication course for midwives teaching students in clinical practice

    DEFF Research Database (Denmark)

    Nielsen, Annegrethe; Pedersen, Pernille Mølholt

    2016-01-01

    BACKGROUND The course was initiated by the midwifery department at University College North Denmark in cooperation with the leaders of the maternity units where the affiliated students have their clinical education. The purpose of the course was to enhance the quality of communication education......-clinically (Rosenbaum et al. 2013) and our own experience teaching Danish midwifery students indicates the same problem in our program. Providing an opportunity for the clinical teachers to learn, discuss and practice communication issues with each other and with theoretical teachers can represent an important...... taking place in clinical practice and try to align the educational efforts in school and clinical settings for the benefit of the students PERSPECTIVES It is known that students in medical education find that clinical learning experiences do not reinforce the communication skills they learn pre...

  4. Does Research Degree Supervisor Training Work? The Impact of a Professional Development Induction Workshop on Supervision Practice

    Science.gov (United States)

    McCulloch, Alistair; Loeser, Cassandra

    2016-01-01

    Supervisor induction and continued professional development programmes constitute good practice and are enshrined in institutional policies and national codes of practice. However, there is little evidence about whether they have an impact on either supervisors' learning or day-to-day practice. Set in a discussion of previous literature, this…

  5. Teaching and Assessing Professionalism in Medical Learners and Practicing Physicians

    Directory of Open Access Journals (Sweden)

    Paul S. Mueller

    2015-04-01

    Full Text Available Professionalism is a core competency of physicians. Clinical knowledge and skills (and their maintenance and improvement, good communication skills, and sound understanding of ethics constitute the foundation of professionalism. Rising from this foundation are behaviors and attributes of professionalism: accountability, altruism, excellence, and humanism, the capstone of which is professionalism. Patients, medical societies, and accrediting organizations expect physicians to be professional. Furthermore, professionalism is associated with better clinical outcomes. Hence, medical learners and practicing physicians should be taught and assessed for professionalism. A number of methods can be used to teach professionalism (e.g. didactic lectures, web-based modules, role modeling, reflection, interactive methods, etc.. Because of the nature of professionalism, no single tool for assessing it among medical learners and practicing physicians exists. Instead, multiple assessment tools must be used (e.g. multi-source feedback using 360-degree reviews, patient feedback, critical incident reports, etc.. Data should be gathered continuously throughout an individual’s career. For the individual learner or practicing physician, data generated by these tools can be used to create a “professionalism portfolio,” the totality of which represents a picture of the individual’s professionalism. This portfolio in turn can be used for formative and summative feedback. Data from professionalism assessments can also be used for developing professionalism curricula and generating research hypotheses. Health care leaders should support teaching and assessing professionalism at all levels of learning and practice and promote learning environments and institutional cultures that are consistent with professionalism precepts.

  6. Is different better? Models of teaching and their influence on the net financial outcome for general practice teaching posts

    Science.gov (United States)

    2011-01-01

    Background In Australia, training for general practice (GP) occurs within private practices and their involvement in teaching can have significant financial costs. At the same time there are growing demands for clinical places for all disciplines and for GP there is concern that there are insufficient teaching practices to meet the demand at the medical student, prevocational and vocational training levels. One option to address this may be to change how teaching occurs in the practice. A question that arises in posing such an option is whether different models of teaching change the costs for a teaching practice. The aim of this study is to determine the net financial outcome of teaching models in private GP. Methods Modelling the financial implications for a range of teaching options using a costing framework developed from a survey of teaching practices in South Australia. Each option was compared with the traditional model of teaching where one GP supervisor is singularly responsible for one learner. The main outcome measure was net financial outcome per week. Decisions on the model cost parameters were made by the study's Steering Group which comprised of experienced GP supervisors. Four teaching models are presented. Model 1 investigates the gains from teaching multiple same level learners, Models 2 and 3, the benefits of vertically integrated teaching using different permutations, and Model 4 the concept of a GP teacher who undertakes all the teaching. Results There was a significant increase in net benefits of Aus$547 per week (95% confidence intervals $459, $668) to the practice when a GP taught two same level learners (Model 1) and when a senior registrar participated in teaching a prevocational doctor (Model 3, Aus$263, 95% confidence intervals $80, $570). For Model 2, a practice could significantly reduce the loss if a registrar was involved in vertically integrated teaching which included the training of a medical student (Aus$551, 95% confidence

  7. Is different better? Models of teaching and their influence on the net financial outcome for general practice teaching posts

    Directory of Open Access Journals (Sweden)

    Cheah Carolyn

    2011-07-01

    Full Text Available Abstract Background In Australia, training for general practice (GP occurs within private practices and their involvement in teaching can have significant financial costs. At the same time there are growing demands for clinical places for all disciplines and for GP there is concern that there are insufficient teaching practices to meet the demand at the medical student, prevocational and vocational training levels. One option to address this may be to change how teaching occurs in the practice. A question that arises in posing such an option is whether different models of teaching change the costs for a teaching practice. The aim of this study is to determine the net financial outcome of teaching models in private GP. Methods Modelling the financial implications for a range of teaching options using a costing framework developed from a survey of teaching practices in South Australia. Each option was compared with the traditional model of teaching where one GP supervisor is singularly responsible for one learner. The main outcome measure was net financial outcome per week. Decisions on the model cost parameters were made by the study's Steering Group which comprised of experienced GP supervisors. Four teaching models are presented. Model 1 investigates the gains from teaching multiple same level learners, Models 2 and 3, the benefits of vertically integrated teaching using different permutations, and Model 4 the concept of a GP teacher who undertakes all the teaching. Results There was a significant increase in net benefits of Aus$547 per week (95% confidence intervals $459, $668 to the practice when a GP taught two same level learners (Model 1 and when a senior registrar participated in teaching a prevocational doctor (Model 3, Aus$263, 95% confidence intervals $80, $570. For Model 2, a practice could significantly reduce the loss if a registrar was involved in vertically integrated teaching which included the training of a medical student (Aus

  8. Pedagogical Supervision of Assistant Professors and Post.doc Development of Self-confidence

    DEFF Research Database (Denmark)

    Lauridsen, Ole

    of Danish / the quality of English as a foreign language in teaching), use of different media (the presentation as such, e.g. PowerPoint technicalities, blackboard, visualizer, Web 2.0), interaction with the students (including the use of active learning), and the structure of the lesson, including timing...... member offers a much more focused feedback based on thesupervisors’ long experience and thorough knowledge of the theoretical background and application of postmodern constructivist teaching methods. The key areas of the supervision are: gestures and facial expression, enunciation, language (the quality...... at a Danish university. At Business and Social Sciences, this programme is supplemented by observation and supervision of the assistant professors’ teaching practice. The reason for this initiative is (i) that many young university teachers face general problems putting pedagogical theory into practice – even...

  9. THE PRACTICE OF LITERARY READING IN SCHOOL: MEDIATION OR TEACHING?

    Directory of Open Access Journals (Sweden)

    Rildo José Cosson Mota

    2016-02-01

    Full Text Available Buzzword of the moment in the Brazilian educational field, the mediation and more directly the mediation of literary reading has been translated into leisure activities which target is reading for enjoyment and delight and addressed the teacher to the role of facilitating access to books. These practices also replace the traditional use of the literary text as material of teaching the Portuguese language, providing another space for literature in school. However, although hailed as the realization of old demands of scholars of literary literacy field, that is, the fundamental reading of the literary work by the students themselves, such practices end by refusing to school the reason for its existence, which is to be an educational institution. Faced with this seemingly paradoxical and dichotomous scenario, what is the place of the teacher when works with the literary text? Must he teach or mediate the literary reading? This paper seeks to reflect on these issues through a literature review and critical analysis of the theme.

  10. Frontline learning of medical teaching: "you pick up as you go through work and practice".

    Science.gov (United States)

    Hartford, W; Nimmon, L; Stenfors, T

    2017-09-19

    Few medical teachers have received formal teaching education. Along with individual and organizational barriers to participation in teacher training programs, increasing numbers and altered distribution of physicians away from major teaching centers have increased the difficulty of attendance. Furthermore, it is not known if traditional faculty development formats are the optimal learning options given findings from existing studies document both positive and negative outcomes. There is a gap in research that explores how medical teachers learn to teach and also limited research regarding how medical teachers actually teach. The purpose of this study was to provide insight into how physicians describe their teaching of trainees, and the nature of their teaching development and improvement to inform faculty development programs. Semi-structured interviews were conducted with 36 physicians, with a broad range of teaching experience, purposefully selected from five disciplines: Internal Medicine, Pediatrics, Psychiatry, Surgery, and Family Medicine. A qualitative, inductive approach was used to analyse the data. Teaching was described as being centered on the needs of individual trainees, but was dependent on patient presentation and environmental context. For this group of physicians learning to teach was perceived as a dynamic and evolving process influenced by multiple life experiences. The physicians had not learnt to teach through formal education and then put that learning into practice, but had learnt to teach and improve their teaching through their trial and errors teaching. Life experiences unconnected with the medical environment contributed to their knowledge of teaching along with limited formal learning to teach experiences. Teaching practice was influenced by peers and trainees, feedback, and observation. The findings suggest these medical teachers learn to teach along a continuum largely through their teaching practice. The findings suggested that the

  11. The classroom organizational management in the practice teaching of“Ideological and Moral Cultivation”in universities

    Institute of Scientific and Technical Information of China (English)

    黄晓晔

    2013-01-01

      This article begins with the practice teaching of the course“Ideological and Moral Cultivation”, to explore how to build a classroom organizational management mode, to highlight the applicability and practicality of teaching, striving to make this course teaching matches its nature of practice, to enhance the effectiveness of teaching.

  12. Four Dimensions of Classroom Teaching Evaluation in Higher Vocational Colleges from the Perspective of Supervision%督导视角下高职院校课堂教学评价的四个维度

    Institute of Scientific and Technical Information of China (English)

    汪志祥

    2016-01-01

    课堂教学评价是高职院校教学质量评价的重要内涵,督导人员课堂教学评价直接影响到教师的教学质量考核,因而受到高职院校各层面的普遍关注,督导人员课堂教学评价主要观察的可概括为四个维度:教学目标、教学内容、教学方法、有效教学。%Classroom teaching evaluation is the important connotation of the teaching quality evaluation in higher vocational colleges, supervision personnel evaluation of classroom teaching directly affect the teachers' teaching quality assessment, and thus subject to widespread attention in the higher vocational colleges, the level, the supervisors of classroom teaching evalua-tion of the main observation can be summarized as four dimensions:teaching objectives, teaching content, teaching methods, and effective teaching.

  13. The Impact of Micro-Teaching on the Teaching Practice Performance of Undergraduate Agricultural Education Students in College of Education, Azare

    Science.gov (United States)

    Sa'ad, Tata Umar; Sabo, Shehu; Abdullahi, Aliyu Dahuwa

    2015-01-01

    Micro-teaching and teaching practices are two integral parts of teacher education programme. Therefore, this study investigated the impact of micro-teaching on the teaching practice of the undergraduate Agricultural Education Students admitted in 2012/2013 Academic session in College of Education, Azare, Bauchi State, Nigeria. The 400 level…

  14. The teaching practices inventory: a new tool for characterizing college and university teaching in mathematics and science.

    Science.gov (United States)

    Wieman, Carl; Gilbert, Sarah

    2014-01-01

    We have created an inventory to characterize the teaching practices used in science and mathematics courses. This inventory can aid instructors and departments in reflecting on their teaching. It has been tested with several hundred university instructors and courses from mathematics and four science disciplines. Most instructors complete the inventory in 10 min or less, and the results allow meaningful comparisons of the teaching used for the different courses and instructors within a department and across different departments. We also show how the inventory results can be used to gauge the extent of use of research-based teaching practices, and we illustrate this with the inventory results for five departments. These results show the high degree of discrimination provided by the inventory, as well as its effectiveness in tracking the increase in the use of research-based teaching practices.

  15. Developing critical refelction as a part of a teaching training and teaching practice

    DEFF Research Database (Denmark)

    Walkinton, Jackie; Christensen, Hans Peter; Kock, Hanne

    2001-01-01

    Academics in universities can no longer teach in the ways that have been appropriate in the past. The paradigm has shifted from the dissemination of knowledge to a focus on the students and how to facilitate the best learning outcomes for them. This paper proposes that critical reflection...... is at the heart of being an effective teacher. It invites teachers to evaluate their own philosophies about teaching and to be criticaly reflective on their own practice. It is suggested that teachers need to learn how to be reflective practitioners through both self-evaluation and the use of collaborative...... strategies. It is no longer appropriate to focus solely on the 'what'; but also on the 'how' and 'why'....

  16. Developing critical refelction as a part of a teaching training and teaching practice

    DEFF Research Database (Denmark)

    Walkinton, Jackie; Christensen, Hans Peter; Kock, Hanne

    2001-01-01

    Academics in universities can no longer teach in the ways that have been appropriate in the past. The paradigm has shifted from the dissemination of knowledge to a focus on the students and how to facilitate the best learning outcomes for them. This paper proposes that critical reflection...... is at the heart of being an effective teacher. It invites teachers to evaluate their own philosophies about teaching and to be criticaly reflective on their own practice. It is suggested that teachers need to learn how to be reflective practitioners through both self-evaluation and the use of collaborative...... strategies. It is no longer appropriate to focus solely on the 'what'; but also on the 'how' and 'why'....

  17. Research and Practice of“Vocational Class”Teaching Mode

    Institute of Scientific and Technical Information of China (English)

    Xing Linlin; Jia Zhuli

    2015-01-01

    “Vocational class” teaching mode is based on vocational ability training of students as the goal to develop target-oriented approach of the teaching reform method; it is a new teaching method.This mode is the integration of teaching,learning and doing in class; it is the typical vocational tasks mode of teaching methods.Teaching process imitates the office scene and the actual workingprocess.

  18. Research and Practice of “Vocational Class” Teaching Mode

    Institute of Scientific and Technical Information of China (English)

    邢琳琳; 贾柱立

    2015-01-01

    "Vocational class" teaching mode is based on vocational ability training of students as the goal to develop target-oriented approach of the teaching reform method; it is a new teaching method.This mode is the integration of teaching,learning and doing in class; it is the typical vocational tasks mode of teaching methods.Teaching process imitates the office scene and the actual working process.

  19. Supporting Future Faculty in Developing Their Teaching Practices: An Exploration of Communication Networks among Graduate Teaching Assistants

    Science.gov (United States)

    Wise, Alyssa

    2011-01-01

    Past research has shown that informal communications among Graduate Teaching Assistants (GTAs) are more influential in shaping their teaching practices than formal induction programs. Yet little is known about how these informal helping relationships evolve and how universities can help support their formation as part of the preparation of future…

  20. The Teaching Practices Inventory: A New Tool for Characterizing College and University Teaching in Mathematics and Science

    Science.gov (United States)

    Wieman, Carl; Gilbert, Sarah

    2014-01-01

    We have created an inventory to characterize the teaching practices used in science and mathematics courses. This inventory can aid instructors and departments in reflecting on their teaching. It has been tested with several hundred university instructors and courses from mathematics and four science disciplines. Most instructors complete the…

  1. Teaching about Love and Practicing Feminist Pedagogy in a College Classroom

    Science.gov (United States)

    Mei-Hui, You

    2014-01-01

    Being a feminist teacher, working on gender equity education, including teaching, reading, writing, and doing research on this topic, has become a commitment for me. I have frequently reflected my teaching practices and occasionally found new teaching strategies in the classroom. I always try to bring new topics or issues into the classroom in…

  2. Education Resources Needed to Support the Teaching of Evidence-Based Practices

    Science.gov (United States)

    Edmundson, Eldon; Gallon, Steve; Porter, John

    2007-01-01

    The Northwest Frontier Addiction Technology Transfer Center surveyed addiction educators, providers and policy makers in Northwest states and Hawaii to define teaching resources and barriers in the teaching of evidence-based practices for the preparation of addiction professionals. The top three teaching resource needs were example student…

  3. Watching the Whites of Their Eyes: The Use of Teaching-Practice Logs.

    Science.gov (United States)

    Thornbury, Scott

    1991-01-01

    Describes the piloting of diaries to record self-assessments of teaching-practice lessons for trainees for the Royal Society of Arts Cambridge Certificate in Teaching English as a foreign language (TEFLA). An analysis of these training logs suggests they are instrumental in the development of personal theories of learning and teaching. (15…

  4. Teaching Excellence and Innovative Practices: A Case Study of National Awardee Teachers of India

    Science.gov (United States)

    Sengupta, Aparajita; Tyagi, Harish Kumar

    2016-01-01

    Aim: The study intended to identify the contributions of the National awardee teachers to the teaching learning process through their teaching excellence and innovative practices which can act as exemplary model for the entire teaching community. Method: Attempts has been made to carry out a qualitative study where two selected cases are based on…

  5. The Cultivation of Cross-Cultural Communication Competence in Oral English Teaching Practice

    Science.gov (United States)

    Sun, Chunyan

    2015-01-01

    This paper analyzes the main problems and difficulties in current college English oral English teaching practice, illustrates the relationship between oral English teaching and cross-cultural communication competence. On the one hand, cross-cultural communication plays an essential role in oral English teaching; besides, oral English teaching…

  6. Teaching Art and Design: Communicating Creative Practice through Embodied and Tacit Knowledge

    Science.gov (United States)

    Budge, Kylie

    2016-01-01

    How do artists and designers teaching in universities communicate creative practice as they teach art/design? There is much discussion about the "mystery" of creativity, but little understanding of how teaching occurs in creative contexts. Understanding this topic better will develop greater knowledge within the academy of how art and…

  7. Measuring Practices of Teaching for Social Justice in Elementary Mathematics Classrooms

    Science.gov (United States)

    Reagan, Emilie Mitescu; Pedulla, Joseph J.; Jong, Cindy; Cannady, Mac; Cochran-Smith, Marilyn

    2011-01-01

    This study used the Teaching for Social Justice Observation Scale (TSJOS) of the Reformed Teaching Observation Protocol-Plus (RTOP+) to examine the extent to which twenty-two novice elementary teachers implemented practices related to teaching for social justice in their mathematics instruction. In addition, this study sought to examine the extent…

  8. Urban Teaching in America: Theory, Research, and Practice in K-12 Classrooms

    Science.gov (United States)

    Stairs, Andrea J.; Donnell, Kelly A.; Dunn, Alyssa Hadley

    2011-01-01

    "Urban Teaching in America: Theory, Research, and Practice in K-12 Classrooms" is a brief yet comprehensive overview of urban teaching. Undergraduate and graduate students who are new to the urban context will develop a deeper understanding of the urban teaching environment and the challenges and opportunities they can expect to face while…

  9. Practical Teaching & Learning Model: A Modern Dimension for Business Management Schools

    Science.gov (United States)

    Kolachi, Nadir Ali

    2013-01-01

    Purpose: The purpose of this research is to evaluate and investigate the most suitable model required for teaching business Management curriculum. The paper will report a new dimension of Business Management Teaching. For this purpose, a Practical teaching & Learning Model has been prepared and will be discussed through qualitative research…

  10. A Sociological Standpoint to Authentic Scientific Practices and its Role in School Science Teaching

    Directory of Open Access Journals (Sweden)

    Mehmet C. AYAR

    2010-12-01

    Full Text Available In this paper we place an emphasis on authentic science practices grounded by anthropological and sociological lenses of science and discuss their implications for science teaching. We highlight the problem of typical science teaching as teaching merely about the “normal science” and ignoring the sociological characteristics of scientific practice. After briefly reviewing the sociological and anthropological perspectives of science, we propose including the social characteristics of science and the notion of communities of practice in designing science learning environments and considering them as essential components of the nature of science teaching practices. Next, we discuss the characteristics of authentic scientific practices as reported in recent studies and examine how researchers operationalized authentic science practices in their educational studies. Finally we suggest some implications for practice in augmenting students‟ and teachers‟ awareness about authentic science practices using the anthropological and sociological lenses.

  11. Analysis on Reform of Practical Teaching Strategies for Financial Management Major in Higher Vocational School

    Institute of Scientific and Technical Information of China (English)

    Hou Shangfa

    2016-01-01

    Financial management major put emphasis on professional practice, and it set aim on train professional financial management person from higher vocational education; continue to expand the field of practice. And it has become an important part of teaching. This thesis analyze professional practice teaching principle and the necessity of the hand from the construction of financial management into the higher vocational education, pay attention to the problem of the practical teaching of financial management specialty in higher vocational education, and put forward the reform strategy to improve financial management professional students' practical ability.

  12. Procedures for study of teaching practices. Literature Review

    Directory of Open Access Journals (Sweden)

    Martínez-Rizo, Felipe

    2012-05-01

    Full Text Available Interest in studying teaching practices has increased, because of the need to evaluate teachers and dissatisfaction with the usual ways of doing it. Recent approaches with Value-Added Models, based on students’ results on achievement tests do not seem satisfactory. The article is based on a review of literature and classifies the approaches to practices in three groups: instruments based on information given by teachers; observation protocols; and approaches based on the analysis of products of the practices. Specific tools are described and advantages and disadvantages of the three approaches are discussed. El interés por las prácticas docentes ha aumentado, en parte por la necesidad de evaluar a los maestros y la insatisfacción con las formas usuales de hacerlo. Los enfoques basados en Modelos de Valor Agregado según resultados de los alumnos en pruebas estandarizadas tampoco satisfacen. Con base en la literatura analizada se clasifican los acercamientos a las prácticas en tres grupos: instrumentos basados en información dada por los maestros mismos, protocolos de observación y acercamientos basados en análisis de productos de las prácticas. Se describen herramientas particulares y se discuten ventajas y desventajas de los tres tipos de acercamiento.

  13. Problematizing the multidisciplinary residency in oncology: a practical teaching protocol from the perspective of nurse residents

    Directory of Open Access Journals (Sweden)

    Myllena Cândida de Melo

    2014-08-01

    Full Text Available Objective: To investigate practical teaching of nurse residents in a multidisciplinary residency in oncology. Method: A qualitative descriptive study grounded in the problematization methodology and its steps, represented by the Maguerez Arch. Data were analyzed using content analysis. Results: Potentiating and limiting elements of the residency guided the design of a practical teaching protocol from the perspective of residents, structured in three stages: Welcoming and ambience; Nursing care for problem situations; and, Evaluation process. Conclusion: Systematization of practical teaching promoted the autonomy of individuals and the approximation of teaching to reality, making residency less strenuous, stressful and distressing.

  14. Teaching exploration and practice of the human body structure course

    Institute of Scientific and Technical Information of China (English)

    Feng LI; Ming-feng CHEN; Wen-long DING

    2015-01-01

    In the 21 st century,the medical model has transformed from the biological model to the biopsycho-social medical model. The transformation of medical model raises higher requirements for the training of medical staff. Comprehensive promotion of the reform of medical education has become the consensus and trend,which breeds the integrated medical teaching that is based on modules and organ systems. As one of eight integrated modules,the human body structure course of Shanghai Jiao Tong University School of Medicine introduces morphological structures of normal human organs according to function systems( such as locomotor system,digestive system,angiological system,and nervous system) of human organs and parts of human body. This course endeavors to integrate theories with practices,contents of disciplines of basic medicine,and basic medicine with clinical medicine. The human body structure course combines basic medicine with clinical medicine and is an important part of medical science.

  15. Ethics in education supervision

    Directory of Open Access Journals (Sweden)

    Fatma ÖZMEN

    2008-06-01

    Full Text Available Supervision in education plays a crucial role in attaining educational goals. In addition to determining the present situation, it has a theoretical and practical function regarding the actions to be taken in general and the achievement of teacher development in particular to meet the educational goals in the most effective way. For the education supervisors to act ethically in their tasks while achieving this vital mission shall facilitate them to build up trust, to enhance the level of collaboration and sharing, thus it shall contribute to organizational effectiveness. Ethics is an essential component of educational supervision. Yet, it demonstrates rather vague quality due to the conditions, persons, and situations. Therefore, it is a difficult process to develop the ethical standards in institutions. This study aims to clarify the concept of ethics, to bring up its importance, and to make recommendations for more effective supervisions from the aspect of ethics, based on the literature review, some research results, and sample cases reported by teachers and supervisors.

  16. A Study of Culturally Responsive Teaching Practices of Adult ESOL and EAP Teachers

    Science.gov (United States)

    Rhodes, Christy M.

    2013-01-01

    The purpose of this study was to examine how frequently adult education English for Speakers of Other Languages (ESOL) and English for Academic Purposes (EAP) teachers in Florida used specific culturally responsive teaching practices and how important they believed those practices were to their teaching. Using Ginsberg and Wlodkowski's…

  17. Mentoring "Inside" the Action of Teaching: Induction Coaches' Perspectives and Practices

    Science.gov (United States)

    Gardiner, Wendy; Weisling, Nina

    2016-01-01

    To provide a shared vision of effective mentoring and language for practice, Schwille developed a temporal framework depicting mentoring practices referred to as "inside" and "outside" the action of teaching. "Inside" mentoring occurs when teachers are working with students (e.g. co-teaching and demonstration…

  18. Factors of Participants and Blogs That Predict Blogging Activeness during Teaching Practice and Induction Year

    Science.gov (United States)

    Luik, Piret; Taimalu, Merle

    2016-01-01

    The blog as a type of social software has been used in education for several years, and its positive effect in the field has been asserted in many studies. This study presents the factors of participants and blogs that predict blogging activeness during teaching practice and induction year. During the teaching practice and induction year all…

  19. Teaching Residents Practice-Management Knowledge and Skills: An "in Vivo" Experience

    Science.gov (United States)

    Williams, Laurel Lyn

    2009-01-01

    Objective: This article explores the relevant data regarding teaching psychiatric residents practice management knowledge and skills. This article also introduces a unique program for teaching practice management to residents. Methods: A literature search was conducted through PubMed and "Academic Psychiatry". Additionally residents…

  20. Joseph Schwab, Self-Study of Teaching and Teacher Education Practices Proponent? A Personal Perspective

    Science.gov (United States)

    Craig, Cheryl J.

    2008-01-01

    The field of self-study of teaching and teacher education practices, like a number of other areas of inquiry, appears negligent in paying intellectual debt to Joseph Schwab who revolutionalized the fields of curriculum and teaching in the 1970s with his ideas about the practical. In this article, I trace my personal journey of coming to know…

  1. Teachers' Beliefs on Foreign Language Teaching Practices in Early Phases of Primary Education: A Case Study

    Science.gov (United States)

    Caner, Mustafa; Subasi, Gonca; Kara, Selma

    2010-01-01

    The purpose of the study was to examine whether teacher beliefs would play a role in their actual practices while teaching target language in early phases of primary education, principally, in kindergarten and first grades in a state school. As it is a very broad research area, the researchers exclusively analyzed teaching practices and teaching…

  2. Good Practice Guide: Bringing a Social Capital Approach into the Teaching of Adult Literacy and Numeracy

    Science.gov (United States)

    National Centre for Vocational Education Research (NCVER), 2010

    2010-01-01

    This good practice guide is based on research that looked at how to teach adult literacy and numeracy using a social capital approach. The guide suggests ways vocational education and training (VET) practitioners can adopt a social capital approach to their teaching practice. A social capital approach refers to the process in which networks are…

  3. Novice Teachers Reflect on Their Instructional Practices While Teaching Adults Math

    Science.gov (United States)

    Ginsburg, Lynda

    2016-01-01

    Over three years, eighty-two teachers in their first or second year of teaching participated in orientation programs for new adult educators. During the programs, they reflected on their own instructional practices when teaching mathematics to adults. The teachers identified the practice they were likely to overemphasize and explained why they…

  4. Conceptions of Grammar Teaching: A Case Study of Teachers' Beliefs and Classroom Practices

    Science.gov (United States)

    Farrell, Thomas S. C.; Lim, Poh Choo Particia

    2005-01-01

    This paper presents a case study that investigated and compared the beliefs and actual classroom practices of two experienced English language teachers with regards to grammar teaching in a primary school in Singapore. Areas where practices converged with or diverged from beliefs about grammar teaching are examined and discussed as well as the…

  5. A Study of Culturally Responsive Teaching Practices of Adult ESOL and EAP Teachers

    Science.gov (United States)

    Rhodes, Christy M.

    2013-01-01

    The purpose of this study was to examine how frequently adult education English for Speakers of Other Languages (ESOL) and English for Academic Purposes (EAP) teachers in Florida used specific culturally responsive teaching practices and how important they believed those practices were to their teaching. Using Ginsberg and Wlodkowski's…

  6. Teaching Practice: University Supervisors' Experiences and Perceptions of a Cooperating Physical Education Teacher Education Programme

    Science.gov (United States)

    Meegan, Sarah; Dunning, Carol; Belton, Sarahjane; Woods, Catherine

    2013-01-01

    The purpose of this research was to examine university supervisors' experiences and perceptions of a cooperating physical education teacher education (COPET) programme while on teaching practice. Teaching practice is a central tenet of physical education teacher education (PETE) preparation. The COPET programme was designed to support the triad…

  7. Teaching Practice and the Quality Dilemma: Lessons from Experiences of Student Teachers in Masvingo Province

    Science.gov (United States)

    Mashava, Rumbidzai; Chingombe, Agrippa

    2013-01-01

    Teaching Practice is presumed to be key to professionalization of teachers, although very little research has been done on its effectiveness. This article seeks to show the views of stakeholders on the effectiveness of Teaching Practice in Zimbabwean primary schools. A case study which is largely qualitative was found appropriate. A sample of 84…

  8. Peer Observation of Teaching: The Interaction between Peer Review and Developmental Models of Practice

    Science.gov (United States)

    Yiend, Jenny; Weller, Saranne; Kinchin, Ian

    2014-01-01

    Teaching observation is widely promoted as a mechanism for developing teaching practice in higher education. Specifically, formative peer observation is considered by many to be a powerful tool for providing feedback to individual teachers, disseminating disciplinary good practice and fostering a local evaluative enhancement culture. Despite its…

  9. Investigating the Efficacy of Practical Skill Teaching: A Pilot-Study Comparing Three Educational Methods

    Science.gov (United States)

    Maloney, Stephen; Storr, Michael; Paynter, Sophie; Morgan, Prue; Ilic, Dragan

    2013-01-01

    Effective education of practical skills can alter clinician behaviour, positively influence patient outcomes, and reduce the risk of patient harm. This study compares the efficacy of two innovative practical skill teaching methods, against a traditional teaching method. Year three pre-clinical physiotherapy students consented to participate in a…

  10. Core Practices for Teaching History: The Results of a Delphi Panel Survey

    Science.gov (United States)

    Fogo, Bradley

    2014-01-01

    Recent education literature and research has focused on identifying effective core teaching practices to inform and help shape teacher education and professional development. Although a rich literature on the teaching and learning of history has continued to develop over the past decade, core practice research has largely overlooked…

  11. Core Practices for Teaching History: The Results of a Delphi Panel Survey

    Science.gov (United States)

    Fogo, Bradley

    2014-01-01

    Recent education literature and research has focused on identifying effective core teaching practices to inform and help shape teacher education and professional development. Although a rich literature on the teaching and learning of history has continued to develop over the past decade, core practice research has largely overlooked…

  12. Peer Observation of Teaching: The Interaction between Peer Review and Developmental Models of Practice

    Science.gov (United States)

    Yiend, Jenny; Weller, Saranne; Kinchin, Ian

    2014-01-01

    Teaching observation is widely promoted as a mechanism for developing teaching practice in higher education. Specifically, formative peer observation is considered by many to be a powerful tool for providing feedback to individual teachers, disseminating disciplinary good practice and fostering a local evaluative enhancement culture. Despite its…

  13. O espaço da prática de ensino e do estágio curricular nos cursos de formação de professores de química das ies públicas paulistas The place of teaching practice and internship in the chemistry courses leading to teaching credentials at the state universities of São Paulo

    Directory of Open Access Journals (Sweden)

    Ana Cláudia Kasseboehmer

    2008-01-01

    Full Text Available The literature presents a new understanding of the teaching practice and the supervised internship.Mutual interaction between them is expected one providing subsidies to the other.The present article shows the conceptions prevailing at the São Paulo state universities regarding these activities.Students,when interviewed, report difficulties in dealing with classroom situations. It is possible to observe that chemists wish to prepare new chemists deviating from the objectives of a Chemistry course leading to teaching credentials .

  14. Applications of collaborative helping maps: supporting professional development, supervision and work teams in family-centered practice.

    Science.gov (United States)

    Madsen, William C

    2014-03-01

    Collaborative, family-centered practice has become an influential approach in helping efforts across a broad spectrum of human services. This article draws from previous work that presented a principle-based, practice framework of Collaborative Helping and highlighted the use of Collaborative Helping maps as a tool both to help workers think their way through complex situations and to provide a guideline for constructive conversations between families and helpers about challenging issues. It builds on that work to examine ways to utilize Collaborative Helping maps at worker, supervisory, and organizational levels to enhance and sustain collaborative, family-centered practice and weave its core values and principles into the everyday fabric of organizational cultures in human service agencies and government agencies that serve poor and marginalized families and communities.

  15. Interim Report on Survey of Teaching Practices In Developing Countries

    Directory of Open Access Journals (Sweden)

    Schiefelbein, Ernesto

    2013-06-01

    Full Text Available This paper illustrates a research method appropriate for researchers examining teaching practices and teacher training in poor countries. The method of research described here does not compare with large scale studies in terms of sample size, scientific rigor, and sophisticated statistical analysis. We believe, however, that it can, provide valid information sufficient in accuracy for policy making. Most importantly, we believe, this method offers a feasible way for national researchers to explore why teachers teach as they do in their country. A fundamental assumption is that once in the classroom most teachers learn little more about teaching. In the absence of any systematic feedback or self-reflection on their experiences, they persist in using practices learned in their initial training. On that basis we invited colleagues in a number of countries to share observations on how teachers teach. The compiled results provide an explanation for low levels of learning in many developing country schools. We then propose a second-stage research that collects information on teacher training practices. Este artículo propone un método efectivo para investigar prácticas docentes en países pobres donde es difícil conseguir buena información sobre lo que sucede en el aula. La metodología de esta investigación se distingue de investigaciones convencionales en el tamaño de la muestra, rigor científico y uso de técnicas estadísticas sofisticadas. Creemos sin embargo que puede ofrecer una información válida y suficiente para la toma de decisiones sobre políticas educativas. Es muy importante señalar que este método permitiría que investigadores nacionales, que cuenten con pocos recursos, puedan explorar la práctica docente que se emplea en su país. Un supuesto fundamental de la investigación es que una vez que el maestro empieza a enseñar en una escuela deja de aprender prácticas nuevas o más efectivas ya que carece de supervisi

  16. Rules for Supervision and Inspection of Offshore Oil Industry

    Institute of Scientific and Technical Information of China (English)

    Dai Zhongliang; Song Lisong

    1994-01-01

    @@ In short,safety supervision and technique inspection mean the safety supervision by the government,and the inspection by technical organization,and those are put into practice by a series of administrative rules and regulations.

  17. Teaching Practices from America's Best Urban Schools: A Guide for School and Classroom Leaders

    Science.gov (United States)

    Johnson, Joseph F., Jr.; Perez, Lynne G.; Uline, Cynthia L.

    2013-01-01

    Discover the teaching practices that make the biggest difference in student performance! This practical, research-based book gives principals, teachers, and school administrators a direct, inside look at instructional practices from top award-winning urban schools. The authors provide detailed examples and analyses of these practices, and…

  18. 督管学教一体化教学督导模式的构建与实践%The Construction and Practice of the Integrated Teaching Model of the Teaching and Learning

    Institute of Scientific and Technical Information of China (English)

    昝雪峰; 代玉文

    2016-01-01

    The traditional teaching supervision patterns have many problems,which are not conducive to the improvement of teaching quality.Construction supervision of science education integration model of teaching supervision mode,expand the con-notation and scope of supervision."Christian,inspectors,supervision form is pragmatic and effective,easy to construct and operate.It is conducive to the improvement of teaching supervision of the pertinence and effectiveness of,to make up for the lack of traditional teaching supervision mode.%传统的教学督导模式存在很多问题,不利于教学质量的提高。构建督管学教一体化新型教学督导模式,拓展督导内涵和范围,“督教、督学、督管”三督一体,务实有效,容易构建,易于操作,有利于提高教学督导的针对性和有效性,弥补传统教学督导模式的不足。

  19. A framework to facilitate self-directed learning, assessment and supervision in midwifery practice: A qualitative study of supervisors' perceptions

    NARCIS (Netherlands)

    Embo, M.; Driessen, E.; Valcke, M.; Vleuten, C.P.M. van der

    2014-01-01

    BACKGROUND: Self-directed learning is an educational concept that has received increasing attention. The recent workplace literature, however, reports problems with the facilitation of self-directed learning in clinical practice. We developed the Midwifery Assessment and Feedback Instrument (MAFI) a

  20. A framework to facilitate self-directed learning, assessment and supervision in midwifery practice: A qualitative study of supervisors' perceptions

    NARCIS (Netherlands)

    Embo, M.; Driessen, E.; Valcke, M.; Vleuten, C.P.M. van der

    2014-01-01

    BACKGROUND: Self-directed learning is an educational concept that has received increasing attention. The recent workplace literature, however, reports problems with the facilitation of self-directed learning in clinical practice. We developed the Midwifery Assessment and Feedback Instrument (MAFI) a

  1. Teaching and learning care--exploring nursing students' clinical practice.

    Science.gov (United States)

    Solvoll, Betty-Ann; Heggen, Kristin M

    2010-01-01

    Care has always been a key element of nursing. This paper presents findings from research on the following issue: What opportunities and limitations do nursing students encounter when learning nursing care? The study has a qualitative design with field methodology and the study of documents. Six nursing students have been closely monitored during their clinical studies in hospitals, nursing homes and home-based nursing. The study shows that nursing students are likely to possess the potential to provide care for sick and unknown people. The motivation for their commitment to patients may contain an egoistical orientation and runs contrary to former ideals of the nurse's self-sacrificing altruism. Moreover the study shows that there is a potential in the clinical field and in the university college to reflective considerations on experience of care. While clinical practice often has focus on practical problem-solving and procedures, the college tends to focus on abstract theory. Both of these promote the privatisation and neglect of the students' experience of care. The paper concludes with a call for teaching and learning strategies targeting the use of nursing students' personal experience of care.

  2. Interprofessional education and practice guide No. 5: Interprofessional teaching for prequalification students in clinical settings.

    Science.gov (United States)

    Lie, Désirée A; Forest, Christopher P; Kysh, Lynn; Sinclair, Lynne

    2016-05-01

    The importance of interprofessional education in health professions training is increasingly recognised through new accreditation guidelines. Clinician teachers from different professions may find themselves being asked to teach or supervise learners from multiple health professions, focusing on interprofessional dynamics, interprofessional communication, role understanding, and the values and ethics of collaboration. Clinician teachers often feel prepared to teach learners from their own profession but may feel ill prepared to teach learners from other professions. In this guide, we draw upon the collective experience from two countries: an institution from the United States with experience in guiding faculty to teach in a student-run interprofessional clinic and an institution from Canada that offers interprofessional experiences to students in community and hospital settings. This guide offers teaching advice to clinician educators in all health professions who plan to or already teach in an interprofessional clinical setting. We anticipate that clinician teachers can learn to fully engage learners from different professions, precept effectively, recognise common pitfalls, increase their confidence, reflect, and become role models to deliver effective teaching in interprofessional settings.

  3. Teaching as practice: Blending the intellectual and moral in pursuit of science teachers' practical knowledge

    Science.gov (United States)

    Salloum, Sara Labib

    This study aimed to (a) explore and understand the intricacy of science teaching as a morally committed practice engaging teachers' practical knowledge; (b) explore science teacher practical knowledge by probing and understanding teachers' interpretations, commitments, and dialectic interactions between them; and (c) scrutinize science teachers' actions in terms of their interpretations and commitments as they go about realizing 'internal goods' of their practice and resolving dilemmas of everyday science teaching practice. Case studies of three physical science teachers in different socioeconomic contexts in Lebanon were conducted using ethnographic methods of indepth dialogues, observation, and artifact analysis. An interpretive approach to data analysis was adopted to ensure that the generated themes and assertions reflected participant teachers' interpretation and commitments. A commitment of preparing students for the official exams and doing well in them prevailed across the three contexts. This commitment originated from the teachers' interpretations of their duty as 'good' teachers who will not let students and the school down. In the public schools, teachers saw that students' passing the Brevet exams gains them a right of passage to a safe zone. In the private school, the teacher saw her duty to have student attain high grades in preparation for their future educational and career plans. Each teacher's case was described in terms of a teacher's standing commitments, associated interpretations, and manifestations in action. A characterization for each teacher's practice was offered in light of interactions between commitments, interpretations and actions. Characterizations that emerged included: a disciplining governess, role model with missionary tendencies, and good employee with a mission. The concept of gap-closing (between interpretations and commitments) was used to explain development of teachers' practical knowledge. Nature of gap closing and its

  4. 高校教学督导工作存在的问题分析与建议--以安徽民办本科高校为例%Problem Analysis and Suggestions of Teaching Supervision in Colleges and Universities Taking Private Colleges and Universities in Anhui Province as Examples

    Institute of Scientific and Technical Information of China (English)

    岳国庆; 彭少杰

    2014-01-01

    Teaching supervision is a part of education management, which aims to promote the quality of teaching and improve the teaching system. This paper takes the supervision work of private colleges in Anhui as an example, analyzes the existing problems in the supervision work, such as poor supervision institution, small range of supervision objects, weak enforcement of supervision, poor quality of supervisors, finally proposes some methods and countermeasures to improve the supervision work.%教学督导是教学管理的一个环节,教学督导的目的是为了提高教学质量,完善教学制度。本文以安徽民办本科高校的督导工作作为实例,分析高校督导工作中普遍存在的问题,如督导制度不完善、督导的对象范围窄、督导工作执行不力、督导者本身素质有待提高等;最后提出提高和完善督导工作的方法和对策。

  5. Teaching trainers to incorporate evidence-based medicine (EBM teaching in clinical practice: the EU-EBM project

    Directory of Open Access Journals (Sweden)

    Kaleta Anna

    2009-09-01

    Full Text Available Abstract Background Evidence based medicine (EBM is considered an integral part of medical training, but integration of teaching various EBM steps in everyday clinical practice is uncommon. Currently EBM is predominantly taught through theoretical courses, workshops and e-learning. However, clinical teachers lack confidence in teaching EBM in workplace and are often unsure of the existing opportunities for teaching EBM in the clinical setting. There is a need for continuing professional development (CPD courses that train clinical trainers to teach EBM through on-the-job training by demonstration of applied EBM real time in clinical practice. We developed such a course to encourage clinically relevant teaching of EBM in post-graduate education in various clinical environments. Methods We devised an e-learning course targeting trainers with EBM knowledge to impart educational methods needed to teach application of EBM teaching in commonly used clinical settings. The curriculum development group comprised experienced EBM teachers, clinical epidemiologists, clinicians and educationalists from institutions in seven European countries. The e-learning sessions were designed to allow participants (teachers to undertake the course in the workplace during short breaks within clinical activities. An independent European steering committee provided input into the process. Results The curriculum defined specific learning objectives for teaching EBM by exploiting educational opportunities in six different clinical settings. The e-modules incorporated video clips that demonstrate practical and effective methods of EBM teaching in everyday clinical practice. The course encouraged focussed teaching activities embedded within a trainer's personal learning plan and documentation in a CPD portfolio for reflection. Conclusion This curriculum will help senior clinicians to identify and make the best use of available opportunities in everyday practice in clinical

  6. Communities of practice in nursing academia: a growing need to practice what we teach.

    Science.gov (United States)

    Risling, Tracie; Ferguson, Linda

    2013-08-22

    Although the community of practice (CoP) concept has been heavily utilized in business literature since its inception in the 1990s, it has not been significantly featured in nursing research. With student-centered approaches increasingly infusing nursing classrooms, including opportunities for collaborative learning and the development of student learning communities, it may be time to ask: Do we practice what we teach? Nursing academia faces challenges related to recruitment and retention, scholarly productivity and engagement of new faculty, and increasing demands for collaborative research. Challenges, some would argue, that could be addressed through CoPs; a sentiment reflected in the recent expansion of nursing CoP literature. What is the current state of the application of this concept in nursing academia and what barriers present in the promotion and development of CoPs in the academy? This article addresses these questions and provides guidance for those in search of community.

  7. An Investigation of Science Teaching Practices in Indonesian Rural Secondary Schools

    Science.gov (United States)

    Wahyudi; Treagust, David F.

    2004-08-01

    This study reports on teaching practices in science classrooms of Indonesian lower secondary schools in rural areas. Using six schools from three districts in the province of Kalimantan Selatan as the sample, this study found that most teaching practices in science classrooms in rural schools were teacher-centred with students copying notes. However, the study also found unique teaching practices of an exemplary science teacher whose teaching style can be described as both student-centred and teacher-centred, with students encouraged to be active learners. Four features of exemplary teaching practices were identified: The teacher managed the classroom effectively; used a variety of questioning techniques; employed various teaching approaches instead of traditional methods; and created a favourable learning environment. Data from classroom observations, interviews with teachers, and students responses to a questionnaire were used to compare the exemplary teacher and his colleagues. This study identified internal factors that may affect teaching practices such as a teachers content knowledge and beliefs about teaching. Compared to the other teachers, the exemplary teacher possessed more content knowledge and had a relatively stronger belief in his ability to teach.

  8. A comparison of observed teaching practices with teacher perceptions of their teaching during and following major funding

    Science.gov (United States)

    Kimble, Larry Lee

    The purposes of this study were: (1) to determine how the teaching practices of eight exemplary Iowa teachers changed over time (1994--1999); (2) to investigate discrepancies between the perceptions of teaching compared with actual performance of these behaviors exhibited in videotapes of their teaching; and (3) to determine how STS/Constructivist teaching behaviors changed after major NSF funding. Data were collected at multiple times over a five year period. Quantitative data included use of the ESTEEM for evaluating three consecutive days of "best" teaching on the part of the eight teachers. The TPI and CLES were used for measuring perceptions of the teachers. Interviews concerning classrooms and teaching practices were conducted. Assessment and teaching methods were also reviewed. Major findings include: (1) Teaching practices indicate that all eight teachers achieved expert status in all four areas measured by the ESTEEM. These include (1) facilitating the learning process from a constructivist perspective; (2) content-specific pedagogy related to student understanding; (3) adjustments in strategies based on interactions with the students; and (4) teacher knowledge of subject matter. Constructivist practices improved significantly at each data sampling over the studied period (significant at the .05 level). (2) Teacher perceptions of their constructivist teaching practices as measured by the TPI and CLES were very high. This was especially true for the CLES where five areas of constructivist teaching were evaluated, namely: (1) personal relevance; (2) scientific uncertainty; (3) critical voice; (4) shared control, and (5) student negotiations. The perceptions continued to improve over the studied period (significant at the .05 level). (3) Similarities between teacher observed practices and their perceptions of their teaching were noted. In many cases, the actual practices were observed to be better. (4) The teachers improved regarding wait-time between teacher

  9. Classroom Practices in Teaching English--1965-66: A Third Report of the NCTE Committee to Report Promising Practices in the Teaching of English.

    Science.gov (United States)

    National Council of Teachers of English, Champaign, IL.

    The 13 articles in this report fall into four categories: programs for the culturally disadvantaged, teaching composition, curriculum revision, and detailed classroom practices. Mildred A. Dawson outlines compensatory programs used in Sacramento, California, to prevent drop-outs; Lois Grose concentrates on the pattern-practice method of teaching…

  10. The ESL classroom teaching, critical practice, and community development

    CERN Document Server

    Morgan, Brian D

    1998-01-01

    Brian Morgan uses his own teaching experience in Canada and China to investigate the complexities of teaching English as a second language to those newly arrived in Canada and to suggest ways of becoming a more effective ESL teacher.

  11. Some Practical Distinctions between Preaching, Teaching, and Training.

    Science.gov (United States)

    Pestel, Beverly C.

    1988-01-01

    Describes some of the teaching techniques found to be effective for educating students and combatting scientific illiteracy. Presents instructional methods developed for implementing learner-oriented educational philosophies and interactive teaching strategies. (RT)

  12. EVALUATING TEACHING PERFORMANCE. FROM THEORY TO PRACTICE USING STATISTICAL TOOLS

    Directory of Open Access Journals (Sweden)

    MARE CODRUTA

    2011-12-01

    Full Text Available The teaching performance is influenced firstly by the quality of the educational system. The universities are trying to raise the expectations regarding the methods used for evaluating the teaching quality. In order for the results to be as much as credible the evaluation must defer to the existing theory and to follow the standardized procedures, starting from some basic principles. The most used framework is represented by the 3P model which contains three parts: 1. The input (factors that come under the students and the professor 2. The learning process (activities focused on learning, teaching methods, practical ability, individual study 3. The outcome (the output of the learning process.This study presents some results of a questionnaire based on the existing economic theory and applied to a sample of master business students from Romania. The students were asked to give grades from 1 to 5 to several aspects related to the educational process. These aspects took into consideration the following: if the didactic activity was interesting for the students/ the relationship between the objectives of the course and the activity evolved/ the clarity of the presentations/ the degree of students' participation required by the teacher/ the methods and materials used/ the availability of the teacher. The average grade is 4.39, indicating a very high level of satisfaction, taking into account that the grades ranged from 1 to 5. For 50% of the students, the average grade was below 4.53, while for the other half it was above the specified value. But one has to see the value returned for the majority of the students. The mode equals 5, meaning that most of the students involved in the analyzed programme are extremely satisfied with the quality of the educational process. With a significance value Sig. = 0.004 /_ 0.01, we can state that there is correlation between the level of satisfaction expressed by the average grade and the number of classes missed

  13. Middle school science teachers' perspectives and practices of teaching through inquiry

    Science.gov (United States)

    Gates, Harry Alton

    This research examined middle school teachers' perspectives and practices of teaching through inquiry and the effect of a professional development institute on effecting change in those teachers' perspectives and practices. The professional development institute consisted of 16 days of content and pedagogical instruction, practice teaching, and reflection. Teachers' perspectives of inquiry were established through semi-structured interviews, journals, and written reflections. Teacher practices were assessed through analysis of videotaped lessons using a rubric designed to measure reformed teaching. Teachers' perspectives of inquiry were compared to their practices and to the National Science Education Standards. Through qualitative and quantitative analysis of data it has been found that teacher change is very complex. Professional development must address teacher beliefs, practices, and curriculum. Teachers can adopt the language of reform and imitate reform practices through the use of reform-based curriculum; however, for substantial change in classroom practice to occur, teachers must believe that all students are capable of learning through inquiry.

  14. A Gestalt Approach to Group Supervision

    Science.gov (United States)

    Melnick, Joseph; Fall, Marijane

    2008-01-01

    The authors define and then describe the practice of group supervision. The role of creative experiment in assisting supervisees who perceive themselves as confused, moving in circles, or immobilized is described. Fictional case examples illustrate these issues in supervision. The authors posit the "good fit" of Gestalt theory and techniques with…

  15. Applying Services Marketing Principles to Postgraduate Supervision

    Science.gov (United States)

    Dann, Stephen

    2008-01-01

    Purpose: The paper aims to describe the application of two key service quality frameworks for improving the delivery of postgraduate research supervision. The services quality frameworks are used to identify key areas of overlap between services marketing practice and postgraduate supervision that can be used by the supervisor to improve research…

  16. Applying Services Marketing Principles to Postgraduate Supervision

    Science.gov (United States)

    Dann, Stephen

    2008-01-01

    Purpose: The paper aims to describe the application of two key service quality frameworks for improving the delivery of postgraduate research supervision. The services quality frameworks are used to identify key areas of overlap between services marketing practice and postgraduate supervision that can be used by the supervisor to improve research…

  17. A Gestalt Approach to Group Supervision

    Science.gov (United States)

    Melnick, Joseph; Fall, Marijane

    2008-01-01

    The authors define and then describe the practice of group supervision. The role of creative experiment in assisting supervisees who perceive themselves as confused, moving in circles, or immobilized is described. Fictional case examples illustrate these issues in supervision. The authors posit the "good fit" of Gestalt theory and techniques with…

  18. [Reform and practice on the experiment teaching of medical parasitology].

    Science.gov (United States)

    Zhao, Jin-Hong; Tang, Xiao-Niu; Gao, Xi-Yin; Wang, Shao-Sheng; Li, Chao-Pin

    2011-12-01

    A new model of education is investigated to meet the new idea of experiment teaching in university. Therefore the establishment of experiment teaching model of medical parasitology needs to be correspondently reformed. A variety of new management measures are taken to raise the efficiency of experiment teaching in training the students in the College.

  19. Teaching Manuals and the Blackboard: Accessing Historical Classroom Practices

    Science.gov (United States)

    Wylie, Caitlin Donahue

    2012-01-01

    The blackboard, a useful teaching tool in nineteenth-century England, was transformed into a teaching necessity in the decades following 1870, when the Education Acts made school free and mandatory for all children. The resulting huge population of schoolchildren inspired the development of teaching techniques appropriate for large-group learning.…

  20. Teaching Manuals and the Blackboard: Accessing Historical Classroom Practices

    Science.gov (United States)

    Wylie, Caitlin Donahue

    2012-01-01

    The blackboard, a useful teaching tool in nineteenth-century England, was transformed into a teaching necessity in the decades following 1870, when the Education Acts made school free and mandatory for all children. The resulting huge population of schoolchildren inspired the development of teaching techniques appropriate for large-group learning.…

  1. Bilingual Teaching Research and Practice of Complex Function Theory

    Science.gov (United States)

    Ma, Lixin

    2011-01-01

    Mathematics bilingual teaching is assisted in Chinese with English teaching, and gradually enables students to independently use English to learn, study, reflect and exchange Mathematics. In order to better carry out mathematics teaching, department of mathematics in Dezhou University forms discussion groups and launches bilingual teaching…

  2. Conceptualizing Conceptual Teaching: Practical Strategies for Large Instrumental Ensembles

    Science.gov (United States)

    Tan, Leonard

    2016-01-01

    Half a century ago, calls had already been made for instrumental ensemble directors to move beyond performance to include the teaching of musical concepts in the rehearsal hall. Relatively recent research, however, suggests that conceptual teaching remains relatively infrequent during rehearsals. Given the importance of teaching for long-term…

  3. Construction and practice of cycle-operated teaching model on clinical practice%临床实习循环运行教学模式的建立与实践

    Institute of Scientific and Technical Information of China (English)

    卢书明; 段志军; 杜建玲; 史春虹; 周广民; 杨延宗; 赵钢

    2014-01-01

    临床实习是高等医学教育中的重要环节,也是夯实医学生基础知识、培养其基本技能及临床思维等的关键阶段。为了提高临床实习教学效果,大连医科大学附属第一医院建立了“多层次培养、督导、考核、反馈”循环运行的临床实习教学模式,并应用于临床教学实践,使医学生理论基础更加扎实,技能操作水平、综合素质明显提高,临床逻辑思维能力得到增强,同时,也促进了临床教师带教水平的提高,为持续提高临床教学质量奠定了坚实的基础。%Clinical practice is not only an important part of higher medical education, but also a critical stage for the enhancement of medical students' basic knowledge and the training of their basic skills and clinical thinking. In order to improve teaching effect in clinical practice, the First Affiliated Hospital of Dalian Medical University has established a “multi-level training, supervision, evaluation and feedback”teaching model of clinical cycle operation practice, and has applied into clinical teaching practice, making medical students' theoretical foundation more substantial, operating skills and overall quality significantly improved, clinical logical thinking obviously enhanced. Meanwhile it promoted the teaching level of clinical teachers, laying a solid foundation for improving the quality of clinical teaching continuously.

  4. Change and obduracy in university teaching practices: tracing agency in professional development

    Directory of Open Access Journals (Sweden)

    John Hannon

    2016-06-01

    Full Text Available Research into effectiveness of teaching practices and professional development invites questions of teaching and learning change: how it takes effect and is accounted for, and where its agency is claimed and contested across a range of institutional, disciplinary and pedagogical actors. This article investigates change in teaching practices and professional development through the notion of obduracy (Law, 2003: ordered arrangements that persist in the background and surface in a process of change. In focussing on practice as the object of inquiry, this study is part of a shift away from the study of professional learning drawing on individualist, cognitive traditions towards practice-oriented understandings of change and agency as an effect of social and material arrangements. The setting for this study of teaching practice is two disciplinary academic collectives, or workgroups, in one Australian university. Rather than approaching change as a human-centred and intentional process, the method of sociomaterial tracing was applied to teaching practice undergoing an institutional change process. The study highlights the process in which change is assembled, resisted or accomplished through heterogeneous networks of curriculum, discourses, technologies, and policies. Teaching and learning change, it is argued, involves recognising how obduracy is embedded in distinct networks across the university. The contribution of this study is to draw attention to the agentic role of materials and spaces in the negotiation and stabilisation of teaching practices and in approaches to professional development. 

  5. Is It Practical to Adopt Communicative Language Teaching in China

    Institute of Scientific and Technical Information of China (English)

    李琳

    2008-01-01

    @@ Language is a means of communication.No doubt that foreign language teaching is to cultivate students' communicative competence of using a foreign language.As the country with the largest population learning English in the world,China is deeply involved in communicative language teaching.Communicative approach in English language teaching is frequently discussed and debated.It is believed by many linguists and teachers to be an effective method to solve some of the teaching and learning problems.But as far as the effective ways of teaching and learning a foreign language is concerned,people have some controversial ideas.The teaching method which have been used in China's English teaching were: grammar-translation method,listening and speaking method and situation method.

  6. Exploring My Style of Teacher Supervision

    OpenAIRE

    2009-01-01

    This is a report on a pilot study regarding language teacher supervision styles. The author holds a certificate in language program administration, and the pilot involved teachers of the Japanese language one of whom was also involved in the certificate program. The teachers teach at an American language institute and they agreed to be observed by the author, following procedures detailed in clinical supervision. After the lesson observation, a one-on-one conference was held with the author a...

  7. Conceptions and Practices in Teaching and Learning: Implications for the Evaluation of Teaching Quality

    Science.gov (United States)

    Zerihun, Zenawi; Beishuizen, Jos; Van Os, Willem

    2011-01-01

    This study was conducted in two public universities in Ethiopia to assess the impact of conceptions of teaching and learning on the evaluation of teaching quality. Students' and teachers' approaches to teaching and learning and their conceptions of the meaning of teaching have been examined. Results indicated that both teachers and students…

  8. Improving Group Work Practices in Teaching Life Sciences: Trialogical Learning

    Science.gov (United States)

    Tammeorg, Priit; Mykkänen, Anna; Rantamäki, Tomi; Lakkala, Minna; Muukkonen, Hanni

    2017-08-01

    Trialogical learning, a collaborative and iterative knowledge creation process using real-life artefacts or problems, familiarizes students with working life environments and aims to teach skills required in the professional world. We target one of the major limitation factors for optimal trialogical learning in university settings, inefficient group work. We propose a course design combining effective group working practices with trialogical learning principles in life sciences. We assess the usability of our design in (a) a case study on crop science education and (b) a questionnaire for university teachers in life science fields. Our approach was considered useful and supportive of the learning process by all the participants in the case study: the students, the stakeholders and the facilitator. Correspondingly, a group of university teachers expressed that the trialogical approach and the involvement of stakeholders could promote efficient learning. In our case in life sciences, we identified the key issues in facilitating effective group work to be the design of meaningful tasks and the allowance of sufficient time to take action based on formative feedback. Even though trialogical courses can be time consuming, the experience of applying knowledge in real-life cases justifies using the approach, particularly for students just about to enter their professional careers.

  9. Practice of Project Teaching Mode in the Teaching Practice%实训项目教学模式在教学实践中的应用

    Institute of Scientific and Technical Information of China (English)

    刘春娟

    2013-01-01

    Combined with the object -oriented program design course teaching practice ,that the tradi-tional teaching mode of the course teaching in the presence of the disconnection between theory and prac-tice ,does not to stimulate the initiative and creativity of students'learning ;And usually theories are very abstract in the traditional teading mode and students are difficult to understand ;the existing problems in teaching programs are unable to finish the curriculum teaching objectives and teaching content .Based on the project of training mode ,the teaching process combines with students self-study throughout the course would let students easily master the theoretical knowledge in practice .Therefore ,this method in teaching and training project based teaching model is very necessary .%结合面向对象程序设计课程的教学实际,认为目前该课程教学中采用的传统教学模式存在理论与实践脱节,无法激发学生学习的主动性和创新性;理论较为抽象,学生很难理解;现有的教学学时根本无法较好地完成本课程的设定的教学目标和教学内容等问题。而基于实训项目的教学模式,使得整个课程的教学过程与学生自主学习密切结合,能让学生在实践中掌握理论知识,所以教学中采用基于实训项目的教学模式是非常必要的。

  10. Thinking through Practice: Exploring Ways of Knowing, Understanding and Representing the Complexity of Teaching

    Science.gov (United States)

    Mathewson Mitchell, Donna

    2013-01-01

    In recent times there has been a cross-disciplinary amplification of interest in the concept of practice. In this context, there is a growing body of research considering how teaching and teacher education might be viewed using the conceptual lens of practice. In this article, I explore practice theories to identify common themes and principles…

  11. Professional Learning in Human Resource Management: Problematising the Teaching of Reflective Practice

    Science.gov (United States)

    Griggs, V.; Holden, R.; Rae, J.; Lawless, A.

    2015-01-01

    Reflection and reflective practice are much discussed aspects of professional education. This paper conveys our efforts to problematise teaching reflective practice in human resources (HR) education. The research, on which the paper is based, engages with stakeholders involved in the professional learning and education of reflective practice in…

  12. Professional Learning in Human Resource Management: Problematising the Teaching of Reflective Practice

    Science.gov (United States)

    Griggs, V.; Holden, R.; Rae, J.; Lawless, A.

    2015-01-01

    Reflection and reflective practice are much discussed aspects of professional education. This paper conveys our efforts to problematise teaching reflective practice in human resources (HR) education. The research, on which the paper is based, engages with stakeholders involved in the professional learning and education of reflective practice in…

  13. A High-Leverage Language Teaching Practice: Leading an Open-Ended Group Discussion

    Science.gov (United States)

    Kearney, Erin

    2015-01-01

    In response to calls for more practice-based teacher education, this study investigated the way in which two high-performing novice world language teachers, one in Spanish and one in Latin, implemented a high-leverage teaching practice, leading an open-ended group discussion. Observational data revealed a number of constituent micro-practices. The…

  14. A High-Leverage Language Teaching Practice: Leading an Open-Ended Group Discussion

    Science.gov (United States)

    Kearney, Erin

    2015-01-01

    In response to calls for more practice-based teacher education, this study investigated the way in which two high-performing novice world language teachers, one in Spanish and one in Latin, implemented a high-leverage teaching practice, leading an open-ended group discussion. Observational data revealed a number of constituent micro-practices. The…

  15. Teachers Talking about Teaching and School: Collaboration and Reflective Practice via Critical Friends Groups

    Science.gov (United States)

    Kuh, Lisa P.

    2016-01-01

    Reflective practice has potentially positive effects on an organization's capacity to focus on student learning and teaching practices. In an effort to comply with policy and provide teachers with opportunities to reflect on their practice, districts, schools, and teachers have turned to various models that feature collaborative experiences. One…

  16. Teaching minority children hygiene

    DEFF Research Database (Denmark)

    Rheinländer, Thilde; Samuelsen, Helle; Dalsgaard, Anders

    2015-01-01

    infrastructures were important barriers for the implementation of safe home child hygiene. Furthermore, the everyday life of highland villages, with parents working away from the households resulted in little daily adult supervision of safe child hygiene practices. While kindergartens were identified...... as potentially important institutions for improving child hygiene education, essential and well-functioning hygiene infrastructures were lacking. Also, hygiene teaching relied on theoretical and non-practice-based learning styles, which did not facilitate hygiene behaviour change in small children. Minority...... a strong practice-based teaching approach in daily work and in teacher's education. To support highland minority children in particular, teaching styles must take local living conditions and caregiver structures into account and teach in local languages. Creating stronger links between home...

  17. Mathematics, Language, and Learning: A Longitudinal Study of Elementary Teachers and Their Mathematics Teaching Practices

    OpenAIRE

    Yeh, Cathery

    2016-01-01

    Elementary school mathematics has gained increased attention in the last few decades. A growing field of research has studied the programmatic design and development of elementary mathematics teaching in teacher education, however, few studies have examined longitudinally the mathematics teaching of novice elementary teachers. Existing longitudinal studies on elementary mathematics teaching have generally focused on the effects of teacher preparation on their beginning practices and have exam...

  18. Social constructionism and supervision: experiences of AAMFT supervisors and supervised therapists.

    Science.gov (United States)

    Hair, Heather J; Fine, Marshall

    2012-10-01

    A phenomenological research process was used to investigate the supervision experience for supervisors and therapists when supervisors use a social constructionist perspective. Participants of the one-to-one interviews were six AAMFT Approved Supervisors and six therapists providing counseling to individuals, couples and families. The findings suggest supervisors were committed to their self-identified supervision philosophy and intentionally sought out congruence between epistemology and practice. The shared experience of therapists indicates they associated desirable supervision experiences with their supervisors' social constructionist perspective. Our findings also indicated that supervisors' and therapists' understanding of social constructionism included the more controversial concepts of agency and extra-discursiveness. This research has taken an empirical step in the direction of understanding what the social constructionist supervision experience is like for supervisors and therapists. Our findings suggest a linkage between epistemology and supervision practice and a satisfaction with the supervision process. © 2012 American Association for Marriage and Family Therapy.

  19. Learner-centered teaching in the college science classroom: a practical guide for teaching assistants, instructors, and professors

    Science.gov (United States)

    Dominguez, Margaret Z.; Vorndran, Shelby

    2014-09-01

    The Office of Instruction and Assessment at the University of Arizona currently offers a Certificate in College Teaching Program. The objective of this program is to develop the competencies necessary to teach effectively in higher education today, with an emphasis on learner-centered teaching. This type of teaching methodology has repeatedly shown to have superior effects compared to traditional teacher-centered approaches. The success of this approach has been proven in both short term and long term teaching scenarios. Students must actively participate in class, which allows for the development of depth of understanding, acquisition of critical thinking, and problem-solving skills. As optical science graduate students completing the teaching program certificate, we taught a recitation class for OPTI 370: Photonics and Lasers for two consecutive years. The recitation was an optional 1-hour long session to supplement the course lectures. This recitation received positive feedback and learner-centered teaching was shown to be a successful method for engaging students in science, specifically in optical sciences following an inquiry driven format. This paper is intended as a guide for interactive, multifaceted teaching, due to the fact that there are a variety of learning styles found in every classroom. The techniques outlined can be implemented in many formats: a full course, recitation session, office hours and tutoring. This guide is practical and includes only the most effective and efficient strategies learned while also addressing the challenges faced, such as formulating engaging questions, using wait time and encouraging shy students.

  20. Impact of a faculty development programme for teaching communication skills on participants' practice.

    Science.gov (United States)

    Junod Perron, Noelle; Cullati, Stephane; Hudelson, Patricia; Nendaz, Mathieu; Dolmans, Diana; van der Vleuten, Cees

    2014-05-01

    A 6-month faculty development programme was designed to improve supervisors' feedback to junior doctors on their clinical communication skills (CS) and included both CS and teaching skills training. The aim of this study was to assess supervisors' views on the impact of the programme on their subsequent teaching and communication practice. 28 clinical supervisors at the Geneva University Hospitals, from either inpatient or outpatient settings (general internists or primary care specialists), undertook a six-session faculty development programme, between 2009 and 2011, and each completed a short questionnaire before and 1 month after the course. Between 3 and 6 months after the course, the participants were interviewed about their views on the impact of the course on their practice using a semistructured interview. Interviews were audiotaped and transcribed verbatim and analysed thematically. The percentage of participants who reported teaching CS at least once a week had increased from 5/26 (19%) to 8/26 (30%), p=0.07. Participants reported using teaching skills, especially giving structured feedback. Use of newly acquired teaching skills was more likely when participants had protected time for teaching or were involved in formal teaching activities. Even participants who reported minimal teaching activity found the newly acquired CS to be useful, both with their own patients and in other professional situations. The few participants who explicitly reported teaching regularly CS in practice had generally become formal teachers in CS training. A faculty development programme on how to teach CS is perceived to be useful by clinical supervisors to acquire new skills, but using them in the workplace appears to depend on creation of a supportive environment with protected time for teaching. Involving supervisors in formal communication teaching may be one way to ensure continued use of newly learned teaching skills.

  1. Peer teaching in medical education: twelve reasons to move from theory to practice.

    Science.gov (United States)

    Ten Cate, Olle; Durning, Steven

    2007-09-01

    To provide an estimation of how often peer teaching is applied in medical education, based on reports in the literature and to summarize reasons that support the use of this form of teaching. We surveyed the 2006 medical education literature and categorised reports of peer teaching according to educational distance between students teaching and students taught, group size, and level of formality of the teaching. Subsequently, we analysed the rationales for applying peer teaching. Most reports were published abstracts in either Medical Education's annual feature 'Really Good Stuff' or the AMEE's annual conference proceedings. We identified twelve distinct reasons to apply peer teaching, including 'alleviating faculty teaching burden', 'providing role models for junior students', 'enhancing intrinsic motivation' and 'preparing physicians for their future role as educators'. Peer teaching appears to be practiced often, but many peer teaching reports do not become full length journal articles. We conclude that specifically 'near-peer teaching' appears beneficial for student teachers and learners as well as for the organisation. The analogy of the 'journeyman', as intermediate between 'apprentice' and 'master', with both learning and teaching tasks, is a valuable but yet under-recognized source of education in the medical education continuum.

  2. MI Application on EFL and A Case Study about An Unsuccessful Teach-ing Practice

    Institute of Scientific and Technical Information of China (English)

    LI Yi-bo

    2016-01-01

    As a respond to Larry Cuban’s article about why has the influence of MI been highest on educators' beliefs and language and least on classrooms practices? This article try to find out the problems that a teacher may come across when applying MI in the classroom through a case study about an unsuccessful teaching practice , and try to provide a solution as how to make use of MI in classroom correctly. The researcher’s premise was that given what we were informed about the educational needs of sec-ond language learners, the teachers must be better aware of the students diversity and apply accordingly multifarious activities to suit students’linguistic, cultural and cognitive need. Results of the study indicated that students did have different preferred in-telligences. However, if the MI based lesson was not conducted with enough preparation before hand, the students’diverse intel-ligence cannot be fully developed thus makes the theory failed to further implemented.

  3. How Is Science Being Taught? Measuring Evidence-Based Teaching Practices across Undergraduate Science Departments

    Science.gov (United States)

    Drinkwater, Michael J.; Matthews, Kelly E.; Seiler, Jacob

    2017-01-01

    While there is a wealth of research evidencing the benefits of active-learning approaches, the extent to which these teaching practices are adopted in the sciences is not well known. The aim of this study is to establish an evidential baseline of teaching practices across a bachelor of science degree program at a large research-intensive Australian university. Our purpose is to contribute to knowledge on the adoption levels of evidence-based teaching practices by faculty within a science degree program and inform our science curriculum review in practical terms. We used the Teaching Practices Inventory (TPI) to measure the use of evidence-based teaching approaches in 129 courses (units of study) across 13 departments. We compared the results with those from a Canadian institution to identify areas in need of improvement at our institution. We applied a regression analysis to the data and found that the adoption of evidence-based teaching practices differs by discipline and is higher in first-year classes at our institution. The study demonstrates that the TPI can be used in different institutional contexts and provides data that can inform practice and policy. PMID:28232589

  4. "Feeling Lore": The "Problem" of Emotion in the Practice of Teaching

    Science.gov (United States)

    Wenger, Christy I.

    2011-01-01

    This paper investigates the current dismissal of feeling from teaching and learning in the college composition classroom. Drawing on the teaching experiences and the concept of lore, it argues that the practices and pedagogies of composition studies continue to produce a division between reason and emotion, denying the body's epistemic potential.…

  5. Reflection into China's Business English Teaching Practices Based on GDUFS Graduates' Employment Status

    Science.gov (United States)

    Zhu, Wenzhong; Wu, Si; Guo, Tingting

    2009-01-01

    GDUFS, as one of China's top three foreign language universities with the longest history in business English teaching, has accumulated over 20-year experiences in this discipline. This research reflects into its business English teaching practices based on its graduates' employment status in recent years, and concludes that the students of…

  6. The Emergence of Online Teaching Practices: A Socio-Material Analysis

    Science.gov (United States)

    Bolldén, Karin

    2016-01-01

    The aim of this article was to analyse relations between online teaching practices and their virtual material arrangements. Two higher education online settings were studied using an online ethnographic approach in which observation of the teaching process was of central importance. The first setting was a course in education carried out on…

  7. Turning Routine Exercises into Activities That Teach Inquiry: A Practical Guide

    Science.gov (United States)

    Dorée, Suzanne Ingrid

    2017-01-01

    How can we teach inquiry? In this paper, I offer practical techniques for teaching inquiry effectively using activities built from routine textbook exercises with minimal advanced preparation, including rephrasing exercises as questions, creating activities that inspire students to make conjectures, and asking for counterexamples to reasonable,…

  8. The Emergence of Online Teaching Practices: A Socio-Material Analysis

    Science.gov (United States)

    Bolldén, Karin

    2016-01-01

    The aim of this article was to analyse relations between online teaching practices and their virtual material arrangements. Two higher education online settings were studied using an online ethnographic approach in which observation of the teaching process was of central importance. The first setting was a course in education carried out on…

  9. Teaching through 10,000 Earthquakes: Constructive Practice for Instructors in a Post-Disaster Environment

    Science.gov (United States)

    Wright, Sarah; Wordsworth, Russell

    2013-01-01

    The authors describe their experiences of teaching through a series of major earthquakes and the lessons learned regarding sustaining teaching and learning through an ongoing natural disaster. Student feedback data from across the university is analyzed to generate a model of constructive practice for instructors responding to a crisis. The…

  10. Developing Teachers' Pedagogical Practice in Teaching Science Lessons with Mobile Phones

    Science.gov (United States)

    Ekanayake, T. M. S. S. K. Y.; Wishart, J. M.

    2014-01-01

    This paper presents the findings of an investigation carried out in Sri Lanka to explore how mobile phones can support science teachers' pedagogical practices throughout the teaching cycle of planning, teaching and evaluation. Data were collected using observation supported by audio and video recordings from both continuing professional…

  11. Reaching the Adult Learner: Teaching Information Technology Infrastructure Library (ITIL) to Practicing Technology Managers

    Science.gov (United States)

    Adade, Anthony Kwasi

    2012-01-01

    A great deal has been written about adult learning in terms of approaches and strategies. However, very little has been published on best practices for teaching Information Technology Infrastructure Library ® (ITIL) certification course to IT professionals. This dearth of research, along with five years of experience teaching the course sparked my…

  12. Using TeachLivE[TM]to Improve Pre-Service Special Education Teacher Practices

    Science.gov (United States)

    Enicks, April N.

    2012-01-01

    Currently, there is a body of research available that clearly specifies effective teaching behaviors and quality indicators of a given behavior (Rosenshine, 2012; Danielson, 2007; Stronge, 2007; Rosenshine, 1983; Brophy, 1979). Research is lacking in defining practices that develop effective teaching behaviors in pre-service teachers. The primary…

  13. What Teachers Say about Addressing Culture in Their EFL Teaching Practices: The Vietnamese Context

    Science.gov (United States)

    Nguyen, Long; Harvey, Sharon; Grant, Lynn

    2016-01-01

    This paper examines Vietnamese EFL teachers' beliefs about the role of culture in language teaching. It also considers how they address culture in their teaching practices in a Vietnamese university. Ethnographic data collected from semi-structured interviews indicated that opportunities for culture to find its way into EFL classroom activities…

  14. Investigation of Reflective Teaching Practice Effect on Training Development Skills of the Pre-Service Teachers

    Science.gov (United States)

    Töman, Ufuk

    2017-01-01

    This study aims to investigate the effect of the reflective teaching practice on the development of teaching skills of the pre-service teachers. This study is designed in the form of action research due to the nature of the case examined. The participants were 32 pre-service teachers at Bayburt University Faculty of Education Department of…

  15. Exploring Changes to a Teacher's Teaching Practices and Student Learning through a Volleyball Content Knowledge Workshop

    Science.gov (United States)

    Kim, Insook

    2016-01-01

    This paper describes how improving a teacher's content knowledge changes his teaching practices and its subsequent effects on student learning during a middle school volleyball instructional unit. The study was designed to challenge teacher educators' thinking about the importance of in-depth content knowledge for effective teaching by…

  16. Non-Traditional Students and Critical Pedagogy: Transformative Practice and the Teaching of Criminal Law

    Science.gov (United States)

    Menis, Susanna

    2017-01-01

    This article explores the practical implication of adopting critical pedagogy, and more specifically critical legal pedagogy, in the teaching of non-traditional students in higher education context. It is based on the teaching of criminal law at Birkbeck School of Law, addressing learning tasks which have been designed to enhance students'…

  17. How Iranian Instructors Teach L2 Pragmatics in Their Classroom Practices? A Mixed-Methods Approach

    Science.gov (United States)

    Muthasamy, Paramasivam; Farashaiyan, Atieh

    2016-01-01

    This study examined the teaching approaches and techniques that Iranian instructors utilize for teaching L2 pragmatics in their classroom practices. 238 Iranian instructors participated in this study. The data for this study were accumulated through questionnaire and semi-structured interviews. In terms of the instructional approaches, both the…

  18. What Teachers Say about Addressing Culture in Their EFL Teaching Practices: The Vietnamese Context

    Science.gov (United States)

    Nguyen, Long; Harvey, Sharon; Grant, Lynn

    2016-01-01

    This paper examines Vietnamese EFL teachers' beliefs about the role of culture in language teaching. It also considers how they address culture in their teaching practices in a Vietnamese university. Ethnographic data collected from semi-structured interviews indicated that opportunities for culture to find its way into EFL classroom activities…

  19. Reaching the Adult Learner: Teaching Information Technology Infrastructure Library (ITIL) to Practicing Technology Managers

    Science.gov (United States)

    Adade, Anthony Kwasi

    2012-01-01

    A great deal has been written about adult learning in terms of approaches and strategies. However, very little has been published on best practices for teaching Information Technology Infrastructure Library ® (ITIL) certification course to IT professionals. This dearth of research, along with five years of experience teaching the course sparked my…

  20. On the Ball-Point: Classroom Practices in Teaching Composition. Publication No. SC-743.

    Science.gov (United States)

    Los Angeles City Schools, CA. Div. of Instructional Planning and Services.

    The classroom practices described in the 12 articles in this publication reflect much of the current thinking about the teaching of composition skills. Titles of articles are: "What Can Be Done about Composition?""Junior High School Foundations for Expository Composition,""Teaching Sentence Combining,""Prevision and Revision in Tenth-Grade English…