Search results for "Teaching Method."
showing 10 items of 407 documents
Student teachers' indirect complaining in learning groups
2011
This article focuses on indirect complaining in teacher education. The phenomenon of complaining in educational situations has not been examined as a process before. In this study complaining was examined in naturally occurring learning group sessions, which were videotaped and analysed through Conversation Analysis (CA). The purpose of this study is to describe the beginning of complaints and find ways to handle situations including complaining. The data comprise 26 pedagogically focused discussions that included indirect complaining. These were categorized into four classes: discussions which produced accounts, advice‐giving discussions, discussions expressing different viewpoints, and di…
University experience of a tutorial action programme during the COVID-19 lockdown in teacher training at a Valencian University (Spain)
2021
Coronavirus disease 2019 (COVID-19) is perceived as the worst modern-times pandemic. This entirely new health situation entailed a new challenge to the education system. To our knowledge, the impact of alternative teaching methods derived from the social distancing imposed by COVID-19 on university student perception in teacher education has not been investigated. The aim of this study was to analyse an educative experience developed in a Faculty of Teaching from March 2020 to July 2020 in order to overcome the challenge imposed by COVID-19. A qualitative approach was used for data collection and analysis using four information sources: (a) The final written documents developed by the worki…
Students' and teachers' experiences of a problem-based learning method in health promotion in a Finnish polytechnic
2003
Objective This study explored students' and their teachers' experiences of a problem-based learning method (PBL) and its manifestation in health promotion education. Design The study was based on a more extensive follow-up research project that investigated the teaching and learning of health promotion in two polytechnics of health care from 1997 to 2000. Settings A Finnish polytechnic of health care and nursing within a larger multidisciplinary educational institution. Method The data consisted of interviews with nine student nurses and ten teachers, conducted in 1999 and 2000. The data were analysed using inductive content analysis. Results During the first year when the polytechnic star…
Introducing sustainability into university curricula: an indicator and baseline survey of the views of university teachers at the University of Valen…
2011
Many higher education institutions have assumed the role of diffusing knowledge, values, attitudes and behaviours that favour sustainability. A key objective in such work is training university teachers to apply sustainability criteria to their respective disciplines. While university teachers' active participation is essential to achieving this goal, their ideas about and predispositions towards introducing sustainability into curricula are not always understood or appreciated. In this paper, we report on a questionnaire survey at the University of Valencia, Spain, on the current baseline situation for introducing sustainability across the university's curricula. We also report on a measur…
Digital Game-Based Learning: A Supplement for Medication Calculation Drills in Nurse Education
2014
Student nurses, globally, appear to struggle with medication calculations. In order to improve these skills among student nurses, the authors developed The Medication Game – an online computer game that aims to provide simple mathematical and medical calculation drills, and help students practise standard medical units and expressions. The aim of this study was to examine whether baccalaureate student nurses who played The Medication Game as a supplement to lectures and task-solving during a medication calculation course improved their examination results compared to a control group who used lectures and task-solving only. The authors used a randomised controlled design to study 201 studen…
Student-Teachers’ And School-Based Teacher Educators’ Beliefs About Teaching Practices And Instructional Goals
2015
Beliefs about teaching are integrated into teaching practices and instructional goals that impact teachers’ professional development. The aim of the research was to identify the beliefs that student-teachers and school-based teacher educators have about the development of pupils’ cognitive and social competences. First-year student-teachers and school-based teacher educators completed a questionnaire. The results revealed that the teachers’ beliefs vary according to their teaching experience. The student teachers preferred practices that were aimed at mechanical acquisition. The teacher educators’ choices of teaching practices were aimed at developing the pupils’ learning competences and th…
Enabling the full participation of university students with disabilities: seeking best practices for a barrier-free language centre
2015
Recent research has shown that 3.4% of university students in Finland have a diagnosed or observed illness or disability that affects their learning at the university level. The University of Jyväskylä Language Centre embarked on an organised, ongoing research and intervention project to enable appropriate teaching practices to suit the needs of all students. The process, thus far, has shown there is a need to clarify the rights and obligations of students and teachers to enable an atmosphere of mutual trust. A survey of the Language Centre teachers showed that all had taught students with disabilities during their university careers. Teachers wanted more information about disabilities, suc…
Thinking and Content Learning of Mathematics and Science as Cognitional Development in Content and Language Integrated Learning (CLIL): Teaching Thro…
2005
This paper presents a study on thinking and learning processes of mathematics and science in teaching through a foreign language, in Finland. The entity of thinking and content learning processes is, in this study, considered as cognitional development. Teaching through a foreign language is here called Content and Language Integrated Learning or CLIL. CLIL refers to all those diverse programmes, including some forms of immersion and bilingual education, where a foreign language is a medium of instruction, affecting the entire learning process of the learner. Thinking and content learning in CLIL manifests itself as analogical CLIL reasoning systems, based on two languages, and is assumed t…
La utilització de WebQuest i de Sistemes de Resposta Interactiva en l'assignatura Investigació de Mercats
2010
Aquest treball té com objectiu estudiar la importància d'implantar metodologies docents centrades en les noves tecnologies de la informació i comunicació (TIC), amb la finalitat de potenciar la participació de l'estudiant i de millorar els seus resultats d'aprenentatge. Concretament,aprofundirem en el disseny d'una WebQuest i en l'ús de Sistemes de Resposta Interactiva en l'assignatura Investigació de Mercats. Els resultats obtinguts serviran de base per a dissenyar les guies i metodologies docents de les assignatures de l'àrea de Comercialització i Investigació de Mercats en els nous estudis de grau.
Learning Pros and Cons of Model-Driven Development in a Practical Teaching Experience
2016
Current teaching guides on Software Engineering degree focus mainly on teaching programming languages from the first courses. Conceptual modeling is a topic that is only taught in last courses, like master courses. At that point, many students do not see the usefulness of conceptual modeling and most of them have difficulty to reach the level of abstraction needed to work with them. In order to make the learning of conceptual modeling more attractive, we have conducted an experience where students compare a traditional development versus a development using conceptual models through a Model-Driven Development (MDD) method. This way, students can check on their own pros and cons of working w…