Search results for "teaching"
showing 10 items of 1707 documents
An Industrial Automation Course: Common Infrastructure for Physical, Virtual and Remote Laboratories for PLC Programming
2018
<span style="font-family: 'Times New Roman',serif; font-size: 10pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: DE; mso-bidi-language: AR-SA;">This work describes the development of a teaching strategy to leverage current simulation tools and promote learning of industrial automation systems. Specifically, Programmable Logic Controller (PLC) programming in an industrial automation course. We propose an infrastructure where it is possible to work with physical, virtual and mixed laboratories</span>
Teaching Children with Intellectual Disabilities: Analysis of Research-Based Recommendations
2016
<p>The purpose of this qualitative study was to produce an overview of topics and practical recommendations that have been presented for teaching for students with intellectual disabilities in educational research articles published from 2000 to 2013. The sample of peer-reviewed research articles considering this topic was selected using a database search of the Educational Resources Information Center (ERIC). To represent the richness of this research area, the topic was purposely left broad, and the outline was made by focusing on the practical implications of research articles. These recommendations were identified, classified, synthesized, and evaluated. The implications for pract…
Learning about students in co-teaching teams
2021
Teachers are facing increasingly diverse classrooms globally. To support all students efficiently, teachers need to know their students. Drawing from the literature of teacher learning and inclusive education, we explored how teachers learn to know their students in a co-teaching context. Analysis of interviews and diaries of five co-teaching teams showed that teachers learned about their students in a co-taught classroom by observing students and by obtaining knowledge from and co-constructing knowledge with their co-teaching partner. Moreover, teachers’ learning led to shared responsibility for the student and a better understanding of student diversity. Thus, sharing knowledge of student…
Special education without teaching assistants? : The development process for students with autism
2020
Many children may need the help of another person to attend school. It is common for children with disabilities to receive help from a teaching assistant at school. Assistants are provided in many countries as a legal right and are often publicly funded. It is also widely assumed that having teaching assistants in the class is an effective and cost-efficient way to support students with disabilities. In this study, the research task was to monitor and document the development process carried out by the teacher, with the aim of making visible the development of a more dynamic classroom interaction. The focus in this development process was the teacher&rsquo;s idea of minimizing the conta…
INTEREST OF LATVIAN AND LITHUANIAN STUDENTS IN SCIENCE AND MATHEMATICS
2018
Interest is one of the most important components for a successful teaching/learning process; unfortunately, nowadays students’ interest in science and mathematics is decreasing. The aim of the research is to explore the cognitive interest of 15-year- old students in science and mathematics. Students in Latvia and Lithuania participated in the survey; the data show that students’ cognitive interest in this area in both countries is mediocre. The factor analysis was used to single out four main dimensions of the cognitive interest – interest in the context, interest in mathematics, inquiry interest and enthusiasm. Students’ interest is higher in issues connected with practical life, the solut…
Towards the realization of a basic professional profile model for Science, Technology and Mathematics (STEM) teachers
2017
[EN] In this work it is both discussed and provided a framework of speci c competences that may serve asa guide for setting up an ongoing process in the professional development of Science, Technology andMathematics (STEM) teachers. The fundamentals of the TPACK model serve to base the theoreticalbackground of this scheme, to which we have incorporated an additional feature which means to considerthe linguistic (L) dimension, thus transforming it into the TPACLK model. The di erent detailed profes-sional STEM capacities have been classi ed into six main sections. The two rst points discussed establishthe STEM disciplinary and didactic capacities; the third section corresponds to the role of…
University Teachers as Developers of Technology-Enhanced Teaching—Do Beliefs Matter?
2019
Previous research has identified a well-established link between teachers' beliefs and the practical implications of technology-enhanced learning (TEL). Until recently, there have been few studies ...
The integration of content and language in students’ task answer production in the bilingual classroom
2016
The notion of content and language integration has recently become a key topic of inquiry in research on content and language integrated learning and other kinds of bilingual educational programmes. Understanding what integration is and how it happens is of fundamental importance not only for researchers interested in gauging the possibilities and limitations of bilingual programmes, but also for practitioners seeking optimal ways to support student development. This study investigates integration as it takes place in the context of collaborative writing in the classroom. Drawing on conversation analytic methodology, text production is investigated as a social and sequentially evolving phen…
Translating Teacher Funds of Identity into Curricular Proposals for the EFL Classroom: A Model for Student-Teacher Innovation and Professional Develo…
2019
This article describes the progress and findings of a research project, organized in the context of a university Masters course in Teaching English as a Foreign Language (TEFL), which aimed at translating the student-teachers' (STs) funds of identity into worthwhile curricular proposals for the English as a Foreign Language (EFL) subject. The first part of the research involved 38 STs in three workshops through which they became aware of their own funds of identity, expanded their own teacher identity, and finally designed curricular proposals that incorporated their funds of identity as valuable pedagogical resources. The second part of the research took place during the two-month practicu…
Exploring translanguaging in CLIL
2016
After reviewing the concepts of Content and Language Integrated Learning (CLIL) and Translanguaging, this article presents an exploratory study of translanguaging in CLIL contexts. Employing illustrative extracts from a collection of CLIL classroom recordings in Austria, Finland and Spain, we argue that both pedagogic and interpersonal motivations can influence language choices. We suggest that the L1 should be appreciated as a potentially valuable tool in bilingual learning situations and that there is a need for increased awareness-raising around this question. peerReviewed