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EvästeasetuksetKieli: | ita eng rus |
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Julkaisija: | Padova : Padova University Press 2012- |
ISSN: |
2281-6992 |
Asiasanat: | |
Tallennettuna: |
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edagogical awareness is sometimes equalled either to knowledge of the contents and discipline or, more often, to pedagogical measures. It is much more: it refers to teachers' interpretations and transformations of subject-matter knowledge in the context of facilitating student learning, not to speak of adding the teachers' self-knowledge and self-development. In doing so it encompasses understanding of common learning conditions. Having those ideas as a starting point, this study tries to analyze the writings of university employed teachers to see how they experienced and recollected their actions during teacher education and after that. The aim was to add the knowledge of the effectiveness of university teachers' pedagogical education and consider the possibilities of continuous promotion of academic teaching competence in higher education communities. This report is based on the interviews of certified teachers (2017) and introduces some of their statements from 2008 and 2009 to provide material for a longitudinal study. The conceptions were examined through the domains of personal, task, process and professional awareness. The outcomes show that the teachers had even at the beginning a reasonable view of the profession. They began to understand their responsibilities to society and interest groups more consciously.
Over the past two decades, competence-based education has become a dominant trend in vocational and undergraduate education. The term competence-based education covers various conceptual ideas and practices arising from technical thinking in which education is seen as training competency, emphasising the development of complete vocational competence promoting autonomous identity and its continuous improvement. It should reflect how mathematics is taught at all levels of vocational education. As the PISA research has revealed gaps in skills in STEM subjects, our goal is to develop a powerful online learning model to promote access to undergraduate studies and employment for the disadvantaged in Finland. Their mathematical and scientific skills are analysed and trained online according to their self-direction. This facilitates graduating on time and applying for further studies. de Brujin and Leeman’s original model of a powerful learning environment is enhanced, focusing now on online adaptive guidance, and supporting self-regulating skills. The initial state for improving mathematical competence and self-regulating skills is the formation of a vocational identity obtained in previous education. The model is delineated by the idea of cognitive apprenticeship, acquiring knowledge and skills to pursue further studies. Online reflection and constructive learning from authentic situations towards a more abstract construction of knowledge is viewed from sociocultural theory and its perspective on cognition. Understanding the mathematical self-concept of online learners can inform strategies for improving online mathematics education.
The aim of this research is to find out how higher education (HE) teachers reflect on the possibilities of personal development and evaluate the institutional promotion of academic teaching in an HE community. The purpose was thus to understand how university employed teachers experienced and reflected on the benefits of their pedagogical education and pedagogical fellowship during and after the studies. To obtain information regarding the current situations and prospects for the future of the research persons, questionnaires were used, and unstructured essays were written through their study time and subsequently. The research methods were qualitative content analysis and deep analysing methods. The teachers possess cognitive thinking skills of the highest level. Pedagogical and transformative thinking are not at the same level. The research persons express their views tactfully when outlining how teaching should be realized in the future. Still, they criticized the resistance to changes in academic teaching, especially before they themselves were part of the administration.
Kieli: | eng |
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Julkaisija: | Greensboro, NC : International Alliance for Invitational Education |
ISSN: |
2168-5894 |
Asiasanat: | |
Tallennettuna: |
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Kieli: | eng |
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Julkaisija: | [London] : SAGE Publications Ltd [2014]- |
ISSN: |
2055-6683 |
Asiasanat: | |
Tallennettuna: |
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Sisältöä ei voida näyttää
Chat-sisältöä ei voida näyttää evästeasetusten vuoksi. Nähdäksesi sisällön sinun tulee sallia evästeasetuksista seuraavat: Chat-palveluiden evästeet.
Evästeasetukset