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Chat-sisältöä ei voida näyttää evästeasetusten vuoksi. Nähdäksesi sisällön sinun tulee sallia evästeasetuksista seuraavat: Chat-palveluiden evästeet.
EvästeasetuksetKieli: | nor |
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Julkaisija: | [Oslo] : Institutt for lrerutdanning og skoleutvikling, Universitetet i Oslo ©2007-2019. |
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Tallennettuna: |
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Kieli: | tur eng fra deu |
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Julkaisija: | [Eskisehir, Turkey] : Anadolu Üniversitesi Eğitim Fakültesi 2017- |
ISSN: |
2602-2249 |
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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.
Kieli: | eng |
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Julkaisija: | Niš, Serbia : University of Niš 2017- |
ISSN: |
2560-4619 |
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Tallennettuna: |
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Kieli: | eng |
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Julkaisija: | Hamilton, Ontario : McMaster University Library Press 2017- |
ISSN: |
2560-7367 |
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Tallennettuna: |
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Kieli: | eng |
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Julkaisija: | New York, N.Y. : National Center for the Study of Collective Bargaining in Higher Education |
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Tallennettuna: |
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Kieli: | eng |
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Julkaisija: | [Bloemfontein, South Africa] : African Educational Research and Development Foundation 2020- |
ISSN: |
2664-3812 |
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Tallennettuna: |
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Kieli: | eng |
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Julkaisija: | Greensboro, NC : International Alliance for Invitational Education |
ISSN: |
2168-5894 |
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Vocational education in Finland is based on competence-based qualification requirements. Meanwhile, digital open badges promote competence-based assessment and shared expertise in digital environments. The educational setting supports gamified learning solutions and enhances student motivation. The current study aims to examine how learners experience the competencebased approach in the badge-driven learning process of professional development. The theoretical framework focuses on the concept of instructional badging in the competence-based approach. Coordinated by the country’s northernmost school of vocational teacher education, “Learning Online” is a national professional development program (PDP) of digital pedagogical competences for vocational teachers in Finland. The data were collected in 2017 from in-service trained professional teachers and pre-service students (n=329) of vocational teacher education who had earned digital open badges in a Learning Online PDP. A questionnaire was used to collect both quantitative and qualitative data. The study provides an example of using two different methods to build knowledge describing participants’ experiences. The study employed constrained correspondence analysis and phenomenography to analyse participants’ different experiences. Both used methods highlight the badge learners’ experiences and offer to deepen the existing knowledge of digital open badge-driven learning complementing one other by explaining different aspects of the phenomenon. The results describe the impact of the competence-based approach on teachers’ professional development in digital open badge-driven learning.
Digital open badges, a set of micro-credentials, have recently been introduced as tools for digital identification and recognition of expertise acquired in practice or through studies. The current study aims to examine what motivates students in the badge-driven learning process. The theoretical framework focuses on concepts of achievement goals, triggers of learning, and intrinsic and extrinsic motivation. Data were collected in 2016 from group interviews (n=6) of in-service trained professional teachers (n=17) and pre-service students of vocational teacher education (n=12) who earned 645 badges over one year in a Learning Online PD program. The research was conducted via data-driven content analysis. Results revealed several variables affecting motivation: progressive challenges and the extent of required performance, enthusiasm for the badge-driven learning, study progress, inspiring gamification, the option to study regardless of time and place, and optional study paths. This paper informs future researchers aiming to understand how badge-driven learning supports motivation.
Kieli: | eng |
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Julkaisija: | [Moscow, Idaho] : [Northwest Association of Teacher Educators] [2013]- [Portland, Oregon] : |
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Kieli: | por |
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Julkaisija: | [Florianopolis] : Conselho Nacional de Pesquisa e Pósgraducação em Direito (CONPEDI) 2015- |
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Kieli: | por spa eng |
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Julkaisija: | Curitiba, PR : Pontifícia Universidade Católica do Paraná, Programa de Pós-Graduação em Educac̦ão [2000]- |
ISSN: |
1981-416X |
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