The New Teacher Assistant: A Review of Chatbots’ Use in Higher Education

2021 ◽  
pp. 59-63
Author(s):  
Doaa Hamam
Keyword(s):  
Higher Education ◽  
New Teacher ◽  
Teacher Assistant

scholarly journals From Seminar to University: Dismantling an Old and Constructing a New Teacher Education in Finland and Sweden, 1946–1979

2017 ◽  
Vol 4 (1) ◽  
pp. 53-81
Author(s):  
Björn Furuhagen ◽  
Janne Holmén
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
New Teacher ◽  
School Teachers ◽  
New Education ◽  
Academic Teacher

In the 1970s, Sweden and Finland abandoned the system of seminars for folk school teachers and incorporated all teacher education into the system of higher education. The visions behind the new education, as well as the original plans for its structure, were similar in both countries, but the outcomes were different. Finland managed to a greater extent to implement an academic teacher education located at universities, while the Swedish solution was deemed unsatisfactory by many actors, leading to several new reforms in the following decades. This can be explained by the different nature of the conflicts surrounding the reforms in Sweden and Finland. In Finland, the early 1970s was a period of intense left-right polarisation, followed by attempts to depoliticise teacher education. In Sweden, the vision of an academic teacher education met successful resistance from regional actors, resulting in the preservation of much of the old seminar system under the guise of small teacher education colleges.

scholarly journals The changing world has implications on the higher education and the teaching profession

2018 ◽  
Vol 26 (1) ◽  
pp. 1-8 ◽  
Author(s):  
Taru Konst (e. Penttilä) ◽  
Minna Scheinin
Keyword(s):  
Higher Education ◽  
Cultural Theory ◽  
Education Institution ◽  
New Teacher ◽  
Teaching Profession ◽  
Teacher Roles ◽  
Content Type ◽  
Constructivist View ◽  
The Social ◽  
External Impact

Purpose The purpose of this study is to discuss the reform in teaching profession in higher education – new teacher roles are needed to implement competence-based curriculum and to answer the competence requirements of working life. Design/methodology/approach The study is based on innovation pedagogy emphasizing the socio-cultural theory and the constructivist view of learning developed to encompass the social and cultural customs of a particular community and its ways of operating. Findings The study extends the concept of innovation pedagogy to include new teacher roles to support the goal of how to ensure the development of students’ innovation competences. Originality/value The results are useful for those who want to outreach and engage in pedagogical and didactical development in higher education and increase the external impact of the higher education institution.

Cluttering in the Communicative Disorders Curriculum

2009 ◽  
Vol 19 (2) ◽  
pp. 52-57
Author(s):  
John A. Tetnowski
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
Communication Disorders ◽  
Educational Opportunities ◽  
Opportunities For Learning ◽  
Communicative Disorders ◽  
Theoretical Issues

Abstract Cluttering is discussed openly in the fluency literature, but few educational opportunities for learning more about cluttering exist in higher education. The purpose of this manuscript is to explain how a seminar in cluttering was developed for a group of communication disorders doctoral students. The major theoretical issues, educational questions, and conclusions are discussed.

Systems of Oppression in Geriatric Clinical Service Delivery

2021 ◽  
pp. 1-3
Author(s):  
Diane L. Kendall
Keyword(s):  
Higher Education ◽  
Service Delivery ◽  
Clinical Setting ◽  
Service Providers ◽  
Hard Work ◽  
Clinical Service ◽  
Meaningful Change ◽  
Important Work ◽  
Speech Language Pathologists ◽  
Medical Institutions

Purpose The purpose of this article was to extend the concepts of systems of oppression in higher education to the clinical setting where communication and swallowing services are delivered to geriatric persons, and to begin a conversation as to how clinicians can disrupt oppression in their workplace. Conclusions As clinical service providers to geriatric persons, it is imperative to understand systems of oppression to affect meaningful change. As trained speech-language pathologists and audiologists, we hold power and privilege in the medical institutions in which we work and are therefore obligated to do the hard work. Suggestions offered in this article are only the start of this important work.

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