scholarly journals Examining the impact of academic development in the engineering faculties in Chile: Changes in teaching philosophy and teachers' competencies

2017 ◽  
Vol 7 (2) ◽  
pp. 254
Author(s):  
Roxana Acosta ◽  
Marina Tomás-Folch ◽  
Mónica Feixas
Keyword(s):  
Teaching Practice ◽  
Positive Impact ◽  
Training Programme ◽  
Teaching Quality ◽  
Teaching Philosophy ◽  
Engineering Sciences ◽  
Teaching Unit ◽  
Assessment Strategies ◽  
The Impact ◽  
And Training

The Faculties of Engineering Sciences at Universidad Católica del Norte in Chile regard teacher training as a necessary tool for its academics’ professional development and as a fundamental way to improve their teaching quality. The Teaching Unit for Innovation in Engineering (UIDIN) has developed a new curriculum and training programme which seeks to support the faculty in its implementation. This article presents some of the outcomes of a study aimed at qualitatively examining the development of the faculty’s conceptions and philosophy of teaching and improvements in pedagogical competencies as a result of the implementation and transfer of the training programme. The teaching philosophy is described in different ways, but overall it considers teaching an act of disciplinary knowledge transfer based on students’ interests, skills and attitudes, and with a heavy emphasis on building students’ core values. Interviews reveal changes in the participants’ learning and competencies due to the training, along with a positive impact on the teachers’ lesson planning and assessment strategies and students’ feedback and the willingness to engage in more reflexive teaching practice.

scholarly journals Do LEGO® Models Aid Reflection in Learning and Teaching Practice?

2014 ◽  
Vol 2 (2) ◽  
Author(s):  
Chrissi Nerantzi ◽  
Craig Scott Despard
Keyword(s):  
Higher Education ◽  
Teaching Practice ◽  
Good Practice ◽  
Academic Practice ◽  
Learning And Teaching ◽  
Good Assessment ◽  
The University ◽  
Assessment Strategies ◽  
The Impact

In this paper we describe the use of LEGO® models within assessment of the Postgraduate Certificate in Academic Practice (PGCAP) offered at the University of Salford. Within the context of the PGCAP, we model innovative and contextualised assessment strategies for and of learning. We challenge our students, who are teachers in higher education (HE), to think and rethink the assessment they are using with their own students. We help them develop a deeper understanding and experience of good assessment and feedback practice in a wider context while they are assessed as students on the PGCAP. We report on an evaluation of how the LEGO® model activity was used with a cohort of students in the context of the professional discussion assessment. We share the impact it had on reflection and the assessment experience and make recommendations for good practice.

Evaluating the Elklan Talking Matters Programme: Exploring the impact of a training programme for early years professionals on pre-school children’s language development

2020 ◽  
Vol 36 (2) ◽  
pp. 108-125
Author(s):  
Judy Clegg ◽  
Carla Rohde ◽  
Henrietta McLachlan ◽  
Liz Elks ◽  
Alex Hall
Keyword(s):  
Language Development ◽  
Positive Impact ◽  
Training Programme ◽  
Early Years ◽  
Post Intervention ◽  
Main Effect ◽  
Tentative Evidence ◽  
Effectiveness Of Training ◽  
And Control ◽  
The Impact

Training early years practitioners to facilitate the language development of young children is a widely used intervention. Evidence to support the effectiveness of training in terms of the impact of children’s language development is limited. The Elklan Talking Matters programme is an accredited training programme for early years practitioners. Practitioners train to be Lead Communication Practitioners (LCPs) who cascade training across early years settings or Key Communication Practitioners (KCPs) who are embedded into these settings. The aim of this study was to identify if the Talking Matters Programme is effective in facilitating the language development of pre-school children. One hundred and twenty-six children from 13 early years settings were recruited (mean age 27.81 months; SD 4.90). Thirteen settings participated in the Talking Matters Programme (five LCP+KCP settings, four LCP settings and four control settings). At time 1, prior to practitioners participating in the programme, children completed the Pre-School Language Scales 5th Edition (PLS-5), a standardized assessment of receptive and expressive language. At time 1, 126 children completed the baseline assessment ( n = 43 in the LCP+KCP settings, n = 43 in the LCP settings and n = 40 in the control settings). Children then completed the post intervention (time 2) assessment approximately six months later. Children in the intervention groups (LCP+KCP settings and LCP settings) made more progress in their language development from time 1 to time 2 compared to the control. The children in the LCP+KCP settings made more gains than the children in the LCP settings. A significant main effect of groups and time was found but not an interaction of group scores with time, meaning the increases in scores were not statistically significant between the intervention and control groups. The study provides tentative evidence that the Talking Matters programme has a positive impact on pre-school children’s language development.

scholarly journals Exploring the Influence of Teacher-Student Interaction on University Students’ Self-Efficacy in the Flipped Classroom

2021 ◽  
Vol 10 (2) ◽  
pp. 84
Author(s):  
Lin Li ◽  
Shanshan Yang
Keyword(s):  
Undergraduate Students ◽  
Self Efficacy ◽  
Flipped Classroom ◽  
Positive Impact ◽  
Teaching Quality ◽  
Student Interaction ◽  
Student Centered Learning ◽  
Teacher Student ◽  
Teacher Student Interaction ◽  
The Impact

The purpose of this study is to explore the impact of teacher-student interaction on undergraduate students’ self-efficacy in a Chinese university setting. Students came from natural science, management, economics, medicine, engineering and humanities. The empirical results demonstrate that teacher-student interaction has positive impact on students’ self-efficacy and their preference of the flipped classroom. Furthermore, the positive relationship between teacher-student interaction and students’ self-efficacy is partially mediated by students’ preference of the flipped classroom. Educators should focus on student-centered learning and motivate students’ preference of the flipped classroom. Students should be encouraged to actively participate in the flipped learning as well. It contributes to the reform of the flipped classroom and improvement of teaching quality in the universities.

scholarly journals THE IMPACT OF HALAL AT THAYYIB AND CONSUMPTION ETHICS IMPACT ON ECONOMIC GROWTH: AN ECONOMIC TAFSIR AL-BAQARAH:168

2019 ◽  
Vol 5 (2) ◽  
Author(s):  
Taqiyah D. Insani ◽  
Abdul W. Al-Faizin ◽  
Muhammad N. H. Ryandono
Keyword(s):  
Positive Impact ◽  
Public Awareness ◽  
Legal Framework ◽  
Islamic Banks ◽  
Logit Regression ◽  
Independent Variable ◽  
Level Of Significance ◽  
The Impact ◽  
And Training ◽  
Study Hypothesis

This study investigates the contribution of Islamic banks and Islamic windows to thegrowth of the Nigerian economy. Data were obtained using structured questionnaires.379 copies of questionnaires were administered based on the sample size obtainedvia the use of Taro Yamane formula. 367 questionnaires were successfully retrieved.Variables such as deposit activities, loan activities, and perception of bank employeeswere also adopted as explanatory or independent variable and dependent variablerespectively. To support the study hypothesis were also formulated. For the analysis,measures of central tendency (tables, frequency and percentages) and inferentialstatistics (Logit Regression) were used. The result revealed that the variables (i.e.deposit and loan activities) have a positive impact on the growth of Nigeria’s economybecause the probability values of the variables (P=0.003 and 0.019) were less thanalpha (α =0.05) level of significance. In other words, this implies that Islamic banksand windows have largely supported private consumption, business investments of itscustomers, aid government spending via sharia bonds (sukuk) to fund developmentalprojects of its customers. The study concludes that Islamic banks and windows havecontributed towards the growth of the Nigeria’s economy. Furthermore, the studyrecommends that there is need for creating the necessary legal framework to ensureits smooth operations, intensify efforts on creating public awareness, rolling out moresharia compliant products that can take care of the peculiarities that exist in businessenvironment and training and retraining of staff on effective Islamic banking.

scholarly journals The determination of cooperative teacher’s knowledge problems: training device and attractiveness of Tunisian student-teachers

2018 ◽  
Vol 23 (2) ◽  
pp. 98-105 ◽  
Author(s):  
W. Zayed ◽  
M.S. Zguira ◽  
N. Souissi ◽  
N. Bali
Keyword(s):  
Student Teachers ◽  
Professional Training ◽  
Female Student ◽  
Teaching Practice ◽  
Education Student ◽  
Training Device ◽  
Male And Female ◽  
Teacher's Knowledge ◽  
The Impact ◽  
And Training

Purpose: This study was to explore the impact of the cooperative teacher’s (CT) knowledge on attractiveness of Physical Education Student Teachers (PE-ST) believed to be important for a successful process of learning to teach and training device in the workplace. The CT is considered, a key element, a person of alternation between academia and training contributing to the formation by advice and support that take place during the teaching practice. The Cooperative Teacher must have a style; develop a training contract, master interview techniques and make evaluation. Material: Data were collected with 302 student teachers (202 males and 100 females) after professional training. A descriptive/exploratory methodology based on a questionnaire consisting of twenty questions was used. The value of Cronbach alpha index is 0.729. Results: globally supported the hypotheses. Male and female student teachers in the internship shared several perceptions. However, significant differences emerged. Student-teachers’ perception of CT knowledge and practice developed relatively professional skills as well as the feeling of discomfort which can lead to work stoppage. However, the impact of CT knowledge on attractiveness was significant. The inefficiency advice between actors in the professional life and several aspects of CT knowledge are provided. In addition, data are provided indicating that overall there are more similarities than differences between male and female student teachers over a response number. Data also shows that females who participate in the internship may be at risk for discomfort, incapability and doubt their practices. Conclusions: This study will encourage Teacher’s to reflect on their own knowledge, training device and to include them in the process of educational development.

scholarly journals Hands of the World intercultural project: developing student teachers' digital competences through contextualised learning

2021 ◽  
pp. 7-35
Author(s):  
Sharon Tonner-Saunders ◽  
Jill Shimi
Keyword(s):  
Student Teachers ◽  
Teaching Practice ◽  
Positive Impact ◽  
Collaborative Work ◽  
Rapid Expansion ◽  
Time Space ◽  
Ict Competence ◽  
Wide Range ◽  
The World ◽  
The Impact

This paper reports on the impact on student teachers’ professional skills, knowledge and attitudes of engaging in the eTwinning international Hands of the World (HOTW) project which connects over 2000 students and their teachers in 50 schools across the world to undertake a wide range of educational collaborative work, supported by digital and online technologies. The University of Dundee’s HOTW project won the eTwinning prize for the best project two years running and is the only university to have won this annual prize. Student teachers are working in a world where digital technology is firmly embedded and undergoing rapid expansion and change. This study examined the experiences of student teachers as they engaged in a global project to develop their knowledge and understanding of intercultural learning using ICT. An explanatory sequential mixed method design analyzed data publicly available on YouTube™ and Padlet™. Two main data sets were used: responses to professional development webinars and reflections on participating in the project. Data were analyzed thematically focusing on ICT competence, pedagogy and relevance. Participation in the project enhanced the students' ICT competence and confidence to use and explore technology for current and future teaching practice through contextualization and social learning. Our analysis enabled us to identify that the Covid-19 lockdown had a positive impact on the students' learning due to time, space, and relevance. This paper demonstrates that engagement in a contextualized project enabled student teachers to develop their ICT competences and that for many, lockdown provided a conducive learning environment.

Exploring factors influencing online classes due to social distancing in COVID-19 pandemic: a business students perspective

2020 ◽  
Vol 37 (4) ◽  
pp. 197-211 ◽  
Author(s):  
Adil Zia
Keyword(s):  
Business School ◽  
Negative Impact ◽  
Positive Impact ◽  
Business Students ◽  
Primary Data ◽  
Online Classes ◽  
Content Type ◽  
Social Distancing ◽  
The Impact ◽  
And Training

PurposeThis study explores the factors responsible for influencing online classes for business school during the COVID-19 pandemic. This study also examines the level of influence of these factors on online classes.Design/methodology/approachPrimary data were collected online from 716 business school students using a questionnaire developed by the researcher. Smart PLS3 software was used to analyze the data.FindingsAttitude, curriculum, motivation, technology and training were found to have an impact on online classes. Three variables (attitude, motivation and training) have a positive impact on online classes, whereas two variables (curriculum and technology) have a negative impact on the online classes. All the factors have been found to be significant except technology which is found to have an insignificant impact (p = 0.356) on online classes.Research limitations/implicationsOnly one university’s students were surveyed.Practical implicationsOutlines the factors which have a positive and significant impact on online classes during COVID-19 pandemic. This study can be generalized through a student's community across the world as the students face similar problems associated with online classes during the COVID-19 pandemic.Social implicationsSuggest factors that can be considered while COVID-19 pandemic during social distancing to make online classes more effective and to reduce the impact of this pandemic.Originality/valueNo study has documented the factors associated to impact the online classes during the COVID-19 pandemic.

scholarly journals The Impact of Wikis & Videos Integration Through Cooperative Writing Tasks Processes

2018 ◽  
Vol 11 (5) ◽  
pp. 116
Author(s):  
Lubin Fernando Franco-Camargo ◽  
Gonzalo Camacho-Vásquez
Keyword(s):  
English Language ◽  
Teaching Practice ◽  
Positive Impact ◽  
Writing Skills ◽  
Structured Interviews ◽  
Writing Processes ◽  
Implementation Stages ◽  
Teaching Learning ◽  
Writing Tests ◽  
The Impact

ICT role in education nowadays is not only important, but also effective; its advancement allows a vast opportunity to be explored by EFL teachers into the EFL classroom. This action-research study envisioned and carried out from our teaching practice basis with English language B1 level students at Weisheit institute. Observation and instruments Implementation stages determined the positive impact of the integration of Wikis in EFL classrooms and how cooperative writing processes eased and helped the students improve their writing performance. Indeed, taking into account as a main strategy the “ICT” as a tool to improve teaching practices. This research was conducted through mixed-method approach and included a methodical process through data collection of journals, pre and post writing tests, semi-structured interviews and aptitude test. Of course, by looking upon that the application of these instruments helped us identify certain points of particular interest providing self-reflection on our own teaching-learning processes regarding as main problems; lack of writing skills, lack of vocabulary, grammar mistakes and writing inaccuracy. The strategies implemented had to do mainly with the integration of Wiki websites as a pedagogical instrument to improve writing skills through pre-writing eye-catching elements such as videos implementation in order to trigger motivational writing processes.

Handling conflict at work – the impact of active and agreeable conflict styles

2016 ◽  
Vol 27 (1) ◽  
pp. 50-61 ◽  
Author(s):  
Angela Shin-yih Chen ◽  
Yu-hsiang Hou ◽  
I-heng Wu
Keyword(s):  
Job Performance ◽  
Conflict Management ◽  
Research Design ◽  
Cultural Context ◽  
Positive Impact ◽  
Cross Sectional ◽  
Content Type ◽  
Conflict Style ◽  
The Impact ◽  
And Training

Purpose – This paper aims to explore the relationships between emotional intelligence (EI), conflict management styles and job performance in a Chinese cultural context. Design/methodology/approach – The present paper uses a cross-sectional research design. Paper-based questionnaires were distributed to employees working in the R & D department of a science and technology institute in Taiwan. In total, 300 questionnaires were distributed and 248 valid questionnaires were analyzed, with a return rate of 81.4 per cent. Findings – The results show that EI has a positive impact on job performance. Furthermore, agreeable conflict style positively moderated between EI and job performance, whereas active conflict style has negative moderating effect. Research limitations/implications – Due to the research design, sample and data collection method, the research results may lack representativeness. Therefore, researchers are encouraged to use a different approach in the future. Practical implications – Organizations should strengthen employees’ EI and conflict management abilities to improve job performance. Organizations can apply the results of this study in accordance with their policy on recruitment, selection and training. Originality/value – Organizations should strengthen employees’ EI and conflict management abilities to improve job performance. Organizations can apply the results of this study in accordance with their policies on recruitment, selection and training.

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