scholarly journals Critically Reflective Pedagogical Model: a Pragmatic Blueprint for Enhancing Learning and Teaching in Construction Disciplines

2015 ◽  
Vol 15 (4) ◽  
pp. 63-75
Author(s):  
Imriyas Kamardeen
Keyword(s):  
Reflective Practice ◽  
Effective Teachers ◽  
Teaching Practice ◽  
Learning Experience ◽  
Research Strategy ◽  
Second Phase ◽  
Pedagogical Model ◽  
Learning And Teaching ◽  
Improved Learning ◽  
Critically Reflective Practice

University lecturers who aspire to provide an improved learning experience for their students continually, and be recognised for high quality teaching should embrace a critically reflective practice. Nonetheless, developing as a reflective lecturer is challenging, although there are pedagogical literatures as general guidelines. This study introduces a new pedagogical model of critically reflective practice to simplify the efforts for lecturers and to shorten their journey to becoming effective teachers. A two-phased action research strategy was adopted for the development and validation of the new model. The first phase operationalised the Brookfield’s four-lens framework to create a reflective teaching practice model, which was then validated with a case study in the second phase. The model offers a pragmatic blueprint for lecturers to build a career with sustained quality of teaching, which in turn translates into improved learning experiences for students.

scholarly journals Critically Reflective Pedagogical Model: a Pragmatic Blueprint for Enhancing Learning and Teaching in Construction Disciplines

2015 ◽  
Vol 15 (4) ◽  
pp. 63
Author(s):  
Imriyas Kamardeen
Keyword(s):  
Reflective Practice ◽  
Effective Teachers ◽  
Teaching Practice ◽  
Learning Experience ◽  
Research Strategy ◽  
Second Phase ◽  
Pedagogical Model ◽  
Learning And Teaching ◽  
Improved Learning ◽  
Critically Reflective Practice

<p>University lecturers who aspire to provide an improved learning experience for their students continually, and be recognised for high quality teaching should embrace a critically reflective practice. Nonetheless, developing as a reflective lecturer is challenging, although there are pedagogical literatures as general guidelines. This study introduces a new pedagogical model of critically reflective practice to simplify the efforts for lecturers and to shorten their journey to becoming effective teachers. A two-phased action research strategy was adopted for the development and validation of the new model. The first phase operationalised the Brookfield’s four-lens framework to create a reflective teaching practice model, which was then validated with a case study in the second phase. The model offers a pragmatic blueprint for lecturers to build a career with sustained quality of teaching, which in turn translates into improved learning experiences for students.</p>

scholarly journals Motivation-driven learning and teaching model for construction education

2013 ◽  
Vol 13 (1) ◽  
pp. 36-49 ◽  
Author(s):  
Imriyas Kamardeen
Keyword(s):  
Learning Experience ◽  
Teaching Quality ◽  
Course Delivery ◽  
First Year ◽  
Teaching Model ◽  
Motivation To Learn ◽  
Learning And Teaching ◽  
Construction Education ◽  
Improved Learning ◽  
Quality Learning

Quality learning outcomes are correlated with students’ motivation to learn. Lecturers need to design courses that enthuse, inspire and motivate their students. But, this is a fundamental challenge facing many lecturers. A new motivation-driven learning and teaching model was developed to help lecturers in this regard. Its operationalisation, implementation and evaluation were conducted in a first year course in Construction Management degree through action research. Study findings suggest that the new model can help lecturers to improve overall teaching quality and student learning experience as it facilitates effective course delivery, stimulation of student motivation to learn and improved learning support.

scholarly journals Shaping Teachers' Perceptions of their role in the Digital age Through Participation in an Online PBL-based Course

2021 ◽  
Vol 19 (3) ◽  
pp. pp186-198
Author(s):  
Orit Avidov-Ungar ◽  
Dina Tsybulsky
Keyword(s):  
Teaching Practice ◽  
Learning Experience ◽  
Learning Experiences ◽  
Digital Age ◽  
Project Based Learning ◽  
Online Course ◽  
Role Perception ◽  
Teachers Perceptions ◽  
Learning And Teaching ◽  
Practical Implications

Our research traced significant learning experiences of teachers enrolled in a Master's degree program in teacher education, in an attempt to understand how participation in an online course that employs the project-based learning (PBL) approach influenced their perceptions of the teachers' role in the digital age. Data was collected from 2014 to 2016 using: (a) a questionnaire gathering learners' personal and demographic details (n = 55) and (b) reflective reports on the learners' learning experiences in the course (n = 105). Content analysis of the data revealed that participants considered personal, pedagogic, and social aspects important in terms of the learning experience and this also informed their role perception as teachers in the digital age. Similarly, exposure to the PBL approach via an online framework directly influenced participants' learning experiences and role perception. The findings indicate that teachers should be given access to a learning experience combining online learning and teaching practice to allow them to form their role perception as digital-age teachers. Practical implications of the research relate to teachers' socialization in the digital age.

Impact Of Instructional Technology Inclusions In Course Delivery For Engineering And Business Education

2014 ◽  
Vol 1 (1) ◽  
pp. 443-448
Author(s):  
Rizwan Muhammad ◽  
Nisa Fakharun ◽  
Adeel Muhammad ◽  
Ramzan Muhammad ◽  
Lal Mohan Baral
Keyword(s):  
Instructional Technology ◽  
Blended Learning ◽  
Student Performance ◽  
Teaching And Learning ◽  
New Technologies ◽  
Learning Experience ◽  
Strategic Decision ◽  
Learning Technology ◽  
Learning And Teaching ◽  
Improved Learning

AbstractAs new technologies are emerging, new trends are also emerging in teaching and learning. Technology inclusion in teaching provides alternative ways to deliver education in pursuit of promoting learning. One of the innovative methods is Blended Learning (BL). This method incorporates both, the traditional Face-to-Face (F2F) instruction and Web-based distance learning method and it imparts an improved learning experience for the students. In this case study, BL models were adopted involving the teaching of two courses—business management and industrial manufacturing at University of Management and Technology (UMT) Lahore. In the models, students’ performance in terms of their liking threshold, were used as the output. The results revealed that instructional technology inclusion caused greater successes in terms of course acceptability by students. This showed an average improvement of 64% in the student performance. ICT or Information and Communication Technology have gained popularity in education sector. In the recent years the term “e-learning” has emerged as a result of the integration of ICT in the education field, but some pitfalls have been identified and this have led to the “Blended learning” phenomenon. The paper can provide directions for the future blended learning environment that may be opted by all the three main stakeholder student, tutors and institution to make strategic decision about the learning and teaching initiatives. The paper concludes that blended learning offers the most flexible and result oriented learning. This paper provides case studies of two of the BL courses including the mode of offering, content with assessment strategies for students to meet the learning outcomes of the courses in detail.

scholarly journals PROMOTING REFLECTIVE PRACTICE VIA THE USE OF 5-STEP COPORA REFLECTIVE MODEL: A CASE STUDY OF EAST MALAYSIAN ESL PRE-SERVICE TEACHERS

2021 ◽  
Vol 32 (1) ◽  
pp. 72
Author(s):  
Wei Ann Ong ◽  
Suyansah Swanto ◽  
Asmaa AlSaqqaf ◽  
Jia Wei Ong
Keyword(s):  
Reflective Practice ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Second Phase ◽  
Focus Group Interviews ◽  
Esl Teachers ◽  
Case Study Design ◽  
Group Interviews ◽  
Structured Approach

Teachers who are reflective are found to be more able to develop themselves professionally. However, pre-service teachers were found to be in need of explicit instructions on reflective practice. This paper presents the results of an investigation on the use of the 5-step Cognition Practice Observation Reflection Action (CoPORA) reflective model among a group of Malaysian ESL pre-service teachers enrolled in an Institute of Teacher Education. A qualitative case study design was utilised, where the model was taught to a group of 13 pre-service ESL teachers who later completed the second phase of their teaching practice. The data for this study comprised the respondents’ entries in their practicum reflection forms, reflective video blogs and focus group interviews. Results showed that respondents have moved from engaging in the lower levels of reflection to a higher pedagogical reflection. They also responded favourably to the use of the 5-step CoPORA reflective model for its structured approach. Nevertheless, the respondents lamented their struggles in rationalising issues faced and in suggesting suitable solutions. It is proposed that the pre-service teachers were shown exemplars of critical reflection to help them see the level at which they ought to reflect. Alternatively, teacher educators can explore a dialogic or collaborative approach to reflection so pre-service teachers can work with one another to further develop their reflective practice.

scholarly journals Learning to Teach: Patterns of Reflective Practice in Written Journal

2018 ◽  
Vol 5 (2) ◽  
Author(s):  
Yee Bee Choo ◽  
Tina Abdullah ◽  
Abdullah Mohd Nawi
Keyword(s):  
Teacher Education ◽  
Reflective Practice ◽  
Effective Teachers ◽  
Digital Storytelling ◽  
Learning To Teach ◽  
Teaching Session ◽  
Teaching Experiences ◽  
Surface Level ◽  
Learning And Teaching

Reflective practice is essential for teacher education and pre-service teachers (PSTs) often reflect on their learning and teaching experiences to develop themselves into effective teachers in school later. In a case study of a PST in an institute of teacher education in Malaysia, this paper presents the levels of reflection practiced by the PST in his written journals after his digital storytelling presentation in a micro-teaching session. A six-level framework for reflective practice was derived from the written journal. The findings showed that the PST tended to reflect descriptively on the surface level rather than at the deepest level. It is recommended to provide more real teaching contexts for PSTs during teacher education in order to connect theoretical learning to practice.

Dialogic Teaching and Translanguaging in Deaf Education

2018 ◽  
Author(s):  
Ruth Swanwick
Keyword(s):  
Language Learning ◽  
Learning Experience ◽  
Deaf Education ◽  
Deaf Children ◽  
Learning Needs ◽  
Learning And Teaching ◽  
Diverse Learning ◽  
Language Context ◽  
Pedagogical Framework

This chapter proposes a pedagogical framework for deaf education that builds on a sociocultural perspective and the role of interaction in learning. Pedagogical principles are argued that recognize the dialogic nature of learning and teaching and the role of language as “the tool of all tools” in this process. Building on established work on classroom talk in deaf education, the issues of dialogue in deaf education are extended to consider deaf children’s current learning contexts and their diverse and plural use of sign and spoken languages. Within this broad language context, the languaging and translanguaging practices of learners and teachers are explained as central to a pedagogical framework that is responsive to the diverse learning needs of deaf children. Within this pedagogical framework practical teaching strategies are suggested that draw on successful approaches in the wider field of language learning and take into account the particular learning experience and contexts of deaf children.

scholarly journals Lights, camera, active! appreciation of active learning predicts positive attitudes towards lecture capture

2021 ◽  
Author(s):  
Emily Nordmann ◽  
Anne Clark ◽  
El Spaeth ◽  
Jill R. D. MacKay
Keyword(s):  
Active Learning ◽  
Teaching Practice ◽  
Attitude Scale ◽  
Conceptions Of Learning ◽  
Educational Impact ◽  
Lecture Capture ◽  
Support Tool ◽  
Political Issues ◽  
Learning And Teaching ◽  
Positive Attitudes

AbstractMuch has been written about instructor attitudes towards lecture capture, particularly concerning political issues such as opt-out policies and the use of recordings by management. Additionally, the pedagogical concerns of lecturers have been extensively described and focus on the belief that recording lectures will impact on attendance and will reduce interactivity and active learning activities in lectures. However, little work has looked at the relationship between attitudes towards lecture capture and broader conceptions of learning and teaching. In this pre-registered study, we administered the Conceptions of Learning and Teaching scale and a novel lecture capture attitude scale to 159 higher education teachers. We found that appreciation of active learning predicted more positive attitudes towards lecture recordings as an educational support tool, whilst higher teacher-centred scores predicted greater concern about the negative educational impact of recordings. The effects observed were small; however, they are strong evidence against the view that it is instructors who value participatory and active learning that are opposed to lecture capture. Exploratory analyses also suggested that those who did not view recordings as an essential educational resource record fewer of their lectures, highlighting the real-world impact that attitudes can have, and further strengthening the need for staff to be provided with evidence-based guidance upon which to base their teaching practice. Data, analysis code, and the pre-registration are available athttps://osf.io/uzs3t/.

The Influence of Professional Development on Teachers’ Implementation of the Teaching Personal and Social Responsibility Model

2015 ◽  
Vol 34 (4) ◽  
pp. 603-625 ◽  
Author(s):  
Okseon Lee ◽  
Euichang Choi
Keyword(s):  
Professional Development ◽  
Social Responsibility ◽  
Elementary School Teachers ◽  
Teaching Practice ◽  
Learning Experience ◽  
Cultural Differentiation ◽  
Teachers And Students ◽  
Common Goals ◽  
Personal And Social Responsibility ◽  
Responsibility Model

The purpose of this study was to examine the influence of a professional development (PD) program on teachers’ implementation of the Teaching Personal and Social Responsibility (TPSR) model, and to identify the characteristics of PD that influence teaching practice. The participants were six elementary school teachers and 12 students, and the data were collected from interviews with the teachers and students, observations, and teachers’ reflective journal entries. The findings revealed that PD enhanced the fidelity of implementation in terms of improving structural adherence, facilitating coherent instructional delivery, and making the students more active and responsible. The PD also helped the teachers to adapt the model by developing cultural differentiation strategies, modifying existing components, and extending the implementation of the TPSR through connection with other subjects or activities. The teachers found that the PD facilitated their implementation of TPSR by giving them common goals, empowering them as creators of knowledge, and providing a continuous and authentic learning experience.

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