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Search Results for 'Higher education' (Keyword)
130 items found 1 / 13 Go to page 
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1   |   From section Instruction in Teacher Training
Peer Learning for Change in Higher Education
This article proposes a learning development (LD) perspective to peer learning in higher education. This article focuses on the PAL scheme, which was introduced at Plymouth University in 2011 (PALS@Plymouth) with the specific intention to promote a LD perspective. The author conducted a small scale study based on informal, semi-structured interviews seeking the views of PALS leaders about how their involvement in the scheme might serve to focus attention not just on individual student needs but on to problems arising from academic practices more broadly. The interviews with the PALS leaders revealed the value of learning from peers. The author suggests that student-led sessions could offer opportunities to assimilate and gain confidence in academic discourse, as advocated by PALS leaders in this study.
Publication Year: 2014    |    Updated in ITEC: October 15, 2017
2   |   From section Multiculturalism & Diversity
Joining the Dots between Teacher Education and Widening Participation in Higher Education
This article examines the barriers to accessing teacher education for students from excluded groups both theoretically and in practice – using two examples: one in the North West of England and the second in Queensland, Australia. The findings reveal that expanding the diversity of the teaching profession is an important way in which higher education (HE) institutions can contribute to the overall goal of widening participation in HE as schools are fundamental to shaping who participates in HE. As the gap between the rich and poor widens, the authors argue that it is time for a change in the way potential student teachers access HE and the curriculum if we are to address the needs of under-represented learners.
Publication Year: 2016    |    Updated in ITEC: September 13, 2017
3   |   From section Research Methods
Proximal Ethnography: ‘Inside-Out-Inside’ Research and the Impact of Shared Metaphors of Learning
This article investigates the way Higher Education (HE) students use metaphors to make tangible the lived and living experience of learning. It provides a contemporary development of the ethnographic paradigm by offering a new model termed ‘proximal ethnography’ to capture the sense of inside-out-inside research, of being what one has studied. In this innovative model, the researcher shares the same experiences as the observed but does so outside their specific domain. The findings reveal that students possessed a hierarchy of motivating drivers; some of these remained stable while others fluctuated. Students' acceptance of this instability helped them succeed on their course.
Publication Year: 2013    |    Updated in ITEC: September 12, 2017
4   |   From section Mentoring & Supervision
Benefits of Peer Mentoring to Mentors, Female Mentees and Higher Education Institutions
In this article, the authors describe a pilot mentoring program which includes the under-representation of female researchers in senior academic positions by supporting early career development for young academics at two faculties at a Danish university. The authors analyze the benefits of mentoring to postdoc female researchers’ career, to the mentees, and to the higher education institution. The implementation of the structured mentoring program demonstrates a level of institutional support that helped strengthen self-confidence and individual development, and provided access to experienced researchers’ knowledge about career planning and integration in the research environment.
Publication Year: 2016    |    Updated in ITEC: August 9, 2017
5   |   From section Teacher Educators
Understanding Higher Education-Based Teacher Educators’ Identities in Hong Kong: A Sociocultural Linguistic Perspective
Author Rui Yuan
This study investigates two language teacher educators’ professional identities in Hong Kong universities. The findings show that the participants discursively constructed their identities, such as “accidental teacher educator,” “teacher educator-researcher,” “struggling researcher,” “teacher of teachers,” and “inactive researcher” in their professional work.
Publication Year: 2016    |    Updated in ITEC: July 9, 2017
6   |   From section Teacher Educators
Embodying Pre-Tense Conditions for Research among Teacher Educators in the Australian University Sector: A Bourdieusian Analysis of Ethico-Emotive Suffering
The authors argue that government-run assessments, such as Excellence in Research for Australia, and localised institutional strategies developed in response, provoke “pre-tense” conditions that unsettle institutions of the Australian university sector regarding future claims for research status. Drawing on interviews with an early- and a mid-career teacher educator, both of whom evidence significant research aspirations,the authorse portray and analyse their ethico-emotive sufferings, linked to contemporary pre-tense conditions in which they work, which thwart their dispositions to do research.
Publication Year: 2016    |    Updated in ITEC: July 9, 2017
7   |   From section Professional Development
The Professional Developmental Needs of Higher Education-based Teacher Educators: An International Comparative Needs Analysis
The purpose of this international and comparative study is to examine what professional learning activities teacher educators value and what factors affect their participation in these activities. The findings reveal that two types of teacher educators’ professional learning needs arise from the data: (i) those involving the development of educational capacities related to their day-to-day remit as a teacher educator and (ii) those required for progressing an academic career, with research and writing skills being the most salient. Furthermore, this study emphasises the ways in which teacher educators, as both teachers and researchers, want to be part of a collaborative community where they can feel supported, listened to, and share their practices and experiences.
Publication Year: 2016    |    Updated in ITEC: June 25, 2017
8   |   From section Professional Development
Classification of Staff Development Programmes and Effects Perceived by Teachers
This study investigates by means of a survey and semi-structured interviews whether the teacher perceives staff development as a management model, a shop-floor model or a partnership model; what effects are perceived by teachers in higher education; what kind of motivation is apparent when teachers decide to participate in a staff development activity and significant differences between the kind of motivation regarding the effects perceived by teachers. The results show that all respondents were satisfied after following a shop-floor staff development session and most respondents were aware of a learning process.
Publication Year: 2016    |    Updated in ITEC: June 8, 2017
9   |   From section Theories & Approaches
Reframing Teachers’ Work for Educational Innovation
The present study examines 46 teacher-developers’ motivational experiences, like sources of enthusiasm and interest. It also examined their challenges and organisational support needed in the process of educational innovation, namely integration of RDI and education.
Publication Year: 2016    |    Updated in ITEC: June 11, 2017
10   |   From section Instruction in Teacher Training
The Role of Self-Confidence in Learning to Teach in Higher Education
Author Ian Sadler
The aim of this study is to consider the role of self-confidence upon the approach to teaching and development as a teacher for a group of new academics. The current paper has aimed to illustrate the different ways in which confidence manifests itself in the participants’ experience of developing as a new teacher. The findings indicate a number of interrelationships between: confidence and content knowledge; confidence and approach to teaching; and experience and confidence. What was also apparent in the relationship between confidence and approach to teaching was the importance of richer and fuller incidental feedback from students, as a result of the use of more interactive approaches, upon an individuals’ confidence.
Publication Year: 2013    |    Updated in ITEC: April 2, 2017
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