Contextualised open educational practices
Contextualised open educational practices

Author: Jako Olivier

Publisher: AOSIS

Published:

Total Pages: 292

ISBN-13: 1779952651

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This book covers original research on the implementation of open educational practices through the use of open educational resources at the university level. The emphasis on open education in this book is on contextualising resources, supporting student agency and fostering self-directed learning specifically within a South African milieu. The envisaged chapters cover conceptual and review research and empirical work focussing on open educational practices and the use of renewable assessments. The work starts off with an overview of an institutional-wide open education project that prompted the research followed by research on open education in terms of various modules in the health science, music education, law, philosophy, dietetics, anthropology, French language learning, journalism and political science. There is a clear gap in the literature on open education in terms of open educational practices, specifically in terms of contextualising resources, supporting student agency and fostering self-directed learning in a South African context. Despite the existence of some general works on open education in terms of policy, social justice and open textbooks, this book will be unique in exploring the intersections of openness, specifically with contextualisation, student agency and self-directedness.

Becoming a teacher
Becoming a teacher

Author: Josef de Beer

Publisher: AOSIS

Published: 2020-12-31

Total Pages: 472

ISBN-13: 1928523358

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This book disseminates original research on learning in and from practice in pre-service teacher education. Authors such as Lederman and Lederman describe the student teaching practicum (or work-integrated learning [WIL]), which is an essential component of pre-service teacher education, as the ‘elephant in the room’. These authors note that 'the capstone experience in any teacher education programme is the student teaching practicum… [a]fter all, this is where the rubber hits the road'. However, many teacher educators will agree that this WIL component is sometimes very insufficient in assisting the student teacher to develop their own footing and voice as a teacher. This is the ‘gap’ that this research book addresses. Most of the chapters in the book report empirical data, with the exception of two chapters that can be categorized as systematic reviews. WIL is addressed from various angles in the chapters. Chapter 6 focuses on research related to what makes Finnish teacher education so effective, and in Chapter 4 researchers of the University of Johannesburg disseminate their findings on establishing a teaching school (based on Finnish insights) in Johannesburg. Chapter 3 highlights the challenges faced in open-and distance learning teacher education contexts. Several of the chapters disseminate research findings on alternative interventions to classic WIL, namely, where “safe spaces” or laboratories are created for student teachers to learn and grow professionally. These could either be simulations, such as software programmes and avatars in the intervention described in Chapter 2; student excursions, as the findings in chapters 5, 7 and 10 portray; or alternative approaches to WIL (e.g. Chapters 11 and 12). The book is devoted to scholarship in the field of pre-service teacher education. The target audience is scholars working in the fields of pre-service teacher education, work-integrated learning, and self-directed learning. The book makes a unique contribution in terms of firstly its extensive use of Cultural-Historical Activity Theory as a research lens, and secondly in drawing on various theoretical frameworks. Both quantitative and qualitative research informed the findings of the book.

Self-Directed Learning for the 21st Century: Implications for Higher Education
Self-Directed Learning for the 21st Century: Implications for Higher Education

Author: Elsa Mentz

Publisher: AOSIS

Published: 2019-12-12

Total Pages: 274

ISBN-13: 1928396879

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This book is devoted to scholarship in the field of self-directed learning in the 21st century, with specific reference to higher education. The target audience of the book includes scholars in the field of self-directed learning and higher education. The book contributes to the discourse on the quality of education in the 21st century and adds to the body of scholarship in terms of self-directed learning, and specifically its role in higher education. Although all the chapters in the book directly address self-directed learning, the different foci and viewpoints raised make the book a rich knowledge bank of work on self-directed learning.

Contextualised Critical Reflections on Academic Development Practices
Contextualised Critical Reflections on Academic Development Practices

Author: Teboho Pitso

Publisher: African Sun Media

Published: 2021-04-20

Total Pages: 219

ISBN-13: 1991201206

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"This book offers insightful reflections on academic development practices. The contributors engage the reader painstakingly in the dynamics of professional learning and effective teaching. This volume facilitates the examination of the need for reflection that leads to professional maturity. All educational institutions seek teachers who continuously search for effective strategies in improving student success. The contributors uncover a variety of approaches as they evince proven suggestions. The chapters are refreshing and edifying. This book is essential for all teachers, lecturers and trainers who want to improve their teaching practice immensely". Professor Vuyisile T. Msila Researcher at the Thabo Mbeki African School of Public and International Affairs, University of South Africa.

International Perspectives on the Contextualization of Science Education
International Perspectives on the Contextualization of Science Education

Author: Ingrid Sánchez Tapia

Publisher: Springer Nature

Published: 2020-02-03

Total Pages: 184

ISBN-13: 3030279820

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This book explores how science learning can be more relevant and interesting for students and teachers by using a contextualized approach to science education. The contributors explore the contextualization of science education from multiple angles, such as teacher education, curriculum design, assessment and educational policy, and from multiple national perspectives. The aim of this exploration is to provide and inspire new practical approaches to bring science education closer to the lives of students to accelerate progress towards global scientific literacy. The book presents real life examples of how to make science relevant for children and adolescents of diverse ethnic and language backgrounds, socioeconomic status and nationalities, providing tools and guidance for teacher educators and researchers to improve the contextualization and cultural relevance of their practice. The book includes rigorous studies demonstrating that the contextualization of science learning environments is essential for student engagement in learning science and practitioners' reflections on how to apply this knowledge in the classroom and at national scale. This approach makes this book valuable for researchers and professors of science education and international education interested in designing teacher education courses that prepare future teachers to contextualize their teaching and in adding a critical dimension to their research agendas.

Introduction to University Teaching
Introduction to University Teaching

Author: Richard Bale

Publisher: SAGE

Published: 2021-09-08

Total Pages: 169

ISBN-13: 1529773407

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The essential guide to teaching and learning in higher education for early career academics, postgraduate researchers, graduate teaching assistants and professional services staff. This accessible text offers practical guidance for anyone new to teaching in higher education. It covers key aspects of teaching and learning relevant for early career academics, postgraduate researchers, graduate teaching assistants and professional services staff, including those working towards Advance HE/Higher Education Academy (HEA) recognition. Understand how to plan and evaluate teaching sessions, the dynamics of teaching in small and large groups, how to use technology effectively, the particular challenges of laboratory and fieldwork and the importance of inclusive practice and career development. Key features include: · Practical strategies to enhance student learning and motivation. · Case studies from higher education professionals in various roles · Activities and reflection points applying educational principles to your own teaching · Chapter links to the UK Professional Standards Framework (UKPSF)

Teaching, Learning and the Net Generation: Concepts and Tools for Reaching Digital Learners
Teaching, Learning and the Net Generation: Concepts and Tools for Reaching Digital Learners

Author: Ferris, Sharmila Pixy

Publisher: IGI Global

Published: 2011-11-30

Total Pages: 488

ISBN-13: 1613503482

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Although a growing body of research demonstrates the need for education to adapt to the needs of the Net Generation, research also shows that traditional teaching methods continue to dominate the classroom. To stay effective, higher education must adapt to the needs of this unique generation of digital natives who grew up with computer technologies and social media. Teaching, Learning and the Net Generation: Concepts and Tools for Reaching Digital Learners provides pedagogical resources for understanding digital learners, and effectively teaching and learning with today’s generation of digital natives. This book creates a much-needed resource that moves beyond traditional disciplinary and geographical boundaries, bridges theories and practice, and addresses emerging issues in technology and pedagogy.