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1.
Content analysis techniques were used to analyse the criteria used for student evaluation of teaching effectiveness in college and university home economics programmes. Student evaluation forms were obtained from 29 state institutions representing 21 states. The evaluation forms varied in length from seven to 36 objective items. Most provided for flexibility. including such options as add-on items, open-ended response format, and choice of forms. The evaluation criteria fell into six categories: course organization and content, course requirements, evaluation procedures, student participation, teaching skills, and global value of course. All of the institutions included items related to teaching skills. This was also the most heavily weighted factor, accounting for nearly 40% of the total evaluation. This is a significant finding, given that many college and university faculty have limited opportunities to develop teaching skills prior to beginning an academic career. Home economics administrators might use the results of the study to design faculty development programmes to help both novice and experienced faculty acquire or improve the skills on which they are being evaluated.  相似文献   

2.
The appointment of para‐professionals to overcome skill shortages and/or make efficient use of expensive resources is well established in both developing and developed countries. The present research concerns para‐teachers in India. The literature on para‐teachers is dominated by training for special needs settings, largely in developed societies. Little has been published about para‐teachers working in developing countries with children without disabilities, despite this being a common occurrence. The present research investigates how contextual factors influence the design and implementation of professional support for para‐teachers. The research participants were 12 para‐teachers and five management and administrative staff. Contextual factors included characteristics of para‐teachers, classrooms and students from under‐resourced settings; and the practices and policies found in a non‐school educational setting, here a non‐governmental organization. The study indicates that each factor has potentially enhancing and hindering effects which need to be taken into consideration when designing and implementing professional development work.  相似文献   

3.
Training professionals for the new 21st century requires universities to make major changes in their conception of teaching, which, through the active, committed participation of teachers and students, will lead to the building and developing of the competencies needed by students for them to perform efficiently, ethically and with social commitment in their future jobs. The participation of teachers and students and their commitment to quality in the teacher training process are essential elements in the search for alternative ways to enhance university teaching. This article discusses the teacher training experiences had by the author in the ICE of Madrid Polytechnic University with the inclusion of data from a study undertaken on the Environmental Sciences course of this university where teachers, students and postgraduates’ perception of the quality of their vocational training at university is an important starting point for the design of strategies aimed at enhancing the quality of teaching.  相似文献   

4.
The purpose of this study is to explore the factors that influence creative teaching and to find out what effective strategies are used by three award‐winning teachers in the learning area of Integrated Activities. As creative thinking is crucial for the knowledge economy, it is essential that education serves its purpose in improving this important aspect. The methods used for data collection include in‐depth interview, focus group interview, classroom observation and content analysis. Three teachers with a GreaTeach Creative Instruction Award for creative teaching in the Integrated Activities field were selected as subjects. Results were acquired by analysing the interview content, the teaching plans, teachers’ reflection and the classroom observation videotapes. The study found that: the factors influencing creative teaching in Integrative Activities are (a) personality traits: persistence, willingness to develop, acceptance of new experiences, self‐confidence, sense of humour, curiosity, depth of ideas, imagination, etc.; (b) family factors: open and tolerant ways of teaching children, creative performance of parents, etc.; (c) experiences of growth and education: self‐created games and stories, brainstorming between classmates, etc.; (d) beliefs in teaching, hard work, motivation and (e) the administrative side of school organization. Among these factors, beliefs in teaching, hard work and motivation are the main aspects. The effective teaching strategies used by the awarded teachers are: student‐centred activities, a connection between teaching contents and real life, management of skills in class, open‐ended questions, an encouragement of creative thinking and use of technology and multimedia. Integrated Activities are closely connected to life experience and a basis for the development of creative thinking within education.  相似文献   

5.
Online education is used for a variety of purposes in higher education. Two such purposes are improving staff performance over time and allowing staff to obtain feedback about their professional skill development. Relying on data from online staff skill development courses delivered in five universities, this article explores online faculty learning through the lens of a model of professional development. This theoretical perspective offers an examination of how professional skills are understood and practiced in online staff development courses. At the core of this analysis is the contention that faculty participants understand and respond to the need for high‐quality teaching. Finally, this study highlights the points deemed important when designing, implementing and evaluating Internet training courses.  相似文献   

6.
Coupled with developing required knowledge, skills and attitude, preservice teacher education is said to influence professional identity of a student teacher. This research aimed to understand professional identity development of prospective teachers who recently completed their 4-year preservice teacher education programme in a public university in Pakistan. To achieve the stated purpose, the research used a case study approach and collected data through semistructured interviews from five preservice teachers who recently completed their preservice education. The data suggested that moral purpose in teaching was the most influential factor in teacher identity development in this region. In addition, the status of teachers in the region, teaching practice, workplace relationships and prospective teachers' own agency influence the way they shape and reshape their professional identity. Although unexplored through a systematic research, teacher identity has been a frequently discussed topic in the context of Pakistan. This paper reports the voices of unheard and less recognized individuals (teachers) from a remote region of Pakistan. It brings forth some significant insights such as the moral purpose of teaching that has received limited attention in teacher identity development.  相似文献   

7.
Entrepreneurship education is central to student entrepreneurship. Previous research has attempted to understand the role of entrepreneurship education in the formation of students' entrepreneurial intention and behavior, albeit in an isolated manner. Universities can support entrepreneurship in many ways, but it is important to measure students' perception of the support that they receive in order to understand the extent of such support and its impact on students. The current study proposed and tested an integrative, multiperspective framework. We have hypothesized that the three dimensions of university support, that is, perceived educational support, concept development support, and business development support, together with institutional support, shape students' entrepreneurial self‐efficacy. In turn, entrepreneurial self‐efficacy and individual motivations constitute the fundamental elements of the intention to start a business. A sample of 805 university students took part in the study and data were analyzed using structural equation modeling. Our findings showed that perceived educational support exerted the highest influence on entrepreneurial self‐efficacy, followed by concept development support, business development support, and institutional support. Self‐efficacy in turn had a significant effect on entrepreneurial intention. Individual motivations such as self‐realization, recognition, and role had an additional impact on intention. However, intention was not related to financial success, innovation, and independence. The findings suggest that a holistic perspective provides a more meaningful understanding of the role of perceived university support in the formation of students' entrepreneurial intention. Theoretical and practical implications are discussed.  相似文献   

8.
在我国民办高等教育快速发展的大好形式下,针对民办大学学生实际和特点,以全新的教育理念,结合实践经验,研究并提出了三种行之有效的教学方法:浓缩式教学、趣味式教学、体验式教学。运用创新教学理念进行教学方法改革的试验与实践。解决教学中出现的问题。创新的教学方法和完善的教学资源加上优秀的教师团队,才是民办高校教育教学质量提高的重要基础。  相似文献   

9.
ABSTRACT

Internationalisation of education, and more specifically tertiary education, all over the world has contributed to a significant overhaul in student composition. Parallel to this runs the need for graduates to leave university with a range of professional skills. In response to this, universities actively encourage the development of such skills in their programs by integrating the teaching and assessing of professional skills into academic programs. This paper reports on the efficacy of a professional skills program and its support structures as used in the Bachelor of Commerce degree program of a university. The paper outlines how the skills were taught and assessed in the International Management 375 unit and presents data on the changes in students' perceptions of their skill levels. The interpretation of the data is further differentiated on the base of gender, language and country of origin.  相似文献   

10.
11.
实行校院两级管理是高校管理体制改革的需要,在校院两级管理体制下实现教务管理的知识化、科学化、效率化是高校教学管理的关键。对构建和谐的高校教务管理队伍、促进高校教学管理有着重要意义。文章从高校教务管理队伍素质结构、管理方式与师生意向的和谐、管理能力与教学结构的和谐、对构建校院两级管理体制下的教务管理队伍的作用等方面进行了阐述.  相似文献   

12.
This special section of the Journal of Business Research includes papers on advances in teaching spreadsheet and database software. After a blind review process, four papers were accepted for the special section. Other papers examine whether database instruction can assist with transferring problem-solving skills from one setting to another, incorporating spreadsheet training in the marketing curriculum, using spreadsheets for exploratory data analysis, and using spreadsheets as a decision support system. The authors of each paper discuss the implications for the university business curriculum.  相似文献   

13.
需求分析是了解人才竞争力的重要前提与基础。当前商务英语专业人才培养存在人才目标定位模糊、培养规格同质化、人才就业竞争力不强等问题。调查发现,近年来用人单位对商务英语专业人才的需求呈明显上升趋势,要求学生具备扎实的语言沟通能力、复合型知识结构、良好的商务实践能力及职业素养。提升商务英语专业人才就业竞争力的关键在于进一步明确应用型人才培养目标、构建系统化实践教学体系、提高学生的创新精神与创业能力等。  相似文献   

14.
This study aims to evaluate entrepreneurship education and training in higher educational institutions in Ghana. The purpose is to come out with an innovative approach to teaching entrepreneurship. The mixed method research design was used to collect and analyze data from five out of ten polytechnics selected randomly. Chi-square analysis was used to explore the variables. The study revealed a continual usage of the traditional passive and the incremental teaching approach to entrepreneurship. This approach was observed to affect students’ ability to practically apply their knowledge and skills acquired through education and training. It is recommended that attention should be drawn to the globalized art of science of teaching and learning of entrepreneurship. To promote a strong educational system in teaching and learning of entrepreneurship, constant innovation should be encouraged. This would assist in producing competent graduates with employability skills.  相似文献   

15.
The aim of this study, with the pedagogic meal in focus, was to identify pre‐school staff members’ attitudes to the role of food and meals as part of daily activities at pre‐school. Interviews were carried out at 12 pre‐schools and a total of 34 pre‐school staff participated. The staff revealed strong opinions as well as ambivalence towards how food and meals should best be integrated into their daily work and pedagogic activities. The pre‐school staffs’ lack of or insufficient education and knowledge regarding food and nutrition resulted in an ambivalent and uncertain situation with respect to how they should see themselves as teachers in the meal situation. Nevertheless, most of the staff had a clear perception of what it meant to practice a pedagogic meal. It meant helping and encouraging the children to help themselves and serving as an adult model for the children at table, though this pedagogic activity was uncommon. While the staff were satisfied with the pre‐schools’ role of catering for the children, they expressed concern about or even mistrust towards the children's parents. Despite, or perhaps due to, their inadequate knowledge about food and nutrition and the lack of specific aims for the pedagogic meal, they assumed that the public sector was a better educational institution regarding foods and a better guarantor for children's food habits and dietary intake. As the teachers’ identities have changed over the past years they have not yet found a solid ground for determining how food and meals could be integrated into their everyday work as pre‐school teachers and childminders.  相似文献   

16.
Decision support systems (DSS) have played an important role in organizations for many years. As DSS continue to be developed for industry applications, a number of business programs in universities offer a specialized course aimed at helping students better understand and develop DSS systems to support decision making. Spreadsheet software coupled with an application programming language can serve as a useful DSS generation software package for such courses. To help students develop their technical skills for spreadsheet-based DSS, the principles underlying Bloom's taxonomy of educational objectives can serve as a guiding framework for instructional design. This article describes how Bloom's taxonomy has been used to support the design of two different DSS courses, an undergraduate course and an MBA course. Student survey data collected over the past four years from students enrolled in nine sections of the DSS courses are reported. Based on the survey findings, as well as the instructor's observations, it appears that a teaching strategy based on Bloom's taxonomy offers a worthwhile framework for instructors who teach a spreadsheet-based DSS course.  相似文献   

17.
课程思政是新时代下高等院校实施教育教学改革的重要途径,也对高校教师探索课程教学模式创新提出更高要求。课程思政既是一种彰显"学科道德价值"的教学理念突破,也是一场追求"成人且成才"的教学模式改革,更是一次力争"构思精准"的教学系统设计。作为学科基础课程的宏观经济学具有知识特性、教学资源和师资队伍等优势,可采用"分析学情—设计目标—构思方案—组织教学—反馈体验"的思政教学"五步法"推进课程思政的教学改革。开展课程思政还需关注三个细节:一是教学理念不盲;二是教学组织不模糊;三是教学方法不固化。  相似文献   

18.
高职会计专业三项职业技能的培养是一项复杂的系统工程,从提高职教质量路径及高职教育的实际来看,会计专业职业技能的培养应从以下方面开展工作:即推动尝试教产合作、校企一体化办学模式,促进优势互补;推行工学结合、校企合作的人才培养模式、加强实践教学,切实提高"实训"、"实习"的教学效果;改革课程体系、教学内容和教育教学模式提升学生的职业技能;改进职业教育技能评价考核方法,激发学生的学习热情;打造一支稳定优质的专兼职相结合的师资队伍;准确全面理解高职会计专业职业技能内涵内容,各方协同作战全方位地做好工作。  相似文献   

19.
ABSTRACT

Collaborative skills that promote cross-functional dynamics, boundary spanning, and inter-firm cooperation are essential to every marketing manager. Most courses in the business curricula do not address the development of relational skills and competencies that support the ability to cooperate and reconcile diverse interests and objectives as needed in real world practice. I propose that we revise the fundamentals of our educational models to support the development of collaborative, cooperative and relational competencies in our business graduates. A “values” driven perspective is a must. It entails understanding, examining, reflecting, externalizing, discovering, accepting and challenging about our past experiences and beliefs as we refresh our perspective about things, people, situations, and options. New dimensions a business curricula that sustains a “values” driven perspective must include are: (1) Design curriculum from a systems thinking perspective, (2) Develop leadership potential and management capabilities, (3) Nurture and rehearse the use of different types of intelligences, (4) Foster deep approaches to learning when validating educational goals and academic achievement, and (5) Incorporate value driven decision-making and a sense of spirituality.  相似文献   

20.
This paper explores the implications of e‐commerce transactions and the lack of consumer protection regulation on consumer educators and curricula. The discussion is divided into five sections: conceptualizing e‐commerce; the juggernaut of e‐commerce; consumer education defined, especially consumer protection in the electronic market‐place; the Organization for Economic Co‐operation and Development (OECD) 1998 Ottawa conference on electronic commerce; and the implications of this fluid market and policy context on consumer educators. Empowerment of the consumer, the ultimate objective of consumer education, is a total challenge in the global electronic market‐place, but a challenge that must be embraced by staying informed, becoming a consumer advocate, as well as educator, and remaining ever vigilant as curricula are developed for the domestic consumer transacting in an electronic global market.  相似文献   

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