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Anita Pipere, Jyrki Reunamo and Marion Jones

. (2010). Embedding education for sustainable development in initial teacher training in the lifelong learning sector. Teaching in Lifelong Learning, 2 (1), 35-46. Tashakkori, A., & Teddlie, C. (1998). Mixed methodology: Combining qualitative and quantitative approaches . Thousand Oaks, CA: Sage. Tilbury, D., & Ross, K. (2005). Living change: Documenting good practice in education for sustainability in NSW. Macquarie University, Sydney and the Nature Conservation Council, NSW. Weber, R. P. (Ed.). (1990). Basic content

Open access

Nataliya Mukan and Svitlana Kravets

Abstract

In the article the methodology of comparative analysis of public school teachers’ continuing professional development (CPD) in Great Britain, Canada and the USA has been presented. The main objectives are defined as theoretical analysis of scientific and pedagogical literature, which highlights different aspects of the problem under research; characteristic of the research methodology, used to conduct the comparative analysis. Their major components of the research model (parametric-determining, conceptual and analytical, integrating-analytical and differentiating-analytical, prognostic component) have been defined and specified. Public school teachers’ CPD has been studied by foreign and domestic scientists: political, social, cultural and economic aspects of teachers’ CPD (L. Darling-Hammond, M. Tight); CPD programs (C. Pratt); CPD content (N. Dana Fichtman, M. Rees, A. Ross, S. Zepeda); CPD models, methods and forms (K. Duinlan, P. Grimmet, G. Troia, P. Wong); continuous professional education (Ya. Belmaz, A. Kuzminskyy, O. Kuznyetsova). The research methodology comprises theoretical (comparative-historical, logical, induction and deduction, comparison and compatibility, structural and systematic, analysis and synthesis, general scientific and interdisciplinary forecasting methods), and applied (observations, questioning and interviewing) methods. The research results have been presented.

Open access

Anzhela Sikaliuk

Abstract

The role and importance of situational methodology as one of the pedagogical tools of influence on the formation of socio-ethical values of future managers in higher schools of Ukraine and Germany have been theoretically substantiated. The possibilities of situational methodology influence on the formation of socio-ethical values of students - future managers of economic sphere in higher schools of Ukraine and Germany - have been revealed. The most important functions of the interaction of a future manager with staff have been considered. Special pedagogical factors which have an impact on students’ understanding of socio-ethical peculiarities of professional activity have been analyzed. Professionally directed situations as one of the important pedagogical mechanisms that contribute to enhancing the socio-ethical activity of the students have been considered as well as their ability to participate in meaningful, professional interaction on the basis of professional activity in deterministic situations. It has been proved that the formation of socio-ethical values by means of applying situational methodology requires modeling of situations that would activate students on finding and explaining the so-called socio-ethical and pedagogical factors that occur in professional activity. Direct and inverse relationship between the personality of a future manager and socio-ethical values of a personality in the profession of manager has been revealed. It has been proved that the managerial socio-ethical values is a reflection of a system of ethical knowledge and practical recommendations which regulate the activities of individuals in the professional community and is aimed at receiving maximum efficiency from the economic activity. In this regard two components - the professionalization of students and the formation of their socio-ethical values - make up quite multifaceted educational-upbringing process in higher schools of Ukraine as well as of Germany

Open access

Helen Cahill, Julia Coffey and Kylie Smith

Inquiry, 20(6), 772-780. Smith, K., Alexander, K., & D’Souza Juma, A. (2014). Gender matters in the early childhood classroom. In K. Cologon (Ed.), A Good start: Inclusion in the early years. (pp. 134-151). Oxford: Oxford University Press. Smith, K. (2013). Diversity dolls as a methodology tool for researching with children about issues of equity. International Journal of Equity and Innovation in Early Childhood. 11(1), 86-96. Taylor, A. (2013). Reconfiguring the natures of childhood. Milton Park: Routledge

Open access

Iryna Androshchuk and Ihor Androshchuk

Abstract

In the article, the defined problem has been justified and the significance of studying foreign experience in training future technology and engineering teachers in the USA has been determined. Particular attention has been paid to explanation of methods and forms of organization of future technology and engineering teachers’ training in the USA. The authors have considered Education Technology Standards, developed by the International Society for Technology in Education (ISTE), that are used as reference points and determine the minimum amount of training as well as electives. In addition, there have been outlined such training techniques as microteaching, reflective teaching, the simulation method that allow involving the students into real teaching rather than role-playing; decrease complexity of pedagogical actions through ensuring acquisition of specific skills needed for the teacher in order to form experience of pedagogical interaction. It has been found out that in order to prove themselves during the first year of study in a higher education institution the students create their own web pages and portfolios that consist of working portfolio, showcase portfolio and documentation portfolio. It has been established that mini courses are actively used to help future technology and engineering teachers acquire necessary pedagogical skills. Based on analysis of the research findings, the authors have concluded that counseling or mentoring as forms of training greatly contribute to personal development of both students and their mentor as well as effective collaboration between school and university staff. It has been identified that enhancing effectiveness of teaching practice in American higher education institutions ensures involving clinical professors who monitor, guide and assess teaching practice of future specialists.

Open access

Alona Eisenberg, Svetlana Ignatjeva, Dzintra Iliško and Alona Rauckiene-Michaelsson

Abstract

Survival of organizations nowadays depends on their ability to learn properly and quickly increase their efficiency and their performance and to adapt to the changing environment. Creating an organizational learning culture (OLC) could achieve an increase in the survivability of organizations.

This paper examines the OLC questionnaire, the developed research methodology, adapted andapproved by Israeli local authorities. This study analyses 529 questionnaires filled in by municipalitiesi employees.

The aim of the research: the development of a mechanism for increasing the efficiency of the local authorities by influencing the behavior of employees through the creation of Organizational Learning Culture (OLC).

Open access

Dorota Zdybel

Abstract

The aim of this article is to present methodological aspects of research on comforting language skills, evaluating the quality and sophistication of supportintended messages, and explaining key factors underlying the potential effectiveness of emotional support in case of “emotional conflicts”. Research proves that the core of support-intended message is “person centeredness”, defined as the ability to explicitly acknowledge and elaborate, legitimize the subjective perspective of a distressed partner [Burleson 2010]. Empirical operationalization of this concept underlies the development of hierarchical coding system for sensitivity of comforting strategies, which nowadays is one of the most popular tools to evaluate the quality of supporting communication. The main assumptions of this coding system have been presented, together with its structure and criteria of analyzing the potential comforting effectiveness. At the end, cultural stereotypes and misconceptions descending the quality of support-intended behaviours were addressed.

Open access

Sameh Said-Metwaly, Wim Van den Noortgate and Eva Kyndt

-153. *Leith, G. (1972). The relationship between intelligence, personality, and creativity under two conditions of stress. British Journal of Educational Psychology, 42, 240-247. *Lemons, G. (2011). Diverse perspectives of creativity testing: Controversial issues when used for inclusion into gifted programs. Journal for the Education of the Gifted, 34, 742-772. doi: 10.1177/0162353211417221 *Long, H. (2014). An empirical review of research methodologies and methods in creativity studies (2003-2012). Creativity Research Journal, 26, 427

Open access

Nelly Kostoulas-Makrakis

Developing and Applying a Critical and Transformative Model to Address ESD in Teacher Education

A reflective case study approach, including focus interviews, reflective/reflexive journals and analysis of project-based works of 30 pre-service teachers participating in an undergraduate course was employed to investigate the discrepancy between the teachers' constructivist conceptions and the actual practice. The identified discrepancy seemed to be an outcome of the difficulty translating constructivism into teaching practice, but also of the misleading conception of constructivism as a homogeneous philosophy. Through reflective practice, participants were able to deconstruct and reconstruct their theories and practices of teaching in more emancipatory ways addressing issues of education for sustainable development (ESD). This case study helped understand the nature of change process towards teaching and learning for more sustainable futures.

Open access

Md Mostafizur Rahman

Abstract

Social protection programmes in Bangladesh aimed at reducing the vulnerability of the poor has become exceptionally challenging because of high exposure to weak institutional governance, and frequent natural disasters. As a matter of fact, both the coverage and the types of social protection programmes have been expanded to support the extremely poor households in Bangladesh over the last decade. However, the boundaries between ‘protection approach’ associated with risk reduction and ‘promotion approach’ regarded as the pathways to raise incomes and employment opportunities of the poor have remained understated in policy discourse. This paper addresses how an Interpretivist methodology can be used in exploring the current complexities of social protection programmes in extremely poor households with reference to disaster-affected areas in southwest coastal Bangladesh, giving a particular attention to the interpretation of the beneficiaries as well as service providers. This paper employs an interpretative framework for collecting qualitative data because of its ability to make sense of the complex situations of social protection programmes by generating multicontextual information provided by the beneficiaries of social protection programmes. During the initial fieldwork of the research, the research participants pointed out that there exist strong prevalence and dominance of local politics considered as ‘underlying issues’ in the delivering process of social protection programmes, which is further associated with power-relation between the rich and poor class of the society. However, the current policy discourses of social protection programmes have overlooked those highly pertinent phenomena both in local and national context. This paper argues that the aspects of availability, accessibility and utilisation of social protection programmes is not straightforward as each aspect is further associated with social relations and complex social understanding. An interpretive methodology along with illustrative data collection and analysis techniques can become effective to explore those complex societal understanding related with social protection programmes. Finally, within the adopted interpretive framework, the integrated view related with availability, accessibility and utilisation aspects of social protection programmes need to be addressed while creating a sense of meaning and understanding of overall situation of social protection programmes.