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teaching . 2 nd edition. Oxford: Oxford University Press. Liu, Jun. 2004. Methods in the post-methods era. Report on an international survey on language teaching methods. International Journal of English Studies 4(l): 137–152. Nunan, David 1989. Designing tasks for the communicative classroom . Cambridge: Cambridge University Press. 1991. Language teaching methodology: A textbook for teachers . New York: Prentice-Hall. Ogden, C. K. (1930): Basic English. A general introduction with rules and grammar . London: Keagan Paul, Trench, Trubner & Co. Pennycook, A. 1989


The sustainability of technology education is related to a traditional understanding of craft and the methods used to teach it; however, the methods used in the teaching process have been influenced by the innovative changes accompanying the development of technology. In respect to social and economic development, it is important to prepare young people, both boys as well as girls, with comprehensive knowledge and a basic education in technology for the benefit of their future life. Teachersí assessment of craft and technology education, from two different periods of time, are compared in light of two different national curricula in order to explain possible changes in teachersí conceptions related to the teaching methods of technology and examines teachersí opinions on the methods of technology education. This research attempts to find answers to the questions: What are teachersí attitudes towards teaching methods at the two different periods of time? What changes occurred in the teaching methods of the syllabi in light of the curricula adoptions in 2004 and in 2011? The research is based on questionnaire surveys administered across Estonia in 2004 and 2011. Findings indicate that during the two periods in question the teaching methods used by the teachers of technology education in Estonian schools shifted from the traditional approach to teaching towards a more constructivist approach. The researcher concludes that the teaching methods applied in technology education must keep current. Teaching would greatly benefit from the introduction of more activating teaching methods, particularly those connected with applying technology.


Nowadays the training-educational process is a dynamic and complex process which uses both classical and modern teaching methods in order to obtain performance in education. Even though traditional teaching methods have a formal character interaction between teacher and students, this is face-to-face and therefore students can give an immediate feedback. From this point of view classical teaching methods are important from time to time. In Romania, in the European context the role of effective learning strategies represents the key point for the education process. The role of teachers in developing creativity to those students who want to learn in an interactive way is very important because they should imply that students directly in the training -educational process. In this context the educational process must be student centered because only in this way their critical thinking and creativity is developed. We can say that when non-formal and informal learning is combined with formal learning the scope of pedagogy is accomplish. In contemporary context education is regarded as an innovative concept which is used to produce performance at the individual level and also, at institutional level, education provides support in order to build strategies according to the challenges from the labour market. The paper is based on a qualitative research, conducted on a sample of 100 people aged between 19 and 23 years old (students at a Business School). The key question raised at this point is: What is the role of classical and modern teaching methods in training-educational process? The objectives of this study are the following: 1). highlighting the context of higher education in Romania; 2). presenting the role of university strategy in contemporary context; 3). highlighting the importance of using classical/modern teaching methods in business education; 4). presenting the role of innovation and creativity in business education; 5). presenting the analysis of qualitative research regarding the role of classical and modern teaching methods in education. Learning skills are developed both through modern teaching and learning strategies based on creativity and interactive learning methods.


Managing quality of education is difficult and diversified task. Certainly, at the very center of quality assurance is experience that students and graduates get throughout their education course. One of the factors influencing these experiences are teaching methods. The objective of the paper is to assess the experience of Workplace Safety and Hygiene master program students of with regard to teaching and learning methods and Industry 4.0 readiness. The objective is realized through interpretation of the survey results that was made within MSIE4.0 project among the students of different industrial engineering master programs. Additionally, the program and courses documentation is interpreted in accordance to the ‘LOVE’ model approach to assess education experience. The sample of the survey is based on MSc students of Workplace Safety and Hygiene that are held at Częstochowa University of Technology. As the study shows, there are some drawbacks of the program with regard to immersive approach to learning and more active students engagement. The readiness to Industry 4.0 requirements is not really visible and some purposeful actions should be made in order to make the program part of activities addressing this economic and social challenge.

.G. (2017), The role of classical and modern teaching methods in business education, The 11th International Conference on Business Excellence, Strategy, Complexity and Energy in changing times, 30-31 March 2017, Bucharest, pp.87-88. Contu, E.G. (2017), The Role of Intellectual Capital in Higher Education, 9th European Conference on Intellectual Capital, Instituto Universitário de Lisbon, Portugal, 6-7 Aprilie, pp.66-70. Gurteen, D., (1998),Knowledge, Creativity and Innovation, Journal of Knowledge Management, Vol. 2, Iss 1, pp. 5 – 13. Hasan, H., Meloche, J. (2013


Article presents the main directions of modernization of teaching methods, factor for modernization of education. Modernization of teaching methods is required by changes taking place in society today latter directly influencing the conduct of education.

Shift from teacher-centered education to student-centered learning and changing paradigms instructional, teaching methods require modernization and transformation of his conception of education.

Classical paradigm of teaching and learning profound changes, transforming the teaching learning, resulting in the need to change teacher.


Teachers always try to give their best to educate all students that have been entrusted to them!

Knowing that everybody has the right to learn and be well educated, the Ministry of Education, Science, and Technology after the war took considerable actions in an effort to promote inclusive education in the Kosovo education system (Ministry of Education, Science, and Technology, 2007). However, teachers are facing different challenges while trying to teach students with mild or moderate specific learning difficulties together with those who don’t have learning difficulties.

Understanding specific learning difficulties may not be hard but handling it is a great challenge.

So what are specific learning difficulties?

This research studies specific areas of inclusive education based on the difficulties students have while learning English Language, how to deal with these difficulties, how can inclusive practices within the school help, what practical teaching approaches can be used, what teaching methods are used or can be used in the inclusive classes in order to come to a conclusion of what can be done more about inclusiveness and understand the importance of inclusive education not only in the centers where the work is done but throughout Kosovo.

Remember: Students with specific learning difficulties are just like you and me, they just have a different learning style!


How to promote social emotional learning (SEL) at school depends largely on teachers. Mostly teachers implement specific programs, but they have difficulties in incorporating SEL into the regular curriculum. The main aim of the paper is to present the conceptual model of sustainable integration of SEL into everyday teaching practices in every subject. This approach has been developed in the project ìLearning to Be: Development of Practices and Methodologies for Assessing Social, Emotional and Health Skills within Education Systemsî. This initiative is based on the premise that the assessment of learning at school should go beyond grading studentsí knowledge and should include practices for observing young peopleís personal growth, social skills, attitudes and other general competences. The novelty of this conceptual approach is associated with integrating SEL standards, formative assessment and classroom instruction into a single sustainability-oriented model. The relationship between SEL standards (ISBE, 2003) and formative assessment strategies established by Wiliam (2011) is described, providing a detailed description of specific classroom activities. The objective of this approach is, therefore, towards building emotionally strong and flexible individuals who can deal with complex challenges through prosocial behavior that encourages human prospering and the attainment of the United Nationsí Sustainable Development Goals.

learning method where best practice guidelines are adhered to. Simulation may also have some advantages over other teaching methods, depending on the context and subject method. Simulation enables nurses to develop, synthesize, and apply their knowledge in a replica of real experience. 5 While there has been some literature that explicates the concept of clinical reasoning and also the development of models that demonstrate the clinical reasoning process, 6 , 7 there is a paucity published about fostering nursing students' clinical reasoning ability by using HFS. This

Deep and Shallow Water Effects on Developing Preschoolers' Aquatic Skills

The aim of the study was to assess deep and shallow water teaching methods in swimming lessons for preschool children and identify variations in the basic aquatic skills acquired. The study sample included 32 swimming instructors (16 from deep water programs and 16 from shallow water programs) and 98 preschool children (50 from deep water swimming pool and 48 from shallow water swimming pool). The children were also studied regarding their previous experience in swimming (6, 12 and 18 months or practice). Chi-Square test and Fisher's exact test were used to compare the teaching methodology. A discriminant analysis was conducted with Λ wilk's method to predict under what conditions students are better or worse (aquatic competence).

Results suggest that regardless of the non-significant variations found in teaching methods, the water depth can affect aquatic skill acquisition - shallow water lessons seem to impose greater water competence particularly after 6 months of practice. The discriminant function revealed a significant association between groups and all predictors for 6 months of swimming practice (p<0.001). Body position in gliding and leg displacements were the main predictors. For 12 and 18 months of practice, the discriminant function do not revealed any significant association between groups. As a conclusion, it seems that the teaching methodology of aquatic readiness based on deep and shallow water programs for preschoolers is not significantly different. However, shallow water lessons could be preferable for the development of basic aquatic skills.