This study explores the perceptions of early career STEM faculty about their teaching contexts and praxis after pursuing an accredited teaching and learning programme in an Irish university. A social ...realist approach using Archer's morphogenetic framework was employed to facilitate an exploration of their perceptions about teaching and the variegated responses that those perceptions produced. The study reveals the different ways in which faculty develops their teaching skills and how their work environment influences their development. The social realist approach provides a lens through which leaders of accredited programmes can understand the challenges and motivations of early career STEM faculty.
Abstract
Over the last two decades, there has been a rapid expansion in the number of Taiwan programmes at universities in America and Europe; however, few of these Taiwan programmes have attempted ...to develop teaching courses. Where Taiwan courses have been introduced, they have tended to be in isolation and not well integrated into existing academic programmes. Among the universities with Taiwan programmes, only two have attempted to create comprehensive teaching programmes through which students can graduate with a degree in Taiwan studies: SOAS University of London and the University of Texas at Austin. The purpose of this paper is to compare the experiences of these two institutions in developing such niche teaching programmes. It begins with a discussion of how these two programmes first emerged and then goes on to review their distinct development trajectories and key features. The paper offers an analysis of how these two programmes were able not only to survive but also to expand their offerings and thrive in an academic environment that should be hostile to such niche programmes. It concludes with a review of the remaining challenges facing these teaching programmes.
摘要
欧美高等院校里的台湾研究学程在过去二十年里成长极为迅速，然而其中致力于发展课程教学的却数量有限。同时，既有的台湾课程多以孤立形式存在，鲜有充分整合纳入所属学术单位体系的情况。与众不同的，是伦敦大学亚非学院和德州大学奥斯汀校区这两个特例。这两所大学分别设置了涵盖面广，以教授台湾课程为主的台湾研究学程；就读于该学程的学生毕业时可获颁「台湾研究」的专修学位。本篇论文旨在综述两所学校发展此种非主流台湾学程的经验同异。首先绍介两校最初设立该学程的源起。其次分述两校台湾学程不同的发展轨迹，及其各自所呈现的主要特征。身处对于此类特色学程远非友善的整体学术环境之中，它们不仅得以幸存，甚且能够扩增课程种类，持续茁壮成长——本文将试图对这个现象提出分析、解读。最后的结语所关注的，是以教授台湾课程为主的学程所仍须面对的种种挑战
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This article discusses the challenge of criticisms of the world religions paradigm to the design of teaching programmes in the academic Study of Religions, in general and with a particular focus on ...didactics-related courses as part of teacher training programmes. It uses the design of a particular Bachelor programme at a German university as an example for the general challenge of teaching about religion in an emancipatory framework that critically reflects its own presuppositions, both at university and school levels. Taking seriously recent criticisms of the world religions paradigm, it is argued, involves a shift of focus from the communication of supposedly given knowledge about religions to the communication of critical competences in analysing different types of discourse about religion, religions or "world religions."
Abstract
In accordance with the Bologna Declaration, modern languages and communication skills have a growing importance in all professions. With the prospect of Croatian membership of the EU and ...taking into consideration the conditions of the growing internationalization of law in general, knowledge of foreign languages represents an indispensable prerequisite for international com- munication within the legal profession. Thus, teaching foreign languages in the field of law, especially English and German, is necessary not only for the pro- fessional education of Croatian law students, but also for their mobility within the network of European universities. This paper presents a case-study of the current situation in teaching Legal English and Legal German in Croatian Law Schools. First, the status of foreign languages for specific purposes (FLSP) in the Higher Education System of the Republic of Croatia in general is analyzed. The main part of the paper is dedicated to teaching Legal English and / or Legal German as compulsory courses within the curricula of Croatian law faculties (status, syllabus design, teaching methods). Then some projects on teaching foreign languages to practicing lawyers will be presented. With the prospect of Croatian membership of the EU, specific education programmes for lawyer- linguists have been introduced by the Law Faculties of Zagreb and Osijek. These programmes, developed within the lifelong education project for lawyers, offer an opportunity for Croatian law students and young lawyers not only to im- prove their knowledge of Legal English and Legal German, but also to learn other languages of the EU, like French or Italian. These new programmes are the response of Croatian foreign language teachers to the current requirements of the European labour market and the challenges of the internationalization of the modern world.
This paper reports on a survey study exploring new lecturers' views on assessment design (using a questionnaire called the Assessment Design Inventory) with 586 newly qualified or still qualifying ...lecturers from UK universities. A factor analysis established two factors labelled 'desirable practice' and 'constraints'. Participants felt that their university teaching programmes had changed their views on assessment design and that assessment practices could be improved. Over 50 % agreed that there were practical restrictions on assessment design. Findings revealed a perception that there is little incentive to innovate in assessment and that students may not welcome such innovation in any case. Further statistical analysis specified the 'external' variables of institution and discipline to be important in shaping desirable practice and perception of constraints. 'Individual' variables of gender, length of teaching experience and qualification status showed a statistically significant effect. These analyses demonstrate some key influences on new lecturers' views of assessment design and suggest reasons why they do not always feel able to put what they learn about assessment into practice. (HRK / Abstract übernommen).
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