This practical education was a self-build workshop of the tea house that selected as the first prize of competition held by the faculty. The theme of the competition was bamboo, this sustainable ...material produced in Shiga prefecture, the neighbor prefecture of Osaka prefecture where Kindai university situate. The study was a collaboration between local industry and university.
Hands-on education is of great importance for undergraduate students studying Space Physics. In recent years, the School of Earth and Space Sciences at the University of Science and Technology of ...China has conducted extensive undergraduate summer professional practical education based on the advantages of the Chinese Meridian Project's chain observation. Teachers guide students in learning about the processing and analysis of observation data, take them to the Chinese Meridian Project sites, and thoroughly explain to them the numerous facets of practical education. Students learn many detecting technologies, including optical, radio, and magnetic fields, as well as the concepts of various instruments used for detection, as well as how to use scientific data and research tools and visualize the change characteristics of the near-Earth space environment during space weather events through data analysis. Finally, the students conducted a summary report of their practical education. Through participating in space
The present study aimed at exploring the power of Continuous Assessment Learning Activity in connection with industrial development in Zimbabwean education system version 5.0. The education system in ...Zimbabwe has undergone a transformation in a proposition to industrialise the economy through education as nodded in National Development Strategy for vision 2030 middle income class economy. Thus, the objective of this research was hinged on establishing the industrial skills imposed in learners by CALA a version of curriculum innovation. The study also set an objective of finding evidence of industrial development from CALA and establishing teacher’s attitude towards implementation of CALA. The study adopted phenomenological qualitative research study in which systematic sampling was used to select 14 respondents for interviewing over WhatsApp. The study revealed that CALA impose and sharpen research, practical, problems solving and creative skills in learners. As well learners are involved in producing products for sale and developed their entrepreneurship skills. Teacher’s attitude showed a negative attitude towards implementation of CALA in schools due to lack of support, poor remuneration and lack of training. The research recommends measure to boost teacher’s attitude towards CALA for industrial development.
The present study aimed to analyze the views of pre-service teachers, expressed through metaphors, about the adequacy of mentors and teaching practice schools and their recommendations for effective ...mentoring. A phenomenological design was adopted, and participants included 105 mentees. The current mentors and teaching practice schools had attributes that were not adequate for active mentoring. The mentor should be selected based on criteria such as professional competence, ability to perform mentoring roles, and positive interpersonal relationships. The teaching practice schools should be selected based on human relations, educational activities, the quality of education and instruction, and the physical conditions of the school.
The present study aims to explore the role of the university's practical education program in promoting the soft skills of the female students ‘’classroom teachers’’ and Trainees at the schools ...affiliated with the Zarqa directorate of education. It aimed to explore the latter role from the perspective of the female cooperating teachers. The sample consists of (58) female cooperating teachers whose major is ‘’classroom teacher’’. Those cooperating teachers are selected from the schools affiliated with the first and second Zarqa directorates of education. The researcher used a questionnaire for collecting data. The final version of the questionnaire consists of (41) items. It was found that the university practical education program plays a (moderate) role in promoting the soft leadership skills of the female student-teachers majoring in ‘’classroom teacher’’ and trainees. That is concluded from the respondents’ perspective. The mean of effective communication skills is ranked first. The mean of cooperation and teamwork is ranked second. The mean of adaptation & flexibility is ranked third. The mean of crisis management is ranked last. It was found that there are statistically significant differences between the respondents’ attitudes towards the role of this program which can be attributed to their professional qualification and the academic qualification. It was found that there isn’t any statistically significant difference between the respondents’ attitudes towards the role of this program which can be attributed to experience and directorate of education.
Under the theme of raising the efficiency of white-collar business tasks using software robots, we performed a study of industry-academia bidirectional learning in which project leaders from a ...university and a company acquire knowledge and gain practical experience in a collaborative manner. An application for automating a certain routine task was successfully developed using Python and related libraries while the project leaders exchanged opinions and information. The end result was a mutually beneficial.
Background: Achieving high quality teacher training requires teachers to have the opportunity to develop not only professional skills but also, fundamentally, their professional identity. Objective: ...To describe and interpret the subjective theories of Basic General Education Pedagogy students from a public university in northern Chile regarding the construction of professional identity in early practices. Method: A qualitative case study methodology was used with a theoretical sample of nine Basic General Education Pedagogy students from a public university in northern Chile. The data, obtained from episodic interviews and a group interview, was analyzed based on the grounded theory. Results: The following was found: (a) different meanings about early practice and an evaluation that includes positive and negative aspects of the process, (b) an association between the development of professional identity and the experience of implementing early practice, (c) a set of conditions that gather early practices to favor the construction of the professional identity and (d) the proposal for planning early practices as an experience different from the operation of the other subjects of the degree program. The foregoing was integrated into a comprehensive theory of the development of professional teacher identity in early practices. Discussion: In the discussion section, these results are analyzed from the existing literature.
Authorship contribution
CPB, MRF, AUV and DCM: study design, data processing and interpretation, introduction, results, discussion, general review and writing in APA format.
PCC, IGP and JSD: introduction, discussion, general review.
Antecedentes: alcançar um treinamento de professores de qualidade requer que os professores tenham a oportunidade de desenvolver não apenas competências profissionais, mas, fundamentalmente, sua identidade profissional. Objetivo: descrever e interpretar as teorias subjetivas dos estudantes de Educação Básica Geral em uma universidade pública do norte do Chile sobre a construção da identidade profissional na prática inicial. Método: utilizamos uma metodologia qualitativa, um desenho de estudo de caso e uma amostragem teórica que incluiu 9 estudantes de Educação Básica Geral de uma universidade pública do norte do Chile. Os dados foram obtidos de entrevistas episódicas e uma entrevista em grupo e foram analisados com base na Grounded Theory. Resultados: encontramos (a) significados diferentes sobre a prática precoce e uma avaliação que inclui aspectos positivos e negativos do processo, (b) uma associação entre o desenvolvimento da identidade profissional e a experiência da prática precoce, (c) um conjunto de condições que a prática precoce reúne para favorecer a construção da identidade profissional e (d) a proposta de planejar a prática precoce como uma experiência distinta do funcionamento dos outros sujeitos do curso de graduação. Isto foi integrado em uma teoria abrangente do desenvolvimento da identidade do ensino profissional na prática inicial. Discussão: a discussão analisa estes resultados a partir da literatura existente.
Contribuição de autoria
CPB, MRF, AUV e DCM: desenho do estudo, tratamento e interpretação dos dados, introdução, resultados, discussão, revisão geral e redação em formato APA.
PCC, IGP e JSD: introdução, discussão, revisão geral.
Antecedentes: lograr una formación docente de calidad requiere que los profesores tengan la oportunidad de desarrollar no solo competencias profesionales, sino que, fundamentalmente, su identidad profesional. Objetivo: describir e interpretar las teorías subjetivas de los estudiantes de Pedagogía de Educación General Básica de una universidad pública del norte de Chile sobre la construcción de la identidad profesional en las prácticas tempranas. Método: se utilizó metodología cualitativa, un diseño de estudio de casos y un muestreo teórico que integró a 9 estudiantes de Pedagogía General Básica de una universidad pública del norte de Chile. Los datos se obtuvieron de entrevistas episódicas y una entrevista grupal y se analizaron en base a la Teoría Fundamentada. Resultados: se encontraron (a) distintos sentidos sobre la práctica temprana y una evaluación que incluye aspectos positivos y negativos del proceso, (b) una asociación entre el desarrollo de la identidad profesional y la experiencia de cursar prácticas tempranas, (c) un conjunto de condiciones que reúnen las prácticas tempranas para favorecer la construcción de la identidad profesional y (d) la propuesta de planificar las prácticas tempranas como una experiencia distinta del funcionamiento de las otras asignaturas de la carrera. Lo anterior se integró en una teoría comprensiva del desarrollo de la identidad profesional docente en las prácticas tempranas. Discusión: en la discusión se analizan estos resultados desde la literatura existente.
Contribución de autoría
CPB, MRF, AUV y DCM: diseño del estudio, procesamiento e interpretación de los datos, introducción, resultados, discusión, revisión general y redacción en formato APA.
PCC, IGP y JSD: introducción, discusión, revisión general.
The Nepal government introduced Technical Vocational Education to secondary schools nationwide in 2014 as part of its School Sector Reform Plan (running from 2009 through to 2015). The purpose of ...agricultural education in secondary schools is to develop a workforce to support the nation’s agricultural development and alleviate poverty. This case study analyzes the current status of and issues with agricultural education at a secondary school in epal’s Mustang District. First, the curriculum and syllabi of the Plant Science Stream program were reviewed. Second, the school’s teaching activities were analyzed and compared with the teaching methods in use at a Japanese agricultural high school in the Nagano Prefecture. The head of the school and a teacher of agriculture conducted observations and interviews regarding the Japanese high school’s teaching practices in September 2017. After observing the Japanese high school, focus group discussions were conducted with five other agriculture teachers at the targeted school in Nepal. The discussions found that the content of the lectures did not adequately explain local farming practices. It was determined that the study program should conduct cultivation trials of local products in the school farm. Students could interview local farmers and observe their crop production, agro-processing, livestock rearing, and natural resource managements. Students could practice farming to use the products for their own consumption or sales at school and local markets. These activities can strengthen students’ understanding of agricultural information and techniques. The suggested activities would also allow the teachers to learn what information to include in the lectures and practices to support students’ knowledge of farming practices relevant to the local area.
This study assesses the effect of entrepreneurship education and the participation in junior enterprises (JA) on the entrepreneurial attitudes and intentions of higher education students. A ...self-report instrument was answered by 139 management and economics students enrolled in Portuguese universities. The results show that students enrolled in JEs show higher levels of perceived behavioural control than students not involved in such extra-curricular activity. Additionally, students enrolled both in JEs and entrepreneurship education reported a higher entrepreneurial intention than those students that are only members of a JE. These findings suggest that deeper integration of extra-curricular activities and entrepreneurship education on management education curricula is crucial for the development of dynamic managerial capabilities. Moreover, it was observed that extra-curricular activities, like participating in a junior enterprise, complement rather than substitute entrepreneurship education. Several suggestions to make management education more impactful on students’ managerial capabilities and skills are also provided.
•Management students enrolled in junior enterprises (JEs) show higher levels of perceived behavioural control.•Management students enrolled in JEs and in entrepreneurship education (EE), reported a higher entrepreneurial intention.•These findings suggest that deeper integration of extra-curricular activities and EE on management education curriculum.
