The purpose of this case study was to understand what kinds of emotions university teachers experience in teaching, how these emotions influence the way the teachers experience their pedagogical ...competency and being and developing as a teacher, and how they reflect on their teaching and teaching-related emotions. Data were collected via semi-structured interviews with nine university teachers participating in an educational development project. Our results show that the teachers experienced positive, negative, and mixed teaching-related emotions and that these emotions influenced their experience of themselves as teachers and of their pedagogical competency. All teachers reflected on their teaching experiences, and most also shared and reflected on their teaching-related emotions with others. Social reflection can be a powerful tool in developing as a teacher, as it enables a personal evaluation and interpretation of teaching-related emotions and experiences. Higher education institutions should offer supportive environments for academic personnel, encouraging social reflection and providing opportunities for sharing teaching-related emotions. We found that an educational development project, in addition to more traditional staff training programs, can be a fruitful context for teachers' pedagogical development, since it can provide opportunities for joint discussions on the application and development of pedagogical perspectives.
This study explores how university students representing diverse disciplines and gender differ in their self-regulation in learning. The definition of self-regulated learning (SRL) in the present ...study is based on Pintrich's and Zimmerman's theories of SRL and comprises motivational and learning strategies. The sample consisted of 1248 undergraduate students at several Finnish universities. The data were retrieved from the IQ Learn online self-assessment and tutoring system. Female students scored moderately higher than male students on help-seeking strategies, utility value and on performance anxiety. Among the diverse disciplines, minor mean differences emerged on all the sub-dimensions of SRL, though no clear regularity on any discipline's favour was perceived. However, male and female students of behavioural sciences and female students of sciences scored highest consistently, and the technology students, especially the male students, scored lowest. In the future, the relations between the students' self-regulation in learning and instructional approach should be studied further.
The study identifies the relationships between active learning, student teachers' self-regulated learning and professional competences. Further, the aim is to investigate how active learning promotes ...professional competences of student teachers with different self-regulation profiles. Responses from 422 student teachers to an electronic survey were analysed using statistical methods. It was found that the use of active learning methods, such as goal-oriented and intentional learning as well as autonomous and responsible group work, are strongly and positively related to the achievement of professional competences. To develop the best competences, student teachers need high learning motivation and excellent self-regulation strategies. The mean scores in professional competences of highly motivated student teachers with excellent self-regulated learning were significantly higher when their experiences of active learning increased. Moreover, student teachers with high motivation and moderate self-regulation also benefited significantly from the use of active learning methods.
The purpose of this study is to investigate how student teachers benefit from authentic researcher experiences as part of their pre-service education. The data were collected by electronic ...questionnaires (n = 287) at two Finnish Universities. Teacher education programs guided student teachers to use and conduct research in the teaching profession. The results indicate that student teachers value research experiences. Research studies promoted professional competences and supported students' growth toward evidence-based practice and 21st century skills. Active learning experiences reinforced this positive effect. The implementation of research studies, quality of supervisors and integration with other studies were crucial.
•Research studies promote student' professional learning in teacher education.•Student teachers regard research studies as an important part of their education.•Active learning experiences in teacher education reinforce the positive effect.•The positive effect can be seen in all professional competences.•Research studies should be integrated with other parts of teacher education.
Introduction This study investigates the relationship between approaches to learning, self-perceived study burnout, and the level of knowledge among veterinary students. Veterinary educational ...programs are under regular development and would benefit greatly from detailed feedback on students' knowledge, proficiency, influencing factors, and coping mechanisms. Methods The VetRepos consortium developed and calibrated an item repository testing knowledge across the entire veterinary curriculum. Two hundred forty-eight students from seven European veterinary institutions took the VetRepos test, comprising a subset of the repository. They also responded to a questionnaire assessing deep and unreflective learning approaches and self-perceived study burnout, represented by exhaustion and cynicism. Structural equation modeling analyzed the relationship between these latent traits and the VetRepos test score. Results The model failed the exact-fit test but was retained based on global fit indices, inter-item residual correlations, and standardized residual covariances. Root Mean Square Error of Approximation with robust standard errors and scaled test statistic was 0.049 (95% confidence interval 0.033–0.071), scaled and robust Comparative Fit Index 0.95 (0.90–0.98), and scaled Standardized Root Mean Square Residual 0.056 (0.049–0.071). Measurement invariance across study years was not violated (ΔCFI = 0.00, χ 2 = 3.78, Δdf = 4, p = 0.44), but it could not be confirmed between genders or universities. The VetRepos test score regressed on the study year standardized regression coefficient = 0.68 (0.62–0.73), showed a negative regression on the unreflective learning approach −0.25 (−0.47 to −0.03), and a positive regression on the deep approach 0.16 (0.03–0.28). No direct association with perceived burnout was observed; however, a significant, medium-sized association was found between the unreflective approach and self-perceived study burnout. No significant differences in learning approaches or perceived burnout were found between study years. Discussion The most important source of variance in VetRepos test scores, unrelated to the study year, was the learning approach. The association between the VetRepos test score and self-perceived burnout was indirect. Future research should complement this cross-sectional approach with longitudinal and person-oriented studies, further investigating the relationship between study burnout and learning approaches.
This article aims to report how teacher education may promote active learning which is demanded by the current educational reform of Turkish teacher education (TE). This article also examines the ...effectiveness of the recent reforms in Turkey from a student's perspective, and provides an understanding of the concept of active learning, how it is applied and what the obstacles are to achieving it. The data were collected through open-ended questions on an electronic platform. Student teachers (n = 316) in the Faculty of Education at Erciyes University responded to the questions. The data were analysed qualitatively through content analysis. The results clearly indicated a big gap between the formal and applied curricula in the Faculty of Education. Many indicators of active learning can be observed, but there are still many obstacles to be overcome. Author abstract
The aim of this study was to explore the relationships between prior knowledge, academic self-beliefs, and previous study success in predicting the achievement of 139 students on a university ...mathematics course. Structural equation modelling was used to explore the interplay of these variables in predicting student achievement. The results revealed that domain-specific prior knowledge was the strongest predictor of student achievement over and above other variables included in the model and, together with previous study success, explained 55% of the variance. Academic self-beliefs strongly correlated with previous study success and had a strong direct influence on prior knowledge test performance. However, self-beliefs predicted student achievement only indirectly via prior knowledge. The results imply that both prior knowledge and self-beliefs should be taken into account when considering instructional support issues, because they can provide valuable insights about the future performance of the students.
The integration of circular economy-based life cycle management (LCM) into product design and optimisation is essential for the transformation towards a circular economy (CE). However, companies ...often lack the expertise to adapt life-cycle design (LCD) thinking in their business operations and are in need of respective capacity building. To close this apparent gap is the aim of the project e-CirP (Embedding Circular Economy into Product Design and Optimization) where LUT University, Fraunhofer, Technical University of Denmark, University of Padova, Delft University of Technology, University of Helsinki and Metso Outotec have worked together to develop a program that allows Master students across Europe to learn how to integrate CE and Life Cycle Thinking principles into product design by analysing real industrial cases. In the project, modern pedagogical approaches have been applied. A modular training package covering general circular economy aspects, as well as detailed value chain perspectives, has been created. Next to the content-related aspects, a great focus was also on the support of so-called soft-skills development, e.g. through international student cooperation on case studies. The paper presents the perspective of participating students as well as the cooperating companies that supplied the industry cases to allow an overview of opportunities and challenges.
This article focuses on how the teachers' pedagogical awareness is displayed and shaped while they learn to use information and communication technology (ICT) in their teaching and the aim here is to ...increase our understanding of university teachers as learners and as developers of their pedagogical awareness. The pedagogical awareness of teachers is examined through analysis of their thoughts on student learning and as displayed in their written weblog accounts during a course they took on how to use ICT to support learning. In this study 26 teachers assumed the role of students, i.e. as learners of how to use technology to boost their teaching and to facilitate the learning of their students. The objective of this course at the University of Helsinki was to enhance both the pedagogical and technical skill of teachers. The pedagogical awareness of the teaching staff was analysed by applying the theoretical model of meaningful learning. The results of the present study indicate that while contextuality and the transfer of knowledge was not well elaborated, the teachers particularly emphasized collaboration as a pedagogical means to facilitate learning. Furthermore, teacher reflection was an emerging theme in a few accounts, but this reflection appears to facilitate student learning in a slightly different manner than the elements of meaningful learning, which directly impact the learning situation. This increased understanding of how the new media are adopted into teaching can be used to design ICT training schemes for university teaching staff.
From needs to deeds Sandström, Niclas; Nevgi, Anne
Journal of corporate real estate,
03/2020, Letnik:
22, Številka:
1
Journal Article
Recenzirano
Odprti dostop
Purpose
This paper aims to study a change process on a university campus from a pedagogical perspective. The aim of the process, as expressed by facilities management and faculty leadership, was to ...create campus learning landscapes that promote social encounters and learning between students and researchers, as well as other embedded groups. The paper addresses how pedagogical needs are or should be integrated in the design process.
Design/methodology/approach
The data of this case study regarding change on campus consist of semi-structured interviews of information-rich key stakeholders identified using snowball sampling method. The interviews were analysed to find common themes and reference to pedagogical needs and expectations.
Findings
Campus usability and reliability are improved when pedagogy informs the design, and needs such as sense of belonging (human) and connectivity (digital) are fulfilled. User-centred design should be followed through during the whole campus change process, and there should be sufficient communications between user groups.
Research limitations/implications
The discussion is based on one case. However, the recommendations are solid and also reflected in other related research literature regarding campus change initiatives.
Practical implications
The paper states recommendations for including pedagogical needs in campus learning landscape change and underlines the role of real user-centred processes in reaching this goal.
Originality/value
The study introduces the concept of campus reliability and highlights a missing link from many campus change cases – pedagogy – which is suggested to be essential in informing campus designs that produce usable and reliable future-ready outcomes.
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