Research and the Teacher

Hitchcock, Graham; Hughes, David

doi:10.4324/9780203424605

Cited by 105 publications

(75 citation statements)

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“…The consent form, contents, questions and interview guide were developed, reviewed and piloted. As it is said that content analysis of structured interview is easy to analyse and is fairly objective (Hitchcock & Hughes, 1989), the average duration of the interview was 40 minutes.…”

Section: Procedures Of Data Collectionmentioning

confidence: 99%

Effect of ICT Skills on the Job Satisfaction of Teacher Educators: Evidence from the Universities of the Sindh Province of Pakistan

Sahito¹,

Väisänen²

2017

IJHE

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This research paper is a reflection of the results of collected data from Teacher Educators (TEs) regarding their skills and expertise in Information and Communication Technologies (ICT). Seven themes were inductively identified and called, 7Es like as: (a). Expertise in use of windows programmes; (b). Expertise in use of security measures; (c). Expertise in use of hardware instruments; (d). Expertise in use of internet; (e). Expertise in creating accounts; (f). Expertise in installation of softwares; and (g). Expertise in use of softwares. All extracted themes reveal the utility of the study and thematic analysis.

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Section: Procedures Of Data Collectionmentioning

confidence: 99%

Effect of ICT Skills on the Job Satisfaction of Teacher Educators: Evidence from the Universities of the Sindh Province of Pakistan

Sahito¹,

Väisänen²

2017

IJHE

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“…To enhance the trustworthiness of the data analysis, peer examinations were conducted (Hitchcock and Hughes, 1995). Numerous discussions among authors who came from the same school of the University took place when any uncertainty in the coding and categorizing arose.…”

Section: Discussionmentioning

confidence: 99%

Education for sustainability using a campus eco-garden as a learning environment

Cheang

Zhan

et al. 2017

IJSHE

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If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation.*Related content and download information correct at time of download. Purpose -This paper aims to explore stakeholder perspectives of the role of a campus eco-garden in education for sustainability (EfS). It will combine the perspectives to highlight a powerful learning environment (PLE) for university students to realize the concept of EfS.Design/methodology/approach -Semi-structured interviews were conducted to reveal stakeholder understandings of a campus eco-garden, as well as its associated expectations of learning activities and education outcomes. Three stakeholder groups were interviewed; designers, educators and environmental and non-environmental subject-related students.Findings -All three stakeholder groups expected cognitive learning of EfS to be enhanced by the eco-garden. The use of affective learning was not strongly expected by the stakeholders. Psychomotor learning was believed to be the most difficult to realize. To fulfill the potential of the eco-garden in EfS, all stakeholders suggested learning activities and roles for both students and teachers. The combined perspectives of the stakeholders helped to visualize a PLE to aid EfS.Practical implications -This study underlines the importance of effective communication of expectations between stakeholders. It underlines the importance of integrating educational activities with the eco-garden as a PLE, highlighting the roles of teachers and students. It also sheds light on the importance of introducing a cultural component to the EfS program.Originality/value -This is the first study to apply the PLE theory to enhance EfS with the aid of infrastructure. Both users and designers reveal their views on the planning of the campus eco-garden, especially in its educational function. The study is possibly the first to reveal the differences in expectations between designers and other stakeholder groups (teachers and students) using Könings et al.'s (2005) combination-of-perspectives model.

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“…The answers to such questions find inspiration in the studies by Willis (1996) and Hitchcock and Hughes (1989), whereas the practical context for this case study is the Master ITALS (ITAliano come Lingua Straniera, Italian as a Foreign Language) 1 st Level of Ca' Foscari University in Venice, given that the underwriter has followed the design, development and expansion of the course in the capacity of director, coordinator and tutor throughout the 18-year life-span of the course. Finally, studies by Meyer (2004) have helped design the evaluation grids.…”

Section: Experiences Of Training and Refreshment Courses For Teachersmentioning

confidence: 99%

The Evaluation of Specific Competences in Online Training Courses for Teachers of Italian to Foreigners: A Case Study

Serragiotto

2017

IJL

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The purpose of this study is to describe a model for online evaluation within the training of teachers of Italian to foreigners. What follows is a case study where, thanks to a multimedial environment, what wants to be created are the conditions for a different sort of interaction between teachers and students in the moment of evaluation. Such a context requires organizational and didactic choices that have been considered carefully in order to be consistent with the development of the technologies used in the interaction, perfecting in such manner training processes capable of acknowledging objectively specific competences concerning didactics.

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Research and the Teacher

Cited by 105 publications

References 0 publications

Effect of ICT Skills on the Job Satisfaction of Teacher Educators: Evidence from the Universities of the Sindh Province of Pakistan

Effect of ICT Skills on the Job Satisfaction of Teacher Educators: Evidence from the Universities of the Sindh Province of Pakistan

Education for sustainability using a campus eco-garden as a learning environment

The Evaluation of Specific Competences in Online Training Courses for Teachers of Italian to Foreigners: A Case Study

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