Rethinking teaching and teaching practice at university in a lifelong learning context

Jõgi, Larissa; Karu, Katrin; Krabi, Kristiina

doi:10.1007/s11159-015-9467-z

Cited by 13 publications

(8 citation statements)

References 12 publications

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“…To sum up, the survey indicated the awareness of the responsible participant groups about the problem, but not so much their readiness to act. The present survey also suggests that when it comes to gifted students, the new learnercentred approach is not reflected in the understandings and language used by education stakeholders, the traditional teacher centred approach being prevalent (as also stated by Jõgi et al, 2015;TALIS, 2008). Nevertheless, the teachers who participated in the survey saw the high potential of a gifted learner, describing him/her in the most versatile way.…”

Section: Discussionmentioning

confidence: 64%

“…Nimelt ei väljenda sidusrühmade esindajate keelekasutus nende enda agentsust haridus muutuste protsessis: nad ei kirjelda end tegutsejatevastutajatena. Samuti toetab uuring järeldust, et andekate õppest rääkides ei kajastu hariduse sidusrühmade arusaamades ja keelekasutuses õppijakeskne muutuv õpi käsitus ning valdavalt domineerib traditsiooniline õpetaja keskne lähene mis viis (Jõgi et al, 2015;TALIS, 2008). Siiski nägid uuringus osalenud õpetajad andekas õppijas suurimat potentsiaali, kirjeldades andekust ning andekat õppijat kõige mitmekülgsemalt.…”

Section: Järeldused Ja Aruteluunclassified

“…Selgub, et kuigi Eesti õpetajad pooldavad uuenduslikku õpikäsitust, kasutatakse klassis valda valt traditsioonilisi õpetajakeskseid meetodeid TALIS, 2008). Sama kehtib ka ülikoolide õpetamispraktika kohta (Jõgi, Karu, & Krabi, 2015). PISA uuringutes on Eesti probleemina välja toodud just puudu lik töö andekatega (PISA, 2012;Säälik, 2012).…”

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Construction of the meaning of giftedness as a special educational need in the context of the changed learning approach in Estonia

Põlda¹,

Aava²

2016

EHA

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Eesti uus haridusstrateegia rõhutab muutunud õpikäsituse raames vajadust toetada õppija individuaalset ja sotsiaalset arengut, tuues samas kitsaskohana välja, et õppijate erivajadusi, sh eri tüüpi andekust, ei märgata ega väärtustata. Samuti on PISA uuringutes Eesti probleemina nimetatud vähest tööd andekatega. Siinse uurimuse eesmärk on kirjeldada, milliste keeleliste valikutega konstrueerivad hariduslikke erivajadusi, eriti andekust, haridusvaldkonna sidusrühmad. Fookusgrupi intervjuudega kogutud materjali analüüsist kriitilise diskursuseanalüüsi meetodil selgub, et hariduslikke erivajadusi seostatakse eelkõige eri- ja erakoolidega, mitte muutunud õpikäsitusega ehk individuaalse lähenemisega õppijale. Andekust nähakse pigem kaasasündinud isikuomadusena kui arengulise protsessina. Andekad paigutatakse sotsiaalse hierarhia tippu (geeniused) või kõige madalamale positsioonile (nohikud, tõrjutud). Neid käsitletakse teistest õppijatest eraldatud rühmana, kelle jaoks pole ressursse, kes saadetakse olümpiaadile, klassiruumist välja. Summary

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Section: Discussionmentioning

confidence: 64%

Section: Järeldused Ja Aruteluunclassified

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Construction of the meaning of giftedness as a special educational need in the context of the changed learning approach in Estonia

Põlda¹,

Aava²

2016

EHA

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“…While the dominant model in higher education remains the traditional full degree, universities offer more opportunities for non-traditional students, allowing diverse shorter, more flexible provision of learning, not necessarily leading to degrees (Jogi et al 2015). In this context, there is need to introduce quality assurance of microcredentials as this is still rough territory.…”

Section: Widening Participation Promoting Inclusion and Building Flexible Learning Pathwaysmentioning

confidence: 99%

Universities as Lifelong Learning Institutions: A New Frontier for Higher Education?

Atchoarena¹

2021

The Promise of Higher Education

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For half a century now, lifelong learning has provided—with more or less intensity - the philosophical and conceptual background in which education policies have been framed (Kejawa, 2017). When Paul Lengrand defined l’éducation permanente (1970), learning was conceived as part of a humanistic vision of the world, intrinsically characterized by fundamental values like human dignity, equal rights and social justice and respect for cultural diversity, as well as a sense of shared responsibility and a commitment to international solidarity. Today, these principles remain fundamental aspects of our common humanity and the enduring ideals of what learning can achieve.

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“…Teaching is a complex term: is it a profession or occupation, practice or activity, vocation or calling? The results of teaching are found in the learner, not in the teacher and teaching does not always result in learning and therefore must be constructed around the apparent need for learning (Fitzmaurice, 2010;Jõgi et al, 2015;Noddings, 2003). Hence, the educator becomes a facilitator of learning and guides student learning.…”

Section: Introductionmentioning

confidence: 99%

An Exploration of the Professional Development Needs of Agricultural Educators within the VET Sector: A Mixed Methods Study

Flannery

Keaveney

Murphy³

2020

Int. J. Agr. Ext.

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Recent studies have highlighted the contribution of education to the productivity and viability of the Irish agricultural sector. This paper explores the training needs of agricultural educators within the vocational education and training sector by examining educators’ experience in their role based on educator qualification, availability of continuous professional development and opportunities for development. The study was conducted in Ireland using a mixed methods explanatory sequential design. The study sample consisted of the national population of agricultural educators within the vocational education and training sector, i.e. agricultural colleges. Data collection methods included a national survey and three focus groups. The findings highlight a challenge across Irish agricultural colleges in how educators are trained to teach, in their motivations for the role, and their long-term desire to remain teaching. It also demonstrates the importance of continuous professional development and the need to enhance training, particularly, pedagogical training, to agricultural educators. It can be concluded that stronger supports are required at both recruitment and throughout an educator’s career for development and progression. This study is one of the first studies in Ireland to investigate the continuous professional development needs of agricultural educators within the vocational education and training sector. The paper explores the pedagogical underpinnings of agricultural education, with the aim of developing teaching and learning needs in parallel to technical expertise.

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Rethinking teaching and teaching practice at university in a lifelong learning context

Cited by 13 publications

References 12 publications

Construction of the meaning of giftedness as a special educational need in the context of the changed learning approach in Estonia

Construction of the meaning of giftedness as a special educational need in the context of the changed learning approach in Estonia

Universities as Lifelong Learning Institutions: A New Frontier for Higher Education?

An Exploration of the Professional Development Needs of Agricultural Educators within the VET Sector: A Mixed Methods Study

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