| 1. |
- Boman, Björn, 1984-, et al.
(författare)
-
Converging cultures? A comparative analysis of South Koreaand Sweden’s national curricula, 1980–2018
- 2023
-
Ingår i: Discover Education. - : Springer Science and Business Media LLC. - 2731-5525. ; 2:1
-
Tidskriftsartikel (refereegranskat)abstract
- Relating to world culture theory, this article aimed to discern similarities and differences between the South Korean national curriculum (1981, 2015) and the Swedish national curriculum (1980, 2018) and a set of complementary documents, both more broadly and with special emphasis on middle school level mathematics education. The findings suggest that the latest curricula accentuate knowledge and skills. However, Sweden’s national curriculum underlines knowledge and values, while the South Korean counterpart stresses character education and a ‘well-rounded personality’. Mathematics education has not changed much since 1980 in both countries. However, cosmopolitan tendencies are more present in the latest Korean curriculum. Overall, an unequivocal converging effect has not been discerned.
|
|
| 2. |
- Boman, Björn, 1984-
(författare)
-
Vietnam’s exceptional educational achievement : a thematic review of the emerging literature
- 2022
-
Ingår i: Discover Education. - : Springer Science and Business Media LLC. - 2731-5525. ; 1:1
-
Tidskriftsartikel (refereegranskat)abstract
- The World Bank and other global actors were impressed by the fact that the relatively poor Southeast Asian countryVietnam made significant success in the PISA evaluation in 2012, placing ahead of several Western countries like the US,UK, Australia, and Sweden. In this article, recent research that focuses on educational achievement, specifically PISA per-formance, in Vietnam has comprehensively been reviewed (N = 20 studies), using a systematic literature review. Further,it discusses the decrease in PISA 2015 and interprets this negative trend based on relevant data disentangled from theliterature review. The findings suggest that the structural changes that were implemented in the aftermath of the Đổi Mớireforms in 1986 have paved the way for increasing quality and quantity of education, which affect scores in assessmentssuch as PISA. Furthermore, cognitive ability and an education-oriented national culture which fosters diligence amongstudents have further enhanced the results. However, there are still large equity disparities between the majority Kinhgroup and various minority groups that seem to affect academic achievement.
|
|
| 3. |
- Çakmak İşitmez, Özge, et al.
(författare)
-
‘A different color on an artistic palette’ : teaching styles and beliefs
- 2023
-
Ingår i: Discover Education. - : Springer. - 2731-5525. ; 2
-
Tidskriftsartikel (refereegranskat)abstract
- This descriptive study attempted to explore teaching styles by eliciting beliefs of a group of English language teachers through Peacock’s (Int J Appl Linguist 11:1–20, 2001) Perceptual Teaching Style Preference Questionnaire and interviews based on Reid’s hypotheses (TESOL Q 21:87–111, 1987; Learning styles in the ESL/EFL classroom. Boston: Heinle & Heinle, 1995) on learning styles and Doyle and Rutherford’s (Theory Pract 23:20–25, 1984) suggestions on matched instructional designs. The mixed methods research design was adopted in the current study, and concurrent triangulation was used to corroborate the findings. Study findings indicated that the participants reportedly applied the group teaching style more frequently than the other styles and favored a repertoire of the visual and auditory perceptual teaching styles. Although participants were mostly positive about the importance of learning styles, effects of perceptual teaching styles on learning, and the matched instructional design, they did not believe that their students were aware of their own learning styles and noted various curricular and administrative constraints in relation to implementation of the matched instruction. Consequently, the current study suggested that the language teachers and their line managers should consider effective planning and implementation of the entire teaching operation in relation to the matched instructional design in their classrooms. Also, it is recommended that as part of their professional development, the classroom practitioners are encouraged to explore their students’ “voices” and raise their learners’ awareness regarding their learning styles for more effective teaching–learning processes.
|
|
| 4. |
- Håkansson Lindqvist, Marcia, et al.
(författare)
-
Developing a support model for hybrid work-integrated continuous professional development
- 2024
-
Ingår i: Discover Education. - : Springer. - 2731-5525. ; 3:1
-
Tidskriftsartikel (refereegranskat)abstract
- In the contemporary digitalised knowledge society, work-integrated professional development is an important andcontinuous activity. Continuous professional development should preferably be a hybrid format, where academiacollaborates with industry and the surrounding society in a multi-directed exchange of ideas. Continuous professionaldevelopment is today conducted in a blend of workplace activities, and in technology enhanced online environments.A complex blend for professionals that at the same time are working full-time with their ordinary jobs. The need fora support model to navigate in these new digital learning spaces is obvious, where the support model also shouldinclude collaboration and a community of practice. A community where the members communicate regularly to improvetheir skills and knowledge in their common professional domain. The aim of this paper is to describe and analyse thedevelopment of a support model that involves these aspects. Findings confirm the necessity of the four steps in theearlier model, at the same time as they indicate the need for a fifth step facilitating the creation of Communities andLandscapes of Practice. The use of the model may support higher education institutions in creating beneficial conditionsfor hybrid work-integrated continuous professional development for industry.
|
|
| 5. |
- Söderlund, Anne, 1957-, et al.
(författare)
-
Exploring the activities and outcomes of digital teaching and learning of practical skills in higher education for the social and health care professions : a scoping review
- 2023
-
Ingår i: Discover Education. - : Springer Science and Business Media LLC. - 2731-5525. ; 2:1
-
Forskningsöversikt (refereegranskat)abstract
- Higher education for health care professionals faces numerous challenges. It is important to develop and apply methods supporting education, especially the practical skills. This scoping review aimed to explore the activities and learning outcomes of digital technology in practical skills teaching and learning in higher education for the social and health professions. Scoping review recommendations and the PRISMA-ScR checklist were applied. Randomized controlled trials published between 2016 and 2021 involving students in higher education who were taking courses in the social sciences and health care and reported interventions with digital technology activities and practices in practical teaching and learning were included. The CINAHL Plus, PubMed, Scopus, ERIC, and Sociological Abstracts/Social Services Abstracts databases were searched. Teaching methods were blended, e-learning or other online-based, and digital simulation-based activities. Teaching and learning environments, methods, resources, and activity characteristics varied, making a summary difficult. Interventions were developed in a face-to-face format prior to digitalization. The outcomes were measured at the knowledge level, not at the performance level. One-third of the studies showed a significant improvement in practical skills in the intervention group in comparison to the control conditions. The use of digital technology in the learning and teaching process have potential to develop of students' skills, knowledge, motivation, and attitudes. The pedagogy of technology use is decisive. The development of new digital methods for teaching and learning practical skills requires the engagement of students and teachers, in addition the researchers.
|
|
