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Full-Text Articles in Education
Researching Practice, Practicing Research: Impact On Teaching And Learning, Bernadette Dean, Rahat Joldoshalieva, Antipas Chale, Farah Huma, Haji Karim, Mukobe Margaret, Nakhat Abdulofizov
Researching Practice, Practicing Research: Impact On Teaching And Learning, Bernadette Dean, Rahat Joldoshalieva, Antipas Chale, Farah Huma, Haji Karim, Mukobe Margaret, Nakhat Abdulofizov
Book Chapters / Conference Papers
An action research study aimed at finding out the potential of the instructional strategies (whole class discussion, cooperative learning and inquiry) taught at AKU-IED on student learning is being carried out in three phases in five developing countries served by AKU-IED. The seminar presentation will focus on learnings from the first phase of the research. It will focus specifically on identifying the possibilities and challenges PDTs face in preparing teachers to involve the whole class in discussions and in the teachers using it in their classrooms. It will also focus on the nature of discussions in the classrooms in different …
Using Problem-Based Learning To Explore Qualitative Research, Roisin Donnelly
Using Problem-Based Learning To Explore Qualitative Research, Roisin Donnelly
Articles
The aim of this article is to discuss an approach to deliver a component on qualitative research on a research methods module in a postgraduate diploma in third level learning and teaching using problem-based learning (PBL). The Diploma in Third Level Learning and Teaching is on offer to a variety of academic staff (lecturers) in higher education at a higher education institute in Ireland, hereafter referred to as participants. The 10-week Research Methods module is one of eight offered on the Postgraduate Diploma, all designed and delivered using the pedagogic strategy of PBL. The entire Postgraduate Diploma is voluntary, and …
Curriculum As Practiced In Pakistan, Nilofar Vazir
Curriculum As Practiced In Pakistan, Nilofar Vazir
Institute for Educational Development, Karachi
From 1995 to 1999, as a teacher educator in Pakistan teaching on professional development programs, my colleagues and I were able to address some needs and interests of primary school teachers. After obtaining a degree in teacher education I was better equipped with the skills required for designing, implementing, and evaluating the curriculum. I also gained further insight into teaching and learning through the fieldbased component. A "need analysis" determined teacher selection for our field component, with the overarching principle being to select teachers who considered change to be relevant. Other selection criteria included teachers who were willing to bring …