This review article focuses on use of an escape room as a didactic tool in teaching and learning, as identified in empirical studies that have examined the use of escape rooms in educational contexts. The review studied the methods used to study escape rooms, what the focus of attention was, what the reported use was, and implications this has for the use of escape rooms for teaching and learning. Our analysis showed that most studies are concerned with the implementation and use of an escape room in relation to four fields of attention; scenario, curriculum, 21st-century skills, and motivation. Overall, the reviewed articles indicate that more studies are needed on the use of escape rooms for educational purposes. It seems that research on this topic has reached a new phase, and there is a need for structured research and transparency in the research design and methods for data collection and analysis. We see opportunities for the use of escape rooms as a didactic tool in primary and secondary education, and in teacher education.
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The implementation of pedagogical entrepreneurship in schools from the perspective of lifelong learning is of significant concern at policy levels, and research is an important source of information on this process. This review article focuses on the challenges revealed by research, examines the implementation of pedagogical entrepreneurship in teaching and learning, and considers the reasons for these challenges. Two main challenges are identified and discussed: the ambiguity of the pedagogical entrepreneurship concept and the tension between policy and practice. An increased emphasis on teacher learning processes and on the role of school leaders at the compulsory school level is suggested, and implications for teacher education programmes and further research on implementation of pedagogical entrepreneurship are proposed.
Pedagogical entrepreneurship is a teaching and learning approach that emphasizes means and possibilities within school subjects, in opposition to reproductive, transmissible, and goal-oriented approaches. Political and education research voices strongly argue for implementation of pedagogical entrepreneurship in all school subjects, due to its lifelong learning perspective. This implies that students of today and tomorrow must be trained in the didactic of possibilities, how to explore and investigate, and how to create value for themselves and others. This calls for an epistemological transformation of subject-specific content knowledge that allows interpretation in many ways and development of a growth mindset. Pedagogical entrepreneurship is recognized by being innovative and explorative, whether it is about economic growth, values, scientific approach, or making a difference. A narrow definition of entrepreneurship (or enterprise education) includes emphasis on establishing and running a business of some kind. Pedagogical entrepreneurship calls for a broader definition of the entrepreneurship area, since it frames priority of practical, problem-based, research-based, and lifelike activities for the students, cooperation with local businesses, organizations, and life outside school. Pedagogical entrepreneurship allows the students to gain understanding of the complex nature of real-life issues, influence teaching practices, and experience strong relevance of the learning goals, which is likely to increase students’ inner motivation and their experience of holistic learning of content knowledge. Therefore, pedagogical entrepreneurship can appear as a leader philosophy, a way to organize teaching, and specific student activities. Implementation of new approaches to teaching and learning is always associated with issues and teacher concerns and requires continuing teacher profession development, for instance through attention in teacher education programs and students’ experience with pedagogical entrepreneurship during their teacher education. A way to meet this scenario is to vitalize the broad definition of pedagogical entrepreneurship in teacher education programs in such a way that the teacher education students may operate as change agents when they start to teach after they have graduated. The development, mapping, and introduction of entrepreneurial teaching resources in teacher education will establish the foundation for a didactic of possibilities—an entrepreneurial didactic that may influence students’ motivation and in-depth learning of school subjects.
This article discusses how mathematics didactics can be inspired by and further developed through responsive pedagogy, understood as feedback directed at self-regulation and self-efficacy, in mathematics teaching. The authors explain the rationale behind an intervention model for improving mathematics teachers' feedback practices. The model is a developmental framework for intervention that is context dependent, rather than a fixed model for intervention. The overall aim with such an intervention is to establish a recursive feedback dialogue between teachers and students. Next, the backdrop for the participatory approach used in the development and implementation of such an intervention model is presented, emphasising the importance of researchers and teachers working closely together and engaging in mutual learning. The aim is to develop understanding and a shared language when discussing responsive pedagogy. Finally, the article explains the implementation process of the described model. The results of the implementation will be presented in forthcoming articles.
Completion of a master's degree has changed significantly from being the specific responsibility of the candidate and his/her supervisor to being the responsibility of the whole educational institution. As a consequence, we have initiated an internal training course for professional development related to the supervision of master's theses. In this article, we outline the course and the participants' experiences and reflections. Further, the results are analyzed and discussed. We use the analytical framework of the concept of professional learning communities (Stoll et al., 2006), and action learning as a tool to implement ideas on professional learning. The course itself was divided into two separate phases: one combined (shared) training phase and one phase where supervisors were divided into forums to discuss authentic situations arising from forum members' supervision. The results indicate that the course as a whole was successful in promoting the professional development and collective learning of the academic staff.
Grunnleggende ferdigheter er vektlagt spesifikt i de seneste retningslinjene for grunnskolelaererutdanningen. Denne vektleggingen har utfordret laererutdanningene nå r det gjelder forstå else av hva de grunnleggende ferdigheter er, hvordan de skal hå ndteres i fagene i utdanningene og hvem som skal ta ansvaret for at de blir ivaretatt. I denne artikkelen blir det fokusert på disse spørsmå lene gjennom å undersøke hva som kjennetegner faglaerere i grunnskolelaererutdanningenes beskrivelser og hå ndtering av grunnleggende ferdigheter. Resultatene viser at det er ønske fra faglaererne om tydelig ledelse og samarbeid mellom fagene. Basert på dette arbeidet ble det utformet en plan for organisering av en helhetlig implementering av de grunnleggende ferdigheter i grunnskolelaererutdanningene ved Høgskulen i Sogn og Fjordane. Den er iverksatt fra studieå ret 2012/13. Summary Key competencies are emphasized specifically in the latest guidelines for elementary school teacher education in Norway. This emphasis has challenged the teacher education programs in terms of understanding of what the key competencies are, how they should be handled in the subjects in the education programs, and who should take responsibility for ensuring that they are attended to. In this article the focus is on these questions by examining what characterizes the descriptions and management of key competencies given by teachers in teacher education. The results show that there is a request for clear leadership and collaboration between disciplines. Based on this work, a plan for organization of a comprehensive implementation of the key competencies in the teacher education programs at the University College in Sogn og Fjordane was designed. It has been implemented from the academic year 2012/13. Innledning Ved grunnskolelaererutdanningene (GLU) i Norge skal studentene få kunnskaper om og praktiske erfaringer med grunnleggende ferdigheter.
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