Innovative Teaching and Teaching Improvement

Lunde, Joyce Povlacs; Wilhite, Myra S.

doi:10.1002/j.2334-4822.1996.tb00307.x

Cited by 9 publications

(6 citation statements)

References 1 publication

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“…Lunde and Wilhite (1996) have found that innovative teachers have a passion for teaching and are aware of their role in the learning-teaching environment they are at risk, needing freedom, in their work on the improvement of innovative teacher and teaching.…”

Section: Conclusion Discussion and Recommendationsmentioning

confidence: 99%

What is Innovative Geography Teaching? A Perspective from Geography Teachers

Artvinli¹

2017

JETS

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The purpose of the study is to examine views of geography teachers on innovative geography teaching. The study group consists of 15 geography teachers (8 Females, 7 Males). The study is designed in keeping with phenomenological research. Semi-structured interview form is used as a data collection tool in the study. The collected data are analyzed through content analysis based on inductive analysis technique. Themes are derived from codes. The content analysis results reveal that the geography teachers are satisfied with their professions, the teachers who can keep up with technological and methodological developments in their field, are regarded as innovative teachers, innovative geography teachers are the ones who integrate new technologies into their lessons, the internet resources are the most significant application form in following the innovations, the participants consider making innovation in geography teaching as a part of their profession, and proficiency in the use of computers plays a crucial role in becoming innovative. The research findings have been discussed in relation to the literature and some recommendations have been given.

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Section: Conclusion Discussion and Recommendationsmentioning

confidence: 99%

What is Innovative Geography Teaching? A Perspective from Geography Teachers

Artvinli¹

2017

JETS

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“…Innovative teaching includes an array of activities such as active interaction with learners, willingness to accept the change, perseverance and specific as well as disciplined approach (Joyce Povlacs Lunde, 1996).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Analytical Study of ‘Research’ Used as an Experimental Tool for Experiential Learning

Gokhale

2021

TOJQI

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The formal education system provides a fixed boundary of subjects but what if the learner wants to go beyond the same? Can educators guide and mentor such learners? Can an opportunity be given wherein learners could diagnose their own needs, own objectives and learning resources, use their own strategies for better learning? Answers to these questions can be found if the teaching and learning methodology undergoes significant transformations and many new things are adapted as per the present scenario. Education in the 21st century is more dynamic and challenging as compared to the earlier centuries. Albert Einstein's quote, "Education is not learning of facts but training of mind to think" becomes even more relevant in the changing environment. Hence, it becomes imperative for the educator or facilitator as well, to go beyond the boundaries of the formal education and learning methods and create the urge of learning in the students. If education institutes, educators and facilitators move towards a more student-centric system, collaborative learning, creativity, and communication will become important outcomes of the process. Educators need to be constantly experimenting with new pedagogies as per the needs of their students and their subjects. This research paper is an outcome of an experiment where 'research' has been used as a teaching-learning methodology. The data collected through focus group interviews of the 'research' activity participants, upon analyzing statistically using Friedman's Q test, showed that the ranks of various parameters on which the participants were observed were statistically significant at 5% level of significance. The observed parameters have given a new dimension to the personality of the learners by acquiring the value education in the process. The outcome paved the way for peer motivation, mentor motivation, learning by choice and learning for life emphasizing the fact that choice-based learning is the key to gain knowledge that sustains. Value education is the indirect outcome of this experiment that otherwise would not have found a place in the business school curriculum.

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“…Studies have identified the benefits of innovative teaching to include development of globally competitive learners, creation of lifelong learners, maintaining of learners' motivation to learn, and encouraging deeper learning compared to surface learning, among others (Lunde & Wilhite, 1996;Teo & Wong, 2000). According to Naifeld and Simon (2017), innovative teaching takes place in different spaces within and outside the classroom; it involves definition of a problem and the search for information to resolve the problem, collecting data and analyses, team work, interpersonal skills, critical thinking, creative problem-solving and effective communication.…”

Section: Innovative Pedagogy In Teaching and Learning Of Computer Craftsmentioning

confidence: 99%

Effects of Innovative and Traditional Teaching Methods on Technical College Students’ Achievement in Computer Craft Practices

et al. 2020

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Recently, global trends in technological development have brought about innovations in educational paradigms, thus giving rise to significant adoption of learner-centered and problem-centered approaches with greater potential to impart the next generation of learners compared to a more dominant teacher-centered approach. In view of this, this study presents result of the effects of innovative pedagogy integration in computer craft practices among technical college students in Enugu State, Nigeria. Result shows that innovative pedagogies applied in teaching and learning of computer craft practices were more effective in enhancing learning outcomes than the conventional teaching method. Based on this, the study concludes that computing teachers should become more creative in their day-to-day teaching activities by adopting innovative teaching approaches that can make teaching and learning of computing studies more engaging to learners.

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Innovative Teaching and Teaching Improvement

Cited by 9 publications

References 1 publication

What is Innovative Geography Teaching? A Perspective from Geography Teachers

What is Innovative Geography Teaching? A Perspective from Geography Teachers

Analytical Study of ‘Research’ Used as an Experimental Tool for Experiential Learning

Effects of Innovative and Traditional Teaching Methods on Technical College Students’ Achievement in Computer Craft Practices

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