Policies and pedagogies for students of diverse backgrounds

Diallo, Ibrahima; Maizonniaux, Christèle

doi:10.1080/22040552.2016.1279526

Cited by 13 publications

(16 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Good pedagogic competence from vocational teachers can be the capital or key to successful classroom learning in the process of transferring knowledge to students. The importance of pedagogical knowledge allows what is known by the teacher, will be understood by students, because the teacher will understand how to formulate an explanation, describe content, and can respond to wrong understanding [19], more broadly mentioned pedagogic aims to adapt the needs of the community as a result globalization [20]. Pedagogic knowledge also significantly influences the quality of teacher teaching and student learning outcomes [21].…”

Section: Resultsmentioning

confidence: 99%

Pedagogical Competence of Vocational Teacher through the Model-impact School Patterns in the Application of Change Management

Oroh¹,

Runtuwene²,

Palilingan³

et al. 2019

Proceedings of the 5th UPI International Conference on Technical and Vocational Education and Training (ICTVET 2018)

View full text Add to dashboard Cite

The implementation of a frequently changing vocational curriculum model has had an impact on school management. The purpose of this research is to know the potential and problem of pedagogic competence improvement of vocational teachers through the model-impact school patterns (MIS-P) in the application of change management. This research method using descriptive qualitative approach. Research data obtained through observation, interview and focus group discussion. SMK N 1 Tomohon as a sample of impact school and SMK Kr 1 Tomohon as sample of model school. FGD respondents are school leaders, heads and teachers of productive programs, and vocational education experts. The results show that the implementation of MIS-P has several potentials: (1) teachers are very prepared to the MIS-P; (2) the pedagogical competence of vocational teachers is a process that must be continuously developed according to the needs of a rapidly changing and dynamic industry; and (3) have multiply effects for the impact school, because in addition to the pedagogic competence improvement of vocational teachers, but also for the development of teachers human resources. The problems faced are: (a) there has been no good support from the local government; and (b) expert support from university has not been well established.

show abstract

Section: Resultsmentioning

confidence: 99%

Pedagogical Competence of Vocational Teacher through the Model-impact School Patterns in the Application of Change Management

Oroh¹,

Runtuwene²,

Palilingan³

et al. 2019

Proceedings of the 5th UPI International Conference on Technical and Vocational Education and Training (ICTVET 2018)

View full text Add to dashboard Cite

show abstract

“…This is an important theme as HEIs should deliberately focus to not reinforce dominant ideologies as it relates to the way students learn. The entire spectrum of the ethno-linguistic diverse student population needs to be considered (Diallo and Maizonniaux 2016). The respondents considered the assessment strategies to be fair and appropriate; an opinion echoed by the quantitative finding where 67 per cent (n=387) of respondents strongly agreed that the assessment criteria described in study guides were clear.…”

Section: Pedagogical Renewalmentioning

confidence: 99%

Incorporating the mature students voice and lived experiences into continuous quality improvement

Lubbe¹,

Wolvaardt²,

Turner³

2020

SAJHE

View full text Add to dashboard Cite

Improving academic quality requires feedback from students since they have specific insight in their lived educational experience. Most institutions assess educational experience by evaluating individual modules. Few institutions collectively review evaluation data from multiple modules or explore this data for evidence of curriculum transformation. The University of Pretoria developed four curriculum transformation drivers and the School of Health Systems and Public Health developed and implemented 19 transformation-related statements. We revised the standard endof-module evaluations to explore student experiences regarding the implementation of these drivers. 45 modules were reviewed. The quantitative data were analysed in Excel. Qualitative data were analysed using an inductive approach with open-coding. We generated categories and themes before comparing these to the curriculum transformation drivers. Four major themes emerged from the qualitative data: reflecting the "what", "why", "when", "where", "how" and "who" of the student experience. Categories and subcategories were explored and linked to the quantitative results. The results show that the students valued their educational experience and felt valued as students. The students' voices provided a rich source of data regarding curriculum transformation and included detailed suggestions for quality improvement. Our study presents substantive evidence of authentic educational and philosophical intentions that were realised in practice.

show abstract

“…In a global public health workforce that is composed of a majority (70%) of women, many emerging as well as senior leaders—and particularly women who only comprise 25% of the global health leadership (World Health Organization, 2019b)—struggle to balance family and personal commitments, demanding jobs, discrimination, unequal pay, and frequent travel (Garrett, 2017; Talib, Burke, & Barry, 2017; World Health Organization, 2019a, 2019b). Access to learning materials may be circumscribed by where they are based (e.g., low-income countries), time, and financial issues (Diallo & Maizonniaux, 2016; Evashwick, 2013). At different career stages, supervisors and organizations have different levels of support for continued learning (Evashwick, 2013; Sadana et al, 2007).…”

Section: Star Pedagogymentioning

confidence: 99%

Developing a High-Impact Learning Program for Global Health Professionals: The STAR Project

Hansoti

Schleiff

Akridge

et al. 2020

Pedagogy in Health Promotion

View full text Add to dashboard Cite

Background. The Sustaining Technical and Analytical Resources (STAR) project seeks to invest in and expand the capacity of diverse senior global public health professionals. STAR builds on traditional work-based fellowships by partnering with universities in order to curate (or develop) and deliver high-quality, tailored learning across a set of required “core competency domains” as well as elective skills- or content-based competency domains. Pedagogy. In a rapidly changing global health context, ongoing learning is essential but often gets sidelined by other pressures; STAR’s approach aims to respond to these challenges by developing a learning curriculum tailored to the needs of our participants and their roles in global health. STAR’s pedagogy utilizes individualized learning plans, a deliberate practice approach, and a hybrid mentorship model to support project participants to achieve their learning objectives as well as broader project goals. Next Steps. The STAR project is in its first year of implementation. Furthermore, our future work will focus on developing a monitoring and evaluation plan that seeks to track the progress of our participants, guide project improvements, measure the impact of learning activities, and inform the pedagogy of future global health training initiatives.

show abstract

Policies and pedagogies for students of diverse backgrounds

Cited by 13 publications

References 8 publications

Pedagogical Competence of Vocational Teacher through the Model-impact School Patterns in the Application of Change Management

Pedagogical Competence of Vocational Teacher through the Model-impact School Patterns in the Application of Change Management

Incorporating the mature students voice and lived experiences into continuous quality improvement

Developing a High-Impact Learning Program for Global Health Professionals: The STAR Project

Contact Info

Product

Resources

About