Learning to teach : defining the challenge

Keynote address presented by Dr Nril Simco at ESCalates ITE Seminar Preparing students to teach in schools facing challenging circumstances: evidence from research and practice. The seminar was held at the University of Dervy on 26th January 2006. It is presented as a single PDF file of the presentation slides used for the addres

Developing belended learning in higher education - a case study of the University of the Highlands and Islands

This paper provides some editorial context for a suite of three papers, each of which focuses on pedagogical considerations at the University of the Highlands and Islands (UHI). The paper first identifies the distinctive characteristics of the University, its history, context and purpose. It moves on to explore a major initiative in blended learning at the University, entitled Curriculum for the 21st Century (C21C). Then it introduces the essence of the three articles, each of which focuses on specific elements of blended learning. The term ‘blended learning’ has different meanings and interpretations in different places. In this article we adopt the definition supported by the UHI academic council: A considered approach that selects from a range of traditional face-to-face methods and e-learning technologies to facilitate student engagement, develop independent learners and enhance the learning experience

Validity in image-based research:an elaborated illustration of the issues

This article is concerned with the trustworthiness of products of research which are derived from image‐based data. Fundamentally it asks whether validity represents an appropriate measure of the quality of research which uses such data. Two examples of image‐based research are taken from recent work undertaken by the authors. A comparison of these examples provides a well‐grounded illustration of the issues confronted by the researchers in their attempt to consider the validity of their findings. The resulting discussion develops the argument that the concept of validity is particularly problematic in its application to image‐based research. We present a tentative strategy for ensuring trustworthiness that is based on five key criteria: completeness, adequacy of interpretation, transparency, self‐reflection and the aggregation of conflicting interpretations

Reflective Teaching: Effective and Evidence-Informed Professional Practice

There are a variety of views on teaching. At one extreme, some teachers deny any value to theoretical thinking: learning to teach consists merely of acquiring tips from experienced hands. At the other extreme, some academics have a very abstract, theoretical approach. reflective teaching lies between - it allows practitioners to relate practice and theory within their own particular contexts

Display in the classroom: principles, practice and learning theory

With the current economic climate and pressure on teaching time, display in the primary classroom is often seen as dispensable and frivolous. This book aims to: defend the position of display as central to the process of education; show teachers, who are often unclear about the ways in which display can foster social, emotional and intellectual growth, how to develop such a learning environment; and underline the dynamic ways by which children can learn from creating, interacting within and being stimulated from, display in the classroom