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Hisako Kakai – Journal of Mixed Methods Research, 2024
This article aims to elevate the appreciation of Dr Michael D. Fetters's contributions to mixed methods pedagogy by highlighting his innovative teaching methods called the "mixed methods treasure hunt." Utilizing Vygotsky's sociocultural theory, this paper provides a detailed examination of how Fetters's legacy can be adapted and…
Descriptors: Foreign Countries, Mixed Methods Research, Culturally Relevant Education, Teaching Methods
Clifford Kast – Changing English: Studies in Culture and Education, 2024
In the English for Academic Purposes (EAP) classroom, speaking is a relatively marginalised learning activity, often employed merely to facilitate transition between activities which prioritise communication skills deemed more important. A significant consequence of this privation is limited practice in situated discourse. This paper presents a…
Descriptors: Foreign Countries, College Students, Dialogs (Language), English for Academic Purposes
Waight, Emma – Journal of Geography in Higher Education, 2022
This article explores the relevance and value of cultural geography within the undergraduate geography curriculum in light of graduate employability. The article is based on the assertion that employability is an objective to which universities are required to engage, and yet, cultural geography, as a sub-discipline, may be more challenging to map…
Descriptors: Geography Instruction, Undergraduate Students, Employment Potential, Human Geography
Larrea, Maria F.; Hodge, Steven; Mavin, Timothy J.; Kikkawa, Yosriko – Research in Post-Compulsory Education, 2022
This paper provides a perspective on learning in which training and situated learning complement each other in developing cabin crew competence. Traditionally, airlines have approached cabin crew training from a competency-based, behavioural perspective with limited engagement in the actual work context. This ethnographic study builds on…
Descriptors: Situated Learning, Workplace Learning, Learning Theories, Air Transportation
Leung, Allen – International Journal of STEM Education, 2020
This commentary aims to discuss an overarching boundary crossing framework under which integrated STEM (Science, Technology, Engineering, Mathematics) pedagogy can be conceptualized. Four potential learning dialogical processes for boundary crossing are presented and used as the main theoretical construct for the discussion. A proposal of an…
Descriptors: Foreign Countries, STEM Education, Interdisciplinary Approach, Communities of Practice
Barends, Zelda – Reading & Writing: Journal of the Literacy Association of South Africa, 2022
Background: The theory and practice divide is a persistent conundrum in teacher education. Moreover, foundation phase literacy teacher education is no exception because such graduates are expected to acquire knowledge and skills to address the challenges of the classroom. Objectives: This article focuses on the application of an integrated…
Descriptors: Literacy Education, Teacher Education Programs, Theory Practice Relationship, Teaching Methods
Mahlaba, Sfiso Cebolenkosi – EURASIA Journal of Mathematics, Science and Technology Education, 2020
We live in the challenging times of the 21st-century with the increased need for humans to possess specific skills that will help them to be successful in this era. This means that education should in learners, develop these skills effectively. Different global countries have begun to recognize the significance of multiple solutions tasks in the…
Descriptors: Foreign Countries, Mathematics Education, Situated Learning, Task Analysis
Rink, Bradley – Journal of Geography in Higher Education, 2020
This paper reflects on recent teaching and learning practices in two undergraduate human geography modules at the University of the Western Cape: GES111 "Introduction to Human Geography" and GES225 Space, Place and Mobility in Southern Africa. Content in both modules focuses on mobilities theory and its application toward understanding…
Descriptors: Theory Practice Relationship, Authentic Learning, Undergraduate Students, Foreign Countries
Salem, Abeer – Studies in the Education of Adults, 2019
This paper focuses on learning by a group of Bedouin women in a community in eastern Egypt. It discusses the dynamic nature of indigenous learning, and the adaptability of its patterns and content. It describes how its patterns may yield to modern learning systems, and how traditional knowledge and livelihoods may be lost in the process. It gleans…
Descriptors: Situated Learning, Indigenous Knowledge, Foreign Countries, Females
Berthaud, Sarah; Mason, Sarah – Interpreter and Translator Trainer, 2018
The translation industry, as well as Higher Education Institutions (HEIs) and translator training, have undergone numerous changes in the last two decades. These changes might explain why there is often a gap between translator training and professional translation practice. In this paper, we argue that situated learning through the development of…
Descriptors: Translation, Teaching Methods, Language Processing, Communities of Practice
Pederson, Rod – English Teaching, 2019
Many Korean scholars have praised progressive initiatives in the current Korean National Curriculum (KNC) and Korean National English Curriculum (KNEC), although they also state that the actual teaching practices have changed little. With each new iteration of the KNC it is apparent that the Korean Ministry of Education (MOE) is encouraging a…
Descriptors: Critical Literacy, Teaching Methods, National Curriculum, Microteaching
Tessier, Virginie; Aubry-Boyer, Marie-Pier – Design and Technology Education, 2021
Critique in design education is redefining itself, but its primary aim still focuses on offering and receiving feedback on workshop projects. The global pandemic has forced teachers to adapt their methods for online workshops. The following paper questions how design critique has changed teaching and learning experiences, focusing on the…
Descriptors: Criticism, Design, Workshops, Feedback (Response)
McDowall, Sue – Teaching and Learning Research Initiative, 2015
This is the second publication in the Teaching and Learning Research Initiative (TLRI) Project Plus series. Project Plus aims to inform questions of policy and practice by synthesising findings of educational interest from projects funded by the TLRI. This Project Plus focuses on literacy in the early childhood education (ECE) and school…
Descriptors: Foreign Countries, Strategic Planning, National Curriculum, International Assessment