How can teacher development be characterised? In this paper we offer a conceptualisation of teacher development as the enhancement of knowledge and capabilities to function in the activity of a teacher and illustrate with a case study. Our analytic focus is on the development of a science teacher, David, as he engaged in an innovative, collaborative project on learning photonics at a metropolitan secondary school in Australia. Three dimensions of development emerged: technical confidence and competence, pedagogical development and personal (...) agency. We explore the transformative effects of intrapersonal tensions within the teacher’s constitution of his role in the emerging community of enquiry — positioning him in turn as learner, instructor and facilitator. We view the context for David’s actions as a complex and dynamic system and interpret David’s development as arising from his responses to the differences in his emerging roles in the project. (shrink)

Las metodologías docentes han ido adaptándose a los cambios de la sociedad, partiendo de un aprendizaje en el que el alumno tiene un papel más pasivo y se limita a escuchar una clase magistral, hasta aprendizajes más activos, utilizando metodologías como active learning, flipped learning, learning by teaching, rol play, entre otras.Esta investigación analiza la percepción de los estudiantes sobre el aprendizaje obtenido con la utilización de la metodología Learning by Teaching, para ello se (...) trabaja con una muestra de 196 alumnos de Grados en Administración y Dirección de Empresas, Marketing y negocios digitales. (shrink)

1. There have been growing concerns from international scholars and relevant stakeholders over enhancing the quality of teaching and learning in higher education (HE) owing to its remarkable boom a...

To explain why students learn effectively by teaching, explaining to others in particular, Koh and colleagues advanced the retrieval practice hypothesis, which attributes the learning benefits entirely to the effect of practicing retrieval, that is, effortfully recalling to-be-taught information for the provision of instructional explanations. After delineating the rationale behind the retrieval practice hypothesis, the current situation of research, and the limitations of the existing approach, this paper proposes three tests for the evaluation of the hypothesis that address (...) whether explaining to others after initial studying surpasses restudying in learning performance, whether the amount of effort to retrieve to-be-taught information from memory moderates the learning effects of explaining to others, and whether the degree of elaboration during retrieval practice positively predicts the outcomes of learning by merely recalling to-be-taught information. Evidence is examined regarding whether each test is passed, and future directions for research on the retrieval practice hypothesis are discussed. (shrink)

Learning and Teaching in Early Childhood: Pedagogies of Inquiry and Relationships is an introduction for early childhood educators beginning their studies. Reflecting the fact that there is no single correct approach to the challenges of teaching, this book explores teaching through two lenses: teaching as inquiry and teaching as relating. The first part of the book focuses on inquiry, covering early childhood learning environments, learning theories, play pedagogies, approaches to teaching and (...) learning, documentation and assessment, and the policy, curriculum and regulatory requirements in Australia. The second part explores relationships in early childhood contexts and covers topics such as fostering meaningful and respectful relationships with children, and working with families, staff and the wider community. Written by well-respected academics in the field, Learning and Teaching in Early Childhood is a vital resource for those entering the early childhood education and care profession. (shrink)

It has been suggested that preparing to teach and teaching are conditionally effective in enhancing one’s own learning. This paper focuses on interactivity—the level of teacher-student interaction in expected or actual teaching—as the potential key to understanding and controlling the variability in the effectiveness of learning by preparing to teach and teaching. By summarizing and reanalyzing the results of previous studies, I suggest that the learning benefits of studying with the expectation of direct (...) class='Hi'>teaching (i.e., teaching a student face-to-face) are greater than those of studying with the expectation of indirect teaching (i.e., teaching a student indirectly by creating a lecture video, providing written explanations, or using other means) and that learning by direct teaching surpasses learning by explaining to oneself or indirect teaching at least after preparing to do so. Next, three candidate explanations for the impact of interactivity are discussed: the advantages of asking and answering questions, obtaining additional information about and from one’s student, and enhancing one’s motivation to process learning material deeply while preparing to teach and teaching. Finally, I conclude with the remaining questions and directions for future research. (shrink)

The human species is more reliant on cultural adaptation than any other species, but it is unclear how observational learning can give rise to the faithful transmission of cultural adaptations. One possibility is that teaching facilitates accurate social transmission by narrowing the range of inferences that learners make. However, there is wide disagreement about how to define teaching, and how to interpret the empirical evidence for teaching across cultures and species. In this article I argue that (...) disputes about the nature and prevalence of teaching across human societies and nonhuman animals are based on a number of deep-rooted theoretical differences between fields, as well as on important differences in how teaching is defined. To reconcile these disparate bodies of research, I review the three major approaches to the study of teaching – mentalistic, culture-based, and functionalist – and outline the research questions about teaching that each addresses. I then argue for a new, integrated framework that differentiates between teaching types according to the specific adaptive problems that each type solves, and apply this framework to restructure current empirical evidence on teaching in humans and nonhuman animals. This integrative framework generates novel insights, with broad implications for the study of the evolution of teaching, including the roles of cognitive constraints and cooperative dilemmas in how and when teaching evolves. Finally, I propose an explanation for why some types of teaching are uniquely human, and discuss new directions for research motivated by this framework. (shrink)

This discussion applies a “scholarship of teaching and learning” (SOTL) perspective with regard to the authors’ introduction of “learning or wisdom circles” inbusiness ethics and business & society courses. Building upon the use of wisdom circles conducted at the 2005 and 2006 International Association of Business and Society (IABS) meetings and descriptions of “circles of trust” or learning circles for college classes found in several academic disciplines, we have set aside significant class time during academic semesters (...) for undergraduate students to participate in these circles or trust-based dialogues. We provide a pedagogical and philosophical rationale for an “inside-out” approach to teaching ethics from the heart, followed by an overview of one of the authors’ planning, implementation, and assessment of student learning circles. In the spirit of SOTL, we seek feedback from peers concerning the perceived effectivenessof these teaching methods as part of a more comprehensive learning strategy for ethicsrelated business courses. (shrink)

There are three broad themes in this issue of the Hastings Center Report. First, a special report published as a supplement to the issue addresses the medical and health policy issues faced by lesbian, gay, bisexual, and transgender patients. Inside the issue, the two articles take up questions about how caregivers may justify a refusal to provide a medical service that a patient has requested. The issue also contains a set of essays that have emerged from a collaborative effort by (...) The Hastings Center and the Presidential Commission for the Study of Bioethical Issues to promote scholarly engagement with the practical problem of teaching caregivers, researchers, scientists, and others to address bioethical problems. What appears here is the first installment of a series that will appear in the pages of the Report well into the 2015 volume. (shrink)

There is increasing evidence that some behavioural differences between groups of chimpanzees can be attributed neither to genetic nor to ecological variation. Such differences are likely to be maintained by social learning. While humans teach their offspring, and acquire cultural traits through imitative learning, there is little evidence of such behaviours in chimpanzees. However, by appealing only to incremental changes in motivation, attention and attention-soliciting behaviour, and without expensive changes in cognition, we can hypothesise the possible emergence of (...) imitation and pedagogy in evolutionary history. (shrink)

Now that learning is seen as lifelong and lifewide, what specifically makes a learning context? What are the resultant consequences for teaching practices when working in specific contexts? Drawing upon a variety of academic disciplines, Rethinking Contexts for Learning and Teaching explores some of the different means of understanding teaching and learning, both in and across contexts, the issues they raise and their implications for pedagogy and research. It specifically addresses What constitutes a (...) context for learning? How do we engage the full resources of learners for learning? What are the relationships between different learning contexts? What forms of teaching can most effectively mobilise learning across contexts? How do we methodologically and theoretically conceptualise contexts for learning? Drawing upon practical examples and the UK’s TLRP, this book brings together a number of leading researchers to examine the assumptions about context embedded within specific teaching and learning practices. It considers how they might be developed to extend opportunity by drawing upon learning from a range of contexts, including schools, colleges, universities and workplaces. (shrink)

In the world of Philosophy for Schools, Dr Phil Cam requires no introduction. As stated in a recent edition of 'Journal of Philosophy in' 'Schools' that was dedicated to celebrating his work, ‘Philip Cam is an international authority on philosophy in schools who has been a pioneer in introducing philosophy and ethics into schools in Australia’'. Very simply, when Cam talks about P4C, people listen. As a result, I was hugely excited to receive a copy of his latest book 'Philosophical (...) Inquiry: Combining the Tools of Philosophy with Inquiry-Based Teaching and Learning'. The book forms part of a new series of philosophical books entitled 'Big Ideas for Young Thinkers', published by Rowman and Littlefield. The series is edited by Thomas E Wartenburg, who himself is a hugely significant figure in P4C. (shrink)

Standard approaches to teaching philosophy tend to focus on teaching aspects of philosophy that are important to doing professional philosophy. This paper suggests an alternative to this approach by preparing college students to teach philosophy to elementary school children. After arguing that classics in children’s literature ought to be the primary vehicle for initiating philosophical discussion in elementary school children, an upper-level seminar for undergraduates at Mount Holyoke College that takes this alternative approach is described. Finally, the paper (...) evaluates this alternative approach, contending that this method is more effective than the traditional approach due to the fact that it provides a multi-dimensional learning experience for college-level students. (shrink)

This paper posits Peirce’s logical category of abduction as a necessary component in the learning process. Because of the cardinality of categories, Thirdness always contains in itself the Firstness of abduction. In psychological terms, abduction can be interpreted as intuition or insight. The paper suggests that abduction can be modeled as a vector on a complex plane. Such geometrical interpretation of the triadic sign helps to clarify the paradox of new knowledge that haunted us since Plato first articulated it (...) in his Meno dialogue. Some implications for the actual teaching practice are addressed, and the value of practical knowledge affirmed. (shrink)

Summary This study was conducted in Slovenia, and explored the views of a sample of 226 pupils (aged 14?15 years) regarding their motivation to learn English and the views of a sample of 95 student teachers regarding their motivation to become a teacher of English. The data consisted of two questionnaires. The first questionnaire asked the pupils to rate the importance of each of 15 reasons for wanting to learn English. The most frequent reasons given by pupils were ?Because English (...) is an international language?, ?Because English helps me with advanced study? and ?Because English will help me with my future career?. The second questionnaire asked the student teachers to rate the importance of each of 20 reasons in influencing their decision to become a teacher of English. The most frequent reasons given by the student teachers were ?I enjoy the subject I will teach?, ?English is important to me? and ?I want to help children succeed?. The findings are further explored in terms of the relative importance of the different types of motivation involved. (shrink)

This study was conducted in Slovenia, and explored the views of a sample of 226 pupils regarding their motivation to learn English and the views of a sample of 95 student teachers regarding their motivation to become a teacher of English. The data consisted of two questionnaires. The first questionnaire asked the pupils to rate the importance of each of 15 reasons for wanting to learn English. The most frequent reasons given by pupils were ‘Because English is an international language’, (...) ‘Because English helps me with advanced study’ and ‘Because English will help me with my future career’. The second questionnaire asked the student teachers to rate the importance of each of 20 reasons in influencing their decision to become a teacher of English. The most frequent reasons given by the student teachers were ‘I enjoy the subject I will teach’, ‘English is important to me’ and ‘I want to help children succeed’. The findings are further explored in terms of the relative importance of the different types of motivation involved. (shrink)

Today, there is a considerable interest in phenomenology within psychiatric academic communities as well as among clinical practitioners; as a result, a growing number of institutions demonstrate their commitment to phenomenology as a privileged speculative companion. The main focus of existing teaching programs in phenomenology is usually placed on psychopathological issues and on describing the experience of mental illness from a non-naturalistic and person-centered perspective. In this article, I argue that phenomenological training should also be focused on the role (...) of the psychiatrist in providing such a phenomenologically informed patient-centered approach. In this perspective, phenomenological interviews such as EASE, EAWE and EAFI appear to be a particularly relevant form of training, as they allow the trainee to engage actively in the learning process. To focus on the person of the psychiatrist allows, however, to reconsider the meaning of the clinician’s neutrality, advocated by the authors of the phenomenological interviews. The attitude produced by adopting the phenomenological approach should instead be described as a particular reflective attitude which allows for paying attention to the embodied dimension of experience. This attitude differs from both the neutrality associated with the objectivity of classic psychiatry, and the neutrality to which a psychoanalyst strives. By taking into account embodied awareness as characteristic of phenomenological attitude, one then may address, through training, the specifics of phenomenological practice, such as its unstable and laborious nature, its integration in the lived experience, and the challenge that it poses to the psychiatrist’s scientific background. (shrink)

Standard approaches to teaching philosophy tend to focus on teaching aspects of philosophy that are important to doing professional philosophy. This paper suggests an alternative to this approach by preparing college students to teach philosophy to elementary school children. After arguing that classics in children’s literature ought to be the primary vehicle for initiating philosophical discussion in elementary school children, an upper-level seminar for undergraduates at Mount Holyoke College that takes this alternative approach is described. Finally, the paper (...) evaluates this alternative approach, contending that this method is more effective than the traditional approach due to the fact that it provides a multi-dimensional learning experience for college-level students. (shrink)

Emotional intelligence, a set of skills which are considered as necessary in the context of interaction with other people, was defined by a number of authors, including Goleman, Gardner and Mayer & Salovey. A number of studies investigated the impact of emotional intelligence on learning, teaching and education. The focus of this article is to explore the definition of emotional intelligence and the impact that emotional intelligence and affective factors have in the context of foreign language learning (...) and teaching. The article also focuses on research conducted with a group of 23 students and their self assessment of emotional intelligence as well as their perceptions of the ways emotional intelligence has an impact on foreign language learning. The article attempts to provide recommendations of implementing activities and teaching practices in the context of foreign language learning and teaching aiming to foster emotional intelligence development. (shrink)

There is evidence that problem-based learning (PBL) is an effective approach to teach team and problem-solving skills, but also to acquire content knowledge. However, there is hardly any literature about using PBL in philosophy classes. One problem is that PBL is resource intensive because a facilitator is needed for each group of students to support learning efforts and monitor group dynamics. In order to establish more PBL classes, the question is whether PBL can be provided without the need (...) for facilitators. We present a combination of five strategies—among them the collaborative argument visualization software AGORA-net—to replace facilitators. Additionally, we present evidence that these strategies are sufficient to provide a PBL experience that achieves intended learning goals in an ethics class and is satisfying for students without facilitators. (shrink)

Based on his experience as an educator, the author criticizes current methods and philosophies of learning and teaching. Learning should be geared towards practice ; teaching should be about exciting students and helping them perform meaningful tasks, rather than having them passively absorb knowledge that they cannot see the use of. Feedback from former students allows the author to posit a few simple rules for teaching and learning, and identify some of the major misconceptions (...) about the role of the teacher and the nature of the learning process. A pragmatics of learning starts from naturally occurring learning situations and emphasizes teaching that is based on the learner’s own experiences, where mistakes are seen as a major source of insight into what is needed in order to achieve success in education and to remake the broken educational system that we are trying to cope with in today’s schools. (shrink)

Making Sense of the World: Living, Learning and Teaching with Radical Philosophy of Education proposes that human knowledge arises from an integrated physical and metaphysical experience involving the continuing social acts of personal and community cultures and languages. It seeks to provide a means of thinking about and acting with the philosophical nature of human existence, so that the daily activities and achievements of all are respected and taken into account. Given the dominance of neoliberal politics and economics (...) in many countries, it is unusual to find the work of educators and practitioners being framed generally by an explicit philosophy of knowledge. (shrink)

“Made for Learning” is the result of 60 years of research and theory building by Australian educator Brian Cambourne, articulated and described with abundant classroom examples by American educator Debra Crouch. This book describes a Discourse of Meaning-Making and explain and illustrate how to make that discourse the dominant language of the classroom. When the Conditions of Learning are coupled with four Processes That Empower Learning, an extension of the theory in the last three decades, teacher decision-making (...) promotes the active participation of learners in their own literate journey. How that active learning looks, sounds, and feels becomes tangible in the multitude of classroom examples found throughout the book. These classroom examples bring the Conditions of Learning to life and are unpacked to explore and analyze the specific teaching decisions leading to student learning. The authors offer educators concrete tools to use the Conditions of Learning as a framework to explore their own practices to strengthen learning experiences for every student. (shrink)

This paper is an enquiry into the meaning of teaching. I argue that as a result of the influence of constructivist ideas about learning on education, teaching has become increasingly understood as the facilitation of learning rather than as a process where teachers have something to give to their students. The idea that teaching is immanent to learning goes back to the Socratic idea of teaching as a maieutic process, that is, as bringing (...) out what is already there. Against the maieutic conception of teaching I argue for an understanding of teaching in terms of transcendence, where teaching brings something radically new to the student. I explore the meaning of the idea of transcendence through a discussion of Kierkegaard and Levinas, who both criticise the maieutic understanding of teaching and, instead, argue for a transcendent understanding of teaching—an understanding of teaching which they refer to as ‘revelation.’ Whereas Kierkegaard argues that revelation—which he understand as a process of ‘double truth giving’—lies beyond the power of the teacher, Levinas interprets revelation as the experience of ‘being taught.’ I use Levinas’s suggestion in order to explore the distinction between ‘learning from’ and ‘being taught by’ and argue that teaching has to be understood in the latter sense, that is, in terms of the experience of ‘being taught.’ To connect the idea of teaching to the experience of ‘being taught’ highlights that teaching can be understood as a process of ‘truth giving’ albeit that (1) this ‘gift’ lies beyond the powers of the teacher, and (2) the truth that is given, has to be understood in terms of what Kierkegaard calls ‘subjective truth’—which is not relativistic truth but existential truth, that is, truth that matters for one’s life. Understanding teaching in these terms also opens up new possibilities for understanding the role of authority in teaching. While my argument implies that teachers cannot simply and straightforwardly ‘produce’ the experience of ‘being taught’—so that what matters has to do with the conditions under which the gift of teaching can be received—their actions and activities nonetheless matter. In the final section of the paper I therefore argue that if we want to give teaching back to education, we need to resist the depiction of the teacher as a disposable and dispensable ‘resource’ that students can learn from or not, and need to articulate and enact a different story about the teacher, the student and the school. (shrink)

본고는 딥러닝의 이미지 인식 원리와 유아의 이미지 인식 원리를 종합하면서, 이미지-개념 학습을 위한 새로운 교수학습모델, 즉 “베이지안 구조구성주의 교수학습모델”(Bayesian Structure-constructivist Teaching-learning Model: BSTM)을 제안한다. 달리 말하면, 기계학습 원리와 인간학습 원리를 비교함으로써 얻게 되는 시너지 효과를 바탕으로, 유아들의 이미지-개념 학습을 위한 새로운 교수 모델을 구성하는 것을 목표로 한다. 이런 맥락에서 본고는 전체적으로 3가지 차원에서 논의된다. 첫째, 아동의 이미지 학습에 대한 역사적 중요 이론인 “대상 전체론적 가설”, “분류학적 가설”, “배타적 가설”, “기본 수준 범주 가설” 등을 역사 비판적 관점에서 검토한다. 둘째, (...) 컴퓨터 공학에서 전개된 머신러닝의 이미지 학습 원리 및 그 구조의 역사적 변형들에 대해서 비판적으로 분석하면서, 특히 딥러닝의 교육 인식론적 의미를 도출한다. 셋째, 선행하는 논의들을 토대로 이미지와 개념을 연결시키는 학습, 즉 단어학습을 위한 필자의 고유한 이론인 구조구성주의 개념교수모델을 제안한다. 이때 필자는 피아제의 명제논리학적 학습 가설, 즉 논리-수학적 구조를 중시하는 기존의 피아제 학파의 학습 가설과 최근의 베이지안 학습 이론에서 강조된 확률론적 추론 가설, 특히 “교육학적 추론 가설”을 동시에 포함할 수 있는 교수학습모델의 구조 및 주요 지향점들을 제안한다. (shrink)

Open peer commentary on the article “Constructing Constructivism” by Hugh Gash. Upshot: The concept of “constructivist teaching” seems unattainable for two reasons: a philosophical and an empirical one. Also, Hugh Gash’s survey is not so much about radical constructivism in education, but a review of different connected ideas labeled “constructivism” that have dominated the educational field.

This small-scale research paper analyses both teachers’ and students’ perceptions and their roles towards the use of Project Based Learning in a research context in the Republic of Kosovo. The study was completed by sixty students of three lower-secondary private schools in Kosovo and eight English language teachers who work there. The aim of this study was to investigate teachers’ perspectives on using PBL in their classes, the challenges they face while applying PBL, the most common benefits PBL implementation, (...) the materials used with this method, and the impact of PBL on students’ motivation to learn English as a Foreign Language. The data obtained from interviews with teachers highlight that teachers use PBL to a certain extent, though it works much effectively with lower-secondary and upper-secondary education. Teachers preferred to use Project Based Learning in their classrooms in general, although there appears to be some uncertainty between doing projects and Project Based Learning as a strategy. English language instructors have only seen themselves as facilitators of initiatives carried out in the classroom, resulting in a student-centered environment. In contrast to the past, it appears that teachers make extensive use of technology and involve students in a variety of activities to boost their learning and keep them engaged in PBL. Students on the other hand, through a very small number, highlighted that PBL is a better teaching approach in comparison to the traditional textbook teaching and learning. (shrink)

The goal of the present Research Topic is to provide a forum where research groups, investigating teaching and teachers from multiple perspectives involving multidisciplinary (i.e., different disciplines working on different aspects of a problem independently within their disciplinary boundaries), interdisciplinary (i.e., restructuring and integrating existing disciplinary approaches to address problems relevant for all participating disciplines) and ideally transdisciplinary (i.e., seeking to integrate different lines of work from contributing disciplines to create new approaches or even new scientific disciplines) approaches (Hall, (...) 2018; Klein, 2017), can present and discuss the opportunities and challenges of such endeavors. The articles published in the research topic can be broadly classified into three categories: Conceptual reviews of transdisciplinary research on teaching and teachers, the results of transdisciplinary research projects, and methodological challenges and innovations related to transdisciplinary cooperation. Conceptual reviews of transdisciplinary researchThe Research Topic is initiated by Pea and Linn, who provide their personal perspectives on the emergence of the learning sciences as a transdisciplinary research community from the early 1970s to today. In line with the Research Topic’s aim, the paper illustrates how the specific approach of the learning sciences integrated approaches from disciplines as diverse as science education, psychology, an... (shrink)

Psycholinguistics has provided numerous theories that explain how a person acquires a language, produces and perceives both spoken and written language, including theories of proceduralization. Learners of English as a foreign language often find it difficult to achieve oral fluency, a key construct closely related to the mental state or even mental health of learners. According to previous research, this problem could be addressed by the mastery of formulaic sequences, since the employment of formulaic sequences could often promote oral fluency (...) in the long run, reflected in the positive relationship between formulaic sequence use and oral fluency. However, there are also findings contradicting the abovementioned ones, without adequate explanations. This study aims to explore the roles of formulaic sequences in oral fluency, taking into account the relationship between formulaic sequence use and oral fluency. This study investigated 120 pieces of spoken narratives by Chinese EFL learners, using both quantitative and qualitative methods, combined with artificial intelligence techniques. Results of canonical correlation analysis showed that the frequency of formulaic sequences was significantly related to speed fluency and breakdown fluency, while the variety of formulaic sequences was significantly related to repair fluency. Case studies further demonstrated that formulaic sequences could contribute to oral fluency development by promoting speed and reducing pausing when retrieved holistically, but they sometimes lost processing advantages when retrieved and processed in a word-by-word manner. The inappropriate use of formulaic sequences also neutralized the facilitative effects of formulaic sequences on repair fluency and could mirror speakers’ occasional tendency to sacrifice repair fluency for the improvement of speed and breakdown fluency when using formulaic sequences. Pedagogical implications were provided accordingly to promote sustainable oral fluency development through the use of formulaic sequences. (shrink)

Generous selections from these four seminal texts on the theory and practice of education have never before appeared together in a single volume. The Introductions that precede the texts provide brief biographical sketches of each author, situating him within his broader historical, cultural and intellectual context. The editors also provide a brief outline of key themes that emerge within the selection as a helpful guide to the reader. The final chapter engages the reflections of the classic authors with contemporary issues (...) and challenges in the philosophy and practice of education. (shrink)

Faculty learning communities are collaborative collegial groups of faculty and other teaching staff who are interested in and committed to the improvement of their teaching to accommodate a diverse student population through group discourse, reflection and goal setting. In this article, we describe our FLC experiences that were supported by a federal grant to ensure accessible learning environments on our campus. The project, Ensuring Access through Collaboration and Technology , sought to introduce faculty at a medium‐sized (...) state university to a pedagogical framework to provide universal access to the curriculum for all students and to encourage faculty to adopt accessible technologies. We describe the recruitment process, the FLC meeting structure, our intended outcomes and the challenges we faced in meeting them. (shrink)

Research in nonindustrial small-scale societies challenges the common perception that human childhood is universally characterized by a long period of intensive adult investment and dedicated instruction. Using return rate and time allocation data for the Savanna Pumé, a group of South American hunter-gatherers, age patterns in how children learn to become productive foragers and from whom they learn are observed across the transition from childhood to adolescence. Results show that Savanna Pumé children care for their siblings, are important economic contributors, (...) learn by doing rather than by instruction, and spend their time principally in the company of other children. This developmental experience contrasts with that of children in postindustrial societies, who are dependent on adults, often well past maturity; learn in formal settings; and spend much of their time in the company of adults. These differences raise questions about whether normative behaviors observed in postindustrial societies are representative of human children. This comparison also identifies the potential mismatch between hunter-gatherer and postindustrial societies in the extent to which children may be well adapted to learn from and teach each other. In particular, spending time in autonomous work and play groups develops the cooperation and coordination skills that are foundational to human subsistence and growing up to be socially and productively adept adults and parents. (shrink)

This paper analyzes the impact of the COVID-19 pandemic on the mental health of the teachers, specifically the techno stress arising in them as a result of issues faced by them in the use of technology when they conduct the online academic activities. It aims to assess the major factors related to the online teaching that specifically adds to techno stress on the teachers during the COVID-19 outbreak. Finally, the study aims to provide suggestions to the policymakers and the (...) management of the universities so that the effect of the COVID-19's on teachers' mental health and the related techno stress can be reduced. This paper is a literature review of the articles on the notion of techno stress on teachers and their mental health by searching the related articles with these terminologies using the renowned search engines of Google Scholar and Web of Science. A combination of the terms such as Coronavirus, COVID-19, mental health, psychological distress, techno stress, and online teaching were used in the article search for the review. The literature has suggested that the COVID-19 outbreak has significantly affected the mental health of the employees in general and specifically, the teachers who are engaged in online academic activities and teaching in the universities. The paper has identified a few factors that are the cause of the techno stress and provides recommendations for the university management and the policy makers for minimizing their negative impact on the teachers, in terms of the techno stress and their mental health. Coronavirus is a new strain of the viruses that has badly engulfed the entire population of the world. It is even now badly rising and causing deaths while this article is in the writing phase. The article has addressed the mental health concerns of the university teachers as they are now working from home using ICT for delivering the lectures and conducting the online teaching and learning activities for the students at their universities. This is a matter of grave importance now and requires immediate attention. Hence, this article broadens the scope of the research on the corona virus and its impact on the university teachers. (shrink)

More than 1.5 billion students experienced disruption to education as a result of COVID-19, representing the most substantial interruption to global education in modern history. Many educational institutions transitioned to emergency remote teaching (ERT) overnight, which has presented an array of distinct challenges for educators. Using virtual interviews and an experiential approach to thematic analysis, the study examined Scottish primary teachers’ (n = 10) lived experiences of adapting to ERT practice. Findings demonstrated three main themes; ‘Meeting Learners’ Needs,’ ‘Influencing (...) Engagement’, and ‘The Impact of ERT on Teachers’. Key findings suggested that differentiating learning, engaging, and communicating with learners is more difficult during ERT than face-to-face teaching. Parental engagement is vital, however, is influenced by several mitigating factors. Finally, ERT is likely to have substantial effects on the wellbeing of those involved. Implications of these findings are considered and discussed. (shrink)

Knowledge of the ethical and legal basis of medicine is as essential to clinical practice as an understanding of basic medical sciences. In the UK, the General Medical Council requires that medical graduates behave according to ethical and legal principles and must know about and comply with the GMC’s ethical guidance and standards. We suggest that these standards can only be achieved when the teaching and learning of medical ethics, law and professionalism are fundamental to, and thoroughly integrated (...) both vertically and horizontally throughout, the curricula of all medical schools as a shared obligation of all teachers. The GMC also requires that each medical school provides adequate teaching time and resources to achieve the above. We reiterate that the adequate provision and coordination of teaching and learning of ethics and law requires at least one full-time senior academic in ethics and law with relevant professional and academic expertise. In this paper we set out an updated indicative core content of learning for medical ethics and law in UK medical schools and describe its origins and the consultative process by which it was achieved. (shrink)