关键词： Pedagogy   Information technology utilization   Innovation creation   SECI model  

摘要： In today's society, innovation and creativity are needed in many areas, Unfortunately, graduated students miss out on employment opportunities due to a lack of creativity (Bateman2013). Base on literature review, classroom observation and administrator s' feedback, there are three areas to support student 's creativity: Learner Engagement, Physical Environment and Learning Environment (Richardson and Mishra,Thinking Skills and Creativity, 27, 45-54.2018). A learning environment is an atmosphere of a classroom which influence the behaviors between teacher and students (Greenhow et al.2011). The relationship among them leads to an integral role in supporting creativity. The role of freely communication, cooperation and trust each other is a good learning environment that emphasizes positive relationships, initiative and investigative learning towards the support of creativity (Peterson et al.2005). And also fund that Nonaka's SECI model developed from knowledge creation is the key source of creating innovation (Yuan-zi and Ting2010) and the best-known conceptual framework for understanding knowledge generation processes to produce innovation(Farnese et *** in Psychology, 10, 2730.2019). The SECI (Socialization, Externalization, Combination and Internalization) model can be applied in pedagogical content in order to generate, transfer and recreate explicit and tacit knowledge (Cheng2019). To explores the study of learning environment, the purposes of this quantitative research were: (1) to study pedagogy, information technology utilization, and innovation creation using the SECI Model of undergraduate students, (2) to develop a causal model of innovation creation using the SECI Model of undergraduate students with knowledge sharing as mediator,(3) to validate the consistency of the developed causal model with the empirical data. The samples were 540 undergraduate students of three different disciplines, including health science, science and technology, and hum

关键词： Performative historical methods   Historical reconstruction   History of Art   Artisanal/practical Knowledge   Practical/technical literature   Early modern   Research and pedagogy   University pedagogy  

摘要： What are historians doing in the laboratory? Looking back over six years of collaborative work, researchers of the Making and Knowing Project at Columbia University discuss their experience with hands-on reconstruction as a historical method. This work engages practical forms of knowledge-from pigment-making to metal casting-recorded in the BnF Ms. Fr. 640, an anonymous French manuscript compiled in the later sixteenth century. Bodily encounters with materials and processes of the past offer insights into the material and mental worlds of early modern artists and artisans, and train the eye in the interpretation of historical objects. At the same time, reconstruction contributes to the interpretation of the text: it is only by attempting to implement the instructions of practical or recipe literature that these texts can be understood as vehicles of emergent knowledge that only fully manifests itself in the doing. Overall, our approach to reconstruction mirrors that of the anonymous author-practitioner, who explored a wide range of techniques through experimenting and writing.

关键词： Digital pedagogy   Competence   Digital technology   Education   Educator   Social and healthcare  

摘要： Background: Digitalisation has made digital competence a necessity for those working in social and healthcare. A high degree of competence in digital pedagogy is required of educators to meet the challenge of educating future professionals who are themselves highly digitally competent. Objectives: The aim of this study was to describe the perceptions of competence in digital pedagogy that educators in social and healthcare have. Design: A qualitative descriptive study. Participants: The participants were Finnish-speaking social and healthcare educators (n= 37) working at six Finnish universities of applied sciences (UAS). Methods: Group interviews (n= 12) were conducted during spring 2018. Each group consisted of 2-5 educators, with a total of 37 educators. The data was analysed using an inductive content analysis. Results: According to the interviewed educators, competence in digital pedagogy involved pedagogical, digital, and ethical skills and awareness. The educators were aware of the possibilities afforded by digital technology and had a positive view on how the technology could be utilised in education. However, the educators were concerned that technology might solely be utilised for the sake of digitalisation instead of being pedagogically preferable. Conclusions: In the future, the results of this study can be utilised while developing an instrument to evaluate the level of competence in digital pedagogy. Examining the perceptions of the educators will allows us to better understand the phenomena from the educators' point of view.

关键词： Teacher efficacy beliefs   Self-efficacy beliefs   Teaching task analysis   Analysis of teaching task and its context   Thematic analysis  

摘要： Theoretically, teacher efficacy beliefs (TEBs) are influenced by the analysis of the teaching task and its context (hereafter, teaching analysis). However, there is a lack of empirical study on the relationships between them. This qualitative exploratory study investigated how teachers related their TEBs to their teaching analysis. Interviews were conducted with ten science teachers in Singapore, who were adopting learner-centred pedagogy in their teaching. Six themes emerged: (a) familiarity with the task;(b) improvability of the task;(c) complexity of the task;(d) compatibility of the task with students;(e) collegiality and (f) structural supports. Findings also reveal the dynamic nature and the contingent aspect of TEBs. Implications for school leaders and educators are suggested.

关键词： early grade literacy   teacher professional development   classroom-cited research   international development   primary education  

摘要： Improving literacy outcomes in sub-Saharan Africa is a central focus of national governments, donors and non-governmental organisations alike, as evidenced by the inclusion of literacy as a target in the United Nations' Sustainable Development Goal 4. Though significant international development funding has been devoted to teacher training in the region, little evidence is available on how teachers improve their literacy instruction in practice. This study profiles how 20 teachers in eight schools in rural Mozambique translated training in literacy instruction into classroom instruction. We used three domains of teacher knowledge - content knowledge, pedagogical knowledge and pedagogical content knowledge - to analyse interview and observation data. While some aspects of training translated into classroom practices, including explicit literacy instruction and use of visual aids, teachers rarely used activities for oral language development or reading comprehension, which are critical to producing skilled readers. We discuss the research and policy implications of these findings.

关键词： Bibliometric analysis   Entrepreneurial education   Knowledge accumulation   Pedagogy   Systematic literature review  

摘要： Purpose The purpose of the paper is to explore knowledge accumulation in research on pedagogy in entrepreneurship education, with particular attention to how core journal outlets, core topics and core scholarly works have developed over time. Design/methodology/approach The authors combine a systematic literature review technique and bibliometric analysis to depict the development of this stream of research in the period 1995-2018. Findings Findings from the analyses suggests that research addressing pedagogy in entrepreneurship education has developed into a coherent research theme over the past decade, with a noticeable cognitive structure in core research topics and core works, as well as a number of core journal outlets for debates and dissemination of findings. Research limitations/implications The study is anchored in a bibliometric research tradition and influenced by the strengths and weaknesses of this approach. Originality/value The paper provided contributes to the understanding of knowledge accumulation in research addressing pedagogy in entrepreneurial education.

关键词： STEAM education   Learning analytics   STEM education  

摘要： Purpose This paper aims to present a review of case studies on the use of learning analytics in Science, Technology, Engineering, (Arts), and Mathematics (or STE[A]M) education. It covers the features and trends of learning analytics practices as revealed in case studies. Design/methodology/approach A total of 34 case studies published from 2013 to 2018 reporting relevant learning analytics practices were collected from Scopus and Google Scholar for analysis. The features and trends of practices were identified through a comparison of the first (2013-2015) and the second period (2016-2018). Findings The results showed an increasing adoption of learning analytics in STE(A)M education, particularly in the USA and European countries and at the tertiary level. More specific types of data have been collected for the learning analytics practices, and the data related to students' learning processes has also been more frequently used. The types of STE(A)M learning practices have become more diversified, with technology enhancement features increasingly introduced. The outcomes of the case studies reflect the overall benefits of learning analytics and address the specific needs of STE(A)M education. There have also been fewer types of limitations encountered in the learning analytics practices over the years, with unknown correlation among variables, small sample size and limited data being the major types. Originality/value This study reveals the implementation of learning analytics in relation to the contexts and needs of STE(A)M education. The findings also suggest future work for examining the adoption of learning analytics to cope with the development of STE(A)M and, in particular, how the successful experience of learning analytics in other disciplines could be transferred to STE(A)M.

关键词： Smart education   High order thinking   Smart pedagogy   Thinking tools  

摘要： Purpose The purpose of this study is to verify the effect of smart pedagogy to facilitate the high order thinking skills of students and to provide the design suggestion of curriculum and intelligent tutoring systems in smart education. Design/methodology/approach A smart pedagogy framework was designed. The quasi-experiment was conducted in a junior high school. The experimental class used the smart pedagogy and smart learning environment. The control class adopted conventional teaching strategies. The math test scores of these two classes were compared to verify the effectiveness of smart pedagogy. Findings The smart pedagogy framework contains three sections including the situated learning (S), mastery learning (M), adaptive learning (A), reflective learning (R) and thinking tools (T) (SMART) key elements model, the curriculum design method and detailed teaching strategy. The SMART key elements model integrates the situated learning, mastery learning, adaptive learning, reflective learning and thinking tools to facilitate the high order thinking. The curriculum design method of smart pedagogy combines the first five principles of instruction and the SMART key elements model to design the curriculum. The detailed teaching strategies of smart pedagogy contain kinds of innovative learning methods. The results of the quasi-experiment proved that the learning outcome was significantly promoted by using smart pedagogy. Originality/value This research investigates a general framework that can be used to cultivate the high order thinking skills in different subjects and grades was one of the first to introduce high order thinking skills into smart education. The framework of smart pedagogy was innovative and effect in practice.

关键词： Rural education   Social and emotional learning   Educational leadership   Wellness   Mindfulness  

摘要： Purpose This article considers the integration of aspects of mindfulness, social and emotional learning (SEL) and leadership wellness practice as a structure for a pedagogy of wellness in rural schools. Research has demonstrated positive outcomes for K-12 students and teachers as a result of training in practices such as mindfulness and SEL, but there has been less attention toward wellness practices incorporated by educational leaders in their own work. Support of professional and community learning for mindfulness may begin with district and school-based leaders in many communities, who facilitate programs in their schools. Design/methodology/approach This article explores an emergent pedagogy of wellness, which was developed in a small rural district that applied wellness programming, including mindfulness, with parallel learning experiences for leaders, staff members, students and families. Findings Through engagement with multiple local stakeholder groups in integrating themes of SEL, mindfulness and leadership wellness, the pedagogy of wellness emerged as a potential framework for improved organizational health, new conceptualizations of students' success and opportunities for engagement of families in systemic organization of practices of care. Originality/value Consideration of the preparation of leadership in wellness practices such as mindfulness is discussed, in light of the necessity to address the care and wellness needs of rural communities, toward the sustainability of the pedagogy of wellness.

关键词： Higher Education   digital pedagogy   academic practice  

摘要： This paper has a provocative purpose. From both HRD and academic practice perspectives, it considers the digital pedagogy pivot made necessary by the Covid-19 pandemic. Universities have traditionally resisted substantial change in learning and teaching processes. This paper addresses the challenge they face of achieving the equivalent of a ten-year digital learning strategy in mere months. From a position that HE pedagogy constitutes a site of HRD practice, the paper considers the characteristics of a meaningful, digitally enabled pedagogy in Higher Education (HE) and their alignment with established HRD theories and concepts. It considers the pedagogic opportunities arising from the 'digital pivot' and the HRD processes appropriate to facilitate game-changing approaches to academic practice in Higher Education. The paper advances debate about the relationship between HRD and HE academic practice and contributes proposals for HRD processes to support rapid pedagogic change. It further contributes an original categorization of the way in which HRD concepts and theories are aligned with principles of HE pedagogy and a digital pedagogy pivot model.