Online ISSN: 1989-9572

Keywords : Higher Education


The phenomenon of a future teacher’s scientific-research culture under the new socio-cultural conditions

Viktoriya Tusheva

Journal for Educators, Teachers and Trainers, 2021, Volume 12, Issue 1, Pages 147-153
DOI: 10.47750/jett.2021.12.01.019

The article reveals the essence of a future teacher’s scientific-research culture on the basis of polyparadigmal approach. It enabled to outline the features of functioning and development of this personal phenomenon in a multidimensional socio-cultural scientific and educational environment cohesively and systematically basing it on multidisciplinary strategies. It is concluded that the formation of a future teacher’s scientific-research culture will ensure rapid reaction to the conditions and requirements of pedagogical science, the high level of “metaknowledge” and “metaskills”, the achievement of which takes place in the process of mastering various scientific methods, the rapid adaptation under the conditions of frequent changes in scientific paradigms, finding fundamentally new ways of solving scientific problems. This can be achieved owing to mastering professional personal qualities (theoretical thinking, scientific style of thinking, methodological consciousness, self-awareness) and technological mechanism of scientific-research activity on the integrative basis.

Flipped classroom and digitization: an inductive study on the learning framework for 21st century skill acquisition

Malini Mittal Bishnoi

Journal for Educators, Teachers and Trainers, 2020, Volume 11, Issue 1, Pages 30-45
DOI: 10.47750/jett.2020.11.01.004

While increasingly demands have been made on Higher Education Institutions for revamping curriculum designs and instructional pedagogies to adapt to the 21st century digitized learning and skill environment, the COVID-19 pandemic underscored this adaption as the singular solution to maintain the learning continuum. The inverted or flipped classroom has emerged as an enabling learning framework offering a convergence of technological advancements with active and collaborative learning. This study investigates the correlation between the flipped learning pedagogy in higher education and the acquisition of 21st century skills in the current digitized environment to meet Industry 4.0 readiness landscape. Primary data for this study was collected using a scientifically deployed mixed methods survey research and in-depth interviews from undergraduate students across universities to get their input on what they experienced and perceived as learners through the classroom flip experience. Until today, there has been lack of focus on Higher Education in the literature on an effective pedagogy for cultivating 21st century skills. This is an original research work which presents a holistic view of  what elements  are offered by ‘flipped learning’ as key to the development of 21st century skills and competences considering the demands of the fourth industrial revolution (IR 4.0) from Higher Education Institutions, for creation of a job resilient workforce.  The findings of the study showed that the flipped classroom model was experientially and perceptibly preferred by undergraduates for the acquisition of 21st century skills and competencies needed for industry 4.0 readiness amongst other reasons.  The results of this study have implications for students, faculty and higher education institutions.

Creativity in music performance: Aspects that facilitate and inhibit its development in higher education

Patricia Adelaida González Moreno

Journal for Educators, Teachers and Trainers, 2014, Volume 5, Issue 1, Pages 103-114

Teaching art and music is commonly associated with the development of creative skills. Music performance involves distinctive creativities that vary among music traditions and genres. Based on classroom observations and interviews with instrumental and voice professors, this study examined conceptions of creativity in music performance, strategies used to develop studentsʼ creative skills that result in original and innovative music performances, and factors that facilitate or inhibit such creative performances. Results of the study suggest a strong emphasis on technical and musical skills as the foundation for creative performance, regardless of musical traditions. However, approaches for the study of technique, devoted time, and how it transfers to actual creative practice differs significantly among traditions. Other aspects that favor an adequate music development are the student-teacher relationships that generate autonomy, flexibility, and freedom, and environments geared towards musical exploration and innovation. Educational implications for the proper development of creativity that result in effective teaching processes for music performance are discussed.

The use of concept mapping and vee heuristics in higher education to promote critical reflection and meaningful learning

Jacqueline Vanhear

Journal for Educators, Teachers and Trainers, 2013, Volume 4, Issue 1, Pages 180-194

Higher Education is currently undergoing relentless change worldwide in order to respond effectively to the aspirations of the 21st century. Consequently, prevalent literature in Higher Education calls for more emphasis on the studentsʼ learning process through increased metacognition and critical reflection. This paper starts off with the assumption that learning takes place through the integration of thinking, feeling and acting. As a result, this paper will present a model of teaching and learning in Higher Education through the integrated use of Vee Heuristics and Concept Mapping. This research will suggest that when using Concept Maps, Vee Heuristics along with an awareness of how students prefer to learn, the students will go through a metacognitive learning process which would eventually lead to critical reflection and meaningful learning. Using University studentsʼ work products, this study traces the effect of a learnerʼs mental operations on the learnerʼs use of Vee Heuristics and Concept Mapping as the learner embeds and retrieves new and scaffolded knowledge. The data collected reveals the powerful effect which this combination of learning tools yielded on student achievement and transformation