Jens Riehemann and Regina Jucks (University of Münster, Germany) published in International Journal of Higher Education Volume 6 Number 3 (2017)
Abstract
The digital age has changed how we communicate, inform ourselves, and even how we teach and learn. This study systematically analyses and compares the perspectives of university academics (N = 75) and university students (N = 206) from the field of teacher education on digitized teaching and learning.
In a between-subjects design, participants of both groups were asked for their perspectives on dealing with digital media (i.e., general assessment of digital media, use of different media types and the role of digital media in university courses).
Furthermore, they were asked for their own and their anticipated perspectives of each other, in particular, their assumed advantages of using digital media in university teaching.
In sum, the findings indicate that it might be fruitful for university academics and students to exchange their views on the use of digital media for teaching and learning in higher education.
Full Text (PDF)
Showing posts with label teacher_education. Show all posts
Showing posts with label teacher_education. Show all posts
Wednesday, 1 November 2017
Wednesday, 21 December 2011
What is the Threshold of Teachers’ Recognition and Report of Concerns About Anxiety and Depression in Students? …
An Exploratory Study With Teachers of Adolescents in Regional Australia
an article by Michelle Trudgen (Department of Education and Early Childhood Development, Melbourne) and Sharon Lawn (Flinders University, Australia) published in Australian Journal of Guidance and Counselling Volume 21 Issue 2 (December 2011)
Abstract
Introduction
Anxiety and depression in adolescence is prevalent but often unrecognised and untreated. This can lead to serious disorders in later life. This study explored how teachers recognise anxiety and depression in secondary school students and act on their concerns.
Method
Twenty teachers from four secondary colleges in regional Victoria, Australia were interviewed regarding their experiences. In-depth interviews were analysed using descriptive thematic analysis in order to understand how teachers respond to this issue.
Results
Teachers’ recognition of mental health problems in students and the threshold for reporting their concerns was subjective and not based on any formal knowledge of how to identify anxiety or depression risk factors in students. Years of teaching experience was not associated with increased knowledge of mental health problems in students. Time pressures and lack of resources in student well-being teams were barriers to teachers reporting their concerns about students.
Conclusion
Education bodies and teaching universities responsible for training teachers and providing ongoing professional learning need to ensure that mental health training is part of every teacher’s core skill set, so that teachers can confidently promote mental well-being, identify emerging mental health problems, know how to facilitate access to more specialist intervention where required and contribute effectively to follow-up support.
an article by Michelle Trudgen (Department of Education and Early Childhood Development, Melbourne) and Sharon Lawn (Flinders University, Australia) published in Australian Journal of Guidance and Counselling Volume 21 Issue 2 (December 2011)
Abstract
Introduction
Anxiety and depression in adolescence is prevalent but often unrecognised and untreated. This can lead to serious disorders in later life. This study explored how teachers recognise anxiety and depression in secondary school students and act on their concerns.
Method
Twenty teachers from four secondary colleges in regional Victoria, Australia were interviewed regarding their experiences. In-depth interviews were analysed using descriptive thematic analysis in order to understand how teachers respond to this issue.
Results
Teachers’ recognition of mental health problems in students and the threshold for reporting their concerns was subjective and not based on any formal knowledge of how to identify anxiety or depression risk factors in students. Years of teaching experience was not associated with increased knowledge of mental health problems in students. Time pressures and lack of resources in student well-being teams were barriers to teachers reporting their concerns about students.
Conclusion
Education bodies and teaching universities responsible for training teachers and providing ongoing professional learning need to ensure that mental health training is part of every teacher’s core skill set, so that teachers can confidently promote mental well-being, identify emerging mental health problems, know how to facilitate access to more specialist intervention where required and contribute effectively to follow-up support.
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