1.0 Introduction This journal discussed about how employability embedded within courses to prepare students for their transition into the world of work or postgraduate study, identifying the teaching and learning strategies employed (Graham, 2017). In this study assessed employability skills desired as the roles of work placement tutor from the perspectives of related groups such as university, students and employers. This paper described the methodology employed, results of the study and conclusions
which the knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, or research (Wikipedia). The English word ‘education’ etymologically derived from Latin words like ‘educare’ which means ‘to bring out’ or ‘to nourish’, ‘educere’ which means ‘to lead out’ or ‘to draw out’, ‘educatum’ which means ‘act of teaching’ or ‘training’, ‘educatus’ which means ‘to bring up, rear, educate’. NCTE in its publication, ‘Gandhi in Education’ states
Friedrich Herbart, was born on 1776 North German and died on 1841 in the city of Gottingen. He was a student of the philosopher, Fichte at Jena University between 1794 and 1797. However, the young Herbart kept himself away from the practical theory and ‘scientific theory’ of his mentor. He developed his own realistic philosophy by using the conflicts inherent in idealistic philosophy. Nevertheless, Herbart remained throughout his life true to the strict style of thinking of his teacher Fichte. He also tried
model (2000). The research design used for this study is based on an action research design. Action research is defined as a research strategy that is put into practice by teachers to investigate a problem or area of interest specific to their teaching practice environment (Coats, 2005). Action research aims to achieve social change by producing data that support strategic action for change (Mountz et al, 2008). The action research process that is used by the researcher as seen in figure 1 above
surround the learning process are key elements that need to be taken into account in the process of knowledge growth. Various theories have been developed over the years, which are essential to the understanding of how individuals ‘acquire, retain and recall knowledge’ (The Peakperformacecencenter.com,
necessity of the teacher to relate the lessons to the needs, interest and problems of learners. Another principle of the same proponent states that learning is a consequence of experience. It supports one of the constructivist theories, which is discovery-learning theory by Bruner. It states that the learner’s experiences and learnings from the past influences and helps easily integrate them to new information. Students interact with the world by discovering and handling
students could glean from mutual teaching dates back as early as the Roman Quintilian school in the 1st century AD, Britain in the early 1800’s and the United States in the 1970’s. It wasn’t until the 1980’s, that there has been a widespread use of cooperative learning as an educational strategy (Lv, 2014). The positive effects that cooperative learning has on academic achievement and motivation has already been well documented. A plethora of motivational theories have also been developed in the
Introduction The general explanation of the paradigms Behaviorism refers to the school of psychology that is based on the belief that behavior can be measured, trained and changed. It is also a theory of learning based upon the ideas that all behaviors are acquired through conditioning and it is a systematic approach to the understanding of living organisms in relation to environmental events. It is primarily concerned with the observable and measurable aspects of human behaviors. Behaviorist view
intelligent, demonstrating impressive teaching expertise. In particular, I was fascinated by their original and unique teaching methodology. I came to realize that education should be dominated by advanced concepts, assisted by effective teaching strategies, both of which are vitally important for bringing out a greater social role from education. Education represents for me a field in which I can achieve satisfying personal development. Out of my love of teaching and with distinguished undergraduate
behavioral aspects that is inaugurated by individual referenced to self-factor (ibid). He persuades researchers to traverse metacognitive knowledge and skill to consider more the motivational and behavioral processes underlying self-efficacy and personal agency for effectuating these self