GERD Network — Theory and Practice of Teaching, Training, and Learning

Publication Notices in Category 4
Theory and Practice of Teaching, Training, and Learning

Unleashing Potential: The Power of Growth Mindset over Fixed Mindset

Dissemination date:

Monday, 24 April, 2023

Main category:

2: Adult Learning

Language:

English

Other language:

English

Country affiliation of author or of first author:

বাংলাদেশ

Type of publication:

Published book

Name of author or of first author:

Asikur Tutul

Reference:

Asikur Tutul (2023). Unleashing Potential: The Power of Growth Mindset over Fixed Mindset.

Main keyword:

Self Improvement

Summary:

"Unleashing Potential: The Power of Growth Mindset over Fixed Mindset" is a book that explores the concept of growth mindset and its transformative impact on individuals and society. It discusses how adopting a growth mindset, which emphasizes a belief in the ability to learn, improve, and adapt, can lead to personal and societal transformation. The book delves into the key principles of a growth mindset, such as embracing challenges, learning from failures, fostering resilience, promoting inclusivity and diversity, and cultivating collaboration and cooperation. It also highlights the role of education, leaders, and organizations in fostering a growth mindset culture. Overall, "Unleashing Potential" empowers readers with the knowledge and tools to unlock their potential and create positive change in their lives and communities through the power of a growth mindset.

Access:

Access link on Amazon: https://a.co/d/3KnJfbe

More information:

KDP Book Link: https://a.co/d/3KnJfbe

Enhancing Learners’ Autonomy With E-Portfolios And Open Learner Models: A Literature Review

Dissemination date:

Monday, 20 March, 2023

Main category:

4: Theory and Practice of Teaching, Training, and Learning

Language:

English

Country affiliation of author or of first author:

France

Type of publication:

Article published in a peer-reviewed journal

Name of author or of first author:

Sacha Kiffer

Reference:

Kiffer, S., Bertrand, E., Eneau, J., Gilliot, J.-M., & Lameul, G. (2021). Enhancing Learners’ Autonomy With E-Portfolios And Open Learner Models: A Literature Review. Education Thinking, 1(1), 1– 9.

Main keyword:

open learner models

Summary:

This article considers how e-portfolios improve learner autonomy in higher education, especially when using open learner models (OLMs). OLMs are artificial-intelligence-built representations of interactions between learners and instructional environments, where learners have access to data about their interaction patterns. The analysis is based on a review of 24 research articles. Results suggest that e-portfolios improve learner autonomy, especially by strengthening self-reflection capabilities. The review also identifies areas of e-portfolio and OLM research that require further investigation.

Access:

https://analytrics.org/article/enhancing-learners-autonomy-with-e-portfolios-and-open-learner-models-a-literature-review/

More information:

Sacha Kiffer is a research fellow in Educational Sciences at Université Rennes 2 (France). Since 2016, Sacha holds a PhD in Education. His focus is on the academic development of novice faculty members, especially how they develop their teaching competencies in their early career years. Éric Bertrand is an associate professor at Université Rennes 2. He has worked in industry for years in the area of training before getting a PhD in Education in 2006. Jérôme Eneau is a full professor of Adult Education at Université Rennes 2. Holder of a PhD in Andragogy (Université de Montreal) and an EdD (Université de Strasbourg), he worked for 20 years in industry as a trainer and training manager, before joining the University. Jean-Marie Gilliot is an associate professor at Telecom Bretagne, Institut Mines-Telecom (IMT). He is a member of the research team 3S (Smart, Social & Semantic), a part of the IHSEV Team of the Lab-STICC laboratory. His research interests include e-Education, Open learning environments, networked learning including MOOCs and social learning. Geneviève Lameul is a full professor in Educational Sciences at Université Rennes 2. Her PhD was carried out under the supervision of Prof. Philippe Carré (Université de Paris Ouest La Défense). Her work on “professional posture” and “teachers’ approaches to teaching” contributes to several themes of the SEDELA project.

Teaching Evidence-Based Subject Didactics in Primary Teacher Education

Dissemination date:

Tuesday, 14 March, 2023

Main category:

4: Theory and Practice of Teaching, Training, and Learning

Language:

English

Country affiliation of author or of first author:

Eesti

Type of publication:

Article published in a peer-reviewed journal

Name of author or of first author:

Esta Sikkal

Reference:

Esta Sikkal, Krista Uibu, Irja Vaas, Tiia Krass (2021), Teaching Evidence-Based Subject Didactics in Primary Teacher Education, International Electronic Journal of Elementary Education, 13(5), 639-649. DOI: 10.26822/iejee.2021.218

Main keyword:

Primary Teacher Education

Summary:

For contemporary teaching, teachers need good knowledge of pedagogy, content, subject methodology and assessment. Although subject didactics have become an independent research area with interdisciplinary dimensions, few studies focus on the teaching of subject didactics. With the aim of developing a theoretical model for the systematic treatment of subject didactics, a scoping literature review was carried out to analyse the scientific literature. Twenty-five articles were chosen from different databases in the field of study. Data analyses revealed three domains of subject didactics: content knowledge, pedagogical content knowledge and knowledge of subject specific assessment. These domains included various components which were used for developing a theoretical model for teaching subject didactics within the framework of primary teacher education. The results indicated how to organise university courses on subject didactics for primary teachers. First, teachers’ content knowledge and pedagogical knowledge should be treated in an integrated way. Second, integrating pedagogical knowledge with subject didactics enables teacher education to be shaped so that students understand the teaching profession at an early stage. Third, studying subject didactics on both a theoretical and empirical level is the driving force for developing syllabi in primary teacher education.

Access:

https://files.eric.ed.gov/fulltext/EJ1309272.pdf

More information:

Esta Sikkal, Institute of Education, University of Tartu, Tartu, Estonia E-mail: esta.sikkal@ut.ee ORCID: https://orcid.org/0000-0002-8278-2557 Corresponding Author: Krista Uibu, Institute of Education, University of Tartu, Estonia. E-mail: krista.uibu@ut.ee ORCID: https://orcid.org/0000-0001-6740-1771 Irja Vaas, Institute of Education, University of Tartu, Tartu, Estonia E-mail: irja.vaas@ut.ee ORCID: https://orcid.org/0000-0001-5559-8204 Tiia Krass, Institute of Education, University of Tartu, Tartu, Estonia E-mail: tiia.krass@ut.ee ORCID: https://orcid.org/0000-0002-1247-4305