The thesis is focused on the implementation of method of content and language integrated learning in mathematics in the small school where several grades are taught in one class. The thesis is divided into two parts. The theoretical part deals with issues related to teaching of vocational subject in the foreign language. I define CLIL and show the opening implementation of teaching of this method in schools in the Czech Republic. Then, I concern the advantages and disadvantages of this method, the suitability of different subjects and to implement different variants of CLIL, which I can use while teaching at different stages of education in the Czech school system. The main aim of the practical part is to create educational materials and individual plans of lessons for teaching a curriculum of mathematics in English at the first stage of the primary school for grades 4 and 5, implementation of this method to teaching in selected small school and confirmation or refutation the statements of the authors of publications that, if implemented CLIL teaching at schools, it brings indisputable advantages for the whole educational process.

Trust is an important concept in nursing. Nursing is frequently described as a profession which is built on trusting relationships; hence, to produce competent professional nurses the building of trust and trusting relationships in nursing education is of utmost importance. The purpose of the study was to understand trust and trusting relationships between and among educators and students in the teaching and learning environment. A qualitative approach with a grounded theory design was used to discover the value of trust and trusting relationships and to develop a model for trust in the nursing education environment. All the nursing education institutions offering the R425 nursing programme in the selected province were included. Two nursing education institutions offered the R425 nursing programme in this province, a university and one public multi-campus nursing education institution with three campuses. The target population consisted of educators and students complying with the sampling criteria. Sampling of educators and students was purposive and convenient. The sample size consisted of fourteen students was purposive and convenient. The sample size consisted of fourteen educators and sixty students. In-depth face-to-face interviews were conducted with educators and fourteen focus group interviews were conducted with students. The three stages of Charmaz (2014) were used for the analysis of data, namely initial, focused and theoretical coding until data saturation was evident. Data collection and analysis and the literature review were done concurrently. Three role players were identified to be important in trust in nursing education. The role players are the educator, student and professional nurse. In the study two sets of data, namely the educators’ views and students’ views on trust in nursing education were synthesised. Four themes emerged, namely: namely professional relations, expectations of the role players in nursing education, creating a conducive teaching and learning environment and, finally, outcomes of trust or lack of trust. Ensuing from the findings of the current study, a model for trust in nursing education was developed – an important contribution to the body of knowledge of nursing education. The study throws light on self-trust, trusting relationships among role players, and trust in the teaching and learning environment. Awareness of trust and trusting relationships among the role players results in positive learning experiences, increased self-trust, self-confidence, motivation and better performance in nursing education. Recommendations made have a bearing on developing self-trust and trusting relationships among role players, the implementation of the model for trust in nursing education, and future studies in trust in nursing education / Health Studies / D. Litt. et Phil. (Health Studies)

This literature review explores the global trend towards implementing English as a medium of instruction in the form of Content and Language Integrated Learning (CLIL) and English as a Medium of Instruction (EMI) in countries where English is not an official language. Additionally, the essay analyses stakeholders’ perspectives on English language instruction and Extramural English (EE).This is done in a European and Swedish context to explore CLIL, EMI and EE possible effects on proficiency on English and mother tongue from a language hierarchy, second language motivational and egalitarian perspective. The results of the review indicate that further research regarding CLIL, EMI and EE is essential to improve CLIL and EMI education in a European and Swedish context.

Made available in DSpace on 2015-05-07T15:08:19Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2286754 bytes, checksum: 1b7867d39ab23df5161a2820080ef188 (MD5) Previous issue date: 2011-11-04 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research aims to analyze the practice of teaching of technical design, integrating traditional and digital tools, starting from experiments in an integrated environment for higher education. This environment, called Integrated Environmental Education Technical Drawing (AIEDT), was developed to integrate traditional practices with digital tools in an applied discipline of Interior Design Technology Degree in Interior Design (CSTDI) of Federal Institute of Education, Science and Technology of Paraiba (IFPB). At specific level, aims to place the picture of traditional technical drawing, technical drawing to describe the digital artifacts; show the integration of different learning environments, mapping the process of teaching technical drawing at the daily practice of teachers and students. Questioned in this work which mainly changes that may occur when using traditional technical drawing (DTT) integrated with computer aided design (CAD) requiring adaptations to their teacher's way of teaching. The hypothesis is that the teaching of DTT and CAD, embedded in a social interaction environment, provide better education and consequently the learning of graphic expression in a college course. The analytical perspective is the cultural-historical Vygotysky Lev Semenovich, where he addressed the concepts of instrumental and symbolic mediation, and social interaction in the teaching and learning. The methodological procedures were based through archival research and field research through direct observation of the practices not participating in a class of 4th period CSTDI. The instruments for data collection were interviews with teachers of subjects related to technical design, aiming to describe teaching practices and perceptions of their current teaching model; the questionnaire with students in order to verify these teaching practices; literature in books, theses, dissertations, papers and documents, in order to describe the phenomenon, its practices and tools. Our results show that the points analyzed were satisfactory in improving the teaching process. / Esta pesquisa tem como objetivo analisar a prática do ensino do desenho técnico, integrando as ferramentas tradicionais e digitais, partindo da experimentação em um ambiente integrado de nível superior. Este ambiente, chamado de Ambiente Integrado de Ensino do Desenho Técnico (AIEDT), foi desenvolvido de forma a integrar as práticas tradicionais com as ferramentas digitais aplicada em uma disciplina de Projeto de Interiores do Curso Superior de Tecnologia em Design de Interiores (CSTDI) do Instituto Federal de Educação, Ciência e Tecnologia da Paraíba (IFPB). Em nível específico, buscou-se situar o panorama do desenho técnico tradicional; descrever o desenho técnico nos artefatos digitais; mostrar a integração entre diferentes ambientes de ensino; cartografar o processo de ensino do desenho técnico na prática cotidiana de professores e alunos. Questionou-se neste trabalho, principalmente, quais as transformações que poderão ocorrer quando utilizamos o desenho técnico tradicional (DTT) integrado com o desenho assistido por computador (CAD), que exijam do professor adaptações em sua forma de ensinar. A hipótese é que o ensino do DTT e do CAD, integrados em um ambiente sócio-interacionista, proporcionará melhorias do ensino e consequentemente da aprendizagem de expressão gráfica em um curso de nível superior. A perspectiva de análise é a histórico-cultural de Lev Semenovich Vygotysky, onde se abordou os conceitos de mediação instrumental e simbólica, além da interação social no processo de ensino e aprendizagem. Os procedimentos metodológicos fundamentaram-se através de pesquisa documental e pesquisa de campo, através de observação direta não participante das práticas utilizadas em uma disciplina do 4º período do CSTDI. Os instrumentos para a coleta das informações foram a entrevista com professores de disciplinas relacionadas ao desenho técnico, com o objetivo de caracterizar as práticas docentes e a percepção de seu modelo de ensino vigente; o questionário com discentes a fim de verificar o ensino nestas práticas; pesquisa bibliográfica em livros, teses, dissertações, artigos científicos e documentos, com o objetivo de descrever o fenômeno, suas práticas e ferramentas. Os resultados desta pesquisa mostram que os pontos analisados foram satisfatórios em relação à melhoria do processo de ensino.

This study investigates the dynamics of theory and practice in the design of instructional systems, learning events and learning environments, with a view to synthesizing an integrated metamodel as a framework to facilitate effective learning in systems which use computer technology as a tutor, tool, or environment. This framework can be used as a design aid by instructional designers and instructor-designers, or as a tool to examine existing learning events from the viewpoint of learning and instructional-design theory. The research contributes to inquiry into learning theory by an in-depth study of the elements of the framework itself, investigating how they function in different contexts and contents. Following an extensive literature survey, the researcher synthesizes a concise integrated framework of learning theories and instructional design practice from the cognitive family. This framework, the Hexa-C Metamodel (HCMm), is generated by a process of criterion-based textual filtration through effectiveness criteria, and encompasses the theoretical concepts of constructivism, cognitive learning and knowledge/skills components as well as the practical characteristics of creativity, customization and collaborative learning. Using mainly qualitative ethnographic methods within the contexts of action research and development research, case studies are undertaken, applying the elements of the HCMm as an inquiry toolset to investigate three diverse learning events to determine what they reveal about the practice of effective and motivational learning. The learning events - a computer-based practice environment, an Internet-based course, and a fieldwork project - were selected due to the researcher's close involvement with each intervention. Information from the evaluations of the learning events is then used to further examine in-depth the theories and characteristics which comprise the tool, as well as their interrelationships and ways of implementing them in domains that differ in context and content - distinguishing particularly between well-structured and ill-structured domains. / Dissertation (PhD)--University of Pretoria, 2004. / Curriculum Studies / PhD / Unrestricted

Each year, students who are newly enrolled in the University of Ottawa Cooperative Education Programs prepare for their first co-op work terms. In this period of pre-employment, students ask themselves important questions like, “What do I have to do to get a job?” and “What do I want to be?” As a co-op practitioner I am exposed to students’ experiences and the dilemmas they face but I still wondered what was hidden from my view and outside of my understanding. Thus, during one-on-one interviews that occurred prior to their first co-op work terms, six co-op students shared the photographs and stories of their co-op experiences with me and I shared my photographs and stories with them. Goffman’s (1959) theory of dramaturgy provided the theoretical framework to present, interpret, and understand the words and pictures that emerged from these interviews. What resulted were dramas, narratives, and allegories: six participant descriptions written as mini-biographies, verbatim transcripts prepared as a reader’s theatre script, and a set of five themes composed with vivid symbolism. The five metaphoric themes of co-op student experience are (a) journey, (b) circus, (c) metamorphosing, (d) anglers at sea, and (e) warriors. Taken together, what emerged was a deeper seeing and a richer understanding of what’s “really going on” in the time prior to students’ first co-op work terms (Goffman, 1974, p. 8) particularly with regards to legitimate peripheral participation, reflection, and experiential learning.

The purpose of this study is to examine how specialist teachers relate to content- and language-integrated learning, as well as examine if and how they work with developing the pupils' language and subject knowledge in the tutoring in order to benefit for the pupils learning process. The intention is also to examine which lingual challenges the teachers see in their subject. To answer the research questions, a qualitative method is used, and semi-structured interviews. In total, five senior high school teachers from one school in Västra Götaland have been interviewed and the subjects represented are physical education, social science, history, religion, sociology, mathematics and natural science. The result shows that teachers support content- and language integrated learning in their tutoring and they also believe that it is important to develop the pupils' lingual ability in order for them to develop in their specific subject. However, the result shows that the old subject tradition is still evident to some extent, but the perception of the role as a specialist teacher is changing. Moreover, the result shows that the teachers work with content- and language integrated learning in their specific subject, with an emphasis on terms and the understanding of concepts. It is evident that Vygotskys socio-cultural perspective and Hallidays systemic-functional grammar is seen in how teachers work, but the conclusion is that teachers to a large extent work according to these theories without being aware of it, and thus rather makes it right by coincidence. Further, the result shows that the teachers are aware of what lingual challenges the pupils' come across in their specific subject, and they agree on that there are mainly the cognitive abilities that challenge the pupil. / Syftet med studien är att undersöka hur ämneslärare förhåller sig till språk- och kunskapsutvecklande arbetssätt, samt undersöka om och hur de i så fall arbetar med att utveckla elevens språk och ämneskunskap i undervisningen för att gynna elevens lärande. Intentionen är även att undersöka vilka språkliga utmaningar lärarna anser att eleven möter i deras ämnen. För att besvara studiens frågeställningar har en kvalitativ inriktad metod valts, i form av semistrukturerade intervjuer. Sammanlagt intervjuades fem gymnasielärare från en skola i Västra Götaland och ämnena som representeras är idrott och hälsa, samhällsvetenskap, historia, religion, sociologi, matematik och naturvetenskap. Resultatet visar att lärarna är positivt inställda till språk- och kunskapsutvecklande arbetssätt i ämnesundervisningen och att de tycker att det är viktigt att utveckla elevens språkliga förmåga för att eleven ska kunna utvecklas i deras ämnen. Dock visar resultatet att den gamla ämnestraditionen fortfarande finns kvar till viss del, men att synen på ämneslärarens roll likväl håller på att förändras. Vidare visar resultatet att lärarna arbetar med språk- och kunskapsutveckling i sina ämnen, med fokus på främst termer och begreppsförståelse. Det går tydligt att se Vygotskys sociokulturella perspektiv och Hallidays systemisk-funktionella grammatik i lärarnas arbetssätt, men slutsatsen blir att lärarna till stor del arbetar omedvetet utifrån teorierna och mer råkar ”träffa rätt”. Vidare visar resultatet att alla lärarna är medvetna om vilka språkliga utmaningar som eleven möter i deras ämnen och de är överens om att det främst är de kognitiva förmågorna som är en utmaning för eleven.

Professionals in education continue to explore technology as a way to instruct young students, and there is an accompanying belief that this technology can make an educational and academic difference. Despite the high percentage of young students in classrooms using technology, the impact of this technology on the early literacy skills of young children remains largely unknown. Guided by Vygotsky’s social learning theory, this study reports a 24-week investigation on whether regular use of Istation®, an integrated learning system used by approximately 3,000,000 students in the United States, had an effect on the early literacy achievement of children in twelve kindergarten classrooms. A mixed-method, quasi-experimental design was constructed using propensity scores. Also investigated were the effects of the level of teacher literacy support on early literacy achievement and the interaction between Istation® use and the level of teacher literacy support. A descriptive discriminant analysis was performed to determine the main effect of Istation®. The level of teacher support and the interaction effect was then tested using a multivariate between-subject analysis. Results indicated that Istation® did have a statistically significant effect on the early literacy skills of the 72 kindergarten students studied and was able to explain 17.7% of the variance in group differences. Hearing and recording sounds and letter sound knowledge were the main contributors to group differences. Teacher literacy support and the interaction between teacher support and Istation were not significant. This study considers the relationship between technology and early literacy and concludes that Istation® can serve as a more knowledgeable other as students develop some early literacy skills; however, teachers are still needed to provide complete literacy instruction for young students.

This thesis focuses on students’ encounters with working life. The thesis aims to contribute to an increased understanding of the potential value of digital job portals in interplay with traditional social networks by capturing students’ perceptions of their paths to working life. A qualitative research method has been applied where respondents from University West have been interviewed both individually and in groups. Both current and previous students were included in the study. Eleven semi-structured individual interviews and two group interviews were conducted and recorded with the support of field notes. Based on this combined approach, which also permitted interaction among the respondents, the study could capture a greater variety of both current and previous students’ experiences. The study contributes with knowledge based on a number of students’ experiences of their encounters with working life, both before and after completing their studies at the university. The results of the study suggest that the interplay between digital job portals and traditional contact networks is of great importance. Digital job portals seem to provide a broad picture of the job opportunities in relation to the education, while the contact networks provide more in-depth understanding as well as relationships that might contribute to actual job offers. Hence, values are created as a result of their interplay. In addition, the study shows that the practice part of the work integrated learning approach at University West is instrumental for students in enriching their contact networks and that this, in turn, often result in their first jobs. On the basis of the results, recommendations are suggested for further studies as well as for actions that might improve the students’ paths to working life.The recommendations concern capturing of previous students’ experiences, analysis of the effects of Work Integrated Learning and in particular different forms of practice, exploringmore aspects of comp / Denna studie handlar om studenters möte med arbetslivet. Syftet har varit att bidra till en ökad förståelse för digitala jobbportalers potentiella värde för studenter i samspel med traditionella kontaktnätverk i studenternas möte med arbetslivet. En kvalitativ forskningsmetod har tillämpats där respondenter i form av alumner och sistaårsstudenter från Högskolan Väst har fått svara på frågor både enskilt och i grupp. Elva semistrukturerade enskilda intervjuer samt två gruppintervjuer har genomförts och spelats inmed stöd av fältanteckningar. Detta för att få en djupare förståelse för respondenternas upplevelser och erfarenheter av vägen till arbetslivet.Studien bidrar med kunskap om ett antal studenters upplevelser och erfarenhet av mötet med arbetslivet, både innan och efter avslutade studier på Högskolan Väst. Studiens resultat tyder på att samspelet mellan digitala jobbportaler och traditionella kontaktnätverk har en stor betydelse. Ett sätt att beskriva samspelet skulle kunna vara att digitala jobbportaler bidrar till en bred bild av arbetsmarknaden kopplat till utbildningen medan kontaktnäten bidrar till djupare förståelse och relationer som kan leda vidare till jobb. Värde skapas i hur dessa kompletterar och samspelar med varandra. I tillägg visar studien på att arbetsintegrerat lärande inte endast är viktigt för att koppla samman teori och praktik utan praktikperioder bidrar även till att berika studenternas kontaktnät, som i sin tur kan skapa förutsättningar för studenterna att få ett första arbete efter studierna. Med utgångspunkt i resultatet utformades rekommendationer för fortsatt arbete. Dessa rör att ta tillvara på tidigare studenters erfarenheter av vägen till arbete, analysera effekterna av AIL och särskilt olika former av praktik, utforska fler aspekter av kompetensförsörjning och -förmedling, samt digitala jobbportalers utformning och funktion.

Tidigare forskning har visat att fysisk aktivitet integrerat med andra ämnen kan påverka barns lärande på ett positivt sätt. Syftet med studien var därför att undersöka hur förskollärare beskriver sitt arbetssätt med fysisk aktivitet som redskap i undervisningen samt hur förskollärare beskriver sin roll när det gäller fysisk aktivitet. Studien utgick från en kvalitativ metod där empirin samlades in genom att intervjua fem förskollärare. För att kunna besvara forskningsfrågorna analyserades empirin utifrån utvalda begrepp från det sociokulturella perspektivet. Resultatet visar att de intervjuade förskollärarna beskriver fysisk aktivitet som ett redskap i barns lärande, eftersom de upplever att barn naturligt använder kroppen i sitt lärande. Förskollärarna i studien upplever att deras roll är att stötta och inspirera barnen till att bli fysiskt aktiva. De beskriver att det är viktigt att läsa av barnens behov för att kunna stötta dem på bästa sätt. Slutsatsen är att förskollärare upplever att barn lär sig genom att integrera fysisk aktivitet i sitt lärande och att förskollärarna anser sig spela en betydande roll i barns utveckling av sina fysiska förmågor.