Teaching In Professional Education Research Articles

Research on service quality of professional education based on the PZB service quality model

With the arrival of Internet technology and the information era, China’s higher education has entered a new stage of development. In this context, new learning methods represented by “Internet+” have gradually emerged and rapidly spread, and traditional classroom teaching is facing a huge impact. At the same time, more and more students choose to learn independently through online courses due to resource constraints, time and space. This new learning method has posed a great challenge to the traditional education concept. Therefore, how to improve the quality of college education services has become one of the urgent problems to be solved at present. In this paper, from the perspective of service quality of college education, it is of practical significance to apply the theory of hybrid service quality to college hybrid education to explore its service quality improvement strategy. In this paper, the application of the PZB service quality model in professional education teaching is studied and discussed by using the methods of literature, mathematical statistics, and logical analysis. In this paper, the structure of the service quality evaluation system, influencing factors and results analysis, and the summary of improvement suggestions are deeply analyzed.

Analysis for the Construction of Software Technology Professional Group Based on Intelligent Manufacturing Led by Double High-levels Plan

With the strategies of Internet plus, made in China 2025, AI 2.0 raised andnew information technologies of artificial intelligence, Internet of Things, big data, cloud computing, network securitydeveloped and applicated, Intelligent manufacturing will become the main direction of made in China 2025,information technology, especially the software technology is urged to integrate deeply with all walks of life, promoting the transformation and upgrade of relevant industries(such as industrial industry). Thus, it will further promote the development of new economy, which puts forward higher requirements for the characteristic construction and talent training of software engineering. This paper will explore the construction that “Double High-levels Plan” leads vocational education technical skills innovation platform and the construction that emerging education technology and the way of thinking, such as artificial intelligence, big data intelligent embedsin subject courses to form a professional group of software technique in vocational education led by "Double High-levels Plan". Disciplines and lessons boundaries should be broke through in the process of professional education teaching and innovation teaching means and methodsshould be iterated with the cooperation between course teaching and industrial development to create aprofessional group of software technology in line with the era development, and promote the reform of vocational education personnel training.

Revitalizing the Concept of Vocabulary Teaching in Professional Education

The vocabulary of the English language is compartmentalized in professional degree courses like Engineering, Medical, Law, Pharmaceutical, Arts etc. Due to this the professionals are unable to express themselves convincingly. In due course of the time they become handicapped to use the universal vocabulary related to the field of others and building the gap between industry and academia. The industry is in need of the professionals who can speak to the globe. Because of this limited vocabulary, as the authors are working in the professional colleges observed, that there is a miserable failure when a general topic is given to express. Though the professionals are good at academics fail to express their thought process in an open forum due to lack of vocabulary. It is also observed that the so-called examination system will examine their retention power instead of testing their general ability. The academia on the other hand will not concentrate on universal vocabulary since it is pestered with curriculum and syllabus design. The aspiring students who want to go abroad are struggling to get through the Basic English tests. Since the Common European Framework Reference (CEFR) put some standards in the English language proficiency levels to be recognized globally, the professionals understood the importance of expression. Here exactly the professionals face the building blocks. Though the professionals selected through campus recruitments, feel difficulty to communicate effectively. To reason, the reasons are many to speak on. Hence, the paper is going to address the challenges involved in.

Predicting the Future Competence Needs in Working Life: Didactical Implications for VET

Context: Two major challenges in professional and vocational education (VET) are low levels of relevance and coherence between the content of the educational program and developing competence in working life. This article is based on an action research project, conducted as a series of experiments at vocational upper secondary schools and during the basic course for postgraduate certificate teaching in professional education for professional educators in Norway. It was carried out with a focus on job-related professional education to meet these challenges. The project is based on a pragmatic theoretical perspective in professional didactical teaching.Methods: The action research included experiments, observations, evaluations, qualitative questionnaires and interviews.Findings: The results show empirical examples of didactical principles in job-related professional education; the core of these being the analysis of work tasks and work practice as a basis for curricula analysis and planning of teaching and assessing. This includes job-related planning of content, teaching and assessment according to comprehensive professional competence. The results also show challenges linked to job-related professional education.Conclusions: The overall results show a need for the development of professional didactical teaching competencies that focus on job-related professional education, to meet the future needs for competence in work life.

Profesjonsretting og studentaktivitet

Resultater fra et aksjonsforskningsprosjekt, gjennomført som utviklingsforsøk ved Universitets- og høgskolepedagogisk basiskurs for lærere i profesjonsutdanninger, viser eksempler på sentrale prinsipper for profesjonsrettet og studentaktiv profesjonsutdanning.Et problem i mange profesjonsutdanninger er lav studentaktivitet, lav relevans i forhold til aktuelt yrke og mangel på sammenheng i utdanningsinnholdet.Det ble gjort forsøk med profesjonsretting og studentaktivitet inspirert av Flipped Classroom (omvendt undervisning) for å imøtekomme utfordringene. Kjernen i prinsippene er analyse av yrkesoppgaver og -utøvelse som utgangspunkt for læreplananalyse og profesjonsdidaktisk planlegging av innhold, undervisning og vurdering, knyttet til koherens og helhetlig yrkeskompetanse. Hjemmearbeid og studentaktiv læring gjennom refleksjon i og over praksis er også viktig.Men resultatene viser også utfordringer med profesjonsretting og behov for utvikling av profesjonsdidaktisk lærerkompetanse.

Professional Education Teaching Innovation in the Age of Information Technology

In modern times, with the development of science and technology and the improvement of information technology, the traditional culture is more and more cannot adapt to the public's growing diversity of cultural demand, traditional way of teaching organization form and also with the modern information technology in the teaching of vocational colleges doesn't fit the requirements. Therefore, in this context, the teaching innovation of information technology era has become the trend of adapting to the trend of The Times. At the same time, it is a new project to promote the innovation of education teaching in higher vocational colleges. This article mainly from the changes of the era of information technology media development, explore contemporary electronic media the development of information technology for professional education teaching innovation significance.

The Chemical Professional Education Teaching Mode and the Enlightenment in Australian National University

The Chemical Professional Education Teaching Mode and the Enlightenment in Australian National University

Investigation and consideration on the course of health education in military professional education

Objective In order to understand the content and effect of health education in military professional education, and provide the basis for the improvement of teaching. Methods Through the methods of quantitative and qualitative research, totally 113 students in the class of health education and health promotion were selected to conduct questionnaire survey between 2010 and 2014. Results Most students think it should be appropriate to increase the hours of work organization of basic level troops and epidemic prevention, which account for 68.14% (n=77), increase the hours of health education practice, which account for 63.72% (n=72). 40.71% (n=46) of the students think should be appropriate to reduce the communication in language art and skill teaching hours. Some students think that other contents are helpful to their work units except that environment and health are not helping to their own work units. For individuals, the contents are all useful for themselves, especially the health education practice, PPT production skills and material picture processing. Students are satisfied with the contents of health education. Conclusion In the future, we should increase the learning hours for health education, optimize the teaching content and strengthen the network construction to enhance the professional education teaching quality. Key words: Health education; Professional education; Investigation; Group discussion

Conflict in the Preceptorship or Field Experience: A Rippling Tide of Silence

A major component of the educative process in the professional disciplines is the field education/preceptorship experience in which students are afforded opportunities to develop professional competence under the tutelage of a practising professional and/or a university instructor. During this time students are exposed to competing discourses about what it means to think and act as nurses, teachers, doctors and social workers. Frequently, field teaching is characterized by conflictual situations involving students, field instructors and university faculty. Such conflict is poorly understood as indicated by the lack of literature available in the professional disciplines. The purpose of this study was to explore the phenomenon of conflict within the context of field teaching in professional education. Pivotal to this study was the issue of making sense of the conflict that prospective nurses, teachers, social workers and doctors experience in professional education within the practice realm and how such discourses shape their professional identities, practices and ultimate social values. At issue is the social construction of meaning that takes place within professional education. This study was conducted from the perspective of four professional programs including education, medicine, nursing and social work. The researchers focused on the final year of each program at a time when students were engaged in a major field/preceptorship experience in hospitals, schools, communities and social agencies. The experiences derived from the nursing data are presented in this paper.

Evaluating teaching

Differences between the problems and purposes of evaluating teaching in professional education and in general education are discussed. Six particularly relevant features of such evaluations are identified. They are: self‐evaluation, flexibility, substance, pluralism, student behavior as an index of teacher performance, and the concept of communities of minds. These features are discussed in the context of the overriding ethos of professionalism.

Faculty Development: The Continuing Preparation of the Social Work Education Teacher

Abstract Faculty in both class and field who are teaching students in these rapidly changing times need the opportunity to continue to enhance their learning on the job. Beyond the advancing knowledge in their own content area, faculty need to be aware of new developments in the field, content on emerging theories in social and behavioral sciences, and refinements in methods of teaching in professional education. This paper explores the need for new and renewed knowledge and various modalities for faculty development based on the experience of the faculty of one school.