Undergraduate Teaching Practice Research Articles

Discussion on the Integrated Guiding Teaching Mode of Design Management for Ability Cultivation

The special subject attribute of design management determines that its teaching method should be different from the 
 general art and design courses. Based on the undergraduate teaching practice and experience of design management, this paper 
 summarizes four main teaching characteristics and teaching experience, in order to obtain exchange and improvement in the field 
 of art and design teaching.

PRE-SERVICE SCIENCE AND COMPUTER TEACHERS’ VIEWS ON TEACHING PRACTICE COURSES

The Teaching Practice course taught in Education Faculties gives pre-service teachers real experience before starting the profession. This study aims to examine the teaching practice courses in the undergraduate programs of education faculties by the views of pre-service science and computer teachers. 50 4th grade students, 25 from the science education department and 25 from the computer and instructional technology education department, participated in the study. Within the scope of the study, the data were collected through online interviews of approximately 30 minutes with the participants, and content analysis was made. According to the findings, pre-service teachers believe that teaching practice courses are insufficient to ensure active participation in lessons in terms of learning gains and content and that they lack a flexible structure that allows them to participate in classes at various grade levels. They also stated that the teaching practice course includes result-oriented measurement and evaluation activities. However, they underlined that the semesters and credits allocated to undergraduate teaching practice courses are insufficient. Furthermore, throughout the process, pre-service teachers reported some communication and coordination issues in the teaching practice course. They suggested that every university with an education faculty should open practice schools that include all levels of compulsory education to overcome the challenges encountered during the process. Keywords: computer teaching, pre-service teachers, science teaching, teaching practice course

Women and mathematics: a course and a scholarly investigation

This article describes an interdisciplinary course on women and mathematics and a scholarly investigation of its impact. Grounded in the biographies of ten women mathematicians (Hypatia to Emmy Noether), the course engages students in mathematical topics related to the women's mathematical work and addresses gender equity in mathematics education and mathematics-related careers in the USA. Many of the themes that emerge from examining the lives and work of these historical figures remain relevant today. The course encourages students, many of whom are future K–12 teachers, to move away from seeing mathematics as a study of numbers and to adopt a richer, more expert view. The students also learn about twenty-first-century role models for women doing mathematics, gain knowledge of equitable classroom practices, and–in the case of future teachers—resolve to incorporate these into their teaching. Potential implications for undergraduate teaching practice and teacher preparation programs are noted.

Undergraduate Teaching Practice on Constructing Knowledge System Framework

Undergraduate Teaching Practice on Constructing Knowledge System Framework

A re-audit of the technical quality of undergraduate root canal treatment after the introduction of new technology and teaching practices.

To revaluate through re-audit the technical quality of undergraduate nonsurgical root canal treatment (RCTx) in a dental teaching hospital as a result of recommended changes to teaching practices. The technical quality of undergraduate RCTx was evaluated radiographically after educational changes and the mandatory introduction of new technologies (nickel-titanium files, apex locators, greater taper gutta-percha points) in 182 root canals. Evaluation was based on four criteria: presence of voids, root canal filling termination (0-2mm of radiographic apex), all roots filled and the prepared canal contained the original anatomy. Chi-squared analysis was used to determine statistically significant improvements in quality between the respective audits (P<0.05). Twenty-three of the 40 canals in single-rooted teeth (57.5%) and 68 of the 129 (52.7%) canals in multirooted teeth analysed had an acceptable root filling. This compared with 48% of canals in single-rooted teeth and 38% of canals in multirooted teeth in the original audit. Specifically, the frequency of root canal voids and unsatisfactory apical root filling termination were reduced in multirooted teeth by 23% and 14% and in single-rooted teeth by 11% and 12%, respectively, compared with the original audit. When multirooted teeth were taken as one unit, 45.2% were considered to be acceptable, significantly better than the 18.8% multirooted teeth in the original audit (P=0.042). Deviations from the canal anatomy on radiographic examination were rare findings in both audits. Changes to endodontic teaching practices significantly improved the technical standards of undergraduate root filling in multirooted teeth. The regular auditing of undergraduate teaching practice is necessary to inform current teaching, instigate change and improve standards.

The investment of a new medical school in its local primary care community

Keele School of Medicine has an innovative new MBChB curriculum with a strong focus on primary care. Our students spend a minimum of 115 days in general practice. To describe the investment by the school in the local primary care community. We collated data on list sizes of current undergraduate teaching practices, county populations and the investment in practices' teaching skills and physical premises. Between academic years 2010-11 and 2012-13 a total of 118 (annual mean of 99) practices contributed to teaching across six counties, providing care for 655 229 people. Forty-five per cent of 243 practices in Staffordshire and Shropshire teach. They serve 51% of the two counties' population. We have invested £1.62 million in the premises of 25 practices providing services for 18% of people in Staffordshire and Shropshire, £273 000 in a rural campus in Shropshire, and £99 387 in set-up grants. We have conducted 249 practice development visits. There were 540 attendances at tutor development sessions. We have had a total of 2300 hours of face-to-face contact with our practices. The school has made a major investment in general practice in its area, contributing to the development of general practitioners and investing in practice premises.

Reflection in Prospective Teacher Training

The paper presents the results of qualitative empirical investigation aimed to identify, wheather and how is reflection method being used in undergraduate teaching practice. From the results it is evident that reflection are performed relatively infrequently. Favourable and unfavourable conditions for using reflection in undergraduate teacher practical training have been identified.

Undergraduate teaching in UK general practice: a geographical snapshot.

Learning in general practice is an essential component of undergraduate medical education; currently, on average, 13% of clinical placements in the UK are in general practice. However, whether general practice can sustainably deliver more undergraduate placements is uncertain. To identify the geographical distribution of undergraduate teaching practices and their distance from the host medical school. National survey of all medical schools in the UK. All 33 UK medical schools were invited to provide the postcodes of their undergraduate teaching practices. These were collated, de-duplicated, and mapped. The distance in kilometres and journey times by car and public transport between each medical school and its teaching practices was estimated using Transport Direct (www.transportdirect.info). The postcodes of every practice in the UK were obtained from the UK's health departments. All 33 UK medical schools responded; 4392 practices contributed to teaching, with a median (minimum-maximum) of 142 (17-385) practices per school. The median (minimum-maximum) distance between a school and a teaching practice was 28 km (0-1421 km), 41 (0:00-23:26) minutes' travel by car and 1 hour 12 (0:00-17:29) minutes' travel by public transport. All teaching practices were accessible by public transport in one school and 90-99% were in a further four schools; 24 schools had >20% of practices that were inaccessible by public transport. The 4392 undergraduate teaching general practices are widely distributed and potentially any practice, no matter how isolated, could contribute to undergraduate education. However, this is, at the price of a considerable travel burden.

Optimization of innovation education system in medical undergraduate teaching practice

This paper analyzed innovative education management system, innovative education resources, innovative education mode and innovative education evaluation standard through practicing ＇integration of production, study and research＇ teaching platform. Meanwhile, this paper explored the optimization system of innovative education in medical undergraduate teaching. Key words: Innovative education ; Undergraduate teaching

Relações entre conteúdo e forma de conhecimentos e práticas pedagógicas em Geociências: imaginário de futuros professores numa disciplina de licenciatura

Pesquisas e reflexões sobre ensino, história e epistemologia das Ciências da Terra têm sido desenvolvidas, em grande parte, intimamente associadas às práticas docentes dos professores/pesquisadores universitários. Nessa mesma perspectiva, buscamos neste trabalho compreender relações que os estudantes de licenciatura em Geografia estabelecem entre o conteúdo/forma trabalhado numa disciplina universitária e o conteúdo/forma profissional, ou seja, pensado na relação com a escola básica, com o tornar-se professor. As respostas dos estudantes a uma questão por nós formulada indicou como eles representaram uma das atividades desenvolvidas na disciplina na relação com seu imaginário sobre ser professor da educação básica. As análises mostraram também que essas significações se produzem de maneiras muito diferentes entre os estudantes, fazendo intervir no imaginário a partir do qual essas significações se produzem, aspectos da memória escolar de alguns estudantes e da maneira como representam o conhecimento escolar e as práticas de ensino na disciplina Geografia da educação básica. As análises mostraram que a atividade não é transparente quanto ao que seja o "conteúdo" de ensino da atividade, posto que essas significações são o trabalho de diferentes memórias discursivas, implicado em diferentes posições-aluno. Este estudo aponta para a importância de considerar e para a possibilidade de trabalhar com os imaginários dos futuros professores sobre ensino na relação que estabelecem com os conteúdos/formas em suas disciplinas científicas universitárias.

Do Visits Help Improve the Quality of Teaching Within Undergraduate Teaching Practices?

The Academic Unit of Primary Care (AUPC) at the University of Leeds is responsible for the quality assurance of 79 teaching practices, who contribute 14% of the MBChB clinical placements. We wanted to analyse the effects of visiting undergraduate teaching practices as part of an approach to quality assurance. A survey of 79 practices in Yorkshire revealed a high level of tutor satisfaction with the process and 41% showed evidence of change following the visit. Some qualitative information was elicited from the survey and is used to illustrate examples of change. Our paper looks at the role of practice visits as part of a system of quality assurance and makes further recommendations to improve their focus and effectiveness. The paper is timely given the large increase in primary care placements and the recent discussions about the development of quality criteria for undergraduate medical teaching in the community.