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Playing Purposefully with Students in Courses – a Concept, an Implementation, and an Evaluation of a University Module
76-86Views:151Playing as a method of learning is predominantly applied in preschool and primary education. However, in the context of higher education, the method of playing is only sporadically used. The novelty of this topic lies in its application at the tertiary level, particularly in teacher education, where the aim is for students to plan and support learning processes for pupils from deep structures. This study investigates how playful learning methodologies can be effectively integrated into higher education and examines the impact on student attitudes and teaching practices. The module 'Playful Learning in Primary Education' was evaluated during the autumn semester of 2023 at the Institute for Primary Education of the PH FHNW in Switzerland. Initially, the topic of play is defined from multiple theoretical perspectives. The module description outlines the research questions addressed in the study. A central component of the evaluation is the students' certificates of achievement, which were analyzed using qualitative content analysis. The results highlight the attitudes toward playful methodology that students had at the beginning of the module and the attitudes and experiences they acquired by the end of the module. The evaluation results are presented in summative fashion in tables and interpreted in the discussion. The article aims to motivate university teachers to offer playful learning methods in higher education and to experience the positive impacts of this methodology with the students. The results clearly show that this methodology can lead to changes in teaching practice.
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Metamorphoses Creative-Developmental Fairy Tale Therapy Against the Dangers of the Internet. A Series of Activities for Young Undergraduate Students
83-100Views:438This paper is about the practical application of Metamorphoses creative-developmental fairy tale therapy, which is presented based on a three-session Metamorphoses creative-developmental fairy tale therapy session. The sessions were conducted between April and May 2021, among students (n=24) of the University of Debrecen, who were previously not familiar with fairy tale therapy, nor with the works of Ildikó Boldizsár. Through the media environment of the session, we also reflected together on the effects of internet consumption and the dangers of the internet. The study highlights the students' attitudes towards this method and their participation and activity in the online space. The experiences gained during the 3 sessions and the feedback of the students appear as a guideline to conclude the study. The practical application of the Metamorphoses creative-developmental fairy tale therapy will show whether this methodology has a role to play in higher education.
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New Paths to Online Teaching – How Can We Manage Knowledge Transfer and Make the Learning More Enjoyable?
55-62Views:390This study is based on the results from a national project initiative on digitalization, supported by methodology evidence from e-learning materials at the level of teachers’ training for vocational education institutes. Looking for the new paths to online learning We have been formulating the question for almost a decade: How can we manage the transfer of knowledge and make learning more enjoyable? For the steps forwards, the first impulses for understanding the recontextualization of vocational didactics and re-defining roles and responsibilities of the actors. Our paper deals with seeking a new method for content development and its application in vocational education and training (VET). This study recommends a kind of open framework[1] is provided by the fact that the innovation, which takes open source content development as one of the approaches of reforming teacher training for VET, is connected to a technical university of long-existing traditions. In line with the peculiarities of Hungarian VET, our research group undertook to develop methodological training in terms of complex school subjects. By applying their new concept, their concrete objective was: the methodological renewal of vocational teacher training and practical training by creating and applying complex learning content units online.
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Self-Study: Tensions and Growth in Graduate Teaching Assistant Development
14-22Views:354Graduate Teaching Assistant (GTA) development is an important undertaking for many higher education institutions in the United States. During the GTA preparation process, tensions can arise when the supervisor challenges GTAs by engaging in critical reflection and pushing them to advance their pedagogical skills beyond their comfort zone. Guided by Berry’s (2008) framework of tensions, this self-study aimed to answer the research question: How do tensions that arise during GTA development contribute to the professional growth of teacher educators and GTAs in their teaching? Self-study was the research method, and the data were analyzed using the strategy of inductive analysis and creative synthesis (Patten, 2002). This self-study reports five types of tensions: telling and growth; confidence and uncertainty; safety and challenge; valuing and reconstructing experience; and planning and being responsive. The findings explain how these tensions pushed the supervisor and the GTA to reflect on teacher preparation, manage challenges, and improve teaching. While tensions place teacher educators and novice teachers in uncomfortable positions, this study shows that reflections on and articulation of tensions in collaborative dialogues can help both discover aspects of their teaching that provide opportunities for growth and lead both to transform tensions into teachable moments.