Motivation-Oriented Teaching Model for Certification Education

Autor/in	Huang, Tien-Chi
Titel	Motivation-Oriented Teaching Model for Certification Education
Quelle	In: International Education Studies, 6 (2013) 2, S.84-95 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Foreign Countries; Teacher Certification; Information Skills; Teacher Education; Training; Models; Learning Motivation; Knowledge Base for Teaching; Learning Strategies; Teaching Methods; Educational Strategies; Coding; Educational Objectives; Information Technology; Classification; Instructional Effectiveness; Scores; Educational Experiments; Grounded Theory; Qualitative Research; Statistical Analysis; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Informationskompetenz; Orientierungswissen; Lehrerausbildung; Lehrerbildung; Ausbildung; Analogiemodell; Motivation for studies; Lernmotivation; Teaching theory; Theory of teaching; Unterrichtstheorie; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie; Codierung; Programmierung; Educational objective; Bildungsziel; Erziehungsziel; Informationstechnologie; Classification system; Klassifikation; Klassifikationssystem; Unterrichtserfolg; Schulversuch; Qualitative Forschung; Statistische Analyse
Abstract	To evoke public emphasis on the professional skills training in vocational education, the Ministry of Education (MOE) in Taiwan has recently focused on the certificate of information skills. However, the lack of a systematic and institutionally certified instructor training model within Taiwan not only varies the quality of certified instructors, but also relegates the certificate education from speciality education to "automatic response training." Therefore, this study included an experienced instructor of information skill certificates, who generated outstanding teaching outcomes using her distinctive education philosophy. We use the three domains: cognitive, affective, and psychomotor to evaluate the instructor's performance. The results indicate that five critical elements existed in the training model: 1. incite learning motivation; 2. establish information skills; 3. cultivate professional knowledge; 4. develop student potential; and 5. use teaching resources broadly. Several pedagogical implications can be drawn from this study. One of the contributions of this study is the development of a coding scheme that specifically focuses on the teaching strategies given by an experienced instructor of information skill certificates, thereby extending the understanding of certification education. As such, this study may also serve as an impetus for further investigations that might apply this model in diverse educational settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01