Search Results (4)

This study aims to comprehensively explore the core competencies required of physical education teachers in universities, within the context of modernizing higher education. The goal is to build an index system that conforms to the development of the core literacy of college PE teachers. With the vigorous development of higher education, increasingly higher requirements are placed for college teachers. Starting from the perspective of higher education modernization, this study comprehensively explores the corresponding core qualities of physical education teachers in colleges and universities, which has certain research value. The research utilizes qualitative analysis, the Delphi method, and the analytic hierarchy process to construct a comprehensive indicator system that includes four primary indicators: moral character, educational ability, teaching competence, and research expertise. These primary indicators are further divided into 15 secondary indicators, such as political morality, information literacy integration, research concept literacy, and educational and teaching philosophy, and 53 tertiary indicators, such as the integration of ideological and political education into the curriculum, information ethics and morality, research values, and pre-class teaching decision-making data. The analytic hierarchy process is employed to determine the weight coefficients of each level of indicators, as well as the comprehensive weight coefficients of the secondary and tertiary indicators. The primary indicators of the system are representative and used to determine the appropriate weight of the indicator system for different types of physical education teachers. The study found: 1. That moral character and educational ability occupy the first and second proportions, respectively, in the weight coefficients of the core competencies of different types of physical education teachers. 2. Teaching and research-oriented teachers have a considerable proportion of teaching and research expertise, respectively. 3. Research-oriented physical education teachers have a much higher proportion of research expertise than teaching expertise. 4. Teaching-oriented physical education teachers have a higher proportion of teaching expertise than research expertise. Discuss: The constructed indicator system is scientifically sound and structurally reasonable, providing theoretical reference and guidance for the evaluation and cultivation of core competencies of physical education teachers in universities, and effectively helps the sustainable development of college physical education teachers. Full article

This case report outlines the strategies underpinning the adaptation of professionalism and ethics strand (P&E) teaching for remote delivery on a Pharmacy programme in response to COVID-19 restrictions. In line with national and University guidance, P&E teaching detailed in this report was delivered online in late 2020. Sessions were generally live and recorded, although some content was pre-recorded using video-capture software. All learning activities, recordings and supporting resources are accessible to students on the University’s Virtual Learning Environment. This report reflects on the curriculum, pedagogy and content of P&E teaching, with particular emphasis on teaching related to professional identity formation and moral reasoning competencies development. Design, development and delivery of remote online teaching is considered in the context of P&E teaching. Strategies used to plan for adaptation and delivery of interactive online teaching sessions aligned with P&E teaching are described. Key findings support a scholarship of teaching approach when planning for adaptation to remote online teaching. Purposeful consideration of existing curricular, pedagogical and instructional design enables the teacher to identify critical P&E teaching activities potentially compromised by the move to the online environment. Informed integration of available instructional tools to teaching activities follows. The report concludes with recommendations for future research. Full article

Education is a human right. It prepares human beings for life, helps to develop individual abilities and opens up social opportunities—e.g., earning one’s own living. Religion interprets our human existence in connection to a transcendental dimension. Religion can also influence moral values and behavior. The Christian religion established a basis for social life, and thus deals with religious and moral justice. As the Christian faith is understood as the identity of the qualities of love of God, of your neighbor and even of your enemy, it has to look for justice in the world. Modern Christian ethics does unfold interpersonal and global justice for all people and tries to give good reasons for moral claims. Religious education in a Christian context has to answer the question of what kind of justice is to be taught and by what means justice, as a goal of education, can be reached within such a setting. This article will unfold, from an ethical point of view, what kind of knowledge and competence teachers must have and what kind of goals can be followed with regard to their pupils or students. The results of this reflection imply certain pedagogical methods and means and exclude others—although it is not possible to go more deeply into a pedagogical discussion. Full article

Workshop analysis of scenarios or vignettes has traditionally been used to develop and demonstrate the moral reasoning underpinning professional decisions. However, in order to facilitate sufficiently individualized interaction to accommodate the assessment of student competencies related to decision-making through scenarios, such workshops are traditionally used with small groups. There are associated resource implications for the scheduling of sessions and implications for tutor time where large cohorts of students are targeted. In addition, the requirement that students be face-to-face is problematic when students are in practice placements that are geographically removed. This paper demonstrates how technology and an assessment tool, known as an “intermediate concept measure” (ICM), might help address these limitations. It introduces the background to ICMs and presents the ICM as a tool that has potential to support professional education. It also shares learning experienced by one pharmacist using ICMs in pharmacy education, provides an example of how a profession-specific ICM might be formatted, suggests how the methodology might be used in undergraduate and postgraduate education and provides samples of measurables that may be incorporated into evaluation and assessment systems; both for educational interventions delivered face-to-face or partly or entirely online. The limitations of the methodologies and suggestions for further research are included. Full article