Academic literature on the topic 'Master – apprentice teaching'
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Journal articles on the topic "Master – apprentice teaching"
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Brunon, Claudine Marie Ange. "Quels apprentissages peut-on lire dans les traités de peinture médiévaux ?" Topiques, études satoriennes 4 (January 26, 2021): 1–18. http://dx.doi.org/10.7202/1074716ar.
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The technical treatises on painting are rich in teaching, whether to learn to make colors or to learn how to draw. We tried to make the portrait of the apprentice, in his relationship with his master. And this, whether by the behavior of the first or the gifts of the second. As for drawing, various techniques are used according to the stage of learning where the pupil is. From simple straight lines, through the master copy, to the technique of ink brush or strokes to the pen, you have to draw every day to improve.
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van Bodegom, David, Maurits Hafkamp, and Rudi G. J. Westendorp. "Using the Master-Apprentice Relationship when Teaching Medical Students Academic Skills: The Young Excellence Class." Medical Science Educator 23, S1 (April 2013): 80–83. http://dx.doi.org/10.1007/bf03341810.
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de Bruin, Leon R. "The use of cognitive apprenticeship in the learning and teaching of improvisation: Teacher and student perspectives." Research Studies in Music Education 41, no. 3 (January 18, 2019): 261–79. http://dx.doi.org/10.1177/1321103x18773110.
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Instrumental tuition has predominantly been conceptualized in terms of a master–apprentice model that facilitates the transmission of skills, knowledge and cultural intellect through teaching and learning. Research suggests the one-to-one tuition model needs to evolve and adapt to meet the demands of the 21st century musician. Within the jazz/improvisation lesson, the learning and teaching of improvisory ability is a complex activity where developing improvisers hone motor-specific skills, audiative ability, imaginative and creative impulses that connect and respond to strategic individual and collaborative catalysts. Observing the negotiation of learning and teaching in three lessons in improvisation between expert practitioner-educators and their students, this study reveals a cognitive apprenticeship model that can provide a framework for teachers to develop students’ cognitive and meta-cognitive abilities, and understandings of expert practice. Case studies of three teacher-practitioners and their advanced students explore the “in the moment” teacher–student interactions and teaching techniques that expert improviser-educators utilize in developing mastery and expertise in their students. Teaching to an advanced improvisation student is a dynamic, fluid and reflexive interplay of pedagogical applications of modelling, scaffolding, coaching, and reflective processes. The holistic imparting of knowledge can be understood as a cognitive apprenticeship. Careful guidance by a teacher/mentor can offer the student an immersive environment that brings thinking, action and reflection to the forefront of learning. Implications are identified for more effective, collaborative and inventive ways of assisting learning and inculcating deeper understandings of factual, conceptual and problem-solving concepts that draw students into a culture of expert practice.
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Tsui, Pei-Ling, and Yen-Cheng Chen. "Sustainable Development of Hotel Food and Beverage Service Training: Learning Satisfaction with the Situated Cognitive Apprenticeship Approach." Sustainability 12, no. 5 (March 4, 2020): 1951. http://dx.doi.org/10.3390/su12051951.
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The main purpose of this study is to explore the impact of the cognitive apprenticeship teaching approach in food and beverage (F&B) service training courses on learning satisfaction. This study is a quasi-experimental research design conducted using pretest–post-test nonequivalent groups. Its research subjects are primarily new employees from the F&B departments of well-known five-star, high-end hotels in Taiwan who must undergo education and training. The new employees are divided into an experimental group and a control group for the eight-week teaching practicum. This study concludes that learning satisfaction achieved through the cognitive apprenticeship teaching approach during the F&B training course is superior to that achieved through the conventional teaching approach of lecturing. An innovative finding of the current research is that regardless of whether cognitive apprenticeship teaching is adopted, the master–apprentice relationship is the most important factor in the five-facet measurement of learning satisfaction. This point also explains why the cognitive apprenticeship approach is a suitable teaching and training strategy. The greatest contribution of this study is that it provides a direction for the application and sustainable development of hotel staff training and offers references for the improvement of future hotel training programs.
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Birkelund, Regner. "Ethics and Education." Nursing Ethics 7, no. 6 (November 2000): 473–80. http://dx.doi.org/10.1177/096973300000700603.
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In the debate concerning the education of nurses that is currently taking place in Denmark, two widely differing views are apparent regarding the best way of training nurses such that the ethical aspect of their work is adequately considered. The first of these is based on the premise that practical care is fundamental to and justified by theories on nursing, care and ethics, which is why the theoretical part of nurse education deserves a higher priority. The second view is based on the premise that social care cannot be taught by means of theories, but can be learnt only through practice. The master-apprentice principle of ancient Greece is stressed in connection with this as being a viable alternative to the theoretical model of education. These two very different views can be traced back to Plato’s and Aristotle’s ideas on ethics and teaching respectively; indeed, those engaged in the debate make specific reference to these philosophers. In Denmark, a third fundamental viewpoint exists, known as ‘ontological ethics’. Phenomenologist KE Løgstrup is one of the best-known representatives of this view. Basing the line of argument on Løgstrup’s ethics and the view of education associated with this, this article questions the relevance of ancient Greek thought to today’s world by illustrating a number of problems that are connected with the theoretical model of nurse education and with the master-apprentice principle. Løgstrup associates ethics with the aesthetic principle that ‘the useless is the most useful’ in human life and with the view we also see in Kierkegaard’s and NFS Grundtvig’s writings that ethics can be imparted only by indirect means. Løgstrup bases his understanding of ethics on the Judaeo-Christian concept of Genesis and the view that human beings were created with an ethical potential that is best nourished by aesthetic impressions.
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Buendia, Ximena Paola, and Diego Fernando Macías. "The Professional Development of English Language Teachers in Colombia: A Review of the Literature." Colombian Applied Linguistics Journal 1, no. 21 (April 23, 2019): 89–102. http://dx.doi.org/10.14483/22487085.12966.
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This article offers a review of 25 empirical studies to identify the areas and findings of professional development initiatives for in-service English teachers in Colombia. The reviewed studies suggest that language teacher professional development has focused on six major areas: language proficiency, research skills and reflective practice, teachers’ beliefs and identities, an integrated approach to teacher professional development, pedagogical skills and teaching approaches, and emerging technologies. Results suggest that there is a need to move from traditional master-apprentice, content-oriented, teacher-centered models of professional development towards initiatives that allow teachers to critically analyze their particular context and needs, and devise their own local alternatives so that they can become more active agents of their own process of change. Issues that constitute possible alternatives for future research in the professional development of English language teachers are discussed.
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Manyś, Bernadetta. "Uczeń w szeregach rzemieślniczych. System edukacyjny i wychowawczy chłopców w wileńskich cechach w dobie wczesnonowożytnej w świetle statutów cechowych." Biuletyn Historii Wychowania, no. 40 (June 15, 2019): 7–23. http://dx.doi.org/10.14746/bhw.2019.40.1.
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In this paper, I analyse the educational and teaching systems developed for boys joining Vilnius craft workshops. The boys worked (participating in production) and prepared themselves for their future profession. In my paper, I present the educational and teaching paths leading to an apprentice assuming the status of a fellow. It is interesting how the students operated in the structures of the guild workshops and what skills they possessed. The research does not encompass the sons of master craftsmen and out-of-guild craftsmen who would come to Vilnius and attempt to join the craft guilds. These issues require a separate analysis. It was not my intention to provide a holistic study of the issue; rather, I revised and supplemented Józef Morzy’s research in which he partly analysed craft guilds in Vilnius with respect to the essential work skills. In my analysis, I made use of the statutes of the craft guilds operating in Vilnius, one of the biggest cities in the Polish-Lithuanian Commonwealth, in the early modern period.
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Rashid, Prem. "Surgical education and adult learning: Integrating theory into practice." F1000Research 6 (February 14, 2017): 143. http://dx.doi.org/10.12688/f1000research.10870.1.
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Surgical education continues to evolve from the master-apprentice model. Newer methods of the process need to be used to manage the dual challenges of educating while providing safe surgical care. This requires integrating adult learning concepts into delivery of practical training and education in busy clinical environments. A narrative review aimed at outlining and integrating adult learning and surgical education theory was undertaken. Additionally, this information was used to relate the practical delivery of surgical training and education in day-to-day surgical practice. Concepts were sourced from reference material. Additional material was found using a PubMed search of the words: ‘surgical education theory’ and ‘adult learning theory medical’. This yielded 1351 abstracts, of which 43 articles with a focus on key concepts in adult education theory were used. Key papers were used to formulate structure and additional cross-referenced papers were included where appropriate. Current concepts within adult learning have a lot to offer when considering how to better deliver surgical education and training. Better integration of adult learning theory can be fruitful. Individual teaching surgical units need to rethink their paradigms and consider how each individual can contribute to the education experience. Up skilling courses for trainers can do much to improve the delivery of surgical education. Understanding adult learning concepts and integrating these into day-to-day teaching can be valuable.
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Baidoo, Mohammed Kwaku, Akosua Tachie-Menson, Nana Ama Pokua Arthur, and Eric Appau Asante. "Understanding informal jewellery apprenticeship in Ghana: Nature, processes and challanges." International Journal for Research in Vocational Education and Training 7, no. 1 (April 29, 2020): 45–66. http://dx.doi.org/10.13152/10.13152/ijrvet.7.1.3.
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Context: The processes of acquiring education in jewellery in Ghana has been dominated by the informal apprenticeship system and it forms the backbone of the workforce of the jewellery industry in Ghana. However, the patronage of informal jewellery apprenticeship in Ghana in recent times has been on decline even though it has the potential of training human resources to transform Ghana’s precious mineral resources sector.This is based on the belief that jewellery trade and its training are shrouded in secrecy, in other words, the jewellery trade is considered to be a sacred profession where information on its operating systems are not allowed to be shared easily. It is believed to be associated with cult and magic, hence the reluctant to admit people who are from outside the family of particular jewellery enterprise. This study is sought to bring to fore the understanding nature, processes and challenges of the informal jewellery apprenticeship in Ghana. Approach: The study adopted the descriptive and phenomenology research designs (qualitative research methods). Jewellers who own a jewellery business and who are training other people through apprenticeships as well as people who are trained are observed and interviewed. A sample size was selected through purposive and convenience sampling techniques from four jewellery enterprises in Accra, Ghana. A thematic analysis plan was adopted to generate fndings of the study. Findings: The results show that for a person to train as a jeweller, s/he has to enrol by going through induction, futhremore fees (money and perishable items) are to be paid. The training content is driven by orders received by the master jeweller, thereby making it unstructured and lacking criteria for assessing the performance and progress of apprentice jewellers. Teaching and learning methods are usually on-the-job training that rely on demonstrations and observation.Conclusion: Informal jewellery apprenticeship in Ghana uses a fexible, cost-efective approach for transferring jewellery making skills from masters to apprentice jewellers, and it has substantial potential for improving skills training in the country. Sometimes the reluctant of some jeweller to train others is to keep the trade to family members only.
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Baidoo, Mohammed Kwaku, Akosua Tachie-Menson, Nana Ama Pokua Arthur, and Eric Appau Asante. "Understanding informal jewellery apprenticeship in Ghana: Nature, processes and challanges." International Journal for Research in Vocational Education and Training 7, no. 1 (April 29, 2020): 45–66. http://dx.doi.org/10.13152/ijrvet.7.1.3.
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Context: The processes of acquiring education in jewellery in Ghana has been dominated by the informal apprenticeship system and it forms the backbone of the workforce of the jewellery industry in Ghana. However, the patronage of informal jewellery apprenticeship in Ghana in recent times has been on decline even though it has the potential of training human resources to transform Ghana’s precious mineral resources sector.This is based on the belief that jewellery trade and its training are shrouded in secrecy, in other words, the jewellery trade is considered to be a sacred profession where information on its operating systems are not allowed to be shared easily. It is believed to be associated with cult and magic, hence the reluctant to admit people who are from outside the family of particular jewellery enterprise. This study is sought to bring to fore the understanding nature, processes and challenges of the informal jewellery apprenticeship in Ghana. Approach: The study adopted the descriptive and phenomenology research designs (qualitative research methods). Jewellers who own a jewellery business and who are training other people through apprenticeships as well as people who are trained are observed and interviewed. A sample size was selected through purposive and convenience sampling techniques from four jewellery enterprises in Accra, Ghana. A thematic analysis plan was adopted to generate fndings of the study. Findings: The results show that for a person to train as a jeweller, s/he has to enrol by going through induction, futhremore fees (money and perishable items) are to be paid. The training content is driven by orders received by the master jeweller, thereby making it unstructured and lacking criteria for assessing the performance and progress of apprentice jewellers. Teaching and learning methods are usually on-the-job training that rely on demonstrations and observation.Conclusion: Informal jewellery apprenticeship in Ghana uses a fexible, cost-efective approach for transferring jewellery making skills from masters to apprentice jewellers, and it has substantial potential for improving skills training in the country. Sometimes the reluctant of some jeweller to train others is to keep the trade to family members only.
Dissertations / Theses on the topic "Master – apprentice teaching"
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Calvert, Isaac W. "Investigating the One-on-One Master-Apprentice Relationship: A Case Study in Traditional Craft Apprenticeship." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4154.
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Governments around the world are calling for a revival of apprenticeship on a large scale, emphasizing the value of the one-on-one, human interaction between master and apprentice and the teaching involved in that interaction. Although a broader historical view of apprenticeship shares these ideas, certain prominent threads within recent educational research have done a great deal to deemphasize them. Some go so far as to overlook the master-apprentice relationship altogether, assert that masters simply do not exist, and claim that apprenticeship learning happens without any teaching at all. In response to these claims, the researcher took part in an autoethnographic case study, participating himself in a two-year apprenticeship under a master violinmaker. Analysis from the case suggests that the one-on-one master-apprentice relationship plays a key role in apprenticeship learning, that mastery is embodied in individuals rather than in communities alone, and that a master's teaching does in fact make a difference to an apprentice's learning.
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Sunesson, Henrik. "Skillnader och likheter mellan klassisk gitarr och elbas : En sökande studie där jag lär mig spela elbas och jämför detta med klassiskt gitarrspel." Thesis, Karlstads universitet, Institutionen för konstnärliga studier (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-74255.
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I denna uppgift kommer jag presentera resultatet av min självstudie där jag lär mig tekniken vandrande bas på elbas genom lärarledda elbaslektioner. Denna process är videoinspelad, semistrukturerad intervju har hållits och dokumentationen analyseras genom transkription. Jag kommer bearbeta begreppet kunskap och redovisa några teorier om vad kunskap är och hur man kan kategorisera detta begrepp genom antingen uppdelande av praktisk och teoretisk kunskap. Jag kommer också undersöka huruvida pragmatismens kunskapssyn är applicerbar på denna studie. Studien behandlar hur jag använt mig av mina kunskaper som klassisk gitarrist i min inlärning av elbas. Hur jag kan använda mina kunskaper funna i elbasspelet i mitt klassiska gitarrspel. Även hur de pedagogiska upptäckterna jag gör i elbasspel kan användas i min framtida roll både som elbaslärare och gitarrlärare. Detta behandlas med ett sociokulturellt perspektiv i grunden samt mästarlära. Resultatet visar att förkunskaper i klassisk gitarr är mycket användbart om man vill lära sig elbas och att flera aspekter av gitarrspelet är direkt eller indirekt överförbara till elbasen. Det kommer också visa sig att det finns flera olikheter som kan försvåra inlärandet av elbas. Jag har också hittat grundläggande kunskap i metodik för elbasspel på nybörjarstadium.In this project, I will present the result of my self-study where I learn the technique of walking bass on electric bass through teacher-led electric bass lessons. This process is video-recorded, semi-structured interview has been held and the documentation is analyzed by transcription. I will process the concept of knowledge and report some theories on what knowledge is and how to categorize this concept through either the division of practical or theoretical knowledge. I will also examine whether the knowledge view of pragmatism is applicable to this study. The study deals with how I used my knowledge as a classical guitarist in my learning of electric bass. How I can use my knowledge found in the electric bass game in my classic guitar play. Even how the pedagogical discoveries I make in electric bass games can be used in my future role both as electric bass teacher and guitar teacher. This is dealt with a socio-cultural perspective in the basics and master-apprentice perspective. The result shows that prior knowledge of classical guitar is very useful if you want to learn electric bass and that several aspects of the guitar play are directly or indirectly transferable to the electric base. It will also show several differences between the instruments that can make learning electric bass more difficult. I have also found basic knowledge in methodology for electric bass games at the beginner stage.
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Höglund, Evelina. "Irländsk Folkmusikwannabe : En självstudie i att appropriera irländsk ornamentik på fiol." Thesis, Karlstads universitet, Musikhögskolan Ingesund, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-67126.
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Syftet med denna studie är att utforska mitt egna lärande i processen med att appropriera den ornamentik som är en central del i den irländska folkmusikkulturen. Syftet stärks med följande forskningsfrågor: Med vilka redskap tillägnar jag som lärling mig ornament från den irländska folkmusiktraditionen? samt I vilken utsträckning har jag approprierat irländsk ornamentik efter en period på tio veckor? Arbetet är baserat på ett sociokulturellt perspektiv med stark betoning på mästarläran. Detta ingår i bakgrundskapitlet tillsammans med relevant litteratur med inslag av tidigare forskning på området. Exempel på vad som tas upp är förklaringar om specifika ornament samt en översiktlig beskrivning av den irländska folkmusiktraditionen. Studien baseras på videoobservation av mig själv samt genom egna loggboksanteckningar. Resultatet presenteras med hjälp av olika rubriker; exempelvis olika redskap under enskilda fiollektioner, tillägnande av yrkesidentitet samt jag och min mästare. Avslutningsvis diskuteras resultatet i förhållande till litteraturen samt tidigare forskning där bland annat min etniska tillhörighet och outtalade regler vid sessions nämns. Här diskuteras även variation och improvisation samt vilka redskap som tillfört mest till min lärandeprocess.The purpose of this thesis is to explore my own learning in the process of appropriating the kind of ornamentation that is a central part of the Irish trad music culture. The purpose is supported with these following reserch questions: Which tools do I use as an apprentice to appropriate the ornaments from the Irish traditional music culture? and To what degree have I appropriated the Irish ornamentation after a period of ten weeks? The thesis is based on a sociocultural perspective with a strong emphasism on master – apprentice teaching. This is included in the background chapter together with relevant litterature and earlier studies on this area. Explanations about specific ornaments and a brief description about the Irish trad culture are examples of what is brought up in the background chapter. The thesis is based on video observations of myself and by a written journal. The result is presented with several themes, for example different tools during individual fiddle lessons, adopting of professional identity and me and my master. In the conclution the results are discussed compared to the litterature and earlier research where my ethnical background and unspoken rules during sessions are mentioned. The discussion also include variation and improvisation together with which tools that have contributed the most to my process of learning.
Books on the topic "Master – apprentice teaching"
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R, Mealy Ann, ed. The beauty of individual differences: A study of the Waddell Sculpture Fellowship and the master-apprentice relationship. [Cornville, Ariz.]: J.H. Waddell, 1985.
Find full textBook chapters on the topic "Master – apprentice teaching"
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Gjerdingen, Robert O. "Little Masters, Real Masters, and Masterpieces." In Child Composers in the Old Conservatories, 179–90. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190653590.003.0013.
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In the world of apprentices, journeymen, and masters, a masterpiece was a test piece completed as part of a claim to a master’s level of skill and status. In formal guilds there could be elaborate examinations, in which submitting a masterpiece was part of the process. In the Naples conservatories, advanced students could compose a large sacred work for chorus and instruments to demonstrate a professional level of skill. In between the masters who gave lessons to the conservatory children and the child apprentices who learned those lessons were a middle level of teaching assistants called “little masters” (mastricelli or maestrini). These were selected from advanced students who had passed qualifying examinations.
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Belanger, France, and Dianne H. Jordan. "Introduction." In Evaluation and Implementation of Distance Learning, 1–12. IGI Global, 2000. http://dx.doi.org/10.4018/978-1-878289-63-6.ch001.
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Since the dawn of human history when humans began living and working together, training and education have played a critical part in the evolution of culture and society. One of the oldest forms of training is apprenticeship, where apprentices learned their craft by working for and being mentored by their masters, learning their craft until they achieved mastery of that craft. Before the era of writing, education involved teaching survival skills to youth such as gathering food, building weapons and shelters, and teaching social skills about behavioral norms in communities. Beginning in the middle ages, centers of learning developed around the physical location of the teacher and the library of books in the scholar’s possession. In the age of computers and networks, we have finally broken through these physical limitations of time and space.
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Fedyukin, Igor. "Monks, Masters, and Missionaries." In The Enterprisers, 26–53. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190845001.003.0002.
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This chapter offers an overview of the development of schools in Muscovy in the seventieth century, as well as Peter I’s own views on education and schooling. It argues that rather than in schools, instruction during this period was largely conducted in the form of traditional teachership: teaching “masters” trained the pupils gathering around them in the same way as masters-artisans instructed their own apprentices. Contrary to the received wisdom, the early proposals to establish more institutionalized schools did not come from the state and, in fact, were met with indifference by Muscovy’s rulers. Rather, the introduction of such schools was driven by a variety of enterprising individuals—first, the Greek and Ukrainian monks, and later on by the Jesuits and the Pietists, among others. Peter I himself, however, shared the traditional understanding of schools as informal workshops run by individual “masters,” and of learning as apprenticeship.
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Gussow, Adam. "Giving It All Away: Blues Harmonica Education in the Digital Age." In Whose Blues?, 227–51. University of North Carolina Press, 2020. http://dx.doi.org/10.5149/northcarolina/9781469660363.003.0011.
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In 2007, the author uploaded his first video to YouTube, a badly-lit and amateurish blues harmonica tutorial. Within a decade, his Dirty-South Blues Harp Channel had accumulated 500 videos, 20 million views, and 70,000 subscribers, and his website, ModernBluesHarmonica.com was enjoying 750,000 annual page views from 192 countries around the world. This chapter seeks to understand the way in which insurgent digital technologies have impacted the pedagogy of blues harmonica, a coterie pursuit whose trade secrets and professional practices had previously been communicated through face-to-face teaching between masters and apprentices. Acknowledging the ethical dilemmas provoked by a white blues musician who makes the harmonica’s esoteric technique available to a global audience, the author also describes the way YouTube’s “comments” section brought him together with Brandon Bailey, a young Black harmonica player from Memphis. The mentoring relationship they formed helped Bailey win a “Star Search” competition and benefited both men’s careers in unanticipated ways, suggesting that contemporary blues culture, although troubled, is also, if unevenly, a transracial brotherhood—an “inescapable network of mutuality,” in Martin Luther King Jr.’s words.
Conference papers on the topic "Master – apprentice teaching"
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"New Teaching Methods of Electronic Specialty Practice Courses under the Master-Apprentice System." In 2020 International Conference on Educational Science. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000374.
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