scholarly journals Spontaneous Dramatization as Dialogical Space in the School Context

Human Arenas ◽  
2021 ◽  
Author(s):  
Federica Pascarella ◽  
Antonietta Vicigrado ◽  
Luca Tateo ◽  
Giuseppina Marsico
Keyword(s):  
Collective Identity ◽  
Potential Role ◽  
School Context ◽  
Multiple Channels ◽  
Educational Context ◽  
Social Emotional ◽  
Moral Orientation ◽  
Self Presentation ◽  
Whole Person ◽  
Teaching Learning

AbstractThe use of dramatization as teaching/learning methodology, useful for the improvement of social, emotional, creative skills, and for the acquisition of knowledge on subject matters such as history, is an established field of research and practice. Yet, there are very few studies on children’s spontaneous dramatization in educational context and its potential role in development. The term dramatization, as we will use here, refers to the human activity of staging in narrative and ritualistic form, enacted through the whole person and multiple channels, communicative and self-presentation meanings. The school context is a privileged arena to observe spontaneous dramatization between peers and between children and adults. Besides, school everyday routine is often filled with staged dramatizations aimed for instance at building collective identity or providing moral orientation. We propose a new theoretical framework and analyse field observation in kindergarten and primary school to interpret spontaneous dramatization and collective school routines.

Neural dynamics of trainee teachers' emotional conflict processing: An event-related potential study

2019 ◽  
Vol 47 (7) ◽  
pp. 1-9
Author(s):  
Li Jin ◽  
Xu Li ◽  
Jiamei Lu ◽  
Nianqu Chen ◽  
Lin Cheng ◽  
...  
Keyword(s):  
School Context ◽  
Event Related Potentials ◽  
Event Related Potential ◽  
The Body ◽  
Educational Context ◽  
Congruent Condition ◽  
Slow Potential ◽  
Emotional Conflict ◽  
Trainee Teachers ◽  
Related Potentials

We investigated emotional conflict in an educational context with an emotional body–word Stroop paradigm, examining whether the N450 (a late fronto-central phasic negative event-related potential signature) and slow potential (SP) effects could be evoked in trainee teachers. The N450 effect is characterized by topography and negative polarity of an incongruent minus congruent difference potential, and the SP effect has positive polarity (incongruent minus congruent difference potential). Positive and negative body language examples were obtained from pupils in an actual school context, and emotional words were selected. Compound stimuli were presented, each comprising a congruent or incongruent word displayed across a body image. Event-related potentials were recorded while participants judged body expression valence. Reaction times were longer and accuracies were lower for the incongruent compared to the congruent condition. The N450 component amplitude in the incongruent condition was more negative than in the congruent condition. Results showed a behavioral interference effect and an N450 effect for trainee teachers in this context, thus indicating that the body–word task was efficient in assessing emotional conflict in an educational context, and trainee teachers' perception of body expressions of students could be influenced by emotional signals. The findings further the understanding of emotional conflict in an educational context.

Resilience and the Mobility of Identity: Belonging and Change among Turkana Herders in Northern Kenya

2021 ◽  
Vol 25 (2) ◽  
pp. 226-252
Author(s):  
Greta Semplici
Keyword(s):  
Collective Identity ◽  
External Support ◽  
Social Worlds ◽  
Self Presentation ◽  
Northern Kenya ◽  
Shared Identity ◽  
Rural And Urban ◽  
Economic Transformations ◽  
Political Category

Ideas of resilience are not new; they have travelled across several disciplines, stretching their original meanings to a considerable degree, turning into a 'key political category of our time' (Neocleous 2013). For the case of pastoralist groups, discussions about resilience predominantly concern the state of pastoralism as a unitary and fixed entity and its prospects for survival in a world in turmoil (climate change, diseases and epidemics, conflicts, socio-economic transformations). In this context, references to resilience generally allude to local vulnerability, purporting the need for external support. These accounts tend to ignore local voices and perceptions and neglect the role of identity, culture and change in self-presentation and everyday life. Based on fourteen months of fieldwork in the northern Kenyan drylands, this article flips dominant perspectives on pastoralism and resilience, following the herders' self-definition, their construction of a shared identity and their, at times contradictory, positioning as part of a broader society. It argues that part of their resilience rests in the feeling of belonging and solidarity around a collective identity, built in opposition to urbanities along symbolic boundaries. The article however shows how such identity remains nonetheless flexible and responsive to change, disrupting dichotomies and weaving different social worlds, such as rural and urban, together. Such flexibility is also an important element of resilience for the capacity to change, stay attentive, and mobile.

scholarly journals Universidad en tiempos de Covid-19: tecnologías que acortan distancias

2021 ◽  
Vol 9 (18) ◽  
pp. 91-97
Author(s):  
Gloria María Pérez Montero
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Learning Environments ◽  
Self Management ◽  
Educational Context ◽  
Communication Course ◽  
The World ◽  
Teaching Learning ◽  
The University ◽  
Epidemiological Situation

The presence in the world of the pandemic known as Covid-19 has brought with it challenges and challenges in all areas, but especially in the educational context. The University of Granma responds to the intention of promoting the use of technologies in the improvement of Higher Education and in current times has had to enhance this aspect due to the need for social distancing. This work presents some of the alternatives that have been adopted in the House of Higher Studies and how young people have assimilated them, based on the experiences obtained in the teaching of the Communication course, which belongs to the Sociocultural Management for Development career from the Faculty of Economic and Social Sciences. The epidemiological situation has not prevented the training of comprehensive and competent professionals, on the contrary, it has enabled students to achieve self-management of knowledge and meaningful learning, using virtual teaching- learning environments.

scholarly journals Representations as Metalinguistic Macro-Awareness: An Experiment on 11–12 Years Old Greek Students within the Framework of Pluralistic Approaches

2020 ◽  
Vol 17 (1) ◽  
pp. 71-101
Author(s):  
Katerina Krimpogianni
Keyword(s):  
Discourse Analysis ◽  
Foreign Language ◽  
Full Advantage ◽  
Language Learners ◽  
Qualitative Data ◽  
Metalinguistic Awareness ◽  
Educational Context ◽  
Teaching Learning ◽  
Old Greek ◽  
Representational Framework

SummaryIn order to transition from a monolingual foreign language course to a multilingual one, all the elements that are connected to students’ cognition should be taken into consideration in order to facilitate this shift. Working with classes of French as a Foreign Language involving 11–12 years old Greek students, our study revealed that by switching to multilingual teaching, students’ representations of language(s) start to emerge; these representations had in most cases been hidden, incoherent and fossilized in teaching monolingual classes. While considering metalinguistic awareness, a variable that is central to our research, as a prerequisite for resolving problems emerging in a multilingual educational context, this article seeks to show that the representations language learners make of themselves and their learning constitute metalinguistic reflection at a macro level, which may influence how metalinguistic awareness functions when performing multilingual tasks. This paper focuses on the processing of qualitative data: meta-discourse analysis of the learners participating in our study led us to establish a typology of representations that enabled us to highlight what aspects to focus on in the classroom so as to prepare students to reflect on language more intensively. This involved guiding learners towards modifying their representational framework, by addressing deficiencies and correcting their representations characterized as “unproductive”, in order to take full advantage of multilingual teaching/learning situations.

Primary School Teachers' Perceived Factors Affecting the Integration of ICT in an Educational District

2021 ◽  
pp. 91-112
Author(s):  
Leesha Nicole Roberts
Keyword(s):  
School Context ◽  
Instructional Support ◽  
Ict Literacy ◽  
Ict Integration ◽  
Software Support ◽  
Primary School Teachers ◽  
Factors Affecting ◽  
Main Factors ◽  
Integration Of Ict ◽  
Teaching Learning

This study examined whether there was a link between school context, teachers' knowledge, mastery of ICT, and the factors perceived by teachers during the integration of ICT in their classrooms. One hundred teachers at the early childhood and middle school levels, in the Port-of-Spain and Environs School District, Trinidad and Tobago, participated in this study. The data was analyzed using SPSS, Version 22 Software. The results, using 1-way ANOVA, revealed no significant differences between the main factors (p = 5%) as perceived by teachers, hindering the use and integration of ICT into their lessons: insufficient instructional support [F (6, 88) = 0.45, p =0.0843]; inadequate hardware and software support [F (6, 88) = 0.47, p = 0.0830]; ICT literacy restrictions [F (6, 88) = 1.13, p = 0.350]; and limited leadership at the level of the school [F (6, 88) = 0.86, p = 0.529]. Despite these results, teachers continue to perceive these factors as hindrances to the integration of ICT in the teaching/learning process, which could have implications for ICT integration decision making in schools.

scholarly journals GERONTECHNOLOGY PERCEPTIONS AND POTENTIAL ROLE OF VR/AR IN OPTIMAL AGING

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S239-S239
Author(s):  
Jennifer Margrett ◽  
Wally Boot ◽  
Neil Charness ◽  
Christopher Hertzog ◽  
Mack Shelley ◽  
...  
Keyword(s):  
Augmented Reality ◽  
Asian Indian ◽  
Potential Role ◽  
Technology Innovation ◽  
Alaskan Native ◽  
Whole Person ◽  
Optimal Aging ◽  
Nationally Representative ◽  
Willingness To Use

Abstract Technology presents opportunities to optimize whole person wellness and functioning. To understand tech readiness and the potential role of virtual (VR) and augmented reality (AR) to support optimal aging, we surveyed 604 participants from the nationally representative RAND American Life Panel. Participant age ranged from 50-90+, 51.5% were female, and 50% reported bachelor’s education or higher. Overall, 8% of the sample identified as Hispanic, with 15% of individuals also identifying as Black, Asian, or Asian Indian or Alaskan Native. Males reported greater optimism and technology innovation and adults aged 50-64 were the most optimistic. Overall, 80% of the sample reported VR familiarity compared to 33% AR. Regarding future needs, 75% of the participants expressed specific concerns about future ADL ability. Almost half of the respondents indicated willingness to use VR and AR to maintain or improve functioning with age and increased personalization of optimal aging emerged as a significant predictor.

Networks of Identity: The Potential of Biographical Studies for Teaching Nursing Identity

2011 ◽  
Vol 19 (1) ◽  
pp. 183-193 ◽  
Keyword(s):  
Nursing Students ◽  
Professional Identity ◽  
Identity Formation ◽  
Collective Identity ◽  
Nursing History ◽  
Women And Gender ◽  
History Of ◽  
Professional Care ◽  
And Gender ◽  
Teaching Learning

This article reviews the historiographical elements of the professional identity of nursing, focusing on what historians have denoted as the “history of the present.” Professional identity interacts with elements of power, gender, politics, philosophy, and history, and its value is tied to the importance it assumes at any given time in any given society. The collective identity of the profession is elucidated by the construction of nursing history, linked to the history of women and gender relationships in professional care and educational, organizational, and class practice, and also by the biographies of individuals who have shaped this identity through their reputations and life stories. In this light, it is argued that biographies could help illuminate the elements of identity formation of interest to nursing scholars and further the development of the profession; they could also bring discussions of the past and present into the teaching – learning process for nursing students. The authority and significance of these identities will also be discussed.

Docência e Avaliação da Aprendizagem

2018 ◽  
Vol 19 (3) ◽  
pp. 379
Author(s):  
Leandro Ferreira De Melo ◽  
Tatiane Clair Da Silva ◽  
Denise De Micheli
Keyword(s):  
Data Analysis ◽  
School Context ◽  
Qualitative Evaluation ◽  
Learning Assessment ◽  
Learning Evaluation ◽  
Analysis Technique ◽  
Insufficient Time ◽  
Teaching Learning ◽  
Evaluation Of Learning ◽  
Critical Aspects

A compreensão docente sobre os significados e prática da avaliação da aprendizagem é de suma importância para o processo de ensinoaprendizagem. Neste sentido, esta pesquisa teve como objetivo entender as percepções de 30 docentes do Ensino Fundamental II e Médio sobre a avaliação da aprendizagem. Os levantamentos de dados foram realizados com a aplicação de um questionário composto por três questões que os professores responderam descritivamente, manifestando assim suas percepções sobre o conceito de avaliação da aprendizagem. As análises dos dados foram feitas a partir da técnica de Análise de Conteúdo. As discussões tiveram como fundamentações teóricas autores que discutem avaliação da aprendizagem a partir de vertentes críticas. Os resultados demonstraram que os docentes entendem que a função da avaliação é de “diagnosticar e sinalizar caminhos para o aprimoramento do processo de ensino-aprendizagem”, todavia, apontaram que há dificultadores, que atrapalham a efetivação desta, por exemplo: excesso de aulas, turmas para lecionar e avaliar; tempo insuficiente para planejar e refletir sobre as avaliações aplicadas e seus resultados. O acúmulo de cargos foi destacado como um fator que atrapalha a efetivação da avaliação qualitativa. Em síntese, as falas  dos professores manifestaram que para exceder os paradigmas avaliativos tradicionais, faz-se necessário colocar em prática ações políticas e estruturais no contexto escolar, como a Lei do Piso (Lei nº 11.738/2008), para que, desse modo, tenham mais tempo para reflexão-ação em prol da efetivação da avaliação formativa.Palavras-chave: Avaliação. Ensino-Aprendizagem. Docentes-Discentes.AbstractTeaching comprehension about the meanings and practice of learning assessment is of paramount importance to the teaching-learning process. Therefore, the objective of this research was to understand the perceptions of 30 teachers from Middle and High School about learning assessment. The data were collected through the application of a questionnaire composed of three questions that the teachers answered descriptively, thus manifesting their perceptions about the concept of learning evaluation. Data analysis was performed using the Content Analysis technique. The discussions were based on theoretical authors who discuss evaluation of learning starting of critical aspects. The results showed that the teachers understand that the function of the evaluation is to “diagnose and signal ways to improve the teachinglearning process”, however, they pointed out that there are difficulties that disturbs the effectiveness of the same , for example:  surplus of classes to be taught and evaluated ; insufficient time to plan and reflect about the evaluations applied and their results. The accumulation of positions was highlighted as a factor that hinders the effectiveness of the qualitative evaluation. In summary, the teachers stated that to in order to exceed the traditional evaluative paradigms, it is necessary to put into practice political and structural actions in the school context, such as Lei do Piso (11.738 / 2008), so that they have more time for reflection-action in favor of the effectiveness of formative evaluation.Keywords: Evaluation. Teaching-Learning. Teachers-Students.

Avaliação no Ensino Superior: um Estudo Exploratório Sobre as Percepções e Emoções dos Alunos

2018 ◽  
Vol 18 (4) ◽  
pp. 472
Author(s):  
Ada Magaly Matias Brasileiro ◽  
Sara Rodrigues de Andrade Souto
Keyword(s):  
High Education ◽  
School Context ◽  
Evaluation Process ◽  
Exploratory Research ◽  
Education Students ◽  
Learning Evaluation ◽  
School Learning ◽  
Belo Horizonte ◽  
The Individual ◽  
Teaching Learning

Avaliação da aprendizagem é um tema que tem merecido muita atenção no contexto escolar. Teoricamente, a avaliação é hoje compreendida como algo inerente aos processos de ensino/aprendizagem, cuja função deve ser sempre diagnóstica, considerando a singularidade do indivíduo. Na prática, contudo, são muitos os aspectos questionáveis, dentre estes, o estado emocional no qual um estudante se envolve, no momento da avaliação, o que interfere em seu desempenho. Ao abordar avaliação, este artigo traz um estudo feito a partir de uma pesquisa exploratória com alunos de três cursos de uma Instituição de Ensino Superior de Belo Horizonte, com o objetivo de compreender quais emoções os alunos do Ensino Superior têm ao fazerem uma avaliação somativa. Os resultados mostram que emoções negativas como tensão, preocupação e nervosismo são preponderantes no processo avaliativo do Ensino Superior, especialmente, intensificadas no momento da prova somativa, o que é justificado pelos alunos em virtude do caráter de teste ameaçador, classificatório e punitivo.Palavras-chave: Avaliação da Aprendizagem Escolar. Emoção. Ensino Superior. Tipos de Avaliação.AbstractLearning evaluation is a subject which deserves much attention in the school context. Theoretically, it is now understood as something that is inherent to teaching-learning processes, and whose function must always be diagnostic, regarding the individual particularities. In practice, however, there are many questionable aspects, among them the emotional state in which the student gets involved by the time of the evaluation and that interferes on his or her performance. When approaching this theme, this study is based on an exploratory research with three students from a High Education School in Belo Horizonte, which aimed to analyze the different kind of emotions high education students reveal when taking a summative evaluation. The results have shown the presence of negative emotions during High Education Evaluation Process, justified by the threatening, classificatory and punishing atmosphere that it brings.Keywords: School Learning Evaluation. Emotion. High Education. Kinds of Evaluation.

scholarly journals High performance curricular management at the Technological Institute of Campeche

2019 ◽  
pp. 15-24
Author(s):  
Ana Luisa Ortega-Rodríguez ◽  
Leydi Elena Legorreta-Barrancos ◽  
Carmen Del Socorro Rodríguez-Chuc ◽  
María Eugenia López-Ponce
Keyword(s):  
Higher Education ◽  
High Performance ◽  
School Context ◽  
National Development ◽  
School Curriculum ◽  
Educational Process ◽  
Education Policies ◽  
Quality Of Higher Education ◽  
Curricular Structure ◽  
Teaching Learning

Higher Education Institutions (HEI) face challenges to fulfill their substantive function of educating and training people; within this educational process, there are factors that affect the achievement of academic objectives embodied in the school curriculum of various programs of the education system. An adequate curricular structure guarantees that the practices carried out in the classroom are intentional, systematic and secure learning; this implies the design and implementation of an innovative curricular proposal, from the planning of the teaching-learning process to the evaluation. The curricular management is one of the strategic processes of HEIs, which operationalizes the public education policies in the state, where the curriculum is key in the Quality of Higher Education, because it considers the needs, problems and social interests, through the development of professional skills of students, in order to train professionals that contribute to national development. The curriculum, as a process, operates according to the school context from the perception of the teacher and the administration, tracing a clear link between: the curricular management and the classroom processes, the support networks with the dimensions of the TecNM model to be aligned and focused on high performance.

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