scholarly journals Reflexões sobre a prática docente e experiências de futuros professores em cursos de língua online do FIVU (Formação em Idiomas para a Vida Universitária)

2021 ◽  
Vol 12 (1) ◽  
pp. 21
Author(s):  
Maiara Afonso Afonso de Lima ◽  
Vinícius Peretti ◽  
Fernanda Silva Veloso
Keyword(s):  
Doctoral Students ◽  
Graduate Program ◽  
Teaching Practice ◽  
Sono State ◽  
Virtual Classroom ◽  
Remote Education ◽  
Italian Language ◽  
Language Extension ◽  
University Life ◽  
Thematic Units

RESUMO: Com o auto isolamento exigido pelo COVID-19, o ensino presencial, parte fundamental da experiência de estágio, se tornou inviável implicando e favorecendo o aparecimento de novos campos para a sua realização. Surge, assim, a oferta de cursos de línguas, ainda que temporária, para o ensino remoto emergencial (ERE), como, por exemplo, as aulas do FIVU. Este artigo tem como objetivo principal apresentar e discutir a elaboração e a aplicação de unidades temáticas de língua italiana elaboradas por dois alunos do curso de Letras Italiano, regularmente matriculados na disciplina de Prática de Ensino de Línguas Estrangeiras Modernas Neolatinas 1, além de apresentar sua experiência didática nas regências em sala de aula virtual. A unidade didática e as aulas virtuais foram viabilizadas por meio de compartilhamento de tela, apresentações de slides, bem como por aplicativos online, como o Mentimeter e o Learning Apps. Os cursos de extensão de Língua Italiana estão vinculados ao projeto de extensão FIVU (Formação em Idiomas para a Vida Universitária) e foram viabilizados por meio de uma parceria entre docente orientadora, alunos estagiários e Programa de Pós-Graduação em Educação (PPGE) da Universidade Federal do Paraná (UFPR). O curso de nível básico, e com duração de 30 horas, foi ministrado no Teams Office 365 institucional e teve uma carga horária semanal de 4 horas-aula. O público-alvo foram nove alunos de mestrado e doutorado do PPGE-UFPR, muitos deles já com conhecimento prévio da língua italiana devido às leituras de suas bibliografias de pesquisa.Palavras-chave: Prática de ensino. Ensino remoto emergencial. Unidade didática. ABSTRACT: Con l'isolamento causato dal COVID-19, i lavori faccia a faccia sono diventati irrealizzabili, implicando e favorendo la comparsa di nuovi campi di stage adatti a questa nuova realtà. Nasce così la possibilità di offrire corsi di lingua, anche se temporanei, per la didattica a distanza di emergenza. I corsi di estensione della Lingua Italiana sono vincolati al progetto di estensione FIVU (Formação em Idiomas para a Vida Universitária) e sono stati resi possibili attraverso una partnership tra studenti, professoressa e Programa de Pós-Graduação em Educação (PPGE) dell’Universidade Federal do Paraná (UFPR). Il corso di livello principiante della durata di 30 ore è stato tenuto presso il Teams Office 365 istituzionale, ed ha avuto un carico di lavoro settimanale di 4 ore di lezione. Il pubblico di riferimento era di nove studenti di master e dottorato del PPGE-UFPR e molti di loro avevano già una conoscenza precedente della lingua italiana a causa delle letture delle loro bibliografie di ricerche. L’obiettivo principale di questo articolo è presentare e discutere lo sviluppo e l’applicazione delle unità didattiche elaborate da due studenti del corso di Lettere Italiano, iscritti alla disciplina di Prática de Ensino de Línguas Estrangeiras Modernas Neolatinas, oltre a presentare l’esperienza didattica degli studenti nell’insegnamento di italiano in una una classe virtuale. Le unità didattiche e le lezioni virtuali sono state fatte attraverso la condivisione dello schermo, presentazioni di diapositive, nonché attraverso applicazioni online, come Mentimeter e Learning Apps.Parole-chiave: Pratica di insegnamento. Didattica a distanza di emergenza. Unità didattica. ABSTRACT: With the self-isolation required by COVID-19, face-to-face teaching, a fundamental part of the internship experience, became unfeasible, implying and favoring the appearance of new fields for its realization. Thus, there came the offer of language courses, even though temporary, for emergency remote education (ERE), such as the FIVU classes. The main objective of this article is to present and discuss the development and application of thematic units of Italian language prepared by two students of the Italian Language course, regularly enrolled in the Teaching Practice of Neolatine Modern Foreign Languages, in addition to presenting their didactic experience in the regency in a virtual classroom. The didactic unit and virtual classes were made possible through screen sharing, slide shows, as well as through online tools, such as Mentimeter and Learning Apps. The Italian language extension courses are linked to the FIVU extension project (Training in Languages for University Life) and were made possible through a partnership between the faculty advisor, the intern students, and the Graduate Program in Education (PPGE) of the Federal University of Paraná (UFPR). The basic level course, with a duration of 30 hours, was given through the institutional Teams Office 365 and had a weekly load of 4 class hours. The target audience was nine master's and doctoral students from PPGE-UFPR, many of whom already had prior knowledge of the Italian language owing to the readings of their research bibliographies.Keywords: Teaching practice. Emergency remote education. Didactic unit.

scholarly journals Shape-shifting and pushing against the odds: staff perceptions of the experiences of first generation students in South Africa and the UK

2021 ◽  
Author(s):  
Rachel Forsyth ◽  
Claire Hamshire ◽  
Danny Fontaine-Rainen ◽  
Leza Soldaat
Keyword(s):  
Higher Education ◽  
South Africa ◽  
First Generation ◽  
Teaching Practice ◽  
First Generation Students ◽  
Staff Perceptions ◽  
Staff Members ◽  
Diversity And Inclusion ◽  
University Life ◽  
The Uk

AbstractThe principles of diversity and inclusion are valued across the higher education sector, but the ways in which these principles are translated into pedagogic practice are not always evident. Students who are first in their family to attend university continue to report barriers to full participation in university life. They are more likely to leave their studies early, and to achieve lower grades in their final qualifications, than students whose families have previous experience of higher education. The purpose of this study was to explore whether a mismatch between staff perceptions and students’ experiences might be a possible contributor to these disparities. The study explored and compared staff discourses about the experiences of first generation students at two universities, one in the United Kingdom (UK), and the other in South Africa (SA). One-to-one interviews were carried out with 40 staff members (20 at each institution) to explore their views about first generation students. The results showed that staff were well aware of challenges faced by first generation students; however, they were unsure of their roles in relation to shaping an inclusive environment, and tended not to consider how to use the assets that they believed first generation students bring with them to higher education. This paper explores these staff discourses; and considers proposals for challenging commonly-voiced assumptions about students and university life in a broader context of diversity and inclusive teaching practice.

Reading routines: strategies of recall in graduate education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Gary Alan Fine ◽  
Hannah Wohl ◽  
Simone Ispa-Landa
Keyword(s):  
Social Sciences ◽  
Graduate Students ◽  
Doctoral Students ◽  
Graduate Program ◽  
Graduate Training ◽  
Qualitative Interviews ◽  
Doctoral Program ◽  
Note Taking ◽  
Content Type ◽  
The Social

Purpose This study aims to explore how graduate students in the social sciences develop reading and note-taking routines. Design/methodology/approach Using a professional socialization framework drawing on grounded theory, this study draws on a snowball sample of 36 graduate students in the social sciences at US universities. Qualitative interviews were conducted to learn about graduate students’ reading and note-taking techniques. Findings This study uncovered how doctoral students experienced the shift from undergraduate to graduate training. Graduate school requires students to adopt new modes of reading and note-taking. However, students lacked explicit mentorship in these skills. Once they realized that the goal was to enter an academic conversation to produce knowledge, they developed new reading and note-taking routines by soliciting and implementing suggestions from advanced doctoral students and faculty mentors. Research limitations/implications The specific requirements of the individual graduate program shape students’ goals for reading and note-taking. Further examination of the relationship between graduate students’ reading and note-taking and institutional requirements is warranted with a larger sample of universities, including non-American institutions. Practical implications Graduate students benefit from explicit mentoring in reading and note-taking skills from doctoral faculty and advanced graduate students. Originality/value This study uncovers the perspectives of graduate students in the social sciences as they transition from undergraduate coursework in a doctoral program of study. This empirical, interview-based research highlights the centrality of reading and note-taking in doctoral studies.

scholarly journals Evaluation of a Teaching Assistant Program in Online Education

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Shelley N Armstrong ◽  
Kirsten Lupinski ◽  
Michelle M Burcin ◽  
Kimberly Kato ◽  
Marsha Kaufman
Keyword(s):  
Online Education ◽  
Student Satisfaction ◽  
Doctoral Students ◽  
Administrative Support ◽  
Positive Impact ◽  
Virtual Classroom ◽  
Exploratory Research ◽  
Traditional Practice ◽  
Online Student ◽  
Undergraduate Programs

Online student success is determined by several factors, including learning effectiveness, access (academic, technical, and administrative support), faculty satisfaction, and student satisfaction. These factors are part of the Online Learning Consortium’s Pillars of Quality Online Education, which were established to ensure all students are provided a quality education, with high levels of student engagement, instructor feedback and interaction, and experiential learning opportunities. Using Teaching Assistants (TAs) in the virtual classroom is not a traditional practice for most online institutions, but is a strategy that can have a positive impact on these factors. This exploratory research study discusses a TA program that was developed, implemented, and evaluated over 3 years. Fifteen (<em>n</em> = 15) doctoral students were hired to provide teaching support to high-risk courses in the undergraduate programs. Background, recruitment, onboarding, division of course responsibilities, data, and outcomes of the 3-year TA programs are discussed in alignment with the five pillars. Findings suggest the addition of TAs in online education is a potentially useful strategy to improve student learning outcomes, scale, access, and faculty and student satisfaction.

scholarly journals O QUE REVELAM AS PESQUISAS SOBRE AS CLASSES MULTISSERIADAS NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL DA EJA?

2019 ◽  
Vol 2 (2) ◽  
pp. 0175-0189
Author(s):  
Ada Guimarães Ribeiro ◽  
Regina Magna Bonifácio de Araújo
Keyword(s):  
Graduate Program ◽  
Teaching Practice ◽  
School Life ◽  
Teaching Role ◽  
Education Today ◽  
Present Part ◽  
The Subject ◽  
Object Of Study ◽  
Subject Making ◽  
Selection Of

RESUMO: Este trabalho traz como objeto de estudo as Classes Multisseriadas na Educação de Jovens e Adultos. A Educação de Jovens e Adultos- EJA, é uma modalidade de ensino ainda hoje, alvo de intensas pesquisas e indagações no cenário educacional brasileiro. O objetivo desta investigação é apresentar as pesquisas educacionais desenvolvidas sobre o objeto de estudo acima citado, para assim, traçarmos um panorama do que já foi produzido sobre a temática, fazendo em seguida uma seleção das pesquisas realizadas entre os anos de 2010 a 2017 no país. Pretendemos com este estudo, apresentar parte do referencial teórico utilizado para fundamentar as bases da pesquisa de Mestrado, intitulada A prática docente na EJA multisseriada no programa de Pós-Graduação/ Mestrado em Educação da Universidade Federal de Ouro Preto-MG. A pesquisa procura investigar como se dá o processo de ensino em Classes Multisseriadas nos anos iniciais do Ensino Fundamental da EJA, mostrando o quão se faz importante refletir e revelar o papel docente nos contextos escolares pesquisados afim de compreender o cotidiano escolar desta modalidade de ensino. Foi realizado um estudo do tipo Estado do Conhecimento, onde foi possível verificar um número reduzido de trabalhos que abordam a temática.ABSTRACT: This Job brings as object of study the Multiseriated Classes in the Education of Young people and Adults. The Education of Young and Adults - EJA, is still a modality of education today, object of intense researches and discussions in the Brazilian educational scene. The objective of this research is to present the educational researches developed about the object of study mentioned, so as to draw a panorama of what has been produced about the subject, making next a selection of the researches carried out between the years 2010 and 2017 in the country. Based on this study, present part of the theoretical framework used to support the bases of Master's research, entitled The teaching practice in the multiseriated, in the Graduate Program / Masters in Education of the Federal University of Ouro Preto- MG. The research seeks to investigate how the teaching process occurs in Multiseriated Classes in the initial years of EJA's Elementary School, showing how important it is to reflect and reveal the teaching role in the researched school contexts in order to understand more about the daily school life of this modality teaching. A study of the Knowledge State type was accomplished, being possible to verify a reduced number of works that discuss the theme.

Coaching Academic English through voice and text production models

ReCALL ◽  
2004 ◽  
Vol 16 (1) ◽  
pp. 51-70 ◽  
Author(s):  
CAROLINE GREENMAN
Keyword(s):  
Doctoral Students ◽  
Model Development ◽  
Virtual Classroom ◽  
New Literacy ◽  
Coaching Model ◽  
Written Text ◽  
Learning Platform ◽  
Production Models ◽  
Peer Reviewing ◽  
Technological Developments

We report on how technological developments have enabled us to change our concepts and practices regarding voice and text coaching and how this in turn has raised the level of literary competence among non-native doctoral students seeking publication in English in scientific journals. We describe models for marking, peer reviewing and coaching spoken delivery and written text. Our models spring from our dedicated physical CALL environment and take into account learner expectations and further develop tangible learner strategies. As our models are applied in an open learning platform they are accessible, interactive and facilitate both differentiated progressive feedback and student profiling. The four skills are revisited through very traditional means in a methodological paradigm requiring some ‘new literacy’. Between 1997 and 2000 we were devoted to developing and testing our dedicated physical CALL classroom model; in the period 2000–2003 we have focused on both sustaining this and improving our procedures. Refining the coaching and interactive feedback procedures for both text and voice development within the virtual classroom model (established at the Institute for Living Languages at KULeuven in 1997) informs the focus of our research. During the latter period, the resulting models have been rigorously tested by about three hundred KULeuven students, half of whom are post graduates and half of whom are undergraduates. The specific need for refined coaching and feedback for doctoral students is first defined, then the concept, procedure and results of three models are outlined and illustrated. The models include a text marking and coaching model, a speech marking and coaching model and a model to contextualise and manage the interactive cycle of learner, peer and coach writing and speaking processes. Key to our findings is the fact that our models help us to help learners differentiate between passive and active retrieval, plus transfer issues versus knowledge gap issues. The discussion centres on further model development integration.

scholarly journals Writing the Literature Review: Graduate Student Experiences

2020 ◽  
Vol 11 (1) ◽  
Author(s):  
Lori Walter ◽  
Jordan Stouck
Keyword(s):  
Graduate Students ◽  
Literature Review ◽  
Doctoral Students ◽  
Academic Writing ◽  
Research University ◽  
Graduate Program ◽  
Service Providers ◽  
Student Experiences ◽  
Academic Literacies ◽  
Graduate Degrees

Difficulties with academic writing tasks, such as the literature review, impact students’ timely completion of graduate degrees. A better understanding of graduate students’ perceptions of writing the literature review could enable supervisors, administrators, service providers, and graduate students themselves to overcome these difficulties. This paper presents a case study of graduate students at a secondary campus of a Canadian research university. It describes survey data and results from focus groups conducted between 2014 and 2015 by communications faculty, writing centre staff, and librarians. The focus group participants were Master’s and Doctoral students, including students situated within one discipline and those in interdisciplinary programs. The questions focused on the students’ experiences of writing the literature review as well as the supports both accessed and desired. Data analysis revealed four themes: (a) literature review as a new and fundamental genre; (b) literature review for multiple purposes, in multiple forms, and during multiple stages of a graduate program; (c) difficulties with managing large amounts of information; and (d) various approaches and tools are used for research and writing. Using an academic literacies approach, the paper addresses implications for campus program development and writing centre interventions and furthers research into graduate students’ experiences of writing literature reviews.

scholarly journals O Uso do Plano de Tutoria na Prática Docente do Tutor Online na Universidade Aberta do Brasil

EAD em FOCO ◽  
2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Emmanuele Maria Correia Costa ◽  
Cleide Jane de Sá Araújo Costa
Keyword(s):  
Distance Education ◽  
Data Collection ◽  
Learning Process ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Virtual Classroom ◽  
Pedagogical Practice ◽  
Support Tools ◽  
Qualitative Nature

O estudo investiga contribuições do plano de tutoria para a prática do tutor na UAB/EaD de um curso da Universidade Federal de Alagoas, com objetivo de analisar a efetividade dos planos de tutoria na ação do tutor e se eles são instrumentos de suporte que auxiliam no processo de aprendizagem dos estudantes da EaD. É um estudo de caso de natureza qualitativa com finalidade de perceber a prática do tutor a partir do uso dos planos de tutoria que auxiliam no processo de aprendizagem dos estudantes. Para a coleta de dados, realizou-se pesquisa bibliográfica com base no Guia do Tutor da Coordenadoria Institucional de Educação a Distância da Ufal, análise dos planos de tutoria e aplicação de questionário com tutores. O problema referiu-se às contribuições do plano de tutoria para a prática pedagógica do tutor no processo de aprendizagem na sala de aula virtual. Os resultados apontam que os planos de tutoria são efetivos na ação docente do tutor e são instrumentos de suporte que contribuem para o processo de ensino e aprendizagem desde que respeitem os elementos mínimos considerados essenciais pela Coordenadoria Institucional de Educação a Distância (Cied), estejam descritos de forma clara e objetiva e ser socializados entre os tutores, com vistas a favorecer uma efetiva ação docente.Palavras-chave: Plano de tutoria, Tutoria, Planejamento, Aprendizagem. The Use of the Tutoring Plan in the Online Tutor's Teaching Practice at the Open University in BrazilAbstractThe study investigates contributions of the tutoring plan in the tutor practice at the OUB/DE of a course at the Federal University of Alagoas with the objective of analyzing the effectiveness of the tutoring plans in the tutor's action and whether they are support tools that help in the learning process of the students of the DE. It is a case study of a qualitative nature with the purpose of perceiving the practice of the tutor from the use of the mentoring plans that aid in the learning process of the students. For data collection, a bibliographic research was carried out based on the Tutor's Guide to the Institutional Coordination of Distance Education of UFAL, the analysis of the tutoring plans and the application of a questionnaire with tutors. The problem was: What are the contributions of the tutoring plan to the pedagogical practice of the tutor in the learning process in the virtual classroom? The results show that tutoring plans are effective in the tutor's teaching action and are support tools that contribute to the teaching and learning process, as long as they respect the minimum elements considered essential by the Institutional Coordination of Distance Education (ICDE) and are described in a clear and objective way, to be shared among the tutors, in order to favor an effective teaching action.Keywords: Tutoring plan, Mentoring, Planning, Learning.

Relato de uma experiência acadêmica: O "eu" professor-pesquisador - Vol III

2021 ◽  
Author(s):  
Hercules Guimarães Honorato
Keyword(s):  
Teaching Practice ◽  
Basic Education ◽  
Research Question ◽  
Methodological Approach ◽  
Physical Distance ◽  
Lessons Learned ◽  
Exploratory Research ◽  
Online Questionnaire ◽  
Remote Education ◽  
Teaching Learning

This study aims to present the plurality of the teacher’s perception, which emerges from the actions taken to minimize the difficulties that come up in remote education. Its relevance is found in the actions and reactions of those involved, and make up possibilities for generating public policies that motivate and foster quality education. The following research question guided this work: What lessons could be learned by those involved in their teaching practice after schools reopen? An exploratory research was carried out, by choosing the methodological approach of qualitative research. Data collection was performed using an online questionnaire, directed to teachers who worked in the classroom and started working in remote education. Sharing knowledge is complex and demands a variety of actions, interventions, processes that, however sophisticated the technology used, it certainly does not allow to develop all the strategies that the teacher uses in the classroom. Technologies help with physical distance. But we believe the exchange that happens naturally between teacher and student, and between student and student, exists only when everyone is in the same physical environment, under the same physical and human conditions, especially in basic education. The lessons learned: (i) improve our training or post-training with the introduction of disciplines related to digital and technological means; (ii) understand that remote education is a possibility to be applied in our teaching practice; (iii) include viable teaching, learning and assessment alternatives in the Political Pedagogical Project; (iv) at parent-teacher conferences or class meetings, seek to collect all possible observations, both positive and negative. We need to considerate new routes, minimize the questions that arise during practice, in order to adapt to the new technological strategies of the art of teaching.

scholarly journals Computer-Mediated Communication: A vehicle for learning

2003 ◽  
Vol 4 (2) ◽  
Author(s):  
Linda D. Grooms
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
Online Courses ◽  
Computer Mediated Communication ◽  
Time Frame ◽  
Virtual Classroom ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Effective Delivery ◽  
The University

<p>The axiom of humanity’s basic need to communicate provides the impetus to explore the nature and quality of computer-mediated communication as a vehicle for learning in higher education. This exploratory study examined the experiential communication perceptions of online doctoral students during the infancy of their program. Eighty-five students were electronically queried through a 32 item open-ended questionnaire within a 13 day time frame. Preliminary findings supported the experience of Seagren and Watwood (1996) at the Lincoln Campus of the University of Nebraska, that “more information widens learning opportunities, but without interaction, learning is not enhanced” (p. 514). The overarching implications stress that faculty development and instructional planning are essential for the effective delivery of online courses, and even more so when collaborative learning is used. Facilitating group communication and interaction are areas beckoning attention as we continue to effectively organize the online classroom of this new millennium.</p> <p><B>Key Words:</B> Computer-mediated communication, online instructional pedagogy, virtual classroom, online learning, higher education, interaction, immediacy</P>

scholarly journals Addressing the Needs of Doctoral Students as Academic Practitioners: A Collaborative Inquiry on Teaching in Higher Education

2015 ◽  
Vol 45 (3) ◽  
pp. 68-83
Author(s):  
Lisa J Starr ◽  
Ashley DeMartini
Keyword(s):  
Doctoral Students ◽  
Teaching Practice ◽  
Collaborative Inquiry ◽  
Research Question ◽  
Post Secondary ◽  
Self Study ◽  
Faculty Of Education ◽  
Student Relationship ◽  
Teaching In Higher Education ◽  
Faculty Student Relationship

This paper presents preliminary findings from a pilot study whose purpose was to explore how we, a tenure-track faculty member and a doctoral student, understood and developed our teaching practice when engaged in a formal faculty–student relationship. Using a hybrid of collaborative inquiry and collaborative self-study—which included verbal and written dialogue, interrogation, as well as observation—we sought to understand how that formal faculty–student relationship promoted the development of strong teaching pedagogy. The motivation for this study was a commitment to fostering high-quality teaching in undergraduate courses in our faculty of education. Driving this study was the research question: How are we investigating and improving upon our practices as teachers in post-secondary education?  

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