scholarly journals Introduction

2021 ◽  
pp. 7
Author(s):  
Teresa Morell ◽  
Volchenkova Ksenia Nickolaevna
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Special Issue ◽  
English Medium Instruction

Introduction. Special Issue: English Medium Instruction (EMI) Teacher Training in Higher Education. Revista Alicantina de Estudios Ingleses, no. 34, 2021.

scholarly journals Sánchez-Pérez, María del Mar, ed. 2020. Teacher Training for English-Medium Instruction in Higher Education. IGI Global. 447 pp. ISBN: 9781799823186

2021 ◽  
pp. 225
Author(s):  
Vicent Beltrán-Palanques
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
English Medium Instruction

Book review: Sánchez-Pérez, María del Mar, ed. 2020. Teacher Training for English-Medium Instruction in Higher Education. IGI Global. 447 pp. ISBN: 9781799823186.

English as a medium of instruction in Chinese higher education: looking back and looking forward

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Guangwei Hu
Keyword(s):  
Higher Education ◽  
Chinese Higher Education ◽  
Medium Of Instruction ◽  
Special Issue ◽  
Chinese Context ◽  
English Medium Instruction ◽  
Looking Back

Abstract This paper takes a look at English medium instruction (EMI) in Chinese higher education, offers comments on the five articles included in this special issue, identifies challenges and conundrums in EMI, and invites further research on the processes and products of EMI in the Chinese context.

Development of a Teacher Training Course for English Medium Instruction for Higher Education Professors in Brazil

2020 ◽  
pp. 125-152
Author(s):  
Ron Martinez ◽  
Karina Fernandes
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Classroom Instruction ◽  
Institutional Policy ◽  
Local Context ◽  
South American ◽  
Teaching Techniques ◽  
Global Context ◽  
Training Course ◽  
English Medium Instruction

While much is known about English medium instruction (EMI) from an institutional policy standpoint—particularly in Europe—much less has been written about EMI pedagogy and teacher training, and still less regarding either phenomenon in the South American context. The chapter reports on the rationale for and the development of an EMI teacher training course specially constructed to fit the needs of Brazilian lecturers. Moreover, two versions of the course were designed and taught, with the feedback for each collected and compared. Results show that the goals for the course were largely met, but the two versions rendered different outcomes. One of the more interesting results involves the reported ability to transfer EMI teaching techniques to one's regular (i.e. L1) classroom instruction – but this result was most only found in one of the versions of the course. The implications of the findings are clear for the local context but are also likely to be of relevance in any global context in which EMI training occurs or will be implemented.

Limitações e desafios à formação do pedagogo na área de avaliação educacional

2016 ◽  
pp. 109
Author(s):  
Wagner Bandeira Andriola
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Teacher Performance ◽  
Educational Assessment ◽  
School Management ◽  
Educational Evaluation ◽  
External Evaluation ◽  
Education Curriculum ◽  
The Government ◽  
Detailed Diagnosis

RESUMOO texto proporciona reflexões sobre a formação do Pedagogo, enfatizando as limitações mais visíveis na área da avaliação educacional. A partir da análise de matrizes curriculares de cursos de graduação em Pedagogia, constatou-se que algumas das principais demandas da sociedade atual não têm sido atendidas. Propôs-se que as matrizes curriculares fossem revistas, para permitir o desenvolvimento de cinco competências básicas: a) capacidade de compreender os resultados de avaliações externas realizadas pelos municípios, pelos estados e pela federação; b) capacidade de usar os resultados das avaliações externas para aprimorar a atuação docente; c) capacidade de usar os micro-dados das avaliações externas para obter diagnósticos mais detalhados da situação da escola; d) capacidade de usar os resultados dos diagnósticos mais detalhados para planejar ações de aprimoramento da gestão escolar; e) capacidade de avaliar a execução e adequação das ações de aprimoramento da gestão escolar.Palavras chave: Formação do pedagogo, ensino superior, avaliação educacional.Limitations and challenges in the formation of pedagogue in the area of education assessment.ABSTRACTThe study provides reflections on the formation of the pedagogue, emphasizing the most visible limitations in the field of educational assessment. From the analysis of matrices of education curriculum, it found that some of the main demands of today’s society have not been addressed yet. It proposed the revision of the curricular matrices to allow the development of five skills: a) ability to understand the results of external evaluations conducted by municipalities, regions and the government; b) ability to use the results of external evaluations to improve teacher performance; c) ability to use external evaluation microdata for a more detailed diagnosis of the school situation; d) ability to use results of the most detailed diagnostics for planning actions to improve school management; e) ability to assess the implementation and adaptation of the measures to improve school management.Key words: Teacher training, higher education, educational evaluation.

Introduction: The Anthropocene as Context and Concept for the Study of Higher Education

2019 ◽  
Vol 1 (1) ◽  
pp. 1-15
Author(s):  
RYAN EVELY GILDERSLEEVE ◽  
KATIE KLEINHESSELINK
Keyword(s):  
Higher Education ◽  
Social Science ◽  
Social Institutions ◽  
Special Issue ◽  
Analytic Tool ◽  
The Social ◽  
Geologic Condition

The Anthropocene has emerged in philosophy and social science as a geologic condition with radical consequence for humankind, and thus, for the social institutions that support it, such as higher education. This essay introduces the special issue by outlining some of the possibilities made available for social/philosophical research about higher education when the Anthropocene is taken seriously as an analytic tool. We provide a patchwork of discussions that attempt to sketch out different ways to consider the Anthropocene as both context and concept for the study of higher education. We conclude the essay with brief introductory remarks about the articles collected for this special issue dedicated to “The Anthropocene and Higher Education.”

tti2002: Introduction and Conference Overview

2003 ◽  
Vol 17 (1) ◽  
pp. 9-14 ◽  
Author(s):  
E. H. Robson
Keyword(s):  
Higher Education ◽  
Technology Transfer ◽  
Special Issue ◽  
International Convention ◽  
International Conference ◽  
Introductory Paper ◽  
Personal Reflections ◽  
Selection Of

This special issue of Industry and Higher Education is devoted to a selection of papers and reports from tti2002, an international conference on technology transfer and innovation held at the International Convention Centre, Birmingham, UK in July 2002. In this introductory paper, the author provides the context of the conference, summarizes the presentations given by invited speakers and offers personal reflections on the event.

From the Guest Editors: Canadian Perspectives on and Applications of Applied Sociology

2021 ◽  
pp. 193672442110021
Author(s):  
Emily Milne ◽  
Sara J. Cumming
Keyword(s):  
Higher Education ◽  
Teaching Practice ◽  
Education Sector ◽  
Public Confidence ◽  
Applied Sociology ◽  
Application Research ◽  
Special Issue ◽  
The Future ◽  
Sociological Approaches

Public confidence and trust in higher education has declined (Johnson and Peifer 2017) and the future of the higher education sector has been questioned (AGB 2020). More specifically, the discipline of sociology is considered to be in “crisis” and applied sociological approaches are offered as a solution (Graizbord 2019; Weinstein 1997). The purpose of this introduction article as well as the broader special issue is to explore the nature and state of applied sociology in Canada. With a collection of seven articles authored by Canadian sociologists on topics including application research, reflections on process, and teaching practice, this special issue provides a platform to discuss and showcase the distinct nature and contributions of applied sociology in Canada as well as highlight the work of Canadian applied sociologists.

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