Uma moeda, duas faces: Representações sociais da liberdade de cátedra no ensino superior do Brasil

In this article, we analyze how academic freedom is socially represented by professors in their teaching activities. To achieve this objective, we run twenty interviews with professors from Applied Social Sciences courses both in public (UNIPUB) and private (CENU) organizations of higher education in Brazil, for which fictitious names were given. Our study is grounded on the Theory of Social Representations and the four dimensions of academic freedom, namely: teaching, learning, researching, and disseminating knowledge. Our findings presented both convergence and divergences regarding the two institutions. Both institutions centered freedom on the professor, but they diverged as to the presence of other individuals in the teaching and learning process and, therefore, in the representation of academic freedom. Also, dimensions such as research and dissemination were quite different between the organizations, while at CENU the research is an activity aimed at class planning, and the dissemination is a distant activity, at UNIPUB there are scientific and critical aspects regarding both. In general, freedom is represented and driven by guidelines that can provoke conflicts at CENU, while in UNIPUB the freedom to act is sometimes used inappropriately.

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"Computerized Multimedia Package in Teaching and Learning Process of Social Sciences at Secondary School Level- An Experimental Study "

Artha - Journal of Social Sciences ◽

10.12724/ajss.16.5 ◽

2017 ◽

Vol 9 (1) ◽

Author(s):

Girija N ◽

Vijayalakshmi S

Keyword(s):

Social Sciences ◽

Learning Process ◽

Teaching And Learning ◽

Evaluation Process ◽

School Level ◽

Innovative Strategies ◽

Self Evaluation ◽

Secondary School Level ◽

Present Context ◽

Teaching Learning

In the present context of world peace, there is a great need of strengthening the Teaching of Social, Economical, Cultural, Religious and Technological Values in the society. Since Social Sciences a wonderful treasure house of information and values, teaching of Social Sciences should be made more interesting to the students to learn at all the levels. In this regard Instructional Media has stimulated Social Sciences teachers to seek innovative strategies in teaching learning process. These strategies are concerned with the systematic application of various media and skills to the requirements of educating the syllabus of Social Sciences.Based on instructional design, a Multimedia Package is prepared with the combination of text, graphics, sound, animation and video elements and presentation delivered by the computer. It is an individualized learning Package with Multimeda techniques which has built in self-evaluation process also. This was validated by different groups of experts at different levels and was also field tested. Finally the achievement test was administered to the learners.Thus the effectiveness of Multimedia package (SLM) on achievement was studied and analyzed statistically with the help of scores obtained.

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Exploring the Influence of Teachers' and Students' Mother Tongue on the Use of National Language in L2 Teaching/Learning

Global Educational Studies Review ◽

10.31703/gesr.2021(vi-i).16 ◽

2021 ◽

Vol VI (I) ◽

pp. 156-168

Author(s):

Muhammad Ahsan ◽

Muhammad Saeed Nasir ◽

Tahira Asgher

Keyword(s):

Social Sciences ◽

Teaching And Learning ◽

Mother Tongue ◽

Descriptive Analysis ◽

Cultural Factor ◽

National Language ◽

Classroom Setting ◽

Comprehensive Understanding ◽

Teachers And Students ◽

Teaching Learning

The purpose of the current study was to explore the influence of teachers' and students' mother tongue on the use of national language in L2 teaching and learning. For a comprehensive understanding of the issue, the study focused on 156 teachers and the 577 students who were teaching and learning English at graduation level in different public sector colleges and universities of Southern Punjab. Two questionnaires were used for data collection. The data were analyzed through SPSS (statistical package for social sciences). Data were analyzed using descriptive analysis, Analysis of variance (ANOVA), T-Test and Cronbach's alpha. The results of the study indicated that the teachers who have Saraiki as their mother tongue have a high inclination toward the use of it in their classroom setting due to the socio-cultural factor such as their multilingual aptitude and their emotional attachment with their mother tongue.

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Journalism Education in Brazil: Developments and Neglected Issues

Journalism & Mass Communication Educator ◽

10.1177/1077695817719609 ◽

2017 ◽

Vol 72 (3) ◽

pp. 263-273

Author(s):

Sonia Virgínia Moreira ◽

Cláudia Lago

Keyword(s):

Social Sciences ◽

Public Relations ◽

United Nations ◽

Social Communication ◽

Young Generation ◽

Journalism Education ◽

United Nations Educational ◽

The World ◽

Education In Brazil ◽

Applied Social Sciences

Journalism education started in Brazil in 1947. Today, it comes under the field of Social Communication, along with Advertising, Public Relations, Film, and Radio & TV. For almost 40 years, from 1970 to 2009, a journalism diploma was mandatory to work in a newsroom. As part of the field of Applied Social Sciences, journalism remains popular among the young generation: The demand for undergraduate bachelor’s programs has attracted fairly high levels of enrollment in the last three decades. For the purposes of this article, we analyze the application of the 2013 Guidelines for Journalism Education to verify whether bachelor’s programs in journalism include or neglect an important axis in the process of instruction: knowledge of the world and the intellectual challenges of journalistic routines, as suggested in the United Nations Educational, Scientific and Cultural Organization’s (UNESCO) Model Curricula for Journalism Education.

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Learning Management

Advances in Educational Marketing, Administration, and Leadership - Learning Styles and Strategies for Management Students ◽

10.4018/978-1-7998-2124-3.ch007 ◽

2020 ◽

pp. 111-130

Author(s):

Gustavo Henrique Silva de Souza ◽

Jorge Artur Peçanha de Miranda Coelho ◽

Germano Gabriel Lima Esteves ◽

Nilton Cesar Lima

Keyword(s):

Experiential Learning ◽

Learning Process ◽

Cognitive Skills ◽

Teaching And Learning ◽

Transfer Of Knowledge ◽

Teaching Methodologies ◽

Teaching Activities ◽

Entire World ◽

Learning Management ◽

Teaching Learning

This Chapter develops a bibliographic analysis that associates teaching methodologies with cognitive skills to create a structural map of teaching activities that guide the learning process in classroom, basing on student characteristics. Specifically in higher education, the academic formation within the major universities in the entire world goes through a particular problem: lack of effectiveness in the teaching-learning process. This Chapter starts from the premise that the learning management should be used as a strategy for planning the teaching-learning process. A specific theoretically grounded analysis is used to understood a series of learning activities appropriate to cognitive skills, so authors propose a functionalist model of teaching and learning that seeks greater usefulness in the transfer of knowledge in classroom. Thus, the Chapter covers issues such as: experiential learning for teaching questions, Kolb's theory of experiential learning, teaching-learning process, and applications of learning management.

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PARTICIPATION OF COMMUNITY IN PUBLIC SECTOR SCHOOLS OF KHYBER PAKHTUNKHWA AND PUNJAB REGARDING TEACHING-LEARNING PROCESS: A CASE STUDY OF DIKHAN AND BHAKKAR DISTRICTS

Humanities & Social Sciences Reviews ◽

10.18510/hssr.2021.93167 ◽

2021 ◽

Vol 9 (3) ◽

pp. 1652-1665

Author(s):

Abdul Hafeez ◽

Malik Amer Atta ◽

Khalid Saeed Akbar ◽

Sobia Tabassum ◽

Komal Mehreen

Keyword(s):

Social Sciences ◽

Public Sector ◽

Learning Process ◽

Teaching And Learning ◽

Participation Rate ◽

Strong Basis ◽

Khyber Pakhtunkhwa ◽

Significant Difference ◽

Teaching Learning

Purpose of the study: This study was conducted to find the participation rate of the community in the affairs of public sector schools especially in the process of teaching and learning. Comparison of the views of stakeholders as well as their participation rate in two provinces of Pakistan. Methodology: The research was Descriptive and the quantitative method of research was used to find the results. Self-developed questionnaire as a research tool used after validation. Analysis of collected data done through using Statistical Package for Social Sciences (SPSS) version.21. Main findings: There is a strong participation rate of community found in the affairs of public sector schools especially in the teaching-learning process. All the groups of stakeholders’ i.e. Members of PTC/SMC (Chairman-Secretaries) and Non-members of PTC/SMC (Teachers-Parents) were in favor. No significant difference was found in the perception of groups of stakeholders. However, this participation rate is higher in Khyber Pakhtunkhwa than in Punjab. Application of the study: This study is applicable in the present scenario of Pakistan, which reflects the strength of participation of the community. This study will provide strong evidence of how important the community is and its intervention in children's education. This study will provide a strong basis for policymakers and implementers to design and implement such policies, which help strengthen the community's role in public sector schools. Novelty/Originality of this study: The results of the study reflect its novelty of research. This research targeted to find the rate of participation and comparison of this rate between two provinces. It will open various gates of research in this field. This research provides a strong basis for different researchers to make comparisons and discuss the reasons against the poor participation rate of community participation and discuss the benefits of a strong rate of participation.

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Status of research on physiology education in Brazil

AJP Advances in Physiology Education ◽

10.1152/advan.00036.2018 ◽

2018 ◽

Vol 42 (4) ◽

pp. 547-554 ◽

Cited By ~ 3

Author(s):

Rui Seabra Machado ◽

Pâmela Billig Mello-Carpes

Keyword(s):

Education Research ◽

Teaching And Learning ◽

Research Topic ◽

Research Needs ◽

Public Data ◽

The Status ◽

Teaching Learning ◽

Education In Brazil

Physiology education research aims to investigate teaching-learning aspects and methods specifically applied to physiology teaching and learning. In this paper exploring Brazilian research public data and information from the Brazilian Physiological Society Teaching Committee, we investigated the status of this research topic (physiology education) in Brazil. The data showed that physiology education research needs to be more recognized and supported in Brazil, and more physiologists may become interested in research in this field. Thus this field will become more developed during the physiologists' education.

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Challenges Posed by Information and Communication Technologies (ICT) for South African Higher Education Institutions

10.28945/2679 ◽

2003 ◽

Author(s):

ME Herselman ◽

HR Hay

Keyword(s):

Higher Education ◽

South Africa ◽

Information And Communication Technologies ◽

Teaching And Learning ◽

Driving Forces ◽

Higher Education Institutions ◽

Communication Technologies ◽

Revolutionary Change ◽

Information And Communication ◽

Teaching Learning

Information and Communication Technologies (ICT) are the major driving forces of globalised and knowledge-based societies of a new world era. They will have a profound impact on teaching and learning for two decades to come. The revolutionary change which is taking place in Information and Communication Technologies (ICTs), has dramatic effects on the way universities carry out their functions of teaching, learning and research, particularly on the creation, dissemination and application of knowledge. These developments pose unprecedented challenges to higher education institutions (HEIs) in developing countries particular in South Africa as South Africa is viewed as the leading country on the continent.

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Using Production-Oriented Approach in Business English Courses: Perceptions of China’s English-Major and Non-English-Major Undergraduates

SAGE Open ◽

10.1177/21582440211016553 ◽

2021 ◽

Vol 11 (2) ◽

pp. 215824402110165

Author(s):

Qing Xie

Keyword(s):

Teaching And Learning ◽

Implementation Strategies ◽

Business English ◽

Student Groups ◽

Teaching Activities ◽

Curriculum Adaptation ◽

Chinese University ◽

English Majors ◽

English Major ◽

Oriented Approach

In light of pedagogical innovation, this study reports a two-stage survey with 172 participants from English-major and non-English-major programs on their needs of production-oriented approach and perceptions of effective implementation strategies in business English courses at a Chinese university. The results of the study suggest that while the two student groups used different learning methods, both valued communication with native speakers. While the two groups had different needs in business English reading, writing, and speaking activities, they also preferred listening to business news broadcasts. The two groups liked learning in case studies and case-based methodology. Based on the needs, a production-oriented teaching procedure is designed. For teaching activities, the students preferred simulation and role-play. As to their favorite teaching and learning materials, English-majors mentioned English news reading and videos, whereas non-English-majors liked theme-based reading materials. For curriculum adaptation and post-course practice, they suggested using communicative activities and more recent cases. The majority of the groups considered the teaching activities, materials, and activities as effective. Based on the different needs and perceptions, effective and tailored implementation strategies for a production-oriented approach in business English courses for the two student groups at this Chinese university context are suggested. Informed by production-oriented pedagogical theories, the results of the study may have significant implications for business English teaching reform and theoretical development in Chinese universities as well as other cultural and education settings in further innovating and refining the teaching and learning process.

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The Learning to Learn Competence in Early Childhood Preservice Teachers: An Outdoor and e/m-Learning Experience in the Museum

Future Internet ◽

10.3390/fi13020025 ◽

2021 ◽

Vol 13 (2) ◽

pp. 25

Author(s):

Daniel Abril-López ◽

Hortensia Morón-Monge ◽

María del Carmen Morón-Monge ◽

María Dolores López Carrillo

Keyword(s):

Social Sciences ◽

Preservice Teachers ◽

Early Childhood ◽

Teaching And Learning ◽

Formal Education ◽

Learning Experience ◽

Point Of View ◽

Learning To Learn ◽

Outdoor Experience ◽

Outdoor Experiences

This study was developed with Early Childhood Preservice Teachers within the framework of the Teaching and Learning of Social Sciences over three academic years (2017–2018, 2018–2019, and 2019–2020) at the University of Alcalá. The main objective was to improve the learning to learn competence during teacher training from an outdoor experience at the Museum of Guadalajara (Spain), using e/m-learning tools (Blackboard Learn, Google Forms, QR codes, and websites) and the inquiry-based learning approach. To ascertain the level of acquisition of this competence in those teachers who were being trained, their self-perception—before and after—of the outdoor experience was assessed through a system of categories adapted from the European Commission. The results show a certain improvement in this competence in Early Childhood Preservice Teachers. Additionally, this outdoor experience shows the insufficient educational adaptation of the museum to the early childhood education stage from a social sciences point of view. Finally, we highlight the importance of carrying out outdoor experiences from an inquiry-based education approach. These outdoor experiences should be carried out in places like museums to encourage contextualized and experiential learning of the youngest in formal education.

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Technology-mediated teaching and learning process: A conceptual study of educators’ response amidst the Covid-19 pandemic

Education and Information Technologies ◽

10.1007/s10639-021-10527-x ◽

2021 ◽

Author(s):

Kingsley Okoye ◽

Jorge Alfonso Rodriguez-Tort ◽

Jose Escamilla ◽

Samira Hosseini

Keyword(s):

Teaching And Learning ◽

Linear Trend ◽

Univariate Analysis ◽

Learning Experiences ◽

Well Being ◽

Learning Tools ◽

Main Challenge ◽

Teachers And Students ◽

Efficient Learning ◽

Teaching Learning

AbstractThe COVID-19 pandemic has disrupted many areas of the human and organizational ventures worldwide. This includes new innovative technologies and strategies being developed by educators to foster the rapid learning-recovery and reinstatement of the stakeholders (e.g., teachers and students). Indeed, the main challenge for educators has been on what appropriate steps should be taken to prevent learning loss for the students; ranging from how to provide efficient learning tools/curriculum that ensures continuity of learning, to provision of methods that incorporate coping mechanisms and acceleration of education in general. For several higher educational institutions (HEIs), technology-mediated education has become an integral part of the modern teaching/learning instruction amidst the Covid-19 pandemic, when digital technologies have consequently become an inevitable and indispensable part of learning. To this effect, this study defines a hybrid educational model (HyFlex + Tec) used to enable virtual and in-person education in the HEIs. Practically, the study utilized data usage report from Massive Open Online Courses (MOOCs) and Emotions and Experience Survey questionnaire in a higher education setting for its experiments. To this end, we applied an Exponential Linear trend model and Forecasting method to determine overall progress and statistics for the learners during the Covid-19 pandemic, and subsequently performed a Text Mining and Univariate Analysis of Variance (ANOVA) to determine effects and significant differences that the teaching–learning experiences for the teachers and students have on their energy (learning motivation) levels. From the results, we note that the hybrid learning model supports continuity of education/learning for teachers and students during the Covid-19 pandemic. The study also discusses its innovative importance for future monitoring (tracking) of learning experiences and emotional well-being for the stakeholders in leu (aftermath) of the Covid-19 pandemic.

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