scholarly journals “GEOGRAFIA E ENSINO I”: UMA EXPERIÊNCIA DE INTEGRAÇÃO UNIVERSIDADE-ESCOLA NA FORMAÇÃO DE PROFESSORES DE GEOGRAFIA / “GEOGRAPHY AND TEACHING I”: A EXPERIENCE OF UNIVERSITY-SCHOOL INTEGRATION IN TRAINING OF TEACHERS OF GEOGRAPHY

2018 ◽  
Vol 3 (3) ◽  
pp. 364
Author(s):  
Natália Lampert Batista ◽  
Roberto Cassol ◽  
Elsbeth Léia Spode Becker ◽  
Maurício Rizzatti
Keyword(s):  
Higher Education ◽  
Elementary Students ◽  
Undergraduate Students ◽  
Teaching Practice ◽  
Present Report ◽  
Teaching Methodologies ◽  
Post Graduate Student ◽  
The University ◽  
Santa Maria ◽  
School Space

A docência orientada possibilita ao pós-graduando a experiência de ministrar aulas no Ensino Superior, permitindo outro olhar sobre a prática docente na Universidade. O presente relato se refere a Docência Orientada realizada na disciplina do curso de graduação em Geografia Licenciatura, Geografia e Ensino I, da Universidade Federal de Santa Maria, turma 10, do segundo semestre de 2016. Com a sistematização da disciplina no referido ano, objetivou-se desenvolver habilidades teórico-práticas para o Ensino de Cartografia no Ensino Fundamental; proporcionar aos alunos matriculados na disciplina Geografia e Ensino I um momento de vivência e de reflexão sobre o espaço escolar; e produzir e testar metodologias de Ensino de Cartografia com alunos Ensino Fundamental. A partir das oficinas desenvolvidas no espaço escolar, acredita-se que a organização da disciplina de Geografia e Ensino I, edição de 2016, contribuiu significativamente para a formação dos acadêmicos de graduação, pois integrou a teoria, referente ao Ensino de Cartografia, com as vivências no espaço escolar, que resultaram em motivação para o ser professor e reflexões sobre o ato de ensinar.Abstract:Oriented teaching enables the post-graduate student to teach classes in Higher Education, allowing another look at teaching practice at the University. The present report refers to oriented teaching carried out in the discipline of the undergraduate course in Geography Degree, Geography and Teaching I, of the Federal University of Santa Maria, class 10, of the second semester of 2016. With the systematization of the discipline in the mentioned year, the objective was to develop theoretical-practical abilities for the Teaching of Cartography in Elementary School; To provide the students enrolled in the discipline I a moment of experience and reflection on the school space; and produce and test Cartography Teaching methodologies with elementary students. From the workshops developed in the school space, it is believed that the organization of the discipline of Geography and Teaching I, edition of 2016, contributed significantly to the training of undergraduate students, since it integrated the theoretical about Cartography Teaching to experiences in space School, which resulted in motivation for being a teacher and reflections on the act of teaching.Keywords: Oriented Teaching; Teaching of Cartography; Teacher training.

Thoughts and Highlights Involving an Urban Museum Education Partnership and a University

2021 ◽  
pp. 186-204
Author(s):  
Bryna Bobick
Keyword(s):  
Higher Education ◽  
Elementary Students ◽  
Undergraduate Students ◽  
Museum Education ◽  
Art Museum ◽  
Urban Art ◽  
Hands On ◽  
Museum Professionals ◽  
University Museum ◽  
The University

This chapter examines the partnership between an urban art museum and a university. It involves museum educators, art education faculty, and undergraduate students. It specifically explores the development of hands-on museum activities for elementary students created by the university participants. The chapter is written from a higher education perspective. It provides a description of all facets of the partnership from its planning to the completion of the museum activities. The partnership provided the university students authentic museum experiences and ways to make professional connections with museum professionals. Recommendations for those who wish to develop university/museum partnerships are shared.

Thoughts and Highlights Involving an Urban Museum Education Partnership and a University

2022 ◽  
pp. 1156-1173
Author(s):  
Bryna Bobick
Keyword(s):  
Higher Education ◽  
Elementary Students ◽  
Undergraduate Students ◽  
Museum Education ◽  
Art Museum ◽  
Urban Art ◽  
Hands On ◽  
Museum Professionals ◽  
University Museum ◽  
The University

This chapter examines the partnership between an urban art museum and a university. It involves museum educators, art education faculty, and undergraduate students. It specifically explores the development of hands-on museum activities for elementary students created by the university participants. The chapter is written from a higher education perspective. It provides a description of all facets of the partnership from its planning to the completion of the museum activities. The partnership provided the university students authentic museum experiences and ways to make professional connections with museum professionals. Recommendations for those who wish to develop university/museum partnerships are shared.

scholarly journals Do LEGO® Models Aid Reflection in Learning and Teaching Practice?

2014 ◽  
Vol 2 (2) ◽  
Author(s):  
Chrissi Nerantzi ◽  
Craig Scott Despard
Keyword(s):  
Higher Education ◽  
Teaching Practice ◽  
Good Practice ◽  
Academic Practice ◽  
Learning And Teaching ◽  
Good Assessment ◽  
The University ◽  
Assessment Strategies ◽  
The Impact

In this paper we describe the use of LEGO® models within assessment of the Postgraduate Certificate in Academic Practice (PGCAP) offered at the University of Salford. Within the context of the PGCAP, we model innovative and contextualised assessment strategies for and of learning. We challenge our students, who are teachers in higher education (HE), to think and rethink the assessment they are using with their own students. We help them develop a deeper understanding and experience of good assessment and feedback practice in a wider context while they are assessed as students on the PGCAP. We report on an evaluation of how the LEGO® model activity was used with a cohort of students in the context of the professional discussion assessment. We share the impact it had on reflection and the assessment experience and make recommendations for good practice.

scholarly journals Benchmarking of University teachers’ professional development: successful European, Chinese, and Russian practices

2021 ◽  
Vol 99 ◽  
pp. 01004
Author(s):  
Tatiana Tregubova
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teaching Practice ◽  
Effective Practices ◽  
Teaching Activities ◽  
University Teachers ◽  
European Universities ◽  
Teachers Professional Development ◽  
Higher Education Organizations ◽  
The University

In the context of socio-pedagogical transformations of higher education organizations, the modernization of the system of teachers’ professional development becomes an integral component of the reforms. Today university teachers have to be ready for continuous development and advanced training throughout their lives. Thus, the study of the problem of university teachers’ professional development in Russia and abroad is very relevant and timely as a response to the modern requirements of civil society for the personality of the teacher. The need for professional development among university teachers is closely related to his (her) desire for more successful indicators in teaching activities. To do this, it is necessary to fulfill several pedagogical conditions, including the teacher's own awareness of the need for professional development; the interest of the university administration and the availability of resources to organize an effective professional development system, etc. The purpose of the article is to show some successful practices of the teachers’ professional development in Russian, Chinese and European universities which the author observed while visiting those universities within the realization the project “Enhancing teaching practice in the universities of Russia and China”. The article presents the possibilities of benchmarking in higher education, in particular, the use of the benchmarking technology as a method of studying the effective practices of organizing the teachers’ professional development in a modern university.

Students’ Privacy Concerns on the Use of Social Media in Higher Education

2014 ◽  
pp. 54-75 ◽  
Author(s):  
Laura Aymerich-Franch ◽  
Maddalena Fedele
Keyword(s):  
Higher Education ◽  
Social Networks ◽  
Social Media ◽  
Undergraduate Students ◽  
Educational Institutions ◽  
Privacy Concerns ◽  
Use Of Social Media ◽  
The University ◽  
Video Calling ◽  
Correct Implementation

Social media is principally used by students in the private sphere. However, its implementation for educational purposes in higher education is rapidly expanding. This chapter looks into undergraduate students’ perceptions of using social media in the university context. In particular, it examines students’ privacy concerns regarding faculty use of social networks to support classroom work and video calling or online chats to meet for work discussion. Two-hundred-forty-four undergraduate students completed a survey and four focus groups were carried out. The results reveal that although students generally accept using social media in the instructional arena, privacy concerns can easily emerge. Educational institutions are encouraged to take these concerns seriously. Using applications specifically created for learning purposes and developing some guidelines for a correct implementation of these resources for the faculty to follow might contribute to alleviate these concerns.

Social Media in Higher Education

2019 ◽  
pp. 898-922
Author(s):  
Laura Aymerich-Franch
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Focus Group ◽  
Social Networking ◽  
Undergraduate Students ◽  
Teaching Resources ◽  
American University ◽  
Privacy Concerns ◽  
Spanish Universities ◽  
The University

This chapter analyses privacy concerns of students and faculty resulting from the adoption of social media as teaching resources in higher education. In addition, the chapter focuses on privacy concerns that social media can cause to faculty when they are used for social networking. A trans-cultural study was carried out which involved three Spanish universities, a Colombian university, and an American university. A focus group was organized with PhD students to brainstorm the topic. Afterwards, 94 undergraduate students completed a survey and 18 lecturers participated in a written interview. Results indicate that social media are widely adopted in the university and are perceived as valuable resources for teaching. However, privacy concerns can easily emerge among students and faculty when these applications are used for this purpose. Concerns may appear when social media are used for social networking as well. The text also offers some guidelines to overcome them.

Teaching Argumentation in Higher Education

2020 ◽  
pp. 334-358
Author(s):  
Alice Wanjira Kiai ◽  
Peter Getyngo Mbugua
Keyword(s):  
Higher Education ◽  
Narrative Inquiry ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Private University ◽  
Qualitative Approach ◽  
Sources Of Information ◽  
Teaching Methodologies ◽  
Composition Instructors ◽  
Use Of Technology

This study examines teaching methodologies used by composition instructors in a private university in Kenya where composition is taught to all undergraduate students. The study adopted a qualitative approach in the form of narrative inquiry to explore challenging topics in teaching and learning argumentation, methodological interventions, instructors' use of technology, and to suggest strategies for addressing problem areas. Purposive sampling was adopted, resulting in narratives from three experienced course instructors. Learner-centred approaches were prevalent, especially in addressing challenging topics such as formulation of claims, supporting arguments with evidence, recognising fallacies and appeals, and documentation of sources of information.

scholarly journals Understanding Academic Misconduct

2006 ◽  
Vol 36 (1) ◽  
pp. 49-63 ◽  
Author(s):  
Julia M. Christensen Hughes ◽  
Donald L. McCabe
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Academic Integrity ◽  
Academic Misconduct ◽  
Educational Opportunities ◽  
Assessment Practice ◽  
Knowing That ◽  
Canadian Higher Education ◽  
Institutional Strategies ◽  
The University

Research suggests that the majority of U.S. undergraduate students have engaged in some form of misconduct while completing their academic work, despite knowing that such behaviour is ethically or morally wrong. U.S.-based studies have also identified myriad personal and institutional factors associated with academic misconduct. Implicit in some of these factors are several institutional strategies that may be implemented to support academic integrity: revisiting the values and goals of higher education, recommitting to quality in teaching and assessment practice, establishing effective policies and invigilation practices, providing educational opportunities and support for all members of the university community, and using (modified) academic honour codes. There is a dearth of similar research in Canada despite growing recognition that academic misconduct is a problem on Canadian campuses. This paper suggests that Canadian higher education can learn much from the U.S. experience and calls for both a recommitment to academic integrity and research on academic misconduct in Canadian higher education institutions.

scholarly journals Five years of ELEUK conferences: a selection of short papers from 2019

2020 ◽  
Keyword(s):  
Higher Education ◽  
Teaching Practice ◽  
Language Teaching ◽  
Annual Conference ◽  
Student Agency ◽  
Foreign Language Pedagogy ◽  
Language Pedagogy ◽  
The United Kingdom ◽  
University Of Edinburgh ◽  
The University

This anniversary volume of the Association for the Teaching of Spanish in Higher Education in the United Kingdom is a compilation of contributions made by members and delegates at the 2019 ELEUK annual conference held at the University of Edinburgh. Throughout the book, authors share their teaching, assessment, and research practice in the area of Spanish Language Teaching (SLT). From strategies to enhance student engagement and foster student agency to reflections on language teaching practice from diverse angles, these nine short papers contribute to current debates around foreign language pedagogy, with a focus on teaching Spanish in the higher education context.

scholarly journals Measuring Discrimination Against Transgender People at the University of the Basque Country and in a Non-University Sample in Spain

2020 ◽  
Vol 17 (7) ◽  
pp. 2374 ◽  
Author(s):  
Naiara Ozamiz-Etxebarria ◽  
Maitane Picaza ◽  
Eneritz Jiménez-Etxebarria ◽  
Jeffrey H. D. Cornelius-White
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Basque Country ◽  
Education Students ◽  
Negative Attitudes ◽  
Transgender People ◽  
University Environment ◽  
Transgender Identity ◽  
Positive Attitudes ◽  
The University

Transgender people suffer from others’ negative attitudes in many situations. The university context is one environment where further progress has to be made to ensure the inclusion of transgender people. In this study, a sample of 376 undergraduate students was collected and their attitudes towards transgender people were analyzed. A comparison was made between number of years in university, and a sample from the general public. In addition, comparisons were made by gender, since the literature shows more negative attitudes toward transgender people in men than in women. The results show relatively positive attitudes toward transgender people among higher education students, but they have little knowledge of transgender identity. In turn, researchers found significant differences between different years in the university and between genders. These results support the need to expand knowledge about transgender people in the university environment.

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