scholarly journals Being Mapuche in the University: Entry Conditions to the Initial Teacher Training, La Araucanía

2018 ◽  
Vol 23 (1) ◽  
Author(s):  
Eliana Marcela Ortiz Velosa ◽  
Katerin Elizabeth Arias Ortega

This article problematizes social factors that affect the entry to and continuity in higher education of indigenous students who belong to involuntary minority cultures. We advocate the thesis that Mapuche students face personal and social problems that become intercultural tensions whose origin, among other factors, is related to their life before they enter the university. The article aims to describe demographic and academic characteristics, as well as origins, that are particular to Mapuche students of the Education Faculty of Universidad Católica de Temuco. The methodology used was a descriptive statistic analysis of the database of the university. The analysis allowed to draft a demographic profile based on the territorial identities of the students. It also allowed the triangulation of the academic entry conditions, reflected in the students’ average high school grades (NEM), their origin, and their preferences for professional training in the educational area. We conclude that knowing this information, demographic and academic conditions, and preferences in professional training, will allow us to progress in managing strategies and guidelines of action to support students in the process of insertion in the university life.

2021 ◽  
pp. 185-195
Author(s):  
Ilaria Merciai ◽  
◽  
Ruth Kerr ◽  
Gaetana Melchionna ◽  
◽  
...  

This chapter presents an update of the MOOC orientation strategy implemented by Federica Web Learning, Centre for Innovation, Experimentation and Diffusion of Multimedia learning at the University of Naples, Federico II since January 2019 and already published in the same year. A solid orientation strategy is designed to support students in their university choice and prepare them for the intellectual demands of university life and study. According to OECD, graduate numbers in Italy increased in 2019 from 20% to 28%(25-34 age range), and Italy has high numbers of post-graduate degree holders. However, overall graduate numbers are still relatively low compared to other European member states and dropout rates continue to be high, as do the numbers of students changing degree course after one or two years of study. In line with the updated DEAP, Digital Education Action Plan (2021-2027), and Italian Ministerial recommendations, the Federica MOOC-based orientation strategy explores ways of bridging the gap between school and university in a 3-pronged approach designed to address students’ choice of degree subject and university; preparation for university entrance exams and difficult modules; and last but not least, raising student self-awareness to help them adapt to change as they shape their future.


2021 ◽  
Vol 12 (1) ◽  
pp. 82-92
Author(s):  
David Birbeck ◽  
Lois McKellar ◽  
Kat Kenyon

Transition pedagogy has had a major impact on the first year experience for higher education students in Australia. Similarly, there has been a significant focus on transitioning students from their final year of study to employment. Considerably fewer studies have sought to understand the “middle child”; the years in between the first and final year of study. Staff at a metropolitan Australian university noticed an increase in students struggling with university life after the first year of their program, with students purposefully withdrawing from courses or their program entirely. This article reports on focus groups held with staff and feedback via a student survey. Findings suggest the challenges faced by students in second year are multi-faceted, and curriculum and delivery should be intentionally designed to support students through a series of transitions throughout the university journey.


2014 ◽  
Vol 4 (3) ◽  
pp. 95-98
Author(s):  
Iana Proskurkina

Abstract The growing number of foreign applicants looking forward to getting education in Ukrainian medical universities makes us find the ways how to improve and make effective the pre-professional training system of foreign medical applicants for further education. The article deals with the issues of the history of formation and development of the preprofessional training system of foreign medical applicants in Ukraine. On the ground of the electronic databases of the official websites of higher educational establishments, the data on years of opening first offices of the dean, departments and preparatory faculties for foreign medical applicants in Ukrainian medical universities are analyzed and systematized. Also the data on the setting up preparatory faculties at other universities who carry out licensed training of foreign students of the medical profile are presented. The data on the operating and management of such institutions in the system of the University administration are generalized. It’s revealed that during the years of its functioning the pre-professional training has changed, in particular the system was commercialized and the institutions involved in training foreign applicants have been reorganized. The modern trends in teaching foreign medical students at the preparatory faculties of the Ukrainian medical universities are displayed. Based on the analysis of the data it is concluded that the system of the pre-professional training of foreign medical applicants was set up in the 50s-60s years of the twentieth century. During this time, some positive experience in the preparation of future international medical specialists has been gained. The system of the pre-professional training of foreign medical applicants has been comprehensively improved and an effective system of managing foreign medical applicants has been created.


2015 ◽  
Vol 4 (4) ◽  
pp. 378-384
Author(s):  
Peter W. Grandjean ◽  
Burritt W. Hess ◽  
Nicholas Schwedock ◽  
Jackson O. Griggs ◽  
Paul M. Gordon

Kinesiology programs are well positioned to create and develop partnerships within the university, with local health care providers, and with the community to integrate and enhance the activities of professional training, community service, public health outreach, and collaborative research. Partnerships with medical and health care organizations may be structured to fulfill accreditation standards and the objectives of the “Exercise is Medicine®” initiative to improve public health through primary prevention. Barriers of scale, location, time, human resources, and funding can be overcome so all stakeholder benefits are much greater than the costs.


2021 ◽  
Vol 70 (2) ◽  
pp. 14-22
Author(s):  
Zh. KolumbayevaSh. ◽  

Globalization, informatization, digitalization, led to large-scale changes that have problematized the modern process of upbringing. The modern practice of upbringing in Kazakhstan is aimed at solving the problem of forming an intellectual nation. The key figure in the upbringing process is the teacher. The modernization of public consciousness taking place in Kazakhstan, the renewal of both the content of education and the system of upbringing require understanding not only the content, but also the methodology of the professional training of teachers for the upbringing of children, for the organization of the upbringing system in educational organizations. We believe that the analysis of traditional and clarification of modern methodological foundations of professional training of future teachers of Kazakhstan for upbringing work will give us the opportunity to develop a strategy for training future teachers in the conditions of spiritual renewal of Kazakhstan's society. The article reveals the experience of Abai KazNPU. As a result of the conducted research, we came to the conclusion that the process of training a teacher in Kazakhstan, who has a high degree of ethnic, cultural, and religious diversity, requires strengthening the upbringing and socializing components of the educational process of the university. The strategy of professional training of a modern teacher should be a polyparadigmatic concept with the leading role of ideas of personality-oriented, competence paradigm.


2014 ◽  
Vol 22 (5) ◽  
pp. 731-738 ◽  
Author(s):  
Isabel Silva de Jesus ◽  
Edite Lago da Silva Sena ◽  
Luana Machado Andrade

OBJECTIVE: to describe the perception of lecturers and undergraduate nursing students regarding the dialogic experience in the informal spaces and its relationship with training in health.METHOD: experiential descriptions were collected in the context of a public university in the non-metropolitan region of the state of Bahia, Brazil, using open interviews. These descriptions were analyzed according to the principles of the phenomenology of Maurice Merleau-Ponty.RESULTS: it was revealed that the informal spaces contribute significantly to the construction of knowledge and professional training strengthening teaching and promoting the re-signification of the subjects' experience.CONCLUSION: it is evidenced that the dialogic experience has relevancy for rethinking the teaching-learning process in the university, such that the informal spaces should be included and valued as producers of meanings for the personal and academic life of lecturers and students, with the ability to re-signify existence.


Author(s):  

Objective: To report the experience lived during the Integrated Multiprofessional Residency in Family Health at the Faculty of Medical Sciences of the University of Pernambuco – FCM/UPE – at the interface with the Residency in Hospital Dentistry with a focus on Oncology at the University of Pernambuco developed at the Oncology Center at the Oswaldo Cruz University Hospital of the University of Pernambuco – CEON/HUOC/UPE. Methods: This is an experience report of dental practice in the context of professional training, in SUS, both in primary, secondary and tertiary care. Results: It is noticeable the need for greater professional qualification of the graduate, their integration in the Services of the institutionalized network and their performance with efficiency in multiprofissional teams, emphasizing the importance of professional training through Residencies, allowing the dental surgeon to improve in the diferente fields of Dentistry activities and, in particular, rescuing the inter-trans-multidisciplinary performance in both primary and hospital care and in the area of oncology. It was noticed that the integrated performance of the dental surgeon in a multidisciplinar team in low and medium complexity with resolvability in oral care is essential for the quality of care in the hospital context. Conclusion: Dental care directly impacts the quality of care and patient’s lives. The training of the dental surgeon throug the Residencies can provide skills and contribute with the other professions to the patient’s quality of life. In addition to its assistance character, the Dentistry Service – CEON/HUOC/UPE assumes an important education function, serving as a teaching research and extension field.


Retos ◽  
2015 ◽  
pp. 101-107
Author(s):  
Miguel Vicente Pedraz ◽  
María Paz Brozas Polo

Este artículo analiza la evolución de los planes de estudio de educación física y ciencias de la actividad física en la Universidad de León desde su implantación en 1987. Aunque es un estudio de un caso, se plantea como ejemplo del proceso de transformación de dichos estudios en España en los últimos 25 años. El análisis de los datos permite colegir que en este tiempo dichos estudios han sufrido una transformación de fondo al calor de los saberes hegemónicos: la formación humanística, social y pedagógica ha sido sustituida por materias de índole deportivo. Se argumenta que esta transformación provocará cambios en el perfil de los titulados y, eventualmente, puede redefinir el significado y las funciones de la educación física escolar.Palabras clave: planes de estudio, formación inicial de profesores, reforma universitaria, educación física.Abstract: This article analyzes the evolution of the syllabi in physical education and physical activity sciences at the University of León since its introduction in 1987. Although this is a case study is presented as an example of the transformation of these studies in Spain in the last 25 years. The data analysis can infer on that at this time these studies have undergone a fundamental transformation in the heat of the hegemonic knowledge: the humanistic, social and pedagogical education, has been replaced by maters subject sport competitions the humanistic, social and pedagogical education has been replaced by sports. It argues that this transformation will change the profile of graduates and may eventually redefine the meaning and functions of school physical education.Key words: syllabi, initial teacher training, university reform, physical education.


2021 ◽  
Vol 49 (1) ◽  
pp. 113-126
Author(s):  
Vladimir N. Mezinov ◽  
◽  
Marina A. Zakharova ◽  
Irina A. Karpacheva ◽  
◽  
...  

The problem of the development of social activity of the future teacher is actualized by the fact that for society, the creative activity of a teacher is the most important resource that ensures socially significant changes in society, and for the student himself, the manifestation of his social activity is the opportunity to manifest himself as a subject capable of navigating a complex socio-cultural space, in a political, scientific, sports, social, charitable activities. The assessment of the manifestations of students' social activity was carried out on the basis of a survey, expert assessments and observation. The sample consisted of 200 respondents: 48 males and 152 females aged 18 to 22, the 2nd year students in pedagogical programs at Yelets State University named after I.A. Bunin. It was revealed that all respondents note the importance and activity-based nature of social activity and consciously engage in various types of activities, while social and charitable (82%) and sports and health (64%) are priorities for them. Only 2% of respondents consider social activities useless and unpopular. The leading motives of students' participation in public life were determined: awareness of their pertinence (72%), satisfaction with the benefits brought (66%), additional opportunity for professional growth (55%), meeting interesting people (54%). Methodological recommendations for the development of social activity of students in the university are proposed, aimed at creating and implementing organizational and pedagogical conditions that determine the environment for the development of social activity of future teachers. The research is of practical value for specialists who develop content, technologies, management of professional training and education of a future teacher.


2019 ◽  
Vol 168 (2) ◽  
Author(s):  
Mihkel Truman

Abstract: Arno Rafael Cederberg as a Professor at the Estonian Republic’s University of Tartu Soon after the Republic of Estonia declared itself independent on the 24th of February 1918, academics and politicians of the newly formed nation wished to found a new national university built on the foundation of the former Imperial University of Tartu. This university would teach in the Estonian language, with the aim of offering higher educational studies in Estonian, as well as building up Estonian national sciences. By the spring of 1919, the committee for reopening the university was ready to open the university for studies and research in the autumn of the same year. However, they were struggling to find suitably qualified professors, as Estonians had generally been excluded from the imperial university. Prior to 1918, only three Estonians had worked as professors at the University of Tartu, while others were forced to find positions at Russian universities. In order to avoid delaying the opening of the new university, the committee decided to invite foreign professors to fill the vacant positions. They were particularly keen on Finnish professors, with whom Estonians had formed strong ties during the early 20th century. Thus, in the first half of the 1920s, Estonian research and university life was supported by eight Finnish professors. This article focuses on one of them, namely Professor A. R. Cederberg, Professor of Estonian and Nordic History, and his activity and contributions to the formation of a new field of science and its study at the University of Tartu, as well as in the rest of Estonia. As Cederberg was an experienced archivist, he was asked to help build up the archives of Estonia and organise the collection of the Estonian National Museum, while working for the University in parallel. Despite his large workload, he was able to quickly set goals and priorities for the development of Estonian historical science and its study programme at the university. Prior to the opening of the national university, Estonian history had primarily been researched by Baltic Germans, whose goals and visions of history differed significantly from those of Estonians. Cederberg believed that historical research efforts should focus more on the period of Swedish rule from the 16th century until the beginning of the 18th century. This period of Estonian history had previously been largely ignored by the historical community in favour of other historical periods. While working in mainly Finnish and Scandinavian archives during summer and winter holidays, he found many sources that shed light on the period of Swedish rule in Estonia. By directing students towards researching the early modern era in Estonia, he ensured that dozens of seminar works and Master’s and Doctor’s theses were written on this subject. Cederberg was not convinced that the foundation of Estonian historical science could be based only on research conducted at the university. As such he decided to found the first Estonian Academic Historical Society right after his arrival in Tartu in the early 1920s. While the primary goal of this society was to get students interested in history, particularly Estonian history, the society quickly developed into the centre of Estonian historical science. During the eight-and-a-half years he worked at the University of Tartu, Cederberg contributed enormously to the development of Estonian historical science. He built up an entirely new field of science and study based on the histories of Estonia and the Nordic countries, and educated a plethora of outstanding young historians (such as H. Sepp, H. Kruus, P. Treiberg (Tarvel), J. Vasar, E. Blumfeldt, A. Soom, O. Liiv, G. Rauch, etc.), who vigorously and effectively continued the work their professor had started.


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