scholarly journals Nas malhas da poesia: oficina de leitura e criação

Signo ◽  
2020 ◽  
Vol 45 (83) ◽  
pp. 100-110
Author(s):  
Rosa Maria Cuba Riche
Keyword(s):  
Structural Characteristic ◽  
Undergraduate Students ◽  
Teaching Practices ◽  
Teaching Practice ◽  
Basic Education ◽  
Age Groups ◽  
Theoretical Framework ◽  
Children And Youth ◽  
Different Types ◽  
The Subject

Como e por que trabalhar poesia na sala de aula é o que se pretende abordar neste trabalho. A sensibilização para a linguagem poética, suas características estruturais e um pequeno repertório teórico que sustenta a reflexão sobre o fazer poético vem sendo trabalhado ao longo da atividade acadêmica em forma de Oficinas de Leitura e Produção. Os grupos que vivenciaram a metodologia dessas oficinas são estudantes do Ensino Fundamental I e II, estagiários de Letras do Instituto de Aplicação da UERJ, profissionais de diferentes áreas da disciplina Oficina de Poesia do curso de Especialização em Literatura Infantil e Juvenil da UFF, além de professores que frequentaram minicursos em congressos da área. As oficinas de poesia têm se mostrado eficazes como possibilidade de aproximar do gênero lírico diferentes tipos e faixas etárias de leitores, permitindo-lhes manipular o estrato linguístico de forma criativa e, principalmente em relação aos professores da educação básica, vivenciar atividades que podem enriquecer a prática docente. Os resultados dessas oficinas podem ser mensurados pelo maior interesse dos estudantes em ler, compreender e produzir poemas e a participação entusiasmada dos professores que inseriram a metodologia da oficina em suas práticas docentes. O repertório ficcional é amplo e varia de acordo com o público participante e a experiência do leitor. Já o repertório teórico apoia-se principalmente em: CANDIDO (1986; 1989; 2004); CÍCERO (2007); SOARES (1989); CARA (1986); MORICONI (2002); MOISÉS (2012); SECCHIN (2018) dentre outros. Abstract This paper intends to address how and why to work with poetry in the classroom. Awareness of poetic language, its structural characteristic and a brief theoretical framework that give support to reflections on ways of doing poetry has been worked on throughout academic activity in the form of Reading and Production Workshops. Groups that have experienced the methodology of those workshops comprise students from primary and middle schools and undergraduate students of the Lyrics Course in the Institute of Application at UERJ as well as professionals from different areas of knowledge in the subject Poetry Workshop from the specialization course in Children and Youth Literature and teachers who attended mini courses in congress in the area. The poetry workshops have proved to be effective as a possibility to bring different types and age groups of readers closer to the lyric genre, allowing them to manipulate the linguistic stratum in a creative way, especially basic education teachers, who have the chance to experience activities that can improve teaching practice. The results of these workshops can be measured by students' greater interest in reading, understanding and producing poems and the enthusiastic participation of the teachers who adopted the workshop methodology in their teaching practices. The fictional repertoire is broad and varies according to the participating audience and reader's experience. The theoretical framework is based mainly on: CANDIDO (1986; 1989; 2004); CÍCERO (2007); SOARES (1989); CARA (1986); MORICONI (2002); MOISÉS (2012); SECCHIN (2018) among others.

scholarly journals Formação Continuada de Professores no Uso de Tecnologias Digitais / Continuous Teacher Training in The Use of Digital Technologies

2021 ◽  
Vol 15 (57) ◽  
pp. 599-615
Author(s):  
Camila Santos dos Santos ◽  
Maria Antonieta Pereira Tigre
Keyword(s):  
Continuing Education ◽  
Teaching Practice ◽  
Basic Education ◽  
Digital Technologies ◽  
Field Research ◽  
Educational Technologies ◽  
Exploratory Research ◽  
New Methodologies ◽  
The Subject ◽  
Survey Interviews

Resumo:O presente trabalho, busca analisar qual(is) formação(ões) os professores têm atualmente na área das tecnologias digitais e como integram ferramentas digitais às práticas pedagógicas. Os objetivos da pesquisa são: identificar nas produções literárias possíveis etapas de uma formação continuada; investigar nos questionários obtidos com a pesquisa de campo quais os motivos que impedem a formação continuada e descrever o perfil dos professores, além de analisar as informações colhidas no questionário. Para isso, foi realizado um estudo de campo com professores da educação básica de Vitória da Conquista – BA. Como uma pesquisa do tipo exploratória, houve levantamento bibliográfico, entrevistas e exemplos que estimulam a compreensão do assunto. Pode-se concluir que ainda é presente a desqualificação dos docentes quanto ao uso das tecnologias educacionais e que estes carecem de formação continuada, sendo algo preocupante levando em conta o momento atual, onde há imersão total das tecnologias na prática docente.  Palavras – chave: Formação Continuada; Novas Metodologias. Tecnologias Digitais.   Abstract: This paper seeks to analyze what training(s) teachers currently have in the area of digital technologies and how they integrate digital tools into pedgogical practices. The research objectives are: to identify possible stages of continuing education in literary productions; investigate, in the questionnaires obtained from the field research, which are the reasons that prevent continuing education and describe the profile of teachers, in addition to analyzing the information collected in the questionnaire. For this, a field study was carried out with basic education teachers from Vitória da Conquista – BA. As exploratory research, there was a bibliographic survey, interviews and examples that stimulate the understanding of the subject. It can be concluded that the disqualification of teachers regarding the use of educational technologies is still present and that they lack continuing education, which is a concern considering the current moment, where there is total immersion of technologies in teaching practice.  Keywords: Continuing Education; New Methodologies. Digital Technologies.  

scholarly journals Educação Ambiental e Apropriação de Valores: um Diálogo Possível na Educação Infantil

2019 ◽  
Vol 20 (3) ◽  
pp. 332
Author(s):  
Cristiane Magalhães Bissaco
Keyword(s):  
Higher Education ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Environmental Education ◽  
Moral Education ◽  
Teaching Practices ◽  
Teaching Practice ◽  
Basic Education ◽  
Childhood Education ◽  
Education Environment

Partindo do entendimento de que a Educação Ambiental deve ser uma prática intencionalizada e coerente, este trabalho se propõe a realizar uma revisão bibliográfica que articule o campo teórico da Educação Ambiental com o da Educação Infantil, a fim de observar os limites e as possibilidades da prática docente ao tratar da construção ou apropriação de valores. Assim, os seguintes questionamentos norteiam a pesquisa: que práticas docentes podem ser identificadas em relação à apropriação de valores? Elas abarcam a temática ambiental? Em que contextos são pesquisadas? A Educação Infantil é um desses contextos? Para tal discussão foram levantados nove artigos internacionais, que levam o leitor a compreender que as práticas docentes em relação aos valores ensinados são distintas de um artigo para outro: sendo dois deles como prática moral, três como construção, dois como socialização, um como formação de hábitos e um como clarificação. Apenas dois dos artigos não abarcam a temática ambiental. Em relação ao contexto de pesquisa, neste levantamento os artigos estão assim distribuídos: cinco destinados à Infância - Educação Básica, um trata da Educação básica com adolescentes e três destinados ao Ensino Superior. Portanto, concluiu-se que a Educação Infantil é um dos contextos em que a Educação Ambiental tem sido pesquisada, principalmente, no que se refere à apropriação de valores pertinentes à temática ambiental. Palavras-chave: Educação Moral. Meio Ambiente. Infância. AbstractBased on the understanding that Environmental Education should be an intentional and coherent practice, this paper proposes to perform a literature review that articulates the theoretical field of Environmental Education with that of Early Childhood Education, in order to observe the limits and possibilities of teaching practice, when dealing with the value construction or appropriation. Thus, the following questions guide the research: What  teaching practices can be identified in relation to the values appropriation ? Do they cover the environmental theme? In what contexts are they researched? Is early childhood education one of these contexts? For this discussion nine international articles were raised, which lead the reader to understand that teaching practices in relation to the values taught are distinct from one article to another: two of them as moral practice, three as construction, two as socialization, one as habits formation and one as clarification. Only two of the articles do not cover the environmental theme. Regarding the research context, in this survey the articles are directed to: five for Childhood - Basic Education, one for Basic Education with adolescents and three for Higher Education. Therefore, it was concluded that early childhood education is one of the contexts in which environmental education has been researched, especially regarding the appropriation of values relevant to the environmental theme. Keywords: Moral Education. Environment. Childhood. 

scholarly journals THE WEB OF POWER RELATIONS AND THE SCHOOL REGULATIVE DISCOURSE DURING PROSPECTIVE TEACHERS’ TEACHING PRACTICES

2021 ◽  
Vol 8 (2) ◽  
Author(s):  
Anna Asimaki ◽  
Vasiliki-Eleni Selechopoulou ◽  
Gerasimos Koustourakis
Keyword(s):  
Primary Education ◽  
Prospective Teachers ◽  
Role Models ◽  
Teaching Practices ◽  
Power Relations ◽  
Teaching Practice ◽  
Theoretical Framework ◽  
Lead Teachers ◽  
Research Findings ◽  
The Web

The purpose of this paper, which utilises Foucault’s theoretical framework, is to study the effect the existent web of power relations and the school regulative discourse have on the formation of the students as teacher-subjects, during their teaching practice organised by a Department of Primary Education in Greece. The data were collected using two research tools: the interview and observation. The research findings showed that power relations are formed between the mentors and the students. Moreover, the mentors’ action unfolds on three levels. They simultaneously act as supervisors and evaluators, as lead-teachers in the classroom and as role-models for the students. It is through their action that the students become familiarized the school regulative discourse. The majority of the students conform to the norms of the school regulative discourse and obey the controls exercised by the mentors, during their practicum. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0796/a.php" alt="Hit counter" /></p>

scholarly journals acompañamiento docente como vehículo de mejora de la práctica profesional

2019 ◽  
Vol 1 (3) ◽  
pp. 8-15
Author(s):  
Marisela Amor Payán Pérez ◽  
Rosa Isela Alamillo Calvillo ◽  
Francisco Javier Martínez Granados
Keyword(s):  
Learning Styles ◽  
Primary Education ◽  
Teaching Practice ◽  
Basic Education ◽  
Professional Competencies ◽  
Education Student ◽  
School Students ◽  
Student Role ◽  
Analysis Process ◽  
The Subject

En la revisión del acuerdo 649, mismo que da el sustento a la Licenciatura de Educación Primaria, respectivamente se reconoce el apartado del perfil de egreso que comprende el dominio de las competencias genéricas y profesionales que todo estudiante al término de la licenciatura debe tener desarrolladas. El fortalecimiento de las competencias genéricas y profesionales, conlleva un proceso sistemático y metodológico que debe atender el estudiante en formación, mismo que le permite que su práctica docente contenga ese nivel de profesionalización que la docencia requiere para asegurar mejores resultados en los alumnos de educación primaria. En las pasadas inmersiones a la práctica docente con alumnos del séptimo semestre de la Licenciatura en Educación Primaria se realiza la revisión de la planificación que se implementará en el semestre a través del curso de práctica profesional, misma que se dosifica por cuatro periodos de 15 días cada uno; la cual debe revisarse rigurosamente para observar el nivel de apropiación de la misma la cual debe contener y precisar el mapeo (Propósitos de la asignatura, de la educación primaria, de la educación básica, rol del alumno, del maestro) el encuadre (bloque, fecha, ámbito, aprendizajes esperado, temas de reflexión, actividades de rutina, el enfoque de la asignatura a tratar) posteriormente la realización de la secuencia didáctica que responda al desarrollo de los aprendizajes esperados, con adecuaciones curriculares que atiendan los ritmos y estilos de aprendizaje para los alumnos que así lo requieran, tiempo estimado de aplicación, materiales a utilizar y la inclusión de tic. De igual forma se debe evidenciar un proceso de análisis que comprenda la evaluación diagnóstica, procesual y final considerando la actitudinal, procedimental e instrumental. Requiere además de un apartado de dominio de contenido que de sustento a las temáticas a abordar por si se requiere hacer consultas teóricas y, por último, los anexos que evidencias los apoyos gráficos que se utilizaran en el desarrollo de las actividades. Abstract In the revision of the agreement 649, which gives the support to the Degree of Primary Education, respectively recognizes the section of the exit profile that comprises the mastery of the generic and professional competencies that every student at the end of the degree must have developed. The Strengthening of generic and professional competencies, involves a systematic and methodological process that must be addressed by the student in training, which allows his teaching practice to contain that level of professionalism that the teaching Required to ensure better results in primary school students. In the past dives to the teaching practice with students of the seventh semester of the Degree in Primary Education is carried out the review of the planning that will be implemented in the semester through the course of professional practice, same that is dosed by Four periods of 15 days each; Which should be reviewed rigorously to observe the level of appropriation of the same which should contain and specify the mapping (Purposes of the subject, primary education, basic education, student role, teacher) framing (block, date, scope, Expected learning, topics of reflection, activities of routine, the approach of the subject to be treated) subsequently the realization of the didactic sequence that responds to the development of the expected learning, with curricular adaptations that attend the Rhythms and learning styles for students who so require, estimated application time, materials to be used and the inclusion of ICT In the same way should be evidenced an analysis process that includes diagnostic evaluation, processual and final Considering the attitudinal, procedural and instrumental. It requires in addition to a section of domain of content that of sustenance to the topics to be addressed in case it is necessary to make theoretical consultations and, finally the annexes that evidence the graphic supports to be used in the development of the activities.

scholarly journals O Uso da História da Química no Ensino de Química: A Visão de Licenciandos em Química

2019 ◽  
Vol 20 ◽  
pp. 657-671
Author(s):  
Iago Ferreira Espir ◽  
Alexandra Epoglou ◽  
Deividi Marcio Marques
Keyword(s):  
High School ◽  
Education Research ◽  
Chemistry Education ◽  
Teaching Practice ◽  
Basic Education ◽  
History Of Chemistry ◽  
History Of ◽  
The Subject ◽  
Chemistry Education Research

ResumoA História da Química (HQ) tem sido considerada um recurso para as aulas de Química no Brasil, porém muitos professores e licenciandos dizem não terem capacitação ou interesse para incorpora-la à prática docente, criando um paradoxo. Com isso surgem alguns questionamentos: A HQ é importante para formar o professor? E para os estudantes da Educação Básica? Assim, surgiu o presente trabalho, com o objetivo de identificar a importância que licenciandos em Química de uma universidade federal, que cursavam a disciplina História da Química no ano de 2016 dão à disciplina, observando o que entendem pelo tema, quão importante é para sua formação e para o ensino de Química e como eles acham conveniente incorpora-la à prática. Baseados em estudos e nos documentos oficiais, buscou-se entender a importância que dão para a HQ na formação do profissional e do aluno de Ensino Médio. Para isso, foi feito um acompanhamento das aulas da turma durante todo o curso, observando as aulas e as atividades realizadas por eles. Palavras-chave: História da Química; ensino de Química; pesquisa com alunos. Abstract The History of Chemistry (HC) has been considered a resource for chemistry classes in Brazil, but many teachers and graduates say they lack the capacity or interest to incorporate it into teaching practice, creating a paradox. With this come some questions: Is the HC important to train the teacher? And for the students of Basic Education? Thus, the present paper, with the objective of identifying the importance that graduates in Chemistry of a federal university, who studied the discipline History of Chemistry in the year of 2016 give to the discipline, observing what they understand by the subject, how important it is for their training and for the teaching of Chemistry and how they find it convenient to incorporate it into practice. Based on studies and official documents, it was sought to understand the importance they give to the HC in the formation of the professional and the student of High School. For this, it was made a follow-up of the classes of the class throughout the course, observing the classes and the activities carried out by them. Keywords: History of Chemistry; Chemistry Education; research with students.

scholarly journals Os percursos escolares das crianças e jovens em acolhimento residencial na escola pública portuguesa

2021 ◽  
Vol 29 ◽  
pp. 87
Author(s):  
Daniela Ferreira ◽  
Ariana Cosme
Keyword(s):  
Residential Care ◽  
School Success ◽  
Basic Education ◽  
Age Groups ◽  
Children And Youth ◽  
Education Policies ◽  
Ethical Imperative ◽  
Pedagogical Issue ◽  
Conceptual Problems ◽  
Problematic Situations

By principles established in LBSE, the Portuguese public school commits itself to ensure the inclusion of all children and youth; however, when we look at the pathways of those in residential care, under measures of promotion and protection, we realize that this is one of the most vulnerable populations in education. The data analysis of their school pathways presents conceptual problems arising from the organization of age groups. Through the collection of data about the school pathways of children and youth in residential care who receive basic education from three groups of schools in Portugal, we seek to understand information about school success and failure. Based on an interpretative phenomenological paradigm, this study portrays one of the most problematic situations of the Portuguese educational system. When comparing school failure rates of these children and youth with Portuguese national rates, we realize that the failure rate in the first cycle is 13 times higher, the second cycle is 11 times higher, and the third cycle is six times higher than the national average. We conclude that it is urgent to think about education policies in which inclusion, in addition to being a technical-pedagogical issue, is assumed as an ethical imperative.

scholarly journals El acompañamiento docente como vehículo de mejora de la práctica profesional.

2020 ◽  
Vol 1 (3) ◽  
pp. 8-15
Author(s):  
Marisela Amor Payán Pérez
Keyword(s):  
Primary Education ◽  
Professional Practice ◽  
Teaching Practice ◽  
Basic Education ◽  
Planning Process ◽  
Professional Competencies ◽  
Education Student ◽  
School Students ◽  
The Subject ◽  
Educación Primaria

En la revisión del acuerdo 649, mismo que da el sustento a la Licenciatura de Educación Primaria, respectivamente se reconoce el apartado del perfil de egreso que comprende el dominio de las competencias genéricas y profesionales que todo estudiante al término de la licenciatura debe tener desarrolladas. El fortalecimiento de las competencias genéricas y profesionales, conlleva un proceso sistemático y metodológico que debe atender el estudiante en formación, mismo que le permite que su práctica docente contenga ese nivel de profesionalización que la docencia requiere para asegurar mejores resultados en los alumnos de educación primaria. En las pasadas inmersiones a la práctica docente con alumnos del séptimo semestre de la Licenciatura en Educación Primaria se realiza la revisión de la planificación que se implementará en el semestre a través del curso de práctica profesional, misma que se dosifica por cuatro periodos de 15 días cada uno; la cual debe revisarse rigurosamente para observar el nivel de apropiación de la misma la cual debe contener y precisar el mapeo (Propósitos de la asignatura, de la educación primaria, de la educación básica, rol del alumno, del maestro) el encuadre (bloque, fecha, ámbito, aprendizajes esperado, temas de reflexión, actividades de rutina, el enfoque de la asignatura a tratar) posteriormente la realización de la secuencia didáctica que responda al desarrollo de los aprendizajes esperados, con adecuaciones curriculares que atiendan los ritmos y estilos de aprendizaje para los alumnos que así lo requieran, tiempo estimado de aplicación, materiales a utilizar y la inclusión de tic  De igual forma se debe evidenciar un proceso de análisis que comprenda la evaluación diagnóstica, procesual y final considerando la actitudinal, procedimental e instrumental. Requiere además de un apartado de dominio de contenido que de sustento a las temáticas a abordar por si se requiere hacer consultas teóricas y, por último, los anexos que evidencias los apoyos gráficos que se utilizaran en el desarrollo de las actividades.   Palabras clave Acompañamiento, planeación, proceso, práctica profesional, evaluación,   Abstract In the revision of the agreement 649, which gives the support to the Degree of Primary Education, respectively recognizes the section of the exit profile that comprises the mastery of the generic and professional competencies that every student at the end of the degree must have developed. The Strengthening of generic and professional competencies, involves a systematic and methodological process that must be addressed by the student in training, which allows his teaching practice to contain that level of professionalism that the teaching Required to ensure better results in primary school students. In the past dives to the teaching practice with students of the seventh semester of the Degree in Primary Education is carried out the review of the planning that will be implemented in the semester through the course of professional practice, same that is dosed by Four periods of 15 days each; Which should be reviewed rigorously to observe the level of appropriation of the same which should contain and specify the mapping (Purposes of the subject, primary education, basic education, student role, teacher) framing (block, date, scope, Expected learning, topics of reflection, activities of routine, the approach of the subject to be treated) subsequently the realization of the didactic sequence that responds to the development of the expected learning, with curricular adaptations that attend the Rhythms and learning styles for students who so require, estimated application time, materials to be used and the inclusion of ICT In the same way should be evidenced an analysis process that includes diagnostic evaluation, processual and final Considering the attitudinal, procedural and instrumental. It Requires in addition to a section of domain of content that of sustenance to the topics to be addressed in case it is necessary to make theoretical consultations and, finally the annexes that evidence the graphic supports to be used in the development of the activities   Keywords Accompaniment, planning, process, professional practice, evaluation,

scholarly journals Profesionalización docente en el nivel superior, bajo el enfoque de competencias

2019 ◽  
pp. 6-11
Author(s):  
Ariana Cano-Corona ◽  
Melina Cano-Corona ◽  
Sadi Flores-Farias ◽  
Federico Jorge Cisneros-Flores
Keyword(s):  
Higher Education ◽  
Teaching Strategies ◽  
Education System ◽  
Teaching Practices ◽  
Teaching Practice ◽  
Basic Education ◽  
Educational Reforms ◽  
Institutions Of Higher Education ◽  
Short Term ◽  
Educational Approach

This paper deals with a partial study that is being carried out on teaching strategies that are used in the teaching practice of some institutions of higher education, which work under the competence approach. Likewise, an analysis is made of the basic competences that teachers must possess to work on any subject of the curricular maps established at a higher level under this same approach. Through this study and analysis the reality of teaching practices is exposed once educational reforms focused on the professionalization of teachers have been approved, showing the challenges, advances and areas of opportunity in the short term. Evidencing that although the educational approach by competences is currently being worked on at all levels, from basic education to higher education, there are still many gaps between the links that make up the education system chain

scholarly journals Early Years Math: A Study with Undergraduates in Mathematics based on the Principles of Cultural - Historical Theory

2020 ◽  
Vol 22 (5) ◽  
pp. 84-101
Author(s):  
Camila Porto Giacomelli ◽  
Anemari Roesler Luersen Vieira Lopes
Keyword(s):  
Elementary School ◽  
Undergraduate Students ◽  
Basic Education ◽  
Early Years ◽  
School Design ◽  
Learning Mathematics ◽  
Data Collection And Analysis ◽  
Didactic Knowledge ◽  
The Subject ◽  
Historical Theory

Background: It is common the idea that the responsibility for learning mathematics worked in the first years of schooling rests solely with the teacher at this stage. This is a mistake since these contents run throughout basic education, and it is important that teachers at other levels understand the mathematics of the early years of elementary school. Objectives: The article aims to discuss the knowledge of mathematics undergraduate students about mathematics in the early years of elementary school. Design: The theoretical and methodological support is based on the assumptions of cultural-historical theory (CHT), which shows that the subject develops and impacts the reality where he/she lives by interactions with others through the acquired knowledge. Setting and participants: The study space consisted of workshops on the operations of addition, subtraction, multiplication, and division, carried out in the project “Knowing the mathematics taught in the early years” and the participants were seven undergraduates from the mathematics degree course. Data collection and analysis: The empirical data were systematised by the organization of the episode "Understanding the teaching of basic mathematics", composed of four scenes. Results: They reveal that when it comes to teaching mathematics in the early years, students show a weakness in relation to basic mathematical knowledge and didactic knowledge to teach them. Conclusions: Although the results come from a specific context, we concluded that it is important for mathematics undergraduates to be able to discuss mathematics teaching in all stages of basic education.

scholarly journals Graduate- and undergraduate-student perceptions of and preferences for teaching practices in STEM classrooms

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Ngawang Gonsar ◽  
Lorelei Patrick ◽  
Sehoya Cotner
Keyword(s):  
Instructional Strategies ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Teaching Practices ◽  
Research University ◽  
Teaching Practice ◽  
Public Research ◽  
Science Technology ◽  
Public Research University ◽  
And Mathematics

AbstractDespite positive evidence for active learning (AL), lecturing dominates science, technology, engineering, and mathematics (STEM) higher education. Though instructors acknowledge AL to be valuable, many resist implementing AL techniques, citing an array of barriers including a perceived lack of student buy-in. However, few studies have explored student perceptions of specific AL teaching practices, particularly the perceptions of graduate students. We explored student-reported instructional strategies and student perceptions of and preferences for a variety of teaching practices in graduate and undergraduate classrooms across three STEM colleges at a large, public, research university. We found that both graduate and undergraduate students desired more time for AL and wanted less lecturing than they were currently experiencing. However, there was no single universally desired or undesired teaching practice, suggesting that a variety of AL teaching practices should be employed in both graduate and undergraduate courses.

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