scholarly journals LAS METÁFORAS EMOCIONALES DEL APRENDIZAJE DE LOS ALUMNOS VISTO POR EL FUTURO PROFESORADO DEL MÁSTER DE EDUCACIÓN SECUNDARIA

2017 ◽  
Vol 3 (1) ◽  
pp. 163
Author(s):  
Lucía Mellado ◽  
Susana Sánchez Herrera ◽  
Florencio Vicente ◽  
María Luisa Bermejo
Keyword(s):  
Teacher Training ◽  
Data Collection ◽  
Student Learning ◽  
The Other ◽  
Secondary Teacher ◽  
Social Emotions ◽  
The University

Abstract.THE EMOTIONAL METAPHORS OF THE LEARNING OF STUDENTS SEEN BY FUTURE PROFESSOR OF THE MASTER OF SECONDARY EDUCATIONThe personal and emotional metaphors help teachers to reflect on their conceptions and their roles, give us an overview of classroom life and build bridges between the cognitive and affective. In this study a pretest personal and emotional metaphors for teacher and student learning from a sample of students in the Master of Secondary teacher training at the University of Extremadura (Spain) are analyzed. The method of data collection was an open questionnaire where they had to describe their metaphors and make a drawing of them. In research conducted adapt the four categories of Leavy et al. (2007): Behavioral-transmissive, cognitive-constructivist, situated and selfreferential. The results indicate that in the general metaphors regarding student learning, the highest number correspond to self-referenced ones (44.9%), followed by transmissive-behaviorists (32.0%), cognitive-constructivists (14.1% ) And those located. In the general metaphors of the posttest, the participants have expressed a total of 46 metaphors, and the highest number correspond to self-referenced ones (35.0%), followed by behavioral-transmissive ones (30.0%), cognitive-constructivists And those located (7.5%). When comparing the percentage of emotional metaphors with the totals obtained in the pretest and posttest, they fall in the behaviorist-transmissive category and increase in the other three categories, in relation to total metaphors. Basic and social emotions, positive, negative and neutral in the students’ learning have been expressed and there are more negative emotions.Keywords: education, metaphors, emotions, student, secondary masterResumen.Las metáforas personales y emocionales ayudan al profesorado a reflexionar sobre sus concepciones y sus roles, nos dan una visión global de la vida del aula y tienden puentes entre lo cognitivo y lo afectivo. En este estudio se analizan en un pretest y en el postest las metáforas personales y emocionales que tienen los profesores sobre el aprendizaje del alumnado de ciencias de una muestra de estudiantes del Máster de Secundaria de formación del profesorado de la Universidad de Extremadura. El procedimiento de recogida de datos fue un cuestionario abierto donde tenían que describir sus metáforas y realizar un dibujo de ellas. En la investigación realizada adaptamos las cuatro categorías de Leavy et al. (2007):conductistas-transmisivas, cognitivas-constructivistas, situadas y autorreferenciadas. Los resultados indican que en las metáforas generales respecto al aprendizaje de los alumnos, el mayor número corresponde a las autorreferenciadas (un 44.9%), seguidas de las transmisivas-conductistas, (un 32.0%), de las cognitivas-constructivistas (un 14.1%) y de las situadas. En las metáforas generales del postest, los participantes han expresado un total de 46 metáforas, y el mayor número corresponde a las autorreferenciadas (35.0%), seguidas de las conductistas- transmisivas (30.0%), de las cognitivas-constructivistas (27.5%) y de las situadas (7.5%). Al comparar el porcentaje de metáforas emocionales con las totales obtenidas en el pretest y en el postest bajan en la categoría conductista-transmisiva y sube en las otras tres categorías, respecto a las metáforas totales. Se han expresado emociones básicas y sociales, positivas, negativas y neutras en el aprendizaje del alumnado y se presentan emociones más negativas.Palabras claves: educación, metáforas, emociones, estudiante de orientación, máster de Secundaria.

scholarly journals LAS METÁFORAS EMOCIONALES DEL APRENDIZAJE DE LOS ALUMNOS VISTO POR EL FUTURO PROFESORADO DEL MÁSTER DE EDUCACIÓN SECUNDARIA

2017 ◽  
Vol 1 (1) ◽  
pp. 149
Author(s):  
Lucía Mellado ◽  
Susana Sánchez Herrera ◽  
Florencio Vicente ◽  
María Luisa Bermejo
Keyword(s):  
Teacher Training ◽  
Data Collection ◽  
Student Learning ◽  
The Other ◽  
Secondary Teacher ◽  
Social Emotions ◽  
The Future ◽  
Post Test ◽  
The University

Abstract.THE EMOTIONAL METAPHORS ON THE STUDENTS LEARNING SEEN BY THE FUTURE PROFESSORS OF THE MASTER OF SECONDARY EDUCATIONThe personal and emotional metaphors help teachers to reflect on their conceptions and their roles, give us an overview of classroom life and build bridges between the cognitive and affective. In this study a pretest personal and emotional metaphors for teacher and student learning from a sample of students in the Master of Secondary teacher training at the University of Extremadura (Spain) are analyzed. The method of data collection was an open questionnaire where they had to describe their metaphors and make a drawing of them. In research conducted adapt the four categories of Leavy et al. (2007): Behavioral-transmissive, cognitive-constructivist, situated and selfreferential. The results indicate that in the general metaphors regarding student learning, the highest number correspond to self-referenced ones (44.9%), followed by transmissive-behaviorists (32.0%), cognitive-constructivists (14.1% ) And those located. In the general metaphors of the post-test, the participants have expressed a total of 46 metaphors, and the highest number correspond to self-referenced ones (35.0%), followed by behavioral-transmissive ones (30.0%), cognitive-constructivists And those located (7.5%). When comparing the percentage of emotional metaphors with the totals obtained in the pretest and posttest, they fall in the behaviorist-transmissive category and increase in the other three categories, in relation to total metaphors. Basic and social emotions, positive, negative and neutral in the students’ learning have been expressed and there are more negative emotions.Keywords: education, metaphors, emotions, student, secondary masterResumen.Las metáforas personales y emocionales ayudan al profesorado a reflexionar sobre sus concepciones y sus roles, nos dan una visión global de la vida del aula y tienden puentes entre lo cognitivo y lo afectivo. En este estudio se analizan en un pretest y en el postest las metáforas personales y emocionales que tienen los profesores sobre el aprendizaje del alumnado de ciencias de una muestra de estudiantes del Máster de Secundaria de formación del profesorado de la Universidad de Extremadura. El procedimiento de recogida de datos fue un cuestionario abierto donde tenían que describir sus metáforas y realizar un dibujo de ellas. En la investigación realizada adaptamos las cuatro categorías de Leavy et al. (2007):conductistas-transmisivas, cognitivas-constructivistas, situadas y autorreferenciadas. Los resultados indican que en las metáforas generales respecto al aprendizaje de los alumnos, el mayor número corresponde a las autorreferenciadas (un 44.9%), seguidas de las transmisivas-conductistas, (un 32.0%), de las cognitivas-constructivistas (un 14.1%) y de las situadas. En las metáforas generales del postest, los participantes han expresado un total de 46 metáforas, y el mayor número corresponde a las autorreferenciadas (35.0%), seguidas de las conductistas- transmisivas (30.0%), de las cognitivas-constructivistas (27.5%) y de las situadas (7.5%). Al comparar el porcentaje de metáforas emocionales con las totales obtenidas en el pretest y en el postest bajan en la categoría conductista-transmisiva y sube en las otras tres categorías, respecto a las metáforas totales. Se han expresado emociones básicas y sociales, positivas, negativas y neutras en el aprendizaje del alumnado y se presentan emociones más negativas.Palabras claves: educación, metáforas, emociones, estudiante de orientación, máster de Secundaria.

Teacher Fellows

2016 ◽  
pp. 281-294
Author(s):  
Barbara H. Davis ◽  
Terri Cearley-Key
Keyword(s):  
Public Schools ◽  
Data Collection ◽  
Teacher Retention ◽  
Student Learning ◽  
Teacher Development ◽  
Quantitative Data ◽  
The Past ◽  
The University ◽  
Collection Methods ◽  
Over Time

This chapter describes the Teacher Fellows Program. This program is a school/university partnership that has provided comprehensive mentoring and induction support to more than 400 teachers over the past 20 years. The program is grounded in social-constructivist, cognitive-developmental and teacher development theories. Both qualitative and quantitative data collection methods have been used to determine the program's effectiveness over time. Results from analyses of the data indicate the program (a) improves teacher retention, (b) increases teacher effectiveness, (c) fosters collaboration between the university and public schools, and (d) impacts student learning.

scholarly journals Professional and Transversal Competencies in the Accounting Field: Do Employers’ Expectations Fit Students’ Perceptions? Evidence from Western Romania

2017 ◽  
Vol 12 (3) ◽  
pp. 126-140 ◽  
Author(s):  
Cristina Nicolaescu ◽  
Delia David ◽  
Pavel Farcas
Keyword(s):  
Young People ◽  
Data Collection ◽  
Labour Market ◽  
The Other ◽  
Accounting Profession ◽  
Reference Mark ◽  
The Future ◽  
The One ◽  
The University ◽  
Western Romania

Abstract The changes that occur in the labour market due to the recent evolution registered in the field of accounting, led us to initiate a study in which we have as a purpose to analyse the perception that employers and students enrolled in the faculties for accounting from the Western part of our country have regarding the importance of the professional and transversal competencies when they get hired. The research tools used within this research are on the one side grounded on the quiz for data collection, and on the other side the ANOVA method for the analysis of the perception differences found in these two groups discussed upon. The results found in this work represent in the opinion of the authors an important reference mark for the university instruction of the young people who are about to enter the accounting profession, but also for the future employers who are about to interact with them.

scholarly journals PEMBELAJARAN BERBASIS EDMODO PADA MAHASISWA PENDIDIKAN MATEMATIKA UNIVERSITAS BALIKPAPAN

2019 ◽  
Vol 8 (2) ◽  
pp. 298 ◽  
Author(s):  
Ryan Angga Pratama ◽  
Nur Ismiyati
Keyword(s):  
Number Theory ◽  
Mathematics Education ◽  
Data Collection ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Experience ◽  
Student Learning Outcomes ◽  
Education Students ◽  
New Learning ◽  
The University

Penelitian ini bertujuan untuk mendeskripsikan pelaksanaan pembelajaran berbasis Edmodo pada mahasiswa Pendidikan Matematika Universitas Balikpapan. Subjek dalam penelitian ini adalah 12 mahasiswa Pendidikan Matematika Universitas Balikpapan yang sedang menempuh perkuliahan Teori Bilangan. Teknik pengumpulan data dilakukan dengan observasi (pengamatan terhadap aktivitas chat di dalam Edmodo), dokumentasi, serta tes hasil belajar. Adapun hasilnya didapatkan bahwa pelaksanaan pembelajaran berbasis Edmodo berjalan dengan baik. Hal ini dapat dilihat dari capaian hasil belajar mahasiswa yang menunjukkan secara rata-rata dari 12 mahasiswa memperoleh skor atau ketercapaian 82,53. Selain itu, mahasiswa juga merasa memperoleh pengalaman belajar yang baru melalui Edmodo, dapat lebih berekspresi, suasana belajar (chat) sangat santai, serta dapat diakses dimana saja jika mahasiswa lupa materi yang telah dipelajarinya. Hal ini dikarenakan materi yang disajikan telah diunggah di Edmodo maupun kanal Youtube. AbstractThis study aims to describe the implementation of Edmodo-based learning in Mathematics Education students at the University of Balikpapan. The subjects in this study were 12 University of Balikpapan Mathematics Education students who were taking lectures on Number Theory. Data collection techniques are done by observation (observation of chat activities in Edmodo), documentation, and learning achievement tests. The results were obtained that the implementation of Edmodo-based learning went well. This can be seen from the achievements of student learning outcomes which show an average of 12 students get a score or achievement of 82,53. In addition, students also feel they have gained a new learning experience through Edmodo, can be more expressive, the atmosphere of learning (chat) is very relaxed, and can be accessed anywhere if students forget the material they have learned. This is because the material presented has been uploaded on Edmodo and the Youtube channel.

scholarly journals Geografija i geografi na visokoškolskim ustanovama u Hrvatskoj izvan Prirodoslovno-matematičkog fakulteta u Zagrebu

Geoadria ◽  
2017 ◽  
Vol 12 (2) ◽  
pp. 149
Author(s):  
Damir Magaš
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Higher Education Institutions ◽  
The Other ◽  
Geographic Thought ◽  
The University ◽  
Science Departments ◽  
Central Department

Besides the central Department of Geography and the Institutes of the University of Zagreb's Faculty of Science, the tradition of development of modern geographic thought and science in Croatia is also associated with other higher-education institutions in the country. A significant number of Croatian geographers have been affiliated with science departments (geographic or other)in Zagreb, as well as in the rest of Croatia. This paper is particularly focused on the development of the study of geography in Zadar, as well as the other geography studies at former academies of pedagogy, pedagogical colleges and schools for teacher training, economic, tourist, political, agronomical, military, cartographic and other higher-education institutions. 

scholarly journals Ser dos en el aula: las parejas pedagógicas como estrategia de co-enseñanza inclusiva en una experiencia de formación inicial del profesorado de secundaria

Aula Abierta ◽  
2017 ◽  
Vol 46 (2) ◽  
pp. 57
Author(s):  
Manuel Cotrina García ◽  
Mayka García García ◽  
Ester Caparrós Martín
Keyword(s):  
Preservice Teachers ◽  
Teacher Training ◽  
Inclusive Education ◽  
Collaborative Teaching ◽  
Secondary Teacher ◽  
Teaching Innovation ◽  
Innovation Project ◽  
Teacher Professional ◽  
The Subject ◽  
The University

RESUMENEste trabajo aborda la “pareja pedagógica” como estrategia didáctica innovadora de corte inclusivo, que caracteriza una modalidad de enseñanza colaborativa (co-enseñanza). Esta estrategia requiere la implicación, intencional y voluntaria de dos profesores en todos los aspectos vinculados a la docencia: planificación, evaluación y, singularmente, durante el desarrollo de las sesiones de clases. Inicialmente se revisa la literatura sobre el tema de estudio, de cara a documentar su potencial en la mejora del proceso didáctico, e ilustrar sus implicaciones para el desarrollo profesional docente; asimismo, se centra el eje de análisis en la educación inclusiva. En un segundo momento, se presentan los resultados de un proyecto de innovación docente cuyo eje central es la puesta en acción de esta estrategia por un grupo de docentes de la Universidad de Cádiz, en diversas titulaciones vinculadas a la formación inicial del profesorado. En concreto, se presenta la visión particular del alumnado de la asignatura “Procesos y Contextos Educativos”, del Máster en Formación del Profesorado de Secundaria. Es a través de la voz del alumnado que el modelo de co-enseñanza, llevado a cabo en esta experiencia con las “parejas pedagógicas”, adquiere valor pedagógico y se sitúa como motor para la proyección hacia su práctica futura.Palabras Clave: co-enseñanza, pareja pedagógica, educación inclusiva, formación inicial del profesorado.ABSTRACTThis work approaches the “pedagogical partnerns” as an innovative didactic strategy of inclusive orientation, which characterizes a modality of collaborative teaching (co-teaching). This strategy requires the intentional and voluntary involvement of two teachers in all aspects related to teaching: planning, assessment and, in particular, during the development of class sessions. Initially the literatura on the subject of study is reviewed, in order to documents its potential in improving the didactic process, and to illustrate its implications for teacher professional development; likewise, the analysis focuses on inclusive education. Secondly, we presents the results of a teaching innovation project whose central axis is the implementation of this strategy by a group of teachers of the University of Cadiz, in various degrees related to the preservice teachers. Specifically, we present the students’ particular view on the subject “Processes and Educational Contexts” of the Master in Secondary Teacher Training. It is through the voice of the students that the co-teaching model, carried out in this experience with the “pedagogical partners” , get its pedagogical value and is placed as a motor so that the students can project it towards its future practice.Keywords: co-teaching, pedagogical pair, inclusive education, initial teacher training.

scholarly journals The university teacher: Catalyst of the emotional-technological-ontological logic in the teaching of exact sciences

2021 ◽  
Vol 2 (5) ◽  
pp. 7700-7715
Author(s):  
Mendoza Velazco Derling Jose ◽  
Cejas Martinez Magda Francisca ◽  
Villavicencio Álvarez Víctor ◽  
Flores Hinoztroza Elizeth Mayrene ◽  
Navarro Cejas Mercedes
Keyword(s):  
Teacher Training ◽  
Data Collection ◽  
Mathematics Teachers ◽  
Theoretical Approach ◽  
University Student ◽  
University Mathematics ◽  
Mathematical Sciences ◽  
The University ◽  
Digital Training ◽  
Selection Of

The aim of the study was to design a theoretical approach to the existing techno-ontological logical emotions of university mathematics teachers working in universities in Ecuador. The research was qualitative. For the selection of the sample, a random selection was carried out under the criterion of intentionality. Twenty (20) students and eight (8) mathematics teachers from different universities participated. For data collection, we used a participatory digital observation guide and an open-ended interview. Three categories emerged from the results: the andragogic retrotopia of being a mathematician, the emotional scar in teacher training and the educational perception of the university student. We conclude with a theoretical approach in which the deficit of professional digital training in mathematical sciences allows the emotional logic of the Ecuadorian teacher to drive him/her to portray an academic being that generates hatred and rejection in the university educational community.

scholarly journals Teaching digital literature: Alice Inanimada em Portugal

2020 ◽  
Vol 8 (1) ◽  
pp. 217-240
Author(s):  
Ana Maria Machado ◽  
Ana Albuquerque e Aguilar
Keyword(s):  
Teacher Training ◽  
Data Collection ◽  
Applied Research ◽  
Literary Work ◽  
Educational Context ◽  
Digital Literature ◽  
Training Course ◽  
Data Collection And Analysis ◽  
Portuguese Literature ◽  
The University

This article seeks to describe the development of the project “Inanimate Alice: translating digital literature in an educational context”, of the Centre for Portuguese Literature at the University of Coimbra. We will address the different stages of the project and the processes involved, namely, the translation of the first five episodes of the series, the translation and the creation of pedagogical materials adapted to the Portuguese curriculum, the applied research with episodes 1 and 2 of Alice Inanimada in two Portuguese schools, the data collection and analysis relating to the experience and reception of the work by students and teachers, and the teacher training course created to respond to the challenges of teaching a digital literary work, in partnership with the Portuguese National Reading Plan – PNL2027, thereby filling a gap in this area, in Portugal. In addition to a reflection on all the research stages, we will present the plans for the future of the project.

scholarly journals Analysis of Basic Students Learning Difficulties in Multiple Materials

2021 ◽  
Vol 4 (1) ◽  
pp. 14
Author(s):  
Silvy Yulistia Salsabila ◽  
Geri Syahril Sidik ◽  
Rizki Hadiwijaya Zulkarnaen
Keyword(s):  
Data Collection ◽  
Student Learning ◽  
Research Method ◽  
Learning Difficulties ◽  
The Other ◽  
Mathematical Language ◽  
Language Difficulty ◽  
Multiple Materials ◽  
Data Collection Technique ◽  
Descriptive Qualitative

<p><em>This study aims to obtain an overview of learning difficulties. This research was conducted in third class of SDN 2 Cintaraja. The research method used is descriptive qualitative. The data collection technique was carried out in two ways, namely by giving story questions and interviews. The story questions used in this study were three questions which refer to four characteristics of student learning difficulties according to Jamaris in 2014 (weakness in counting, difficulty in transferring knowledge, understanding of mathematical language, difficulty in visual operations) regarding the multiplication. The results showed that there were still many students who had learning difficulties in this multiplication material, of the six students who were sampled all of them were only able to master one characteristic of the four characteristics of learning difficulties, namely in terms of understanding the language of mathematics, while the other three learning difficulties had not able to be mastered by them, namely in terms of calculating weaknesses, difficulties in transferring data, and difficulties in visual operations of the multiplication material.</em></p>

scholarly journals KULIAH MELALUI WHATSAPP (KULWAPP)

2019 ◽  
Vol 2 (1) ◽  
pp. 17-27
Author(s):  
Ryan Angga Pratama
Keyword(s):  
Online Learning ◽  
Mathematics Education ◽  
Collaborative Learning ◽  
Data Collection ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Experiences ◽  
Student Learning Outcomes ◽  
New Learning ◽  
The University

This study aims to describe the implementation of collaborative learning online through WhatsApp Messenger (WA) Group. The subjects in this study were 34 students of Mathematics Education at the University of Balikpapan who were studying the Theory of Numbers. Data collection techniques are carried out by observation (observation of chat activities within the WA Group), documentation, and learning outcomes tests. However, the results showed that the implementation of online learning through the WA Group went well. This can be seen from the achievement of student learning outcomes which shows that 27 out of 34 students get scores above 70. In addition, students also feel that they have new learning experiences, can express themselves in discussions, the atmosphere of learning is very relaxed, learning becomes more update, and can be accessed anywhere if students forget the material they have learned.

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