scholarly journals Developing Cooperative Learning through Tasks in Content and Language Integrated Learning

2015 ◽  
Vol 5 (2) ◽  
pp. 136 ◽  
Author(s):  
María Del Carmen Ramos Ordoñez ◽  
Victor Pavón Vázquez
Keyword(s):  
Cooperative Learning ◽  
Developmental Stages ◽  
Interdisciplinary Approach ◽  
Specific Work ◽  
Integrated Learning ◽  
Teachers Perceptions ◽  
Open Questions ◽  
High Degree ◽  
Academic Content ◽  
Methodological Difficulties

This article presents the results of a study on teachers’ perceptions regarding specific work with tasks in the CLIL (Content and Language Integrated Learning) classroom, a context where academic content and a foreign language are learnt simultaneously. A questionnaire consisting of closed and open questions was administered to 25 teachers working in a school participating in an innovative project based on the implementation of tasks used as an instrument to promote cooperative learning. Following an interdisciplinary approach, the teachers worked in collaboration to design tasks that were organised and linked around a common topic. These crosscurricular themes were selected in the different subjects with the objective of making students work towards a common final goal through several developmental stages. The results of the study show that the teachers are concerned about the methodological difficulties that the use of tasks entail, about their own ability to cope with them, and about the problems that they encounter to collaborate. However, the teachers also value the benefits of this strategy in terms of achievement of learning objectives, and display a high degree of motivation to continue working with this model.

HISTORICAL MEMORY OF THE GREAT PATRIOTIC WAR IN THE COMMENTS OF «VKONTAKTE» SOCIAL NETWORKUSERS

2021 ◽  
Vol 10 (1) ◽  
pp. 12-24
Author(s):  
V.O. BEKLIAMISHEV ◽  
Keyword(s):  
Research Methodology ◽  
Historical Memory ◽  
Interdisciplinary Approach ◽  
Political Risks ◽  
Network Communities ◽  
Military Conflicts ◽  
Great Patriotic War ◽  
Rfbr Grant ◽  
High Degree ◽  
Opinion Polls

The purpose of the article is to identify the degree of presence of the Great Patriotic War theme in the network discourse and to analyze the attitude of users to the main events, personalities and forms of commemoration of this conflict. The research methodology is based on the interdisciplinary approach «Predictor Mining», which involves the analysis of Internet content for the sake of users’ behavior markers identification. The 10 largest news communities «VKontakte» (29 286 352 com-ments), as well as 7 political ones, representing the entire ideological spectrum (2 684 135 com-ments) are considered. The interim conclusions are supported by the representative opinion polls data, but its discussion is characterized by a high degree of involvement and emotional saturation. Commentators' historical perceptions are generally poor and stereotyped. The research is imple-mented at the expense of the RFBR grant «Constructing historical memory of military conflicts in network communities: basic narratives, the types of identity, political risks», project № 19-011-00833 A.

scholarly journals Contemporary art thesauri in the context of the teaching profession development

2021 ◽  
Vol 53 (5) ◽  
pp. 32-47
Author(s):  
Larisa Yu. Kalinina ◽  
◽  
Dmitry V. Ivanov ◽  
Nikolai A. Nikitin ◽  
◽  
...  
Keyword(s):  
Contemporary Art ◽  
Interdisciplinary Approach ◽  
Integrated Approach ◽  
Teaching Profession ◽  
Professional Roles ◽  
Economic Changes ◽  
Cultural Activities ◽  
Education Levels ◽  
Research Findings ◽  
High Degree

Introduction. The problem of identifying the role of contemporary art thesauri in the teaching profession development has become aggravated in the context of global socio-economic changes, apparently irreversible after the COVID-19 pandemic. Contemporary art, actively exploring the reality of the digital age, makes it possible to comprehend the essence of the new in education, clearly see the ideal of a person who is in demand by the society of the 2020s, and choose a way to overcome the crisis of the teaching profession, which is no longer limited by the framework of person-to-person duality but is fundamentally open due to technology. The research purpose is to generalize scientific ideas for the study of contemporary art thesauri as a tool for developing the teaching profession in the cultural-educational space of the 21st century. The research methodology includes the thesaurus, interdisciplinary and integrated approaches; identification and systematization of units of knowledge about contemporary art through thesauri influencing the development of the profession of a teacher. The use of a thesaurus approach made it possible to identify and systematize units of knowledge about contemporary art and its educational opportunities that coincide in one way or another. An interdisciplinary approach showed the mechanism of integrating disciplines studied by future teachers with the space of modern artistic culture. An integrated approach was used to view contemporary art as a hierarchical system of a high degree of complexity in specific historical and psychological aspects. The research results contain a generalized description of the process of integrating contemporary art into education: the transition from a teacher’s professionalism to transprofessionalism through the introduction into the widespread practice of approaches that have resulted from the activities of representatives of creative professions; increasing the significance of a teacher as an organizer of cultural activities in the context of distance learning, with the emergence of new professional roles; the formation of concepts reflecting the commonality of thinking of a teacher and an author of artworks. Findings. Contemporary art thesauri help pedagogical education get to a higher level due to a new understanding of the profession of a teacher: as developing from professionalism to transprofessionalism through the assimilation of knowledge about the formation of a professional in the art sphere (“alien” becomes “own”), focused on organizing students’ cultural activities using distance technologies and new professional roles, explaining itself in terms of pedagogy and art. The field of application of research findings is the improvement of educational programs at all education levels (from the preschool establishment to university) in accordance with the requirements of state standards.

scholarly journals The First Field Experience: Perceptions of ESOL Pre-Service Teachers

2021 ◽  
Vol 12 (5) ◽  
pp. 15
Author(s):  
Babak Khoshnevisan ◽  
Mojgan Rashtchi
Keyword(s):  
Preservice Teachers ◽  
Teacher Educators ◽  
Field Experience ◽  
Developmental Stages ◽  
Field Experiences ◽  
Teachers Perceptions ◽  
Experience Teaching ◽  
Before And After ◽  
Pedagogical Competence ◽  
Constant Comparative Analysis

Researchers have recognized pre-service teachers’ field experiences as a pivotal element for enhancing teaching practices. Research indicates pre-service teachers usually are optimistic about teaching. However, when pre-service teachers encounter complexities in classrooms, their optimism fades. There is little research about ESOL pre-service teachers’ perceptions of field experiences. In this inquiry, we focused on pre-service teachers’ perceptions of their first field experience with ESOL students in a southeastern United States public school. We selected a multiple case study to conduct this qualitative research. We collected the data through student interviews, field experience reports, and the participants’ journals before and after the field experience. Our discoveries through constant comparative analysis centered on ESOL pre-service teachers’ perceptions of field experience, teaching strategies and pedagogical competence, and development stages of teachers. The findings of the present study indicated that field experience serves as a catalyst to facilitate the learning process for ESOL pre-service teachers. Teacher educators can adopt field experiences to challenge preservice teachers. Field experiences can be helpful tools in the developmental stages of teachers. These experiences can help preservice teachers gain insight into the culturally sensitive strategies required for ESOL courses. The findings of this study proved Khoshnevisan’s (2017) developmental stages of teachers.

scholarly journals Comparing Nurses’ and Patients’ Comfort Level with Spiritual Assessment

Religions ◽  
2020 ◽  
Vol 11 (12) ◽  
pp. 671
Author(s):  
Tove Giske ◽  
Pamela Cone
Keyword(s):  
Mixed Method ◽  
Spiritual Care ◽  
Demographic Variables ◽  
Comfort Level ◽  
Spiritual Assessment ◽  
Comfort Levels ◽  
Open Questions ◽  
Hospitalised Patients ◽  
Similarities And Differences ◽  
High Degree

This paper presents and compares similarities and differences between nurses’ and patients’ reports on comfort levels with spiritual assessment. Spiritual care is a part of nurses’ professional responsibilities; however, nurses continue to report that they are poorly prepared for this. There is limited research on patients’ expectations or perspectives on spiritual care. For the original mixed-method, two-phased study, a 21-item survey with 10 demographic variables, and some open-ended questions related to the comfort level of assessing/being assessed in the spiritual domain were distributed to 172 nurses and 157 hospitalised patients. SPSS was used to analyse and compare the results from nurses and patients; thematic analysis was used to examine the open-ended questions. Nurses reported a higher high degree of comfort with spiritual assessment than patients reported towards being assessed spiritually. Both nurses and patients saw respect and trust as key to building a relationship where open questions related to spirituality can be used as a helpful way to assess patients spiritually. Increased understanding of the best approach toward a patient must be based on the beliefs, values, and practices of that patient so that spiritual care can be individually tailored, and nurses can help patients move along the path to healing.

scholarly journals Impact of animal-assisted intervention on rehabilitation of patients with spinal cord injury

2014 ◽  
Vol 155 (39) ◽  
pp. 1549-1557 ◽  
Author(s):  
Amanda Zsoldos ◽  
Ágnes Sátori ◽  
Ágnes Zana
Keyword(s):  
Spinal Cord ◽  
Spinal Cord Injury ◽  
Interdisciplinary Approach ◽  
Psychological Adaptation ◽  
Field Work ◽  
Complementary Therapy ◽  
Therapy Program ◽  
Open Questions ◽  
Cord Injury ◽  
Animal Assisted Intervention

Introduction: The animal-assisted programs represent an interdisciplinary approach. They can be integrated into preventive, therapeutic and rehabilitative processes as complementary methods. Aim: The aim of the study was to promote the psychological adaptation and social reintegration of patients who suffered spinal cord injury, as well as reducing depression and feelings of isolation caused by the long hospitalization. The hypothesis of the authors was that the animal-assisted intervention method can be effectively inserted into the rehabilitation process of individuals with spinal cord injury as complementary therapy. Methods: 15 adults with spinal cord injury participated in the five-week program, twice a week. Participants first filled out a questionnaire on socio-demographics, and after completion of the program they participated in a short, directed interview with open questions. During the field-work, after observing the participants, qualitative data analysis was performed. Results: The results suggest that the therapeutic animal induced a positive effect on the emotional state of the patients. Participants acquired new skills and knowledge, socialization and group cohesion had been improved. Conclusions: The authors conclude that the animal-assisted activity complemented by therapeutic elements can be beneficial in patients undergoing spinal cord injury rehabilitation and that knowledge obtained from the study can be helpful in the development of a future animal-assisted therapy program for spinal cord injury patients. Orv. Hetil., 2014, 155(39), 1549–1557.

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