scholarly journals Reflexões Sobre a Ação Didática e a Formação Docente no Ensino Superior: Um Levantamento Bibliográfico

2019 ◽  
Vol 20 (2) ◽  
pp. 192
Author(s):  
Samuel José Amaral De Jesus
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
University Education ◽  
Pedagogical Practice ◽  
Teaching Role ◽  
De Se ◽  
Current Scenario ◽  
The University ◽  
Teaching In Higher Education ◽  
Globalized World

A formação do professor do Ensino Superior se constrói em consonância com as novas configurações do mundo globalizado, isto é, acompanha as diversas tecnologias da atualidade, em um programa que seja altamente especializado e pronto para adotar as diversas estratégias que compõem o exercício profissional. Assim, esta produção tem como objetivo analisar um levantamento sobre a relevância das recentes publicações sobre a docência no Ensino Superior, enfatizando a didática e a formação profissional no âmbito universitário, condizendo com uma revisão literária. Os dados pesquisados permitiram observar que o cenário atual exige aprimoramento constante dos ofícios empregados para a docência, e esse aperfeiçoamento se refere, em especial, à prática pedagógica do professor como também a sua formação continuada. A pesquisa bibliográfica confere o perfil deste estudo, em um levantamento que resultou na seleção de 27 obras de abordagem condizente aos dias atuais, que atenderam de algum modo aos critérios estabelecidos para a inclusão. Em suma, percebe-se que existe a necessidade de reavaliação do papel docente, não apenas por parte dos educandos, mas também pelo próprio profissional, a fim de se aprimorar e compreender claramente a importância da pedagogia universitária para o seu crescimento, enquanto mediador dos conhecimentos nas Instituições de Ensino Superior. Palavras-chave: Pedagogia Universitária. Didática. Formação Docente. AbstractThe formation of the higher education professor is built in accordance with the new configurations of the globalized world, that is, it accompanies the various technologies of today, in a program that is highly specialized and ready to adopt the various strategies that make up the professional practice. Thus, this production aims to analyze a survey about the relevance of recent publications on teaching in higher education, emphasizing didactics and professional training in the university context, in line with a literary review. The researched data allowed us to observe that the current scenario requires an ever-steady improvement in the professions, and this improvement refers in particular to the pedagogical practice of the professor as well as to his or her  continuing education. The bibliographic research confers the profile of this study, in a survey that resulted in the selection of 27 works of approach consistent with the current days, which met the criteria established for inclusion somehow. In short, it is perceived that there is a need to re-evaluate the teaching role, not only by students, but also by the professional himself or herself, in order to improve and understand clearly the importance of university pedagogy for its growth as mediator of knowledge in Higher Education Institutions. Keywords: University Education. Didactics. Teacher Training.

scholarly journals A Articulação dos Saberes de Experiência e da Ação Pedagógica na Docência Universitária: uma Breve Revisão da Literatura

2021 ◽  
Vol 22 (2) ◽  
pp. 206-216
Author(s):  
Mara Aparecida Alves da Silva ◽  
Lúcia Gracia Ferreira
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Professional Training ◽  
Teaching Profession ◽  
University Teaching ◽  
Pedagogical Practice ◽  
Teaching Knowledge ◽  
Didactic Knowledge ◽  
Epistemological Understanding ◽  
The University

ResumoA docência universitária abrange a ação do professor no Ensino Superior e como em todo ofício, a profissão docente também possui saberes específicos. Na legislação brasileira há um silenciamento em discussões mais profundas que envolvem a formação na docência universitária, principalmente, questões basilares para a formação profissional dos professores: os conhecimentos didáticos e os saberes docentes. Este estudo consiste em uma breve revisão de literatura de pesquisas desenvolvidas no Brasil, nos últimos cinco anos, sobre a articulação da Docência Universitária com os saberes de experiência e da ação pedagógica. Esta investigação consiste em uma pesquisa bibliográfica de abordagem qualitativa. A partir das plataformas investigadas foram encontrados vinte trabalhos distribuídos em onze teses e nove dissertações, com predominância das pesquisas na área de Educação. Apesar do número incipiente de trabalhos analisados, foi identificada uma diversidade de estudos sobre os referidos saberes na Docência Universitária, que destacaram a influência das Histórias de vida e Experiências na prática pedagógica dos professores universitários, percebendo que a formação da profissionalidade ocorre por meio das mediações didáticas e dos saberes docentes. Além disso, algumas pesquisas mencionaram o silenciamento da legislação em relação à formação do professor do Ensino Superior e a necessidade de Políticas Públicas e institucionais capazes de promover um desenvolvimento profissional de qualidade na Universidade. É preciso continuar as pesquisas sobre a Docência Universitária, pois é um campo de estudo relativamente novo no Brasil e requer o entendimento epistemológico para promover ações efetivas na melhoria da qualidade da educação e da formação profissional. Palavras-chave: Professores Universitários. Ensino Superior. Saberes Docentes. AbstractThe University Teaching includes the professor’s action in Higher Education and, as in any other profession, the teaching profession also has specific knowledge. In Brazilian law there is a silence in the deeper discussions that involve training in university teaching, mainly in basic issues for the professors professional training: didactic knowledge and teaching knowledge. This study consists of a brief literature review of researches developed in Brazil in the last five years about the articulation of University Teaching with the experiential knowledge and of pedagogical action. This investigation consists of a literature review with a qualitative approach. From the investigated platforms, 20 papers were found, distributed in eleven theses and nine dissertations, with a predominance of researches in the Education area. Despite the incipient number of studies analyzed, it was identified a diversity of studies referring to knowledge in University Teaching, highlighting the influence of Life Stories and Experiences in university professors’ pedagogical practice, recognizing that the professionalism formation occurs through didactic mediations and teaching knowledge. Besides that, some studies had mentioned the legislation silencing regarding the higher education professors’ training and the necessity of public and institutional policies capable of promoting a quality professional development at the University. It is necessary to continue the University Teaching research because it is a quite new field of study in Brazil and requires an epistemological understanding to promote effective actions to improve the quality of education and professional training. Keywords: University Teachers. Higher Education. Teaching Knowledge.

scholarly journals Innovative pedagogical practices in higher education of the XXI century (aspects of public administration)

2021 ◽  
Vol 7 (1) ◽  
pp. 423-428
Author(s):  
Liudmyla Neizhpapa ◽  
Yurii Dziurakh ◽  
Valentyna Bogouta ◽  
Lesia Zelman ◽  
Larysa Herasymenko
Keyword(s):  
Higher Education ◽  
Education System ◽  
Professional Training ◽  
University Education ◽  
Pedagogical Practices ◽  
Distinctive Features ◽  
Higher Education System ◽  
Historical Progress ◽  
The Usa ◽  
The University

This article is an overview. The research highlight’s objective and subjective preconditions of the process of modernization of professional and ideological-methodological training of a modern specialist, respectively, changes in the dynamics and content lines of modern historical progress. The content of innovative tendencies of the university education system in Ukraine and the urgency of the problem of teacher tutor training are indicated. The general and distinctive features of tendencies of development of innovative pedagogical practices in higher school abroad in the direction of professional training of teachers (the USA, Poland, and China) are allocated. The relevance of theoretical coverage of innovative pedagogical practices in higher education is due to the peculiarities of their development in modern conditions in Ukraine and abroad. Modernization of the higher education system today requires the study and comprehensive analysis of this issue. Theoretical basis: scientific articles of domestic and foreign scientists on the problems of innovative pedagogical practices in higher education.    

WORK-BASED LEARNING IN HIGHER EDUCATION: EXPERIENCE AND CHALLENGES OF LEARNERS, WORKPLACES AND INSTITUTIONS OF HIGHER EDUCATION

2020 ◽  
Author(s):  
Anne Roosipõld ◽  
Krista Loogma ◽  
Mare Kurvits ◽  
Kristina Murtazin
Keyword(s):  
Higher Education ◽  
University Education ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Constructivist Learning Theory ◽  
Education Experience ◽  
Restaurant Management ◽  
The Social ◽  
The University ◽  
Social Constructivist Learning

In recent years, providing higher education in the form of work-based learning has become more important in the higher education (HE) policy and practice almost in all EU countries. Work-based learning (WBL) in HE should support the development of competences of self-guided learners and adjust the university education better to the needs of the workplace. The study is based on two pilot projects of WBL in HE in Estonia: Tourism and Restaurant Management professional HE programme and the master’s programme in Business Information Technology. The model of integrative pedagogy, based on the social-constructivist learning theory, is taken as a theoretical foundation for the study. A qualitative study based on semi-structured interviews with the target groups. The data analysis used a horizontal analysis to find cross-cutting themes and identify patterns of actions and connections. It appears, that the challenge for HE is to create better cooperation among stakeholders; the challenge for workplaces is connected with better involvement of students; the challenge for students is to take more initiative and responsibility in communication with workplaces.

A University Education

2017 ◽  
Author(s):  
David Willetts
Keyword(s):  
Higher Education ◽  
Modern Society ◽  
University Education ◽  
Modern World ◽  
Controversial Issues ◽  
The Us ◽  
The Individual ◽  
The University ◽  
First Time ◽  
The Relationship

Universities have a crucial role in the modern world. In England, entrance to universities is by nation-wide competition which means English universities have an exceptional influence on schools--a striking theme of the book. This important book first investigates the university as an institution and then tracks the individual on their journey to and through university. In A University Education, David Willetts presents a compelling case for the ongoing importance of the university, both as one of the great institutions of modern society and as a transformational experience for the individual. The book also makes illuminating comparisons with higher education in other countries, especially the US and Germany. Drawing on his experience as UK Minister for Universities and Science from 2010 to 2014, the author offers a powerful account of the value of higher education and the case for more expansion. He covers controversial issues in which he was involved from access for disadvantaged students to the introduction of L9,000 fees. The final section addresses some of the big questions for the future, such as the the relationship between universities and business, especially in promoting innovation.. He argues that the two great contemporary trends of globalisation and technological innovation will both change the university significantly. This is an authoritative account of English universities setting them for the first time in their new legal and regulatory framework.

scholarly journals PEDAGOGICAL PRACTICE AS AN EFFECTIVE MEANS OF PROFESSIONAL TRAINING OF PRIMARY SCHOOL TEACHERS

2020 ◽  
Vol 66 (2) ◽  
pp. 198-204
Author(s):  
A.A. Kdyrbaeva ◽  
◽  
E.V. Ryabova ◽  
A.O. Abdykadyrov ◽  
◽  
...  
Keyword(s):  
Primary School ◽  
Professional Training ◽  
Effective Means ◽  
Special Role ◽  
Pedagogical Practice ◽  
Creative Activity ◽  
School Teachers ◽  
Primary School Teachers ◽  
The University ◽  
The Relationship

This article analyzes the problem of organizing the practice of students-future teachers of primary education in the University, describes the pedagogical conditions for the success and effectiveness of its implementation. The purpose of the article is to identify and justify the relationship between the student's creative activity and continuous practice during the entire period of study at the University. It is shown that pedagogical practice has a special role in preparing future primary school teachers for professional work, since practice generates a desire to discover new things, arouses interest in the studied, and forms students ' complete ideas about pedagogical activity, about the real ways of its knowledge and development.

scholarly journals El aprendizaje en la educación superior / Learning Process of Higher Education

2015 ◽  
Vol 2 (2) ◽  
Author(s):  
César Carbache Mora
Keyword(s):  
Higher Education ◽  
Knowledge Society ◽  
Educación Superior ◽  
Education Policies ◽  
Educational Decisions ◽  
Educacion Superior ◽  
Research And Teaching ◽  
Sociedad Del Conocimiento ◽  
The University ◽  
Teaching In Higher Education

ABSTRACTThe following analysis aims to investigate the present and the future of the Ecuadorian university, its relationship to work, citizenship and identity, higher education and learning, knowledge ecologies to link research and teaching in higher education and the pre service education: policies, programs and practices. The information society and knowledge required of citizens better prepared and more committed to the environment in which they live and develop. Aware of this reality, the university must rethink the principles that led to its creation. Moving from theorizing (conceptualization - observation) to the practical (research - reflection – criticality - involvement) valuing and respecting diversity and multiculturalism in tandem to raise awareness on the social responsibility of their knowledge. This rethinking of contemporary university must analyse as proposed by some researchers (Montero, Patricio. 2010) the megas educational trends and challenges for higher education that have implications on key educational decisions related to the relevance and validity of higher education. In particular, for curriculum development, methodologies for both teaching and assessing also the management of teaching. 1.- Globalization marked by the knowledge society. 2.- Training for a highly dynamic interdependent labour structure. 3.- The survival of organizations depends on the knowledge possessed by its staff. 4.- Changes in the design of intelligent behaviour and productivity of people. 5.- Changes on the conception of learning, emphasizing the concern of internal processes of people for learning.RESUMENEl siguiente análisis pretende investigar el presente y el futuro de la universidad ecuatoriana: su vinculación al trabajo, la ciudadanía y la identidad, la enseñanza superior y el aprendizaje, ecologías del conocimiento en cuanto a enlazar la investigación y la docencia en la educación superior, así como el pre servicio de la educación: las políticas, programas y prácticas. La sociedad de la información y el conocimiento requiere de ciudadanos mejor preparados y más comprometidos con el medio en que les toca vivir y desenvolverse. Consciente de esta realidad la universidad debe de replantearse los postulados que la llevaron a su creación. Pasar de la teorización (conceptualización - observación) a la practicidad (inves-tigación – reflexión - criticidad- involucramiento) valorando y respetando la diversidad y la multiculturalidad a la par de concienciar en la responsabilidad social de sus conocimientos. En este replanteo la universidad de hoy debe de analizar, como lo proponen algunos investigadores (Montero, Patricio, 2010) las megas tendencias educativas como desafíos para la educación universitaria que tienen implicaciones en las decisiones educacionales claves vinculadas a la pertinencia y vali-dez de la educación superior. En especial, para el desarrollo curricular, las metodologías tanto para la enseñanza como para la evaluación y para la gestión de la docencia. Cinco son las que se plantean: 1.- La globalización marcada por la sociedad del conocimiento. 2.- Formación para una estructura laboral altamente dinámica e interdependiente. 3.- La super-vivencia de las organizaciones depende centralmente del conocimiento que posee su personal. 4.- Cambios en la concepción de comportamientos inteligentes y la productividad de las personas. 5.- Cambios sobre la concepción del aprendizaje, enfatizando la preocupación de los procesos internos de las personas para el aprendizaje. Contacto principal: [email protected]

Does university attendance impact students' political tolerance and open-mindedness: the atypical case of Israel?

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Zehorit Dadon-Golan ◽  
Adrian Ziderman ◽  
Iris BenDavid-Hadar
Keyword(s):  
Higher Education ◽  
Political Attitudes ◽  
University Education ◽  
Lecture Hall ◽  
Political Tolerance ◽  
Full Time ◽  
Content Type ◽  
Study Programs ◽  
University Experience ◽  
The University

PurposeA major justification for the state subsidy of university education at public institutions (and, in some countries, of private universities too) is the economic and social benefits accruing to society as whole from a significantly university-educated workforce and citizenship. Based upon a broad range of research findings, a particular societal benefit emanating from higher education relates to good citizenship: that it leads to more open mindedness and tolerant political attitudes. We examined these issues using a representative sample of students from Israeli universities to clarify the extent to which these outcomes would be paralleled in the Israeli setting, where the university experience differs markedly from that found typically in the West.Design/methodology/approachThe research is based on a comparison of political tolerance levels between first- and final-year students enrolled in regular undergraduate study programs (of four days a week or more). However since a change in tolerance is likely to be contingent also on the amount of time that the student spends on campus during the study year, we introduce, as a control group, students enrolled in compressed study programs (of three days a week or less) and compare changes in their tolerance levels with tolerance changes of students enrolled in regular programs. Research questionnaires were distributed to undergraduate students at three universities from the three major districts in Israel–north, south and center. The achieved sample size was 329 students.FindingsUsing Difference-in-Differences techniques, we looked for any changes in students' general political tolerance, over the course of their studies. Surprisingly, we found no such effect on political tolerance attitudes. Israeli students are older and often married and though nominally full-time students, they often hold down a full-time job. Thus they come and go to attend lectures but do not otherwise spend much time on campus. Given the somewhat perfunctory nature of the university experience for most Israeli students, it does not to lead to more open-minded and tolerant political attitudes.Practical implicationsSome broader, practical applications of the research, beyond the Israeli case, are presented, particularly related to distance learning and to the impact of COVID-19. Attention is given to more recent “Cancel culture” developments on university campuses.Originality/valueThe results have wider implications, to other university setting in other countries. Changes in political attitudes may occur in university settings where campus life is well developed, with opportunities for student interaction, formally in extra-curricular events or through social mixing outside the lecture hall. Where the university experience is more minimally confined to attendance at lectures these desirable outcomes may not be forth coming. These findings are relevant to other university frameworks where campus attendance is marginal, such as in open university education and, even more explicitly, in purely internet-based higher education study.

Professional training of students of creative professions : methodological aspect

2021 ◽  
Vol 7 (3D) ◽  
pp. 623-628
Author(s):  
Roma Sybirna ◽  
Tetiana Fursykova ◽  
Ganna Polishchuk ◽  
Oleksandr Balanutsa ◽  
Alla Marchuk
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Educational Institution ◽  
Educational Process ◽  
Practical Implementation ◽  
Theoretical Substantiation ◽  
Flexible System ◽  
Science And Technology Education ◽  
Creative Education ◽  
The University

One of the important problems of training competitive specialists in creative professions is the theoretical substantiation and practical implementation of the idea of integrating science and technology, education and production, searching on this basis for innovative approaches to creative education. Taking this into account, the problem of integrating knowledge in higher education acquires significance and has a number of advantages. The university is faced with the task of providing students with a holistic, scientific, flexible system of knowledge, which is modified depending on the profile and purpose of each type of educational institution. One of the most effective ways to achieve this goal is to integrate the content, forms and methods of teaching into the educational process.

SOCIO-PSYCHOLOGICAL PROBLEMS OF TRAINING THE HEAD OF A SOCIAL SERVICE ORGANIZATION AT A UNIVERSITY (MASTER'S LEVEL)

2020 ◽  
Author(s):  
Мария Валерьевна Созинова
Keyword(s):  
Higher Education ◽  
Social Service ◽  
Professional Training ◽  
Psychological Problems ◽  
Service Organization ◽  
Master's Level ◽  
Social Service Organization ◽  
The Social ◽  
The University

В статье автором раскрывается необходимость подготовки руководителя организации социального обслуживания в вузе на уровне магистратуры. Выделяются особенности подготовки руководителя организации социального обслуживания в высшей школе, а также дана характеристика социально-психологических проблем их профессиональной подготовки. In the article, the author reveals the need to train the head of the social service organization at the University at the master's level. The article highlights the features of training the head of a social service organization in higher education, as well as the characteristics of socio-psychological problems of their professional training.

The exceptional and the ordinary

2018 ◽  
pp. 73-106
Author(s):  
Thomas Docherty
Keyword(s):  
Higher Education ◽  
Social Norms ◽  
Everyday Life ◽  
The Other ◽  
Normative Belief ◽  
University Education ◽  
Ordinary People ◽  
Mass Higher Education ◽  
The People ◽  
The University

The contemporary institution fails to understand the real meaning of ‘mass higher education’. A mass higher education should address the concerns of those masses of ‘ordinary people’ who, for whatever reasons, do not attend a university. Instead, the contemporary sector simply admits more individuals from lower social and economic classes. Behind this is a deep suspicion of the intellectual whose knowledge marks them out as intrinsically elitist and not ‘of the people’. An intellectual concerned about everyday life is now seen as suspicious, given the normative belief that a university education is about individual competitive self-advancement. This intellectual is now an enemy of ‘the people’, and incipiently one who might even be regarded as criminal in dissenting from conformity with social norms of neoliberalism. There is a history to this, dating from 1945; and it sets up a contest between two version of the university: one sees it as a centre of humane and liberal values, the other as the site for the production of individuals who conform to and individually benefit from neoliberal greed. The genuine exception is the intellectual who dissents; but dissent itself is now seen as potentially criminal.

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