scholarly journals PRINCÍPIOS DE UMA DIDÁTICA MULTIDIMENSIONAL: um estudo a partir de percepções de pós-graduandos em educação

2018 ◽  
Vol 25 (2) ◽  
pp. 53
Author(s):  
Geovana Ferreira Melo ◽  
Selma Garrido Pimenta
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Doctoral Students ◽  
Social Practice ◽  
Exploratory Research ◽  
Pedagogical Practice ◽  
Postgraduate Students ◽  
Enseñanza Superior ◽  
Teachers And Students ◽  
Teaching In Higher Education

O objetivo do presente artigo é evidenciar possíveis contribuições de uma Didática Multidimensional para a prática pedagógica, a partir das percepções de pós-graduandos em Educação. Considerando seus princípios fundamentais, dos quais se destacam: ensinar com pesquisa, relações dialógicas, mediação pedagógica, rede de saberes e processos de práxis. Neste sentido, surge o seguinte questionamento: Quais as percepções de pós-graduandos quanto à complexidade de uma Didática Multidimensional e suas contribuições para a atividade docente? Nesta pesquisa exploratória, participaram nove pós-graduandos em Educação – mestrandos e doutorandos, docentes do ensino superior de diversas áreas. Sendo que, as produções escritas sobre o que a didática ensina à própria área em articulação com os referenciais teóricos – Franco e Pimenta (2016); Pimenta, Franco e Fusari (2015); Libâneo (2014); Charlot (2000); Freire (1997); Veiga (1996); Candau (1983) – compuseram o corpus da pesquisa. O estudo teve como pressupostos o entendimento de que o ensino, objeto da Didática, se configura como uma prática social e um fenômeno complexo. O que demanda diferentes interlocuções entre os saberes a serem, constantemente, reconstruídos pelos professores e exige ruptura com os modelos prescritivos e transmissivos de aula, para uma formação centrada na pesquisa. Assim sendo, professores e estudantes, ao se compreenderem pesquisadores, problematizam a realidade na busca de alternativas de reflexão-transformação.AbstractThe objective of this article is to evidence possible contributions of a multidimensional didactics for the pedagogical practice. Considering its fundamental principles, which include: teaching with research; dialogical relations; pedagogical mediation, network of knowledge and processes of praxis. Thus, some questions arise, such as: What are the post-graduate students' perceptions regarding the complexity of a Multidimensional Didactics and its contributions to the teaching activity? In this exploratory research, nine postgraduate students participated in Education - masters and doctoral students, teaching higher education in various areas. Thereby, their productions written about what didactics teaches the own area in conjunction with the theoretical - Franco and Pimenta (2016); Pimenta, Franco and Fusari (2015); Libâneo (2014); Charlot (2000); Freire (1997); Veiga (1996); Candau (1983) – comprised the corpus of research. The study had as assumptions the understanding that education, object of didactics, configures itself as a social practice and a complex phenomenon, which requires different interlocutions among knowledges, to be constantly rebuilt by teachers and requires a rupture with the prescriptive models and transmissive classroom, for a training focused on research. In this sense, teachers and students to understand researchers, problematize the reality in the search for alternatives for reflection-transformation.Keywords: Didactics; Teaching in Higher Education; Multidimensional Didactics; Teaching-learning.ResumenEl objetivo del presente artículo es evidenciar posibles contribuciones de una Didáctica Multidimensional para la práctica pedagógica. Considerando sus principios fundamentales, de los cuales se destacan: enseñar con investigación; relaciones dialógicas; la mediación pedagógica, red de saberes y procesos de praxis, cuestionamos: ¿Cuáles son las percepciones de postgraduados en cuanto a la complejidad de una Didáctica Multidimensional y sus contribuciones a la actividad docente? Se trata de una investigación exploratoria, en la que participaron nueve postgraduados en Educación - maestrandos y doctorandos, docentes de la enseñanza superior de diversas áreas. Sus producciones escritas sobre lo que la didáctica enseña a la propia área en articulación con los referentes teóricos - Franco y Pimenta (2016); Pimenta, Franco y Fusari (2015); Libâneo (2014); Charlot (2000); Freire (1997); Veiga (1996); Candau (1983) – compusieron el corpus de la investigación. El estudio tuvo como presupuestos el entendimiento de que la enseñanza, objeto de la Didáctica, se configura como una práctica social y un fenómeno complejo, lo que demanda diferentes interlocuciones entre los saberes, a ser constantemente reconstruidos por los profesores y exige ruptura con los modelos prescriptivos y para la formación centrada en la investigación. En ese sentido, profesores y estudiantes, al comprenderse investigadores, problematizan la realidad en la búsqueda de alternativas de reflexión-transformación.Palabras clave: Didáctica. Docencia en la enseñanza superior. Didáctica Multidimensional. Enseñanza-aprendizaje.

scholarly journals Flipping the Classroom

2021 ◽  
Vol 9 (11) ◽  
pp. 579-591
Author(s):  
Otavio Oliveira Silva ◽  
Francyhélia Benedita Mendes Sousa ◽  
Flávio Luiz de Castro Freitas ◽  
Vanessa Leite Da Silva ◽  
Jaqueline Santos C. Leite ◽  
...  
Keyword(s):  
Higher Education ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Educational Process ◽  
Pedagogical Practice ◽  
Academic Knowledge ◽  
Learning Attitude ◽  
Teachers And Students ◽  
Teaching In Higher Education

The new Coronavirus Pandemic has revealed the need for a methodological redefinition of teaching and learning attitude of teachers and students, through the pedagogical use of digital technologies. Therefore, this article aims to present reflections on the use of the Flipped Classroom methodology as a re-signifying possibility for the teaching of Philosophy in Higher Education, considering the context of remote emergency teaching. Assuming that there is a concern with the didactic-pedagogical and sociopolitical process of teaching and learning that constitutes teaching practice in the teaching of Philosophy in Brazilian Academies, the question is: what are the advantages and challenges of using the flipped classroom methodology in the process of teaching and learning Philosophy in Higher Education? For this, two fundamental aspects of the formal educational process are discussed: the first refers to the didactic-pedagogical and sociopolitical aspects of the teaching and learning process that constitute the teaching practice, as the content and didactics are emphasized. that is, the “what” and the “how to teach” and the second, it is about the need for re-signification/updating of traditional teaching in face of active methodologies. Based on the current context of remote teaching and/or hybrid teaching in Higher Education in Brazil, it is concluded that is necessary to reframe pedagogical practice in terms of the production of academic knowledge, without losing sight of the conditions in which it is produced.

Criminal procedural activity of the bodies of inquiry of the Armed Forces of the Russian Federation

2021 ◽  
Author(s):  
Mechislav Slifish
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
National Security ◽  
Russian Federation ◽  
Armed Forces ◽  
Federal State ◽  
Pedagogical Practice ◽  
Educational Standards ◽  
The Russian Federation ◽  
State Educational

The textbook describes the scientific and practical problems of the criminal procedural activity of the bodies of inquiry of the Armed Forces of the Russian Federation, as well as the organization of their procedural activities. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students and cadets studying in the specialty 40.05.01 "Legal support of national security", officials of the bodies of inquiry, as well as students studying in the areas of training 40.03.01 and 40.04.01 "Jurisprudence". It can be used by graduate students, adjuncts and applicants in preparation for passing exams according to the candidate's minimum program and conducting training sessions during pedagogical practice.

Didactics of practice-oriented education

2018 ◽  
Author(s):  
Владимир Беликов ◽  
V. Belikov ◽  
Петр Романов ◽  
Petr Romanov ◽  
Азат Валеев ◽  
...  
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Doctoral Students ◽  
Value Orientation ◽  
Professional Activities ◽  
Personal Significance ◽  
Purpose Of Education ◽  
Personal Competencies ◽  
The Individual ◽  
Reflective Processes

The monograph presents the author's material corresponding to the idea. that the implementation of the requirements of activity-oriented education contributes significantly to the provision of practice-oriented education. competence and acmeological approaches. The paper reveals the potential of educational, cognitive, educational and professional activities in the formation of personal competencies of students in modern higher education. The paper presents the didactic concept of practice-oriented education of the individual as a system of activity of students, the integrity of which is ensured by the personal significance of the purpose of education, its value orientation, subordination to reflective processes, personal aspirations to achieve the "top" of education. It is recommended to researchers and teachers of higher education, undergraduates, graduate students, doctoral students and applicants, teachers of universities and institutions of SPO.

scholarly journals Australian postgraduate student experiences and anticipated employability: A national study from the students’ perspective

2021 ◽  
Vol 12 (2) ◽  
pp. 148-168
Author(s):  
Elizabeth J. Cook ◽  
Linda Crane ◽  
Shelley Kinash ◽  
Amy Bannatyne ◽  
Joseph Crawford ◽  
...  
Keyword(s):  
Higher Education ◽  
Focus Groups ◽  
Doctoral Students ◽  
Postgraduate Education ◽  
Student Experiences ◽  
National Study ◽  
Postgraduate Student ◽  
Academic Aspirations ◽  
Postgraduate Students ◽  
Practical Recommendations

Postgraduate students are navigating a rapidly evolving landscape for their future careers. In this context, higher education providers are responsible for supporting and monitoring postgraduate (masters and doctoral) students’ development for both education and employability contexts. This empirical research provides a rich analysis of feedback breakfasts, focus groups and interviews with 319 postgraduate student participants from 26 universities. Emergent themes highlight widespread lack of confidence in university-mediated student experiences, particularly in the context of employability, and pessimism regarding career outcomes. Students expressed a view that higher education providers need to direct further attention and relevant supports toward postgraduate education. Future career despondency was particularly prevalent among students with academic aspirations. The findings are discussed using the theoretical framework of eudemonia and flourishing as an approach to revitalising and improving both the process and outcomes of postgraduate education. The paper concludes with practical recommendations for universities to improve the postgraduate student experience in the context of employability.

Trends of philological education development in the context of European integration

2021 ◽  
Keyword(s):  
Higher Education ◽  
European Integration ◽  
Intercultural Communication ◽  
Doctoral Students ◽  
Cognitive Linguistics ◽  
Higher Education Institutions ◽  
Language Education ◽  
Education Development ◽  
Postgraduate Students ◽  
The Media

The monograph presents innovative research in modern pedagogy, language education, methods of teaching Ukrainian literature, highlights the peculiarities of training students of philology. The papers concern the problems of learning with the Sіор model, the peculiarities of the organization of education and research, independent activities of the students, mixed forms of education. There are found out strategic approaches to the formation of intercultural communication of future philologists. The study of cognitive linguistics and linguoculturology, discourse in the media demonstrates the development of new areas of modern linguistics. The monograph is recommended for teachers of higher education institutions, postgraduate students, doctoral students, lecturers, students.

Personnel competencies management

2017 ◽  
Author(s):  
Оксана Чуланова ◽  
Oksana Chulanova
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
Personnel Management ◽  
Education Institution ◽  
Educational Process ◽  
Federal State ◽  
Postgraduate Students ◽  
Educational Standard ◽  
Training Plan ◽  
State Educational

The textbook "Personnel competencies management" was developed in accordance with the With the curriculum of the direction 38.03.03. "Personnel management" and training plan for the direction of 38.06.01 "Economics" (profile of training 08.00.05 "Economics and management of the national economy"). The publication contains lecture materials, as well as questions for preparing for the exam, assignments for test control. It meets the requirements of the Federal State Educational Standard of Higher Education of the latest generation. For students of educational institutions of higher education (bachelors and masters) who study in the direction of "Personnel Management" "Management", "State and municipal management", postgraduate students, students in the direction of "Economics", doctoral students, consultants, practitioners, HR-specialists. The methodological material will be useful for management personnel of organizations interested in implementing a competence approach in working with personnel. The publication is recommended for publication and use in the educational process by the editorial and publishing council of the budgetary higher education institution of the Khanty-Mansiysk Autonomous Okrug-Ugra "Surgut State University".

scholarly journals PERSPECTIVAS DO COMPARTILHAMENTO DO CONHECIMENTO ENTRE OS DOCENTES PARA VIABILIZAR A METODOLOGIA ATIVA

2018 ◽  
Vol 7 (2) ◽  
pp. 20-32
Author(s):  
Meline Vitali Duminelli ◽  
Karoline Brasil de Oliveira Ezequiel ◽  
Cristina Keiko Yamaguchi
Keyword(s):  
Higher Education ◽  
Focus Group ◽  
Knowledge Sharing ◽  
Interdisciplinary Research ◽  
Focus Group Interview ◽  
Research Data ◽  
Traditional Teaching ◽  
Exploratory Research ◽  
Teaching Models ◽  
Teachers And Students

Alguns docentes insatisfeitos com a abordagem de ensino tradicional no ensino superior, buscam alternativas para inovar no processo de ensino e aprendizagem, e dentre as técnicas existentes, destaca-se a metodologia ativa. Esse estudo buscou compreender as práticas de compartilhamento do conhecimento entre os docentes que aplicam a técnica de metodologia ativa na educação superior. Os procedimentos metodológicos adotados foram: pesquisa de caráter interdisciplinar e quanto aos fins de investigação: descritiva e exploratória. A coleta de dados ocorreu por meio de entrevista com quatro professoras que estudam e aplicam a metodologia ativa. Percebeu-se que adotando a técnica de metodologia ativa, ocorre maior interação entre professores e alunos, promove o compartilhamento do conhecimento com os professores durante o planejamento das aulas e na instituição durante as capacitações docentes, quando o tema abordado trata das diferentes técnicas e modelos de ensino a serem praticados na sala de aula.Palavras-Chave: Metodologias ativas. Compartilhamento do conhecimento. Aprendizagem. Perspectives of Knowledge Sharing Between Teachers to Viabilize Active MethodologyAbstract: Some teachers dissatisfied with the traditional teaching approach, seek alternatives to innovate within the classroom, and highlights here the active methodologies. This study sought to understand the practices of knowledge sharing among teachers who apply the techniques of active methodologies in higher education. This interdisciplinary research was used for the purposes of descriptive and exploratory research. Data collection took place through a focus group interview, with four teachers who study and apply the active methodologies. It was noticed that adopting the techniques of active methodologies, there was a greater interaction between teachers and students, as well as, it was evidenced that the active methodologies promote the sharing of knowledge with other teachers in the moments of class planning and within the institutions when they offer training on the different techniques and teaching models that can be practiced in classrooms.Keywords: Active methodologies. Sharing knowledge. Learning.

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 Dynamics of the gender structure of teaching staff in modern Russia

2021 ◽  
Vol 125 ◽  
pp. 02001
Author(s):  
Lyudmila Alekseevna Brushkova ◽  
Ivan Andreevich Vladimirov ◽  
Niginakhon Arslanovna Shermukhamedova
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
Teaching Staff ◽  
University Staff ◽  
Pay Gap ◽  
Postgraduate Students ◽  
University Teachers ◽  
Age Cohorts ◽  
Representation Of Women ◽  
The University

The subject of the article is the dynamics of the gender structure of university staff in modern Russia. The purpose of the article is to reveal the changes that have occurred in the gender structure of university teachers over the past 20 years. Research methods include the analysis of statistical and sociological data, cross-tabulation and calculation of the feminization index. The authors note that over the twenty-year period, the feminization of Russian universities has intensified. It captures increasingly higher levels of the university job hierarchy, which is manifested in an increase in the number of women in the positions of associate professors, professors, heads of departments, vice-rectors, etc. The significant predominance of women in the positions of assistants, teachers and senior teachers is the basis for the further feminization of university staff in Russia. The analysis of the gender structure of postgraduate and doctoral students shows that women lag behind men only in the youngest age categories of postgraduate students (up to 27 years old) and doctoral students (up to 39 years old) and the oldest category of doctoral students (over 60 years old). This is explained by the fact that at these ages, women are likely to perform their reproductive and educational functions. Women dominate in all other age cohorts of postgraduate and doctoral students. The authors conclude that, despite the existing manifestations of discrimination against women in higher education (gender pay gap, low representation of women at the highest level of university administration, the glass ceiling effect in promoting women up the career ladder, etc.) In general, women are making progress in higher education, making the industry increasingly feminized.

scholarly journals Atividades pedagógicas na promoção da aprendizagem ativa dos estudantes de graduação nas disciplinas de estatística

2019 ◽  
Vol 3 (2) ◽  
pp. 623
Author(s):  
Suzi Samá
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Active Learning ◽  
Cognitive Neuroscience ◽  
Learning Process ◽  
Theory Of Knowledge ◽  
Teaching Methodology ◽  
Pedagogical Practice ◽  
Education Students ◽  
Statistical Education

Resumo: Este relato de experiência apresenta três atividades planejadas para instigar o interesse do estudante do Ensino Superior pela Estatística e promover sua aprendizagem ativa em sala de aula. No seu planejamento e desenvolvimento, consideraram-se os pressupostos da Teoria da Biologia do Conhecer e da Neurociência Cognitiva, para que os estudantes se percebam como produtores de conhecimento e corresponsáveis pelo seu processo de aprendizagem. De diferentes formas, as três atividades viabilizaram uma participação ativa dos estudantes, que perderam o receio pela disciplina e participaram de debates e discussões potencializados pela metodologia de ensino adotada. Conclui-se que repensar a prática pedagógica pode levar o professor a encontrar formas de ajudar os estudantes a superar suas dificuldades de compreensão dos conceitos estatísticos. Palavras-chave: Educação Estatística; Aprendizagem Ativa; Atividades Pedagógicas; Neurociência Cognitiva; Teoria da Biologia do Conhecer. Pedagogical activities in promoting active learning of graduate students in statistical disciplines Abstract: This experience report presents three activities designed to arouse the interest of higher education students in statistics and to promote their active learning in the classroom. In its planning and development, we considered the assumptions of the Theory of Knowledge Biology and Cognitive Neuroscience, so that students perceive themselves as knowledge producers and co-responsible for their learning process. In different ways, the three activities enabled the active participation of students, who lost their fear of the discipline and participated in debates and discussions enhanced by the teaching methodology adopted. It is concluded that rethinking pedagogical practice can lead the teacher to find ways to help students overcome their difficulties in understanding statistical concepts. Keywords: Statistical Education; Active Learning; Pedagogical Activities; Cognitive Neuroscience; Theory of Biology of Knowing.

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