scholarly journals A autonomia do estudante nas relações de ensino e aprendizagem: reflexões sobre a atualidade do conceito de autonomia

2019 ◽  
Vol 12 (2) ◽  
pp. 188
Author(s):  
José Carlos dos Santos Debus
Keyword(s):  
Student Teaching ◽  
Knowledge Construction ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
School Education ◽  
Pedagogical Practice ◽  
Learning Space ◽  
Student Autonomy ◽  
The World ◽  
Teaching Learning

Neste texto procuramos apresentar uma compreensão do conceito de autonomia e emancipação do estudante nas relações de ensino e aprendizagem por meio da análise de alguns estudos, em particular de Piaget (1998, 1996, 2010), Vygotsky (1991), Freire (2009), Rancière (2007) e Nietzsche (2008), que trazem os princípios da autonomia e emancipação como pré-requisitos às práticas de ensino. A importância deste estudo se deve ao fato de que há outras perspectivas sobre educação escolar que entendem o espaço ensino/aprendizagem a partir de novas configurações, geradas pelas transformações nas comunicações, que possibilitam outros movimentos na educação e nos processos de construção do saber. E muitos desses movimentos indicam o princípio da autonomia como base da prática pedagógica. O estudante na perspectiva da autonomia e da emancipação é um sujeito histórico ativo que tem diante de si a possibilidade de direcionar o sentido de sua própria história. Constata-se que esse princípio estabelece um relacionamento no campo do ensino/aprendizagem mais igualitário e mais justo e nos leva a compreender o mundo de modos diferentes. Palavras chave: Estudante. Ensino. Autonomia.The autonomy of the student in the relations of teaching and learning: reflections on the actuality of the concept of autonomyABSTRACTIn this paper we seek to present an understanding of the concept of student autonomy and emancipation in teaching and learning relationships based on the analysis of some studies, in particular Piaget (1998, 1996, 2010), Vygotsky (1991), Freire (2009), Rancière (2007), and Nietzsche (2008) who bring the principles of autonomy and emancipation as prerequisites to teaching practices. The importance of this study is due to the fact that there are other perspectives on school education that understands the teaching / learning space from new configurations, generated by the transformations in the communications, that allow other movements in education and in the processes of knowledge construction. And many of these movements indicate the principle of autonomy as the basis of pedagogical practice. The student in the perspective of autonomy and emancipation is an active historical subject who has before him the possibility of directing the meaning of his own history. This principle establishes a relationship in the field of teaching / learning that is more equal and fairer and leads us to understand the world in different ways.Key words: Student. Teaching. Autonomy.La autonomía del estudiante en las relaciones de enseñanza y aprendizaje: reflexiones sobre la actualidad del concepto de autonomíaRESUMENEn este texto buscamos presentar una comprensión del concepto de autonomía y emancipación del estudiante en las relaciones de enseñanza y aprendizaje a partir del análisis de algunos estudios, en particular de Piaget (1998, 1996, 2010), Vygotsky (1991), Freire (2009), Rancière (2007) y Nietzsche (2008) que aportan los principios de autonomía y emancipación como prerrequisitos a las prácticas de enseñanza. La importancia de este estudio se debe al hecho de que hay otras perspectivas sobre educación escolar que entiende el espacio enseñanza / aprendizaje a partir de nuevas configuraciones, generadas por las transformaciones en las comunicaciones, que posibilitan otros movimientos en la educación y en los procesos de construcción del saber. Y muchos de esos movimientos indican el principio de la autonomía como base de la práctica pedagógica. El estudiante en la perspectiva de la autonomía y de la emancipación es un sujeto histórico activo que tiene ante sí la posibilidad de dirigir el sentido de su propia historia. Se constata que este principio establece una relación en el campo de la enseñanza / aprendizaje más igualitario y más justo y nos lleva a comprender el mundo de modos diferentes.Palabras clave: Estudiante, Enseñanza, Autonomia.

scholarly journals Classroom Re-design to Facilitate Student Learning: A Case Study of Changes to a University Classroom

2016 ◽  
Vol 16 (1) ◽  
pp. 53-68 ◽  
Author(s):  
Tom Perks ◽  
Doug Orr ◽  
Elham Al-Omari
Keyword(s):  
Student Satisfaction ◽  
Physical Environment ◽  
Teaching And Learning ◽  
Physical Space ◽  
Learning Space ◽  
Effective Learning ◽  
Group Data ◽  
Focus Group Data ◽  
Teaching Learning

This case study examines the physical aspects of a particular university classroom, and what affect specific changes to the classroom had on the perceptions of students, instructors and observers regarding the room as an effective learning space. We compare survey and focus group data collected from students taking courses in the classroom prior to changes to the physical environment with comparable data from students taking courses in the same classroom after specific changes had been made. Immediately following changes to the classroom, notable increases were observed in reported perceptions of student satisfaction with the physical environment, including perceptions of the classroom as a more effective and engaging learning space. Similar perceptions of improvement as a teaching-learning space were reported by instructors and observers. However, subsequent follow-up data collection and analyses suggested little if any sustained increase in perceptions of efficacy of the room as a learning space; indeed, most reported variables returned to baseline levels. The implications of these findings and their relevance to classroom design nevertheless may provide insight regarding the manner in which physical space might support or even enhance teaching and learning.

scholarly journals Improving Teaching Practices and Repertoire using the Cognitive Coaching Approach for 21st Century Teachers: A Call for Action

2021 ◽  
Author(s):  
Aubrey Hibajene Mweemba ◽  
John McClain, Jr ◽  
Beverley Harris ◽  
Enid F. Newell-McLymont
Keyword(s):  
Teaching Practices ◽  
Teaching And Learning ◽  
Cognitive Coaching ◽  
Classroom Context ◽  
Cognitive Approach ◽  
Teacher Isolation ◽  
Teacher Networks ◽  
The Individual ◽  
Teaching Learning ◽  
Coaching Approach

The teaching and learning enterprise require several inputs and a framework upon which the teacher’s practice and repertoires are put into action and one such input is cognitive coaching. It is important to note that schools that are known to be successful have a distinction and ability to enhance teaching practices, where teachers can collaborate among themselves in designing subject materials and other professional undertakings .Additionally, the ability to inform and critique each other in an honest way has a long lasting feature to ensure growth and improvement in the individual teacher and also in the ability to sustain an effective organization. This paper provides a platform upon which the construct of cognitive coaching can be examined. The paper embodies a critical analysis of chapters two, five and seven of Newell-McLymont (2015). In Chapter two, Collaboration in the classroom context is seen as a critical component in the teaching/learning environment, bringing benefits to both teachers and the students at their disposal. Collaboration has been proven to be the panacea for eliminating teacher isolation and encourages problem solving approaches. An analytic perspective on generating the cognitive coaching approach, while bearing in mind, the power of teacher networks, is the thrust of chapter five. Chapter seven in examining the cognitive approach through application presents several studies that looked at the environment and culture as essential consideration for collaborative learning. Given the benefits of cognitive coaching, the reviewers have sounded the call for this to be fully embraced especially during the COVID 19 period of crisis.

scholarly journals The Future of Teaching-learning in Africa: The Quest for Ubuntu Justice in Higher Education

2019 ◽  
Vol 1 (2-3) ◽  
pp. 460-471
Author(s):  
Yusef Waghid
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Student Autonomy ◽  
The Future ◽  
Teaching Learning ◽  
Pedagogical Relations

Much of the pedagogical work with which I have been involved over the last three decades in higher education directly concerns my relations with students and vice a versa. More recently (Waghid, 2019), I have given some thought to my pedagogical relations vis-à-vis the virtue of caring in an attempt to make sense of my encounters with students in higher education. This article reflects a closer look at pedagogical encounters between students and myself (as a university educator). In a way, I firstly reflect on my teaching and learning in a university context by making a connection between what it means to engage in pedagogical encounters through the act of caring. Secondly, I show how pedagogical encounters constituted by care could enhance both teacher and student autonomy, before, thirdly, tackling the notion that caring in pedagogical encounters cannot be remiss of deliberative iterations. Finally, I argue why caring pedagogical encounters are inextricably connected to an enactment of play which, in my view, corroborates the future of teaching.

Current and future impact of technology on physiology education.

1998 ◽  
Vol 275 (6) ◽  
pp. S8 ◽  
Author(s):  
R G Carroll
Keyword(s):  
Cognitive Processes ◽  
Word Processing ◽  
Teaching And Learning ◽  
Item Analysis ◽  
Multiple Choice Questions ◽  
The World ◽  
Teaching Learning ◽  
Impact Of Technology ◽  
The Impact

There are at least three areas in which technology can impact education: teaching, learning, and assessment. Teaching, when viewed as communication of information, has been transformed by the technology revolution. Word processing, multimedia, distance learning, and access to the World Wide Web are some prominent examples. The impact of technology on learning, defined as knowledge or skill acquired by instruction or study, has been less dramatic, in part because of our limited understanding of cognitive processes. Some forms of assessment, the collection of evidence of learning, have benefited from technology, such as item analysis of multiple-choice questions. To be effective, the focus on instruction must start with the learner and, from there, consider what should be done to enhance learning. An emphasis on what is technologically appropriate, rather than what is technologically possible, will improve the quality of both teaching and learning.

scholarly journals The Impact Of Pandemic Covid-19 On Online Learning Activities From April To July 2020 In Institut Stiami, Jakarta

2020 ◽  
Vol 2 (1) ◽  
pp. 1-4
Author(s):  
Redjeki Agoestyowati
Keyword(s):  
Online Learning ◽  
Data Collection ◽  
Teaching And Learning ◽  
Technical Problem ◽  
Learning Activities ◽  
Single Sign On ◽  
Internet Connection ◽  
The World ◽  
Teaching Learning ◽  
The Impact

Many people have known that Covid-19 has changed the world in all aspects. One of the aspect is education. It has made a lot of changing in transferring knowledge drastically, because lecturing was given online, attendance list was checked by program, examination was done by application. This research will describe about teaching and learning activities during the Pandemic of Covid 19 in Institut Stiami, Jakarta. Data collection was taken by interviewing some students by using zoom, google meet, WhatsApp, SSO (Single Sign On) of Institut Stiami or other Application. WhatsApp and Zoom are the application that often used in the Teaching and Learning Process. One of the biggest problem during online learning is about internet pulse or quota and connection is up and down sometimes. However, most of the students concluded that they enjoy learning online and during pandemic (Covid-19) and the teaching-learning activities ran quite well. During the lesson, some problem appeared such as technology, technical problem, internet connection, communication, etc., but all can be solved

scholarly journals Effective Constructivist Teaching Learning in the Classroom

2019 ◽  
Vol 7 (4) ◽  
pp. 1-13
Author(s):  
Rajendra Kumar Shah
Keyword(s):  
Teacher Education ◽  
Teaching Practices ◽  
Teacher Education Programs ◽  
Constructivist Teaching ◽  
Education Programs ◽  
Learning Practices ◽  
The World ◽  
Potential Problems ◽  
Teaching Learning ◽  
Effective Use

Constructivism has been a very powerful model for explaining how knowledge is produced in the world as well as how students learn. Moreover, constructivist teaching practices are becoming more prevalent in teacher education programs, while demonstrating significant success in promoting student learning. In this paper, the author takes a serious look at constructivist teaching practices highlighting both the promises and potential problems of these practices. The author argues that constructivist teaching has often been misinterpreted and misused, resulting in learning practices that neither challenge students nor address their needs. He outlines some of the ways in which constructivism has been misconstrued and analyzes several ways in which constructivist teaching has been misused. The author also presents two examples that illustrate the effective use of constructivist teaching and explains what makes them successful.

scholarly journals Evidence-Based Health In Primary Care: Among Electronic Portals, Telehealth And Digital Libraries

2020 ◽  
Author(s):  
José Roberto Bittencourt Costa ◽  
Luiz Anastacio Alves ◽  
Anael Viana Pinto Alberto ◽  
Cristina Alves Magalhães de Souza
Keyword(s):  
Primary Care ◽  
Digital Libraries ◽  
Teaching And Learning ◽  
Family Health ◽  
Second Phase ◽  
Evidence Based ◽  
Learning Space ◽  
Post Evaluation ◽  
And Performance ◽  
Teaching Learning

Abstract Background: To make an analysis and propose solutions to improve the teaching and learning process in the scenario of the Basic Family Health Units (BFHU). Method: First phase: Authors conducted a qualitative-quantitative study with students and preceptors of Primary Care containing open and closed questions from medical schools. The closed questions were presented as descriptive statistics and the open ones from the creation of categories. It was pointed out the perception of the main problems for teaching learning. Second phase: Meetings were held from students and respective preceptor for 6 months, using electronic portals, through the application of new questionnaires, using the Likert scale in pre and post evaluation. Results: On the first phase, 40% of the students considered as a problem the degree of training of the local preceptor. A similar result was found in the speech of the teacher, which categorization revealed a lack of adequacy between training and performance in Primary Care in most of the categories created. Based on our results, we used the BHFU to apply new strategies little used for teaching and learning, in order to improve health practices, such as the use of the Evidence Based Health portal, which has shown greater navigability and offers studies with clinical evidence criteria. On the second phase, the authors identified an improvement in the quality of learning both by the preceptor and by the students. Conclusions: The use of electronic portals can be a tool that legitimized or enhance the teaching and learning (teaching/learning space) in BHFU.

scholarly journals In-Service Mathematics Teachers’ Beliefs About Teaching, Learning and Nature of Mathematics and Their Mathematics Teaching Practices

2018 ◽  
Vol 7 (5) ◽  
pp. 156
Author(s):  
Nahil Aljaberi ◽  
Eman Gheith
Keyword(s):  
Mathematics Teaching ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Teachers Beliefs ◽  
Beliefs About Teaching ◽  
Nature Of Mathematics ◽  
Teaching Learning ◽  
Mathematics Teaching Practices

The aim of this study is four fold: (a) to investigate the beliefs of elementary (grades 1-3) and middle school (4-6 grades) math teachers about teaching, learning and nature of mathematics; (b) to explore their teaching practices of mathematics; (c) to study the impact of their educational qualifications, years of experience, major on their beliefs toward teaching, learning and nature of mathematics, and; (d) to explore the relationship between their beliefs about teaching learning and nature of mathematics and their teaching practices. Data were collected using two questionnaires: the Math Teacher Beliefs Scale and the Mathematics Teaching Practices Scale. The study sample consisted of 101 teachers who teach in 11 private schools located in Amman, Jordan. The result of this study showed that teachers’ beliefs towards teaching and learning mathematics are more inclined towards being constructive or mixed in between. It was also concluded that the teaching practices lean towards constructivism. There were no significant differences attributed to years of experience, academic level, major, or at what stage they teach, whether it revolves around the their beliefs towards teaching and learning mathematics or towards teaching practices (from teachers’ perspective). The study results revealed a statistically significant correlation between what the teachers believe and what teaching practices they put into use.

Showing a Human and Professional Face to the World

2017 ◽  
pp. 506-522
Author(s):  
Jennifer Munday ◽  
Jennifer Rowley
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Sense Of Self ◽  
Learning Design ◽  
Education Students ◽  
Learning Space ◽  
The World ◽  
Positive Results

The online learning space can appear to be cold and impersonal for Higher Education students. The aim of this chapter is to show the progress of a teaching and learning design using a “sense of self” model, which is being used in ePortfolio creation in two Higher Education institutions. This chapter demonstrates that an ePortfolio can be a tool for showcasing students' levels of achievement in regard to a “sense of self”. The authors intend that the positive results from the outcomes of the two pedagogic approaches to the ePortfolio process should encourage other users of ePortfolio to engage with flexible and creative approaches to the production of showcase and reflective ePortfolios with students at all phases of a degree program. Academics can positively affect the human connections between students and teachers, emerging professionals and the profession, by encouraging multi-faceted aspects within an ePortfolio as the interface between the online and the professional world.

“EE in Cyberspace, Why Not?” Teaching, Learning and Researching Tertiary Pre-Service and In-Service Teacher Environmental Education Online

2008 ◽  
Vol 24 ◽  
pp. 11-21 ◽  
Author(s):  
Hilary Whitehouse
Keyword(s):  
Environmental Education ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Communication Technologies ◽  
Information Communication ◽  
Tertiary Sector ◽  
Learning Space ◽  
Web Based ◽  
Online Study ◽  
Teaching Learning

AbstractInformation communication technologies (ICTs) have the potential to enable intending and in-service teachers in regional, rural and remote regions greater access to tertiary education. This paper describes how a fourth year environmental education subject has been successfully delivered wholly online for several years and how pre-service and in-service teachers have responded to learning through an online platform. Research indicates the necessity to create a social learning space in cyberspace to support learning; as well as the importance of building flexible learning opportunities and offline assessment tasks to generate meaningful learning experiences related to local places. Teaching environmental education online may initially create the dilemma of how to engage meaningfully with place-based learning through the no-place of cyberspace. However, carefully designed, online learning can and does support positive learning outcomes. While there are limitations to online study, well-conceived, web-based delivery is certainly no barrier to teaching and learning environmental education in the tertiary sector.

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