scholarly journals A alternância no ensino superior: desafios e perspectivas na Licenciatura em Educação do Campo/UFV

Author(s):  
Sthefani Loti Paiva Lima ◽  
Lourdes Helena da Silva

In the last decades, in our society, the experiences of alternating training are expanding and the most recent phenomenon of this pedagogical practice is found in the scope of Higher Education. Studies in the specific context of the training experiences of educators in the field reveal that the alternation in these courses is a process under construction and point out the need for new academic works that can contribute to a better understanding of the course of different degrees in Rural Education. It is in this context that the present article is inserted, whose purpose is to describe and analyze the construction of alternation in the Degree in Rural Education at the Federal University of Viçosa. In methodological terms, the data were obtained from the combination of documentary research, participant observation and interviews with eight professors of the course. In our analyzes, we seek to present some reflections on teaching practice that could contribute both to subsidize actions and strategies of the course and to advance in the understanding of the possibilities of alternating training in Higher Education, analyzing the challenges experienced in the consolidation of this educational experience.

2012 ◽  
Vol 20 ◽  
Author(s):  
Robin K. Hill ◽  
Jill W. Fresen ◽  
Fawei Geng

Lecturers in higher education often consider the incorporation of web technologies into their teaching practice. Partially structured and populated course site templates could aid them in getting started with creating and deploying webbased materials and activities to enrich the teaching and learning experience. Discussions among instructional technology support staff and lecturers reveal a paucity of robust specifications for possible course site features that could comprise a template. An attempted mapping from the teaching task as understood by the instructor to the envisaged course website properties proves elusive. We conclude that the idea of an initial state for a course site, embodied in a template, remains useful and should be developed not according to a formula but with careful attention to the context and existing pedagogical practice. Any course template provided for the use of lecturers should be enhanced with supporting instructions and examples of how it may be adapted for their particular purposes.Keywords: course template; learning platform; pedagogical dimensions; course site properties(Published: 17 December 2012)Citation: Research in Learning Technology 2012, 20: 18665 - http://dx.doi.org/10.3402/rlt.v20i0.18665


Author(s):  
Geraldine Torrisi-Steele

Higher education institutions are investing significant effort into the improvement of student success, retention and satisfaction. Some effort is being expended in research seeking to understand influencing factors, but the majority of effort is directed towards improving teaching quality. Effort to improve teaching quality is characterised by professional development initiatives, the general aim being to facilitate the shift away from traditional teacher-centred approaches, towards student-centred approaches. Though these initiatives are useful there exists an omission (or at the very least an area of severe-under-emphasis) within the discourse surrounding teaching quality in higher education – explicit attention to the teacher-student connection. The premise of the present article is that to make greater inroads into bettering student experiences and outcomes, the teacher-student connection, along with the humanist perspective in which it is embedded, is integral to the quality teaching practice in higher education.


Author(s):  
Jamie Harrison

This chapter discusses the concepts of cultural and linguistic diversity in relation to the higher education classroom. Essential components of culturally and linguistically responsive teaching are considered and a self-study of teaching practice explored. Applications of second language acquisition theory are applied to pedagogical practice to inform the reader about what effective instruction of culturally and linguistically diverse students in the university setting looks like. Conclusions and recommendations are made.


2005 ◽  
Vol 4 (1) ◽  
pp. 5-21 ◽  
Author(s):  
Madeleine Reeves

This article explores the impact of market metaphors and mechanisms on higher education in Kyrgyzstan. Drawing upon recent anthropological literature on the local meanings of market reforms in post-socialist contexts, as well as work in the field of educational policy that has focused attention on the ‘local spaces' in which curricular and administrative reforms are encountered, this study will explore the ways in which languages of market have been received and appropriated by the students, teachers and administrators who have to negotiate what Kyrgyzstani higher education reform means in practice. Specifically, the article examines how practices and valuations of higher education have been affected by the opening of commercial ( kontraktnyie) departments in nominally state universities, by the transformation of curricular content and teaching practice in the social sciences, and by the severing of the Soviet-era link between higher education and guaranteed professional employment. Drawing upon interviews and participant observation, it will suggest that we need to move beyond the overdrawn dichotomies in which contestations over the post-Soviet educational space are generally cast (‘East’ vs. ‘West’; ‘Tradition’ vs. ‘Innovation’) to focus on the complex ways in which educational ‘reform’ is practised and interpreted in specific institutional settings.


2021 ◽  
Vol 15 (1) ◽  
pp. 35
Author(s):  
Muhammad Furqan ◽  
Maulidia Rahmawati Nur ◽  
Syfa Athifah

<p>Academic writing activities play an important role for students at the tertiary level. Because students are required to be mastered to write academically. The aim of this research was to know-how is the teaching of writing for academic purposes, to know how students perceive the teaching of writing for academic purposes, and to know how a teacher perceives the teaching of writing for academic purposes. Case study was used as the research design in the paradigm of the qualitative and 20 students (in the 5th semester) and 1 teacher from Bogor Ibn Khaldun University were invited as a research participant. Observation, interview, photovoice, voice recorder, and documents were used as a research instrument to get the data. The result of this study showed the teacher taught the materials before each student was required to write an essay. The teacher provided feedback and comment on their essay in the process of writing an essay. Students did the revising process to make their essays better. The students also had a positive perception of the teaching of writing for academic purposes. There were three aspects that students perceive on the teaching writing for academic purposes those were the teaching practice, teachers’ feedback, and students’ problems or challenges. Besides, the teacher perceives there were some problems encountered in the teaching of writing for academic purposes. The problems encountered were students’ level proficiency, students’ motivation, technical problems in the classroom, the production of the students’ essay, and the support from the leader.</p>


2018 ◽  
Vol 3 (1) ◽  
pp. 25
Author(s):  
Américo Liowenji Lucamba ◽  
Juan José Fonseca Pérez

A partir de la existencia de la dificultad detectada en la preparación de los docentes del Instituto Superior de Ciencias de la Educación (ISCED)-Huambo República de Angola, en este artículo se presenta una estrategia para la capacitación de los tutores de la práctica pedagógica en el adiestramiento laboral de los estudiantes de la Carrera de Matemática, la cual parte de determinados presupuestos teóricos. Como parte de esta estrategia se incluye los elementos esenciales del programa concebido al efecto, con vista a darle solución al problema encontrado. PALABRAS CLAVE: estrategia de capacitación; tutores; práctica pedagógica; adiestramiento laboral. A STRATEGY FOR TRAINING OF TUTORS OF THE PEDAGOGICAL PRACTICE IN LABOUR TRAINING OF THE MATHEMATICS SPECIALTY IN THE INSTITUTE OF SCIENCES OF HIGHER EDUCATION, HUAMBO-ANGOLA ABSTRACT From the existence of difficulties detected in the preparation of teachers of the Institute of Education Sciences (ISCED) Republic of Angola-Huambo, in this paper IT IS SATED a strategy for tutors´ training for the teaching practice of  THE students of Mathematics SPECIALTY,  in which there are some theoretical assumptions. As part of this strategy there are essential elements of the program designed for the purpose, with the objective to give solution to the problem found. KEYWORDS: strategy training; tutors; teaching practice; teaching labor training.   


2018 ◽  
Vol 12 (2) ◽  
pp. 291 ◽  
Author(s):  
José Francisco Ribeiro ◽  
Jessica Moura Luz Costa ◽  
Maria Aparecida Coutinho Da Silva ◽  
Vera Lúcia Evangelista de sousa Luz ◽  
Marylane Viana Veloso ◽  
...  

RESUMOObjetivo: descrever a prática pedagógica do enfermeiro na docência do ensino superior. Método: estudo qualitativo, descritivo, constituído por 13 enfermeiros docentes com contrato empregatício superior a seis meses de uma instituição de ensino superior privada. A coleta de dados ocorreu por meio da entrevista direta e individualizada, com roteiro semiestruturado, com falas gravadas e transcritas na íntegra. Utilizou-se a técnica de Análise de Conteúdo, na modalidade Análise Categorial. Resultados: obtiveram-se as categorias <<Significados da prática pedagógica para o enfermeiro docente>>; <<Recursos utilizados pelos enfermeiros docentes em sua prática pedagógica>>; <<Aspectos considerados pelo docente no desenvolvimento de práticas pedagógicas>> e <<Facilidades e dificuldades no exercício da prática pedagógica sob a ótica do enfermeiro docente>>. Conclusão: a prática pedagógica, no ambiente de atuação do docente, é construída diariamente estimulando a troca favorável de experiências, compartilhando novos saberes e comtemplando a formação pautada no modelo transformador. Descritores: Educação em Saúde; Docência; Educação Superior; Capacitação de Professores; Enfermagem.ABSTRACTObjective: to describe the pedagogical practice of nurses in teaching higher education. Method: qualitative, descriptive study, consisting of 13 teaching nurses with an employment contract exceeding six months of a private higher education institution. Data were collected through a direct and individualized interview, with semi-structured script, with recorded and transcribed speeches in full. The Content Analysis technique was used in the Categorical Analysis modality. Results: the categories << Teaching practice meanings for teaching nurse >> were obtained; << Resources used by teaching nurses in their pedagogical practice >>; << Aspects considered by the teacher in the development of pedagogical practices >> and << Facilities and difficulties in the practice of the pedagogical practice from the point of view of the teaching nurse >>. Conclusion: the pedagogical practice in the teaching environment is built daily stimulating the favorable exchange of experiences, sharing new knowledge and contemplating the training based on the transformative model. Descriptors: Health Education; Teaching; Education, Higher; Teacher Training; Nursing.RESUMENObjetivo: describir la práctica pedagógica del enfermero en la docencia de la enseñanza superior. Método: estudio cualitativo, descriptivo, constituido por 13 enfermeros docentes con contrato de trabajo superior a seis meses de una institución de enseñanza superior privada. La recolección de datos ocurrió por medio de la entrevista directa e individualizada, con guión semiestructurado, con las palabras grabadas y transcritas en su totalidad. Se utilizó la técnica de Análisis de Contenido, en la modalidad Análisis Categorial. Resultados: se obtuvieron las siguientes categorías << Significados de la práctica pedagógica para el enfermero docente >>; << Recursos utilizados por los enfermeros docentes en su práctica pedagógica >>; << Aspectos considerados por el docente en el desarrollo de prácticas pedagógicas>> y << Facilidades y dificultades en el ejercicio de la práctica pedagógica bajo la óptica del enfermero docente >>. Conclusión: la práctica pedagógica, en el ambiente de actuación del docente, es construida diariamente, estimulando el intercambio favorable de experiencias, compartiendo nuevos saberes y contemplando la formación pautada en el modelo transformador. Descriptores: Educación en Salud; Enseñanza; Educación Superior; Formación del Profesorado; Enfermaría.


Perspectiva ◽  
2016 ◽  
Vol 33 (1) ◽  
pp. 285
Author(s):  
Kelen Dos Santos Junges ◽  
Marilda Aparecida Behrens

<p>http://dx.doi.org/10.5007/2175-795X.2015v33n1p285</p><p>Entende-se que a formação pedagógica permite ao professor universitário a olhar para sua prática pedagógica, interpretá-la e recriá-la, tornando-a também uma fonte de aprendizagem numa perspectiva de mudança e de inovação. Para tanto, optou-se neste texto apresentar uma das questões que compuseram uma pesquisa de tese e tem como objetivo analisar a formação pedagógica como mobilizadora de mudança da prática docente no ensino superior. A pesquisa adotou como metodologia a pesquisa-ação em um programa de formação pedagógica com professores universitários de uma instituição de ensino superior pública municipal, denominado de Grupo Docência em Reflexão (GDR). Como instrumento de coleta de dados foi utilizado uma entrevista semiestruturada com dez dos professores participantes do processo formativo. A categorização dos dados coletados revelou que as mudanças na prática pedagógica dos professores entrevistados, a partir das atividades do GDR, incidiram, especialmente, na percepção do que é ser professor universitário, no relacionamento com os alunos, na organização didática das aulas, na avaliação do processo de ensino e aprendizagem, na reflexão sobre a prática e nas dificuldades encontradas por eles ao implementar uma mudança em sua prática pedagógica. Assim, considerou-se que uma proposta de formação pedagógica orientada e partilhada dos professores universitários, baseada em ações concretas e inserida numa perspectiva reflexiva, além de uma aprendizagem docente mais profunda e duradoura, mobiliza mudanças na prática pedagógica desses professores, incitando uma prática inovadora.</p><p> </p><p><strong>Teaching practice in higher education: pedagogical training as a mobilizer of changes</strong></p><p> <strong>Abstract</strong></p><p>It is understood that pedagogical training allows professors to look at their practice, interpret it and recreate it, as well as making their practices a source of learning in a perspective of change and innovation. For this puspose, we chose to present in this text one of the questions that comprised a research thesis and that aims to analyze the pedagogical training as a way of mobilizing change in the teaching practice in higher education.The research methodology adopted was the action research on an educational program with professors in a higher education public institution, called Grupo Docência em Reflexão – GDR (Teaching Reflection Group). Semi-structured interviews were used as instrument of data collection, with ten teachers participating in the training process. The categorization of the data collected revealed that changes in the pedagogical practice of the teachers interviewed, from the activities of the GDR, especially focused on the perception of being a university professor, on the relationship with students, on the didactic organization of classes, on the evaluation of the teaching and learning process, on the reflective practice and on the difficulties encountered by them to implement some change in their practice.So, it was considered that a proposal of pedagogical training that is shared and oriented of the university teachers, based on concrete actions and set in a reflexive perspective, besides a more profound and lasting teacher learning, mobilizes changes in the pedagogical practice of these teachers, encouraging an innovative practice</p><p><strong>Keywords:</strong> University Teaching. Pedagogical Training. Pedagogical Practice.</p><p> </p><p><strong>Práctica docente en la educación superior: la formación pedagógica como movilizadora de cambio</strong></p><p> <strong>Resumen</strong></p><p>Se entiende que la formación pedagógica permite al profesor universitario mirar hacia su práctica pedagógica, interpretarla y volver a crearla, tornándola también una fuente de aprendizaje en una perspectiva de cambio y de innovación. Para eso, se optó por presentar en este texto una de las preguntas que formaban una investigación de tesis y tiene como objetivo analizar la formación pedagógica como lo que moviliza el cambio de la práctica docente en la enseñanza superior. La metodología de investigación adoptada es la investigación-acción en un programa de formación pedagógica con profesores de una institución de educación superior pública municipal, llamado Grupo Docencia en Reflexión (GDR). Como instrumento de recolección de datos se utilizó una entrevista semiestructurada con diez de los profesores que participaron del proceso de formación. La categorización de los datos recopilados reveló que los cambios en la práctica pedagógica de los docentes entrevistados, a partir de las actividades del GDR, especialmente orientada en la percepción de ser un profesor universitario, la relación con los estudiantes, la organización didáctica de las clases, la evaluación de proceso de enseñanza y aprendizaje, la práctica reflexiva y las dificultades encontradas por ellos para implementar un cambio en su práctica. Así, se consideró que una propuesta de formación pedagógica orientada y compartida de los profesores universitarios, basada en actos reales e inserida en una perspectiva de reflexión, además de un aprendizaje docente más profundo y duradero, moviliza a los cambios en la práctica pedagógica de esos profesores, causando una práctica innovadora.</p><p><strong>Palabras claves:</strong> Docencia Universitaria. Formación Pedagógica. Práctica Pedagógica.</p>


Author(s):  
Felipe Junior Mauricio Pomuchenq ◽  
Roberto Telau

The present article seeks to analyze the monitors' understanding of EFAM Interdisciplinarity from their role as educators, and to understand the importance expressed by EFAM monitors about interdisciplinarity. It uses as data collection instruments the bibliographic, documentary and empirical research (with the use of questionnaires). In the set of data analyzed we found that the challenges for interdisciplinary work in the study experience are related to the education and practice of the educator. However, there are several possibilities for the realization of this pedagogical practice according to the pedagogical instruments themselves, contributing to the theory-practice relationship. In our analysis, we show that interdisciplinarity in school is under construction. We know that, to act in an interdisciplinary way, it is fundamental to recognize the role of the disciplines and / or areas of knowledge in the student's formation, being one of the functions of interdisciplinarity to make the articulation between the different scientific and / or popular knowledge.


Author(s):  
Otavio Oliveira Silva ◽  
Francyhélia Benedita Mendes Sousa ◽  
Flávio Luiz de Castro Freitas ◽  
Vanessa Leite Da Silva ◽  
Jaqueline Santos C. Leite ◽  
...  

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.


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