RESEARCH COMPETENCES OF INCLUSIVE TEACHERS: A SURVEY

El presente artículo de reflexión tiene como objetivo exponer los aspectos conceptuales de la práctica educativa abierta (PEA) denominada “enseñanza abierta”, como estrategia para la formación en competencias investigativas en estudiantes de educación superior. Destacando cómo a través de la integración de TIC es posible transformar los ambientes educativos tradicionales, facilitando el intercambio de saberes entre los actores del proceso educativo, generando espacios de discusión y reflexión a través de la creación de conexiones y nodos de información especializados encaminados a la construcción del conocimiento de manera colectiva, característica particular del conectivismo como modelo pedagógico directamente relacionado con el uso de TIC, el cual promueve el aprendizaje por pares lo cual facilita la movilización y democratización del conocimiento, características que pueden ser aprovechadas para la práctica investigativa.

Download Full-text

DEVELOPMENT OF RESEARCH COMPETENCES OF UNDERGRADUATE STUDENTS WITH CIT SUPPORT

ICERI2020 Proceedings ◽

10.21125/iceri.2020.0930 ◽

2020 ◽

Author(s):

Manuel Montero ◽

Jairo Castro ◽

Nancy Duarte

Keyword(s):

Undergraduate Students ◽

Research Competences

Download Full-text

Evaluation Results of Initial Training Teachers Programs in Mexico Based on the Performance of Their Students

Teacher Training and Professional Development ◽

10.4018/978-1-5225-5631-2.ch099 ◽

2018 ◽

pp. 2082-2099

Author(s):

Edgar Oliver Cardoso ◽

Jorge Mejía Bricaire ◽

Fernando Briseño Hurtado ◽

Joel García Mendoza

Keyword(s):

Teacher Training ◽

Research Approach ◽

Cross Sectional ◽

Initial Teacher Training ◽

Teacher Training Programs ◽

General Data ◽

Research Competences ◽

Cross Sectional Design ◽

Training Programmes ◽

Education In Mexico

The study aimed to evaluate the proficiency levels of students of programmes of initial teacher training in the areas of planning, evaluation, use of ICT, didactics, and research competences in institutions of higher education in Mexico. The research approach used was non-experimental because there was not a deliberate manipulation of the variables. This papers was worked with a cross-sectional design. Initial teacher training programs evaluated based on the results of their students (521 subjects in total). For the collection of data was used a questionnaire to assess competencies and get information that would make the diagnosis of initial teacher training programmes. The instrument responded in a single application and it was composed of two sections: Respondents' general data and professional skills: structured under teaching domains of planning, assessment, management, ICT usage and research. Questions were evaluated using a scale of frequency of five degrees the scale used corresponds to a Likert-type.

Download Full-text

Evaluation Results of Initial Training Teachers Programs in Mexico Based on the Performance of Their Students

Evaluating Teacher Education Programs through Performance-Based Assessments - Advances in Higher Education and Professional Development ◽

10.4018/978-1-4666-9929-8.ch019 ◽

2016 ◽

pp. 311-327

Author(s):

Edgar Oliver Cardoso ◽

Jorge Mejía Bricaire ◽

Fernando Briseño Hurtado ◽

Joel García Mendoza

Keyword(s):

Teacher Training ◽

Research Approach ◽

Cross Sectional ◽

Initial Teacher Training ◽

Teacher Training Programs ◽

General Data ◽

Research Competences ◽

Cross Sectional Design ◽

Training Programmes ◽

Education In Mexico

The study aimed to evaluate the proficiency levels of students of programmes of initial teacher training in the areas of planning, evaluation, use of ICT, didactics, and research competences in institutions of higher education in Mexico. The research approach used was non-experimental because there was not a deliberate manipulation of the variables. This papers was worked with a cross-sectional design. Initial teacher training programs evaluated based on the results of their students (521 subjects in total). For the collection of data was used a questionnaire to assess competencies and get information that would make the diagnosis of initial teacher training programmes. The instrument responded in a single application and it was composed of two sections: Respondents' general data and professional skills: structured under teaching domains of planning, assessment, management, ICT usage and research. Questions were evaluated using a scale of frequency of five degrees the scale used corresponds to a Likert-type.

Download Full-text

The Research-Teaching Nexus and Its Influence on Student Learning

International Journal of Higher Education ◽

10.5430/ijhe.v9n3p109 ◽

2020 ◽

Vol 9 (3) ◽

pp. 109

Author(s):

Begoña Gros ◽

Manel Viader ◽

Albert Cornet ◽

Miquel Martínez ◽

Jordi Palés ◽

...

Keyword(s):

Evaluation Systems ◽

Learning Capacity ◽

Shared Spaces ◽

Research And Teaching ◽

New Knowledge ◽

Teachers And Students ◽

Research Competences ◽

The University ◽

The Relationship ◽

Academic Year

The relationship between teaching and research in universities has been widely studied in the higher education literature, but no clear relationship between the two has been identified. Nevertheless, in recent years, research has been linked to a form of teaching that is more focused on the development of competences and learning capacity through enquiry and the generation of new knowledge. In this context, it is important for teachers and students to work together on the design of shared spaces for research and learning. This work examines the case of the University of Barcelona to analyse whether there is enough connection between research and teaching to allow students to experience this link and to successfully develop research competences. Teaching plans of the academic year 2018-19 were screened to identify research-related competences, the modules they appear in, and the descriptions of the evaluation systems. This information was compared to the students’ perceptions of the actual training they had received on these research competences. Results showed that teaching plans establish numerous competences related to research and generating new knowledge. However, students consider that this knowledge is not developed until the final year project.

Download Full-text

New Roles for ESP Lecturers

Beyond Language Learning Instruction - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-1962-2.ch008 ◽

2020 ◽

pp. 181-206

Author(s):

Mirela Bardi ◽

Laura-Mihaela Muresan

Keyword(s):

Professional Development ◽

Methodological Approach ◽

English For Specific Purposes ◽

Academic Literacies ◽

University Departments ◽

Teaching Situation ◽

Research Outcomes ◽

Field Notes ◽

Research Competences ◽

Multilingual Scholars

The pressure on multilingual scholars to disseminate research outcomes through the medium of English has generated the need for programs which prepare them to perform at internationally accepted standards. The task of helping researchers refine their academic literacies entails new responsibilities for language professionals in university departments. This chapter will explore the new roles taken on by English for Specific Purposes (ESP) professionals in Romania within the framework of an MA program designed to enhance communication and research competences of faculty in economics and business. The methodological approach adopted in this study comprises narratives and field notes provided by ESP professionals involved in setting up and delivering the MA program. The findings suggest that responding to the needs of a demanding teaching situation and engaging in interdisciplinary interactions provide both challenges and professional development opportunities for language teaching academics.

Download Full-text