An Awareness of the Link between Research and Practice in Japanese Teacher Training Course at Graduate School: International Students` Learning through Peer Reading

2017 ◽  
Vol 40 ◽  
pp. 63-81
Author(s):  
Nakai Yoko ◽  
Koji Takada
Keyword(s):  
International Students ◽  
Teacher Training ◽  
Graduate School ◽  
Research And Practice ◽  
Training Course

scholarly journals When marks become graphics. Rediscovering a forgotten Bertin’s fork?

2019 ◽  
Vol 1 ◽  
pp. 1-2
Author(s):  
Gilles Rouffineau
Keyword(s):  
Graduate School ◽  
Graphic Design ◽  
Graphical Methods ◽  
Electric Industry ◽  
Training Course ◽  
Educational Domain ◽  
Wide Range ◽  
School Pedagogy ◽  
French Design ◽  
The Impact

<p><strong>Abstract.</strong> Adaptations of <i>Semiology of Graphics: Diagrams, Networks, Maps</i> (Bertin, 1967), and more broadly Jacques Bertin’s graphics research published since the mid-sixties, are manifold. So is the wide range of fields chosen to present various visual transformations and deep interpretations proposed to explain his actual graphical methods. From agriculture to demography, or european electric industry to animal behaviour responding to the light (pill bugs…), anything that can be quantified, compared and classified could fit in some graphic treatment for a better understanding. In this respect, graphics is able to go deeper and faster than any other analysis.</p><p>I would like to present a forgotten, unusual, rather unfinished, attempt to make use of graphics in a french design graduate school pedagogy during the eighties. Obviously, the impact of Bertin's research is huge in the cartography and social or historical sciences, but it seems seldom in the more casual educational domain, and more particularly in graphic design training course. Is it a paradox?</p>

scholarly journals La Mecanique En Classe De Seconde Scientifique : Analyses Des Styles Pedagogiques Et Des Documents Iconographiques Dans Le Manuel Intitule Physique Chimie (Collection Arex), En Usage Actuel En Cote d’Ivoire

2016 ◽  
Vol 12 (19) ◽  
pp. 354
Author(s):  
Kouamé Nguessan
Keyword(s):  
High School ◽  
Teacher Training ◽  
Learning Process ◽  
Teaching Style ◽  
Teaching Styles ◽  
School Science ◽  
High School Science ◽  
Constructivist Pedagogy ◽  
Training Course ◽  
Science Classes

This contribution sets out, through the analysis of the teaching styles, the texts and graphic material of the six chapters about Mechanics of the handbook Physique Chimie (Collection AREX, Les classiques africains) of the first years of high school science classes, to highlight the difficulties and obstacles that the teacher or the student face in using it.. The results of the analysis from the epistemological and didactic benchmarks knowledge to teach the mechanics show that the manual emphasizes the use of more informative teaching style and that of the illustrative figures to state the knowledge to be taught. Thus, the approaches used do not refer to a real problematization and do not allow students to be independent and productive; they are not actively and intellectually engage students in the learning process. Faced with the passivity of the student in the acquisition of knowledge, it thus seems necessary to include in the training of the teacher, a teacher training course based on understanding of texts and teaching styles to support a constructivist pedagogy class.

scholarly journals Educação a distância: promovendo a qualidade no ensino / Distance Education: Promoting Quality in Education

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Zanandrea Guerch da Silva ◽  
Ana Claudia Pavao Siluk
Keyword(s):  
Distance Education ◽  
Teacher Training ◽  
Information And Communication Technologies ◽  
Quality Of Education ◽  
Exploratory Research ◽  
Research Subjects ◽  
Learning Space ◽  
Training Course ◽  
Eighth Edition

ABSTRACTTeacher training guided in the use of Information and Communication Technologies, ICTs, through education mode Distance, distance education, has provided a strong alternative as regards the training of teachers and the struggle for quality education, with the expansion of offering various courses in this mode and in the interests of expanding the quality of education. The quality of education is seen as an effective learning space from the set of pedagogical and technical quality policies development (Mec, 2011). To answer this set of pedagogical and political techniques is necessary that teachers are up to date. Considering these issues, this article aims to analyze the quality of education through teacher training course offered at a distance by a Brazilian public university. The methodology used is descriptive exploratory research, a case study, in which the research subjects are the teachers graduates of the eighth edition of the teacher training course for the Educational Service Specialist (ESA). The research instrument was a questionnaire and the analysis of the results are satisfactory, showing that the course presents quality and contributes positively to the training of teachers.RESUMOEste artigo tem o objetivo de analisar a acessibilidade de alguns cursos das principais plataformas de MOOCs (Cursos Abertos Massivos Online, em inglês, Massive Open Online Courses), utilizando programas avaliadores de acessibilidade, por meio de uma pesquisa descritiva exploratória. Foi elencado, em cada plataforma analisada, um curso da área da educação com o intuito de obter um foco de pesquisa. As plataformas analisadas foram escolhidas partindo da pesquisa de Panta (2013) sobre os MOOCs, selecionando aqueles que disponibilizam cursos na área da educação: Coursera, EdX, NovoEd e Veduca. A fim de analisar de forma qualitativa a acessibilidade das plataformas dos respectivos MOOCs, elencaram-se dois validadores de acessibilidade na web, Hera e DaSilva, realizando uma observação sobre os resultados. Posteriormente, analisou-se um dos principais recursos de ensino e aprendizagem das plataformas, as vídeoaulas, quanto à acessibilidade. Considerando os relatórios dos validadores utilizados e também a análise dos dados, foi possível concluir que o recurso vídeoaula disponibilizado nos MOOCs analisados não atendem a todos os parâmetros de acessibilidade. Contato principal: [email protected]

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