scholarly journals La investigación en la transformación de las prácticas pedagógicas. Reflexiones desde las Licenciaturas en Educación de la Corporación Universitaria Rafael Núñez/ Research in the transformation of teaching practices. Reflections from the Bachelor of Education from the University Corporation Rafael Nunez.

2012 ◽  
Vol 3 (1) ◽  
pp. 79
Author(s):  
Clemencia Del Consuelo Zapata Lesmes
Keyword(s):  
Teaching Practices ◽  
Teacher Research ◽  
Graduate Training ◽  
Thomas Aquinas ◽  
Practicing Teachers ◽  
New Knowledge ◽  
Bachelor Of Education ◽  
Research In Education ◽  
Cartagena De Indias ◽  
The University

La investigación es un proceso que invita a la revaluación de las estructuras de pensamiento con miras a la gestión de nuevos conocimientos y a la transformación de las prácticas pedagógicas investigativas, razón por la cual, este estudio se desprende del macro proyecto “Concepciones sobre investigación de docentes de Licenciaturas en Educación en Cartagena de Indias” desarrollado para optar por el título de Magister en Educación de la Universidad Santo Tomás de Aquino. En relación con lo primero, se plantea una reflexión en torno a los aportes significativos de la investigación en el campo educativo, entendiéndola como un escenario de intercambio entre maestros en ejercicio y maestros en formación, posteriormente, se analiza cómo la investigación implica un espacio de transformación en el aula de clases; por último, se concluye que la investigación en la formación de licenciados hace énfasis en la reflexión pedagógica para contribuir a una transformación que se verá reflejada en las prácticas pedagógicas investigativas e influirá en las posibilidades de modificar y aportar al conocimiento.ABSTRACTResearch is a process that invites reassessment of the structures of thought towards new knowledge management and processing of investigative teaching practices, which is why, this study shows the macro project "Concepts of teacher research Degrees in Education in Cartagena de Indias "developed to qualify for the title of Master in Education from St. Thomas Aquinas College. In relation to the former, there is a reflection on the significant contributions to research in education, understood as a stage for exchange between practicing teachers and teachers in training, then discusses how research is an area of transformation in the classroom, and finally, it is concluded that research in graduate training emphasizes pedagogical reflection to contribute to a transformation that will be reflected in teaching practices and influence investigative possibilities for change and contribute to knowledge.

scholarly journals Subjetividades, pensamiento e Investigación// Subjectivities, thought and Research.

2011 ◽  
Vol 2 (1) ◽  
pp. 49
Author(s):  
Clemencia Del Consuelo Zapata Lesmes
Keyword(s):  
Qualitative Research ◽  
Thomas Aquinas ◽  
University Research ◽  
Process Identification ◽  
University Professor ◽  
Investigación Cualitativa ◽  
Cartagena De Indias ◽  
The University ◽  
The City

Esta investigación surge de una reflexión relacionada con la importancia de conocer y explorar las concepciones del profesor universitario sobre la investigación, en un intento por abrir una brecha nueva que permita entender y comprender las prácticas investigativas del maestro de licenciaturas en educación. Se eligieron dos universidades, una privada y otra pública en la ciudad de Cartagena de Indias, para realizar esta investigación cualitativa,de naturaleza descriptiva - exploratorio, utilizando un cuestionario estructurado, para facilitar el proceso de develación de las concepciones del profesor universitario. Este trabajo de investigación es parte del macro proyecto sobre concepciones desarrollado en la Maestría en Educación de la Universidad Santo Tomás de Aquino.ABSTRACT:This research stems of reflection regarding the importance of knowing and explore the concepts of teacher for university research in a attempt to open a new gap that allows to  understand and understand the practices master investigative degrees. Two were selected universities, one private and one public in the city of Cartagena de Indias to perform this qualitative research, descriptive and exploratory, to we designed a questionnaire structured to facilitate the process identification of the concepts of university professor. This work research is a part of the macro project concepts developed in the Masters in Education from the University of St. Thomas Aquinas.

Sexual Abuse Myths Held by Student Teachers

1994 ◽  
Vol 10 (1) ◽  
pp. 43-53 ◽  
Author(s):  
Rosemary Moskal
Keyword(s):  
Sexual Abuse ◽  
Student Teachers ◽  
Education Program ◽  
Inservice Training ◽  
Practicing Teachers ◽  
University Of Alberta ◽  
Bachelor Of Education ◽  
Second Year ◽  
The University ◽  
To Receive

In an effort to test the prevalence of sexual abuse myths among potential educators, a true/false sexual abuse questionnaire consisting of 60 myths was completed by 191 students in their first or second year of the Bachelor of Education program at the University of Alberta in Edmonton. Only five out of the 60 myths (8%) were consistently recognized as false statements by all the students. Furthermore, only 12 students (6%) recognized all the statements were gross overgeneralizations. Those items to which 10 or more per cent of the students responded as true are discussed and some possible reasons for the tenacity of these particular myths are explored. Moskal advocates that student and practicing teachers, administrators, and their school boards are in need of inservice training both on how to recognize the subtle signs of sexual abuse in children and adolescents and to receive the encouragement they need to report it to the proper authorities. Perhaps most importantly, educators cannot even begin to either recognize or report sexual abuse if their own stereotypical myths and biases shroud their perceptions of reality.

scholarly journals ‘I got content with who I was’: Rural teachers’ encounters with new ways of practising literacy

2016 ◽  
Vol 7 (2) ◽  
Author(s):  
Toni Gennrich
Keyword(s):  
Literacy Practices ◽  
Limpopo Province ◽  
Literacy Teachers ◽  
Rural Teachers ◽  
Bachelor Of Education ◽  
Teacher Students ◽  
The University ◽  
Personal Literacy ◽  
Critical Imagination

In a context where Foundation Phase literacy teachers’ personal literacy often involves operational and technicist practices rather than creative, this paper argues that it is by exposing teachers to experiences of working with different genres of text for an extended time, in different fields, that teachers are able to imagine the possibilities these genres afford. Using a Bourdieusian framework of habitus, field, capital and doxa and applying imagination to the theorisation of these concepts, I examine the effect on a group of rural teachers from Limpopo province of being removed from their classrooms, and being given the opportunity to complete a 4-year Bachelor of Education degree at the University of the Witwatersrand. This case study used reflective journals and focus groups to trace shifts in the ways these teacher-students enacted literacy and thought about teaching literacy. Findings from this study suggest that teachers of literacy can change deeply entrenched ways of thinking about and valuing literacy by reflecting on the discontinuities between old and new ways of practice and, through anticipatory reflection, to imagine possibilities of teaching and enacting literacy differently. This requires critical imagination, awareness and agency. This paper discusses, in particular, Elela’s experience with poetry and Kganya’s experience with a drama script, assessing the effect this had on their personal literacy practices and how they imagine teaching literacy in the future.

scholarly journals Thomas Aquinas’ influences inInfanteD. Pedro’ “Virtuosa Benfeitoria”: Scholastic tradition in History and History of Education

2016 ◽  
Vol 39 (1) ◽  
pp. 9
Author(s):  
Terezinha Oliveira
Keyword(s):  
Common Good ◽  
Thomas Aquinas ◽  
Human Relationships ◽  
The Common Good ◽  
History Of ◽  
The Common ◽  
Social Project ◽  
Methodological Principles ◽  
The One ◽  
The University

The considerations on the book “VirtuosaBenfeitoria” aim atevaluating the relevance of a social project to guide the actions of the ruler and theindividuals, with a view to practical actions that converge to the common good. The infant D. Pedro, also known as the Duke of Coimbra, wrote the work. The central focus of the book is to address the sense of improvement and how the prince should practice and bestow it and how the subjects would receive and practice it. The arguments of D. Pedro to deal with the good and the society are strongly influenced by classical authorities and authors of scholasticism, especially Thomas Aquinas. In this sense, on the one hand our study seeks to show that such knowledge was essential for him to understand the plots that build human relationships, whose premises, to him, should be the ones leading society towards the common good;on the other hand, the goal is to analyze the work we regard as essential theoretical and methodological principles of history that allow us to recover, through memory, historical events that potentially guide us through paths that show the relevance of the Master of the University, as a vector in the organization of a given society. 

Is it only ‘What works’ that ‘Counts’ in New Knowledge Economies? Evidence-based Practice, Educational Research and Teacher Education in Australia

2002 ◽  
Vol 1 (3) ◽  
pp. 257-266 ◽  
Author(s):  
Jill Blackmore
Keyword(s):  
Education Policy ◽  
Educational Research ◽  
Research Policy ◽  
Evidence Based ◽  
Policy And Practice ◽  
Nation States ◽  
New Knowledge ◽  
Knowledge Economies ◽  
Key Issues ◽  
Research In Education

Recent texts on globalisation and education policy refer to the rapid flow of education policy texts producing or responding to common trends across nation states with the emergence of new knowledge economies. These educational policies are shaping what counts as research and the dynamics between research, policy, and practice in schools, creating new types of relationships between universities, the public, the professions, government, and industry. The trend to evidence-based policy and practice in Australian schools is used to identify key issues within wider debates about the ‘usefulness’ of educational research and the role of universities and university-based research in education in new knowledge economies.

scholarly journals Reading Habits of Users of Sardar Patel University: A Study

2017 ◽  
Vol 4 (4) ◽  
Author(s):  
Dr. Shishir H. Mandalia
Keyword(s):  
Data Collection ◽  
Vital Role ◽  
Human Beings ◽  
Reading Habits ◽  
Knowledge And Skills ◽  
Continued Education ◽  
New Knowledge ◽  
The World ◽  
The Individual ◽  
The University

Reading plays a vital role in life of a human. Reading provides experience through which the individual may expand his horizons of knowledge, identify, extend and intensify his interest and gains deeper understanding of himself, of other human beings and of the world. The study carried out to assess the reading habits of user of Sardar Patel University, VallabhVidyanagar, Anand, Gujarat. As a research tool; questionnaire was used for the data collection. Collected data were analyzed and tables were used to present the results of findings. Reading especially is a resource for continued education, for the acquisition of new knowledge and skills, for gaining information through media, especially newspapers, books, radio, television, and the computers. In this article investigator attempts to investigate the reading habits of users of the university.

scholarly journals Faculty Teaching Practices and Perceptions: Comparative Analysis Based on Time Spent Lecturing

2017 ◽  
Vol 10 ◽  
pp. 27-44
Author(s):  
Gulnur Birol ◽  
Adriana Briseño-Garzón ◽  
Andrea Han
Keyword(s):  
Teaching Practices ◽  
Response Patterns ◽  
University Of British Columbia ◽  
Faculty Teaching ◽  
Wide Range ◽  
Baseline Information ◽  
Survey Responses ◽  
The University ◽  
Classroom Time ◽  
Large Research

The University of British Columbia-Vancouver (UBC-V) implemented a campus-wide survey of faculty teaching practices and perceptions. All 11 Faculties participated, resulting in a total of 1177 responses for an overall response rate of 24%. We compared response patterns of faculty who reported spending less than 25%, between 26-50%, between 51-75%, and more than 75% of classroom time lecturing. Using this breakdown, we analysed survey responses related to in and out-of-class practices and expectations for students, use of teaching assistant time, participation in professional development opportunities, and perceptions of whether the institution valued teaching. Participants across quadrants reported employing a wide range of teaching methods irrespective of years of experience and class size. Our findings outline the range of teaching practices employed by faculty at a large research-intensive Canadian institution and may provide baseline information for institutions of similar scale and focus.

scholarly journals Bildaktivism i dansarkivet: Betydelsen av Anna Wikströms Akademi för dans

2020 ◽  
Vol 11 (1) ◽  
pp. 4-15
Author(s):  
Astrid von Rosen
Keyword(s):  
Physical Exercise ◽  
Archival Studies ◽  
Dance History ◽  
Dance Culture ◽  
Social Dancing ◽  
Postmodern Dance ◽  
New Knowledge ◽  
The University

AbstractThe article combines Critical Archival Studies theory about agency and activism with an empirical exploration of dance history in Gothenburg, Sweden’s second city. It focuses on Anna Wikström’s Academy for Dance (1930-1965), an education which has not been explored in previous research. A previous member of The Swedish Ballet, Wikström offered her students courses in artistic dance, dance as physical exercise, pedagogy, and social dancing. Thereby, her broad education differed from the narrow, elitist Ballet School at The Stora Teatern. The article accounts for how the collaboration between choreographer and dancer Gun Lund and Astrid von Rosen, scholar at the University of Gothenburg, contributes new knowledge about the local dance culture. It is argued that archival and activist approaches make it possible for more voices, bodies, and functions to take place in dance history. As such, the exploration complements previous postmodern dance historiography (see for example Hammergren 2002; Morris och Nicholas 2017) with a Gothenburg example.

scholarly journals Desafío TEP – Positive Educational Trajectories. A Public-Private Alliance to Strengthen Public Education During the Pandemic

2021 ◽  
pp. 69-79
Author(s):  
Juan Pablo Valenzuela ◽  
Simon Rodriguez
Keyword(s):  
Public Schools ◽  
Public Education ◽  
School Exclusion ◽  
Educational Trajectories ◽  
Education Service ◽  
Educational Foundation ◽  
Research In Education ◽  
The University

AbstractThis case study describes the Desafío TEP project, which arose from a public-private alliance between the Arauco Educational Foundation, the Center for Advanced Research in Education (CIAE) from the University of Chile, and the Andalién Sur Local Public Education Service (SLEP). The goal of the project is to develop a model for the prevention of school exclusion (resulting from repetition and dropout) in public schools.Although the initiative was in consideration to be suspended due to the closure of schools across the country caused by COVID-19, instead the proposal was completely redesigned, recognizing that the pandemic would increase the problems of school exclusion. The innovations generated in this redesign are anticipated to lead to long-term sustainability and scalability in the region through cost reductions and the promotion of remote interactions between different establishments working in networks, such as the SLEP, the schools, and the teams from the CIAE and Arauco Educational Foundation. This network is further supported by the actors in the educational system of the territory.

scholarly journals THE WORLD'S OLDEST UNIVERSITY AND ITS FINANCING EXPERIENCE: A STUDY ON AL-QARAWIYYIN UNIVERSITY (859-990)

2021 ◽  
Vol 6 (1) ◽  
pp. 24-41
Author(s):  
Muhammad Nazmul Hoque ◽  
Md. Faruk Abdullah
Keyword(s):  
Significant Contribution ◽  
Historical Data ◽  
Relevant Literature ◽  
Influential Factor ◽  
Educational Institutions ◽  
Academic Quality ◽  
New Knowledge ◽  
The Individual ◽  
The University ◽  
Financing Higher Education

Al-Qarawiyyin University's independence in terms of finances had been a significant and influential factor in making it possible for the university to maintain its high quality. Therefore, this paper aims to examine and analyse the financial sources for the development and operation of this university. It reviews and analyses historical data through relevant literature and documents. Waqf played a significant role in providing financial assistance to the university's communities and in strengthening its academic quality. There were four significant types of waqf sources which were the individual fund, the collective waqf fund, the Sultan fund and the alumni fund along with different other types of charities, i.e. sadaqah. This article adds new knowledge by examining the financing experiences of the world's oldest university. It is expected that the instance of Al-Qarawiyyin University may contribute to finding out a solution for the funding crises in contemporary institutions. This review is hoped to constitute a significant contribution to scholarship in general and act as a suggestion for solving the contemporary funding crisis of higher educational institutions.   Keywords: Al-Qarawiyyin University, financing higher education, Morocco, Waqf.   Cite as: Hoque, M. N., & Abdullah, M. F. (2021). The world's oldest university and its financing experience: A study on Al-Qarawiyyin University (859-990).  Journal of Nusantara Studies, 6(1), 24-41. http://dx.doi.org/10.24200/jonus.vol6iss1pp24-41

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