scholarly journals Significado de intención que los docentes dan a la evaluación y contribuyen a la formación integral de los educandos// Meanings that the teachers give evaluation and contribute to the integral formation of students.

2013 ◽  
Vol 4 (1) ◽  
pp. 39
Author(s):  
Gladys Cecilia Coronel García ◽  
Milena Pérez Acosta ◽  
Jacqueline Díaz Sierra ◽  
Claudia Johanna Ocampo Herrera
Keyword(s):  
Teaching Practice ◽  
Educational Institutions ◽  
Structured Interviews ◽  
Starting Point ◽  
El Sistema ◽  
Work Units ◽  
Investigación Cualitativa ◽  
Object Of Study ◽  
Different Levels

El presente trabajo aborda el tema de los significados que los educadores otorgan a laevaluación y su contribución a la formación integral de los educandos. Para tal fin, se toma como punto de partida el análisis del significado Intención, que los maestros asignan al objeto de estudio. El objetivo planteado para este (significado) es Interpretar la intencionalidad de la evaluación dada por el docente. Teniendo en cuenta su relación con la formación integral de los estudiantes en diferentes niveles de formación de cuatro instituciones educativas ubicadas en Villavicencio, Cartagena y Bogotá. Las autoras optaron por la investigación cualitativa con enfoque hermenéutico mediante la utilización del estudio de caso. Las unidades de trabajo son los maestros participantes en las entrevistas semi estructuradas; en cuanto a la unidad documental se trabajó con el Sistema Institucional de Evaluación (SIE) de las entidades involucradas. Las interpretaciones permitieron generar algunas consideraciones que sirvieron de pilares para reflexiones finales, en aras de contribuir a la construcción de nuevos saberes, para favorecer elejercicio de la práctica docente en miras de una evaluación cuya intención sea la de promover la formación integral de los educandos. Donde la primera (evaluación) es entendida como un proceso de asimilación del aprendizaje que de acuerdo a la forma enque es enfocada trasciende en el desarrollo de las dimensiones del ser humano.ABSTRACT:This paper addresses the issue of the meanings that teachers attach to the evaluation and its contribution to the integral formation of students. To this end, we take as a starting point the analysis of Intent meaning that teachers assign to the object of study. Our goal for this meaning is to interpret the intent of the evaluation given by the teacher. Given its relationship to the integral formation of students at different levels of training of four educational institutions located in Villavicencio, Cartagena and Bogota.  The authors chose the hermeneutic approach qualitative research using case study. Work units are teachers participating in semi-structured interviews, about the documentary unit worked with the Institutional System of Evaluation (SIE) of the entities involved. Interpretations allowed generating some considerations that served as pillars for final thoughts, in order to contribute to the construction of new knowledge, to promote the exercise of teaching practice in view of an assessment is intended to promote the integral formation of learners. Where the first (assessment) is understood as a process of assimilation of learning according to the way that is focused on developing beyond the dimensions of the human being.

scholarly journals Incidencia de la profesionalización docente en las prácticas pedagógicas de los maestros de la Institución Educativa Acevedo y Gómez y C.E. El Carmelo del municipio de Puerto Rico Caquetá. Incidence of teacher professionalization in teaching practices of teachers of School Acevedo and Gómez and C.E. Carmel municipality of Puerto Rico Caqueta. Universidad Santo Tomás de Aquino

2015 ◽  
Vol 6 (1) ◽  
pp. 142
Author(s):  
Emilce Heredia ◽  
Ederney Ortìz ◽  
Yoli Patricia Ovalle
Keyword(s):  
Puerto Rico ◽  
Teaching Practice ◽  
Human Dimensions ◽  
Teaching Profession ◽  
Pedagogical Practices ◽  
Pedagogical Practice ◽  
Structured Interviews ◽  
Starting Point ◽  
Object Of Study ◽  
The Impact

El presente trabajo aborda el tema de la incidencia de la profesionalización docente en las prácticas pedagógicas de los maestros.   Para tal fin, se toma como punto de partida el análisis del significado e intención, que los maestros asignan al objeto de estudio. El objetivo planteado para este es determinar la incidencia de la profesionalización docente en las prácticas pedagógicas a partir de su caracterización. Teniendo en cuenta su relación con la formación pedagógica de los docentes en diferentes niveles de enseñanza de dos instituciones educativas ubicadas en el municipio de Puerto Rico Caquetá.  Los autores optaron por la investigación cualitativa con enfoque hermenéutico, mediante la utilización de entrevistas. Las unidades de trabajo son los maestros participantes; en cuanto a la unidad documental se trabajó con las hojas de vida de los sujetos involucrados de las dos instituciones. Las definiciones permitieron crear algunas circunspecciones que sirvieron de apoyo para reflexiones finales, en aras de contribuir a la construcción de nuevos saberes, para  favorecer el ejercicio de la práctica pedagógica de los docentes,  a través   de una práctica docente cuya intención sea la de  generar estrategias que ayuden a la  formación académica y personal de los estudiantes . Donde la práctica pedagógica es entendida como el conjunto de estrategias utilizadas por el docente en el proceso de enseñanza- aprendizaje que de acuerdo a la forma en que es enfocada repercute en el desarrollo de las dimensiones del ser humano.This paper addresses the issue of the impact of professionalization of the teaching profession in pedagogical practices of teachers.  For this purpose, it is token as a starting point the analysis of the meaning intention that teachers assign the object of study. The stated goal for this is to determine the incidence to from its characterizations. To taking into account its relationship with the integral formation of teachers at different levels of formation of two educational institutions in Puerto Rico Caquetá. The authors chose the qualitative research with hermeneutic approach through the use of interviews. Work units are the teachers participating in structured interviews and documentary about the working unit with the resumes of those involved in the two institutions. Definitions helped create some circumspections that supported end reflections, in order to contribute to construction of new knowledge, to promote the exercise of pedagogical practice of teachers for the sake of teaching practice whose intention is to develop strategies that help the integral formation of students. Where teaching practice is understood as the set of strategies used by the teacher in the teaching-learning process that according to the way it is focused impact on the development of human dimensions.

Incluir la diversidad familiar en las aulas infantiles a través de los Proyectos de Trabajo

2017 ◽  
Vol 21 (2) ◽  
pp. 231-251
Author(s):  
Elena Balongo González ◽  
Rosario Mérida Serrano
Keyword(s):  
Participant Observation ◽  
Emotional Experience ◽  
Early Years ◽  
Qualitative Investigation ◽  
Structured Interviews ◽  
Public College ◽  
Child Education ◽  
Investigación Cualitativa ◽  
Different Levels

Resumen:Este artículo presenta una investigación cualitativa realizada en un colegio público de infantil y primaria de la provincia de Córdoba1 (España). Mediante un estudio de caso, a través de entrevistas semiestructuradas y observación participante registrada con documentación pedagógica, se evalúa el nivel de inclusividad que promueve la metodología de Proyectos de Trabajo (en adelante, PT) en Educación Infantil. Los resultados revelan que esta metodología aporta la flexibilidad suficiente para atender adecuadamente las diferentes necesidades del alumnado y sus familias. Concretamente los PT incrementan la motivación y colaboración de las familias en los procesos de enseñanza-aprendizaje de sus hijos porque: (1) Admiten diferentes niveles de implicación familiar; (2) Incorporan los variados recursos y propuestas sugeridas por las familias; (3) Facilitan el ajuste a las demandas del alumnado con necesidades educativas especiales (déficit y sobredotación); (4) Se apoyan en las familias para ayudar a los aprendices en la búsqueda y adaptación de la información hasta convertirla en conocimiento; y (5) Comparten la agradable experiencia emocional de disfrutar la aventura de aprender acompañando a sus hijos e hijas.Abstract:This article presents emerges from a qualitative investigation carried in a maintained in a public college of child education and primary from the province of Cordoba (Spain). By means of a case study, semi structured interviews and participant observation, recorded through teaching documents, we have tried to evaluate the level of inclusion promoted by the methodology of Working Projects (from now on PT) in Early Years education. Results show that this methodology affords enough flexibility to successfully meet the needs of the students and his families. Particularly the PT increase the motivation and collaboration of the families in the processes of education - learning of his children because: (1) the PT admit different levels of familiar implication; (2) incorporate the varied resources and offers suggested by the families; (3) facilitate the adjustment to the demands of the student with educational special needs (deficit and intellectual giftness); (4) rest on the families to help the apprentices in the search and adjustment of the information up to turning her into knowledge; (5) share the agreeable emotional experience of enjoying the adventure of learning accompanying to his sons and daughters.

scholarly journals Implementing English-medium instruction

2021 ◽  
Vol 44 (2) ◽  
pp. 129-153
Author(s):  
Kari Sahan
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
State University ◽  
Structured Interviews ◽  
Language Preference ◽  
Group Discussions ◽  
Engineering Programs ◽  
English Medium Instruction ◽  
University Department

Abstract As part of the trend toward internationalization of higher education, governments and universities have introduced policies to encourage the expansion of English-medium instruction (EMI). However, top-down policies do not necessarily translate to teaching and learning practices. This article provides a case study examining the implementation of undergraduate EMI engineering programs at a state university in Turkey to explore the gaps that exist between national- and institutional-level EMI policies and classroom-level practices. Data were collected through policy documents, classroom observations, semi-structured interviews with teachers, and focus group discussions with students. The findings suggest that the implementation of EMI varies across classrooms, even within the same university department. Despite policies that envision one-language-at-a-time instruction, the EMI lecturers in this study varied in terms of language preference and teaching practice in their EMI lectures. Implications are discussed with respect to policy planning, teacher training, and the expansion of EMI across university contexts.

Teachers' Attitudes Towards the Use of Tablets in Six EFL Classrooms

2020 ◽  
pp. 284-298
Author(s):  
Aysegul Liman Kaban ◽  
Isil Boy Ergul
Keyword(s):  
Primary School ◽  
New Technologies ◽  
Educational Institutions ◽  
Structured Interviews ◽  
Factors Affecting ◽  
Advantages And Disadvantages ◽  
Efl Teachers ◽  
Efl Classrooms ◽  
Teachers Attitudes

This research study intends to explore teachers' use of tablets to in six EFL classrooms. The case study covers one private primary school in Istanbul, Turkey. Through the analysis of semi-structured interviews, the aim is to find out the factors affecting EFL teachers use of tablets, their attitudes towards using these devices, and the advantages and disadvantages they see in using tablets in their teaching. The study focuses on teachers' perspective as they are by and large ignored when it comes to the introduction of new technologies in educational institutions.

scholarly journals Feasibility of de-linking reimbursement of antimicrobials from sales: the Australian perspective as a qualitative case study

2020 ◽  
Vol 2 (2) ◽  
Author(s):  
Nadine T Hillock ◽  
Tracy L Merlin ◽  
Jonathan Karnon ◽  
John Turnidge ◽  
Jaklin Eliott
Keyword(s):  
Qualitative Case Study ◽  
Pharmaceutical Companies ◽  
Supporting Evidence ◽  
Funding Decision ◽  
Structured Interviews ◽  
Off Label ◽  
Linked Model ◽  
Different Levels ◽  
Pharmaceutical Benefits Scheme

Abstract Background There is a disparity in the economic return achievable for antimicrobials compared with other drugs because of the need for stewardship. This has led to a decline in pharmaceutical companies’ willingness to invest in the development of these drugs and a consequent global interest in funding models where reimbursement is de-linked from sales. Objectives To explore the perspective of stakeholders regarding the feasibility of de-linked reimbursement of antimicrobials in Australia. Methods Semi-structured interviews were conducted with 18 participants sourced from the pharmaceutical industry and individuals representing public-sector payers or regulators. Interviews were transcribed verbatim, coded and thematically analysed using the framework method. Results Five key themes were identified in the interviews: funding silos are a barrier to de-linking reimbursement; varying levels of supporting evidence are (currently) required for funding depending upon setting; funding status or cost is used as a stewardship tool; a de-linked model may cost more; and concerns regarding governance and access to antimicrobials exist in the private sector. Conclusions Australia’s current multi-tiered funding of medicines across different levels of government was perceived as a barrier to de-linked reimbursement. Participants felt that the responsibility for antimicrobial funding and stewardship should be integrated and centralized. Implementing a nationally funded de-linked reimbursement model for new antimicrobials would require a review of funding decision-making criteria, given that most MDR infections are off-label indications and could not then be funded through the Australian Pharmaceutical Benefits Scheme. Findings from this study could be applicable to other countries with reimbursement frameworks similar to Australia.

scholarly journals Masculinity. Sexuality and Hate-Motivated Violence: The Case of Darren

2013 ◽  
Vol 2 (3) ◽  
pp. 3-14 ◽  
Author(s):  
Tony Jefferson
Keyword(s):  
Research Study ◽  
General Term ◽  
Starting Point ◽  
Object Of Study ◽  
The City

In this paper I use the case study of Darren, derived from two interviews in a research study of racism in the city of Stoke, UK (Gadd, Dixon and Jefferson 2005; Gadd and Dixon 2011), to explore how best to approach the topic of hate-motivated violence. This entails discussing the relationships among racism (the original object of study), hate-motivated violence (the more general term) and prejudices of various sorts. Because that discussion, I argue, justifies a psychoanalytic starting point, and since violence has become, almost quintessentially, masculine, this leads on to an exploration of what can be learnt from psychoanalysis about the relations among sexuality, masculinity, hatred and violence. This involves brief discussions of some key psychoanalytic terms, but only what is needed to enable sense to be made of my chosen case, which I shall then interrogate using these psychoanalytic ideas, focused on understanding the origins and nature of Darren’s hatred.

scholarly journals Teachers' Beliefs and Practices Regarding Young Children's Leadership: A Comparison Between New Zealand and Honduras

2021 ◽  
Author(s):  
◽  
Maria Auxiliadora Cerrato Corrales
Keyword(s):  
New Zealand ◽  
Teaching Practice ◽  
Study Data ◽  
Leadership Role ◽  
Comparative Case Study ◽  
Structured Interviews ◽  
Capital Cities ◽  
Beliefs And Practices ◽  
Teachers Beliefs

<p>The main purpose of this comparative study was to explore how teachers of four to five year old children in New Zealand and Honduras translate their beliefs regarding children’s leadership into practice. This study has the potential to increase our understanding of beliefs and practices that will assist teachers in supporting children’s leadership. The study used a comparative case-study design in order to look at similarities and differences between the two cases, focusing on two early childhood centres from low socio-economic areas in the capital cities of each country. Two teachers from each centre were asked to be participants in the study. Data was gathered through semi-structured interviews, participant observations, and documentation. The findings suggest that both New Zealand and Honduran teachers translate their beliefs regarding children’s leadership into practice. However, the findings showed significant differences between New Zealand teachers’ child-directed and Honduran teachers’ teacher-directed beliefs and practices. The teachers in the New Zealand settings encourage leadership by empowering the children to deliberately take a leadership role, while the teachers in the Honduran settings encourage leadership by allocating opportunities for the children to take a leadership role. In addition, the teachers in New Zealand highlighted their belief and practice concerning children sharing leadership, while the concept of sharing leadership was not emphasized by the Honduran teachers. This study suggests the importance of teachers reflecting on their beliefs regarding children’s leadership and how these guide their teaching practice in order to support children’s leadership.</p>

scholarly journals Experiences of LNU Neophyte Teachers: Cues for a Viable Mentoring Program

2018 ◽  
Author(s):  
Evelyn Aguirre ◽  
Solomon Faller
Keyword(s):  
Teaching Practice ◽  
The Philippines ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Structured Interviews ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
The University ◽  
Lack Of Knowledge

The usefulness of teachers’ mentoring program cannot be underestimated. Some universities and colleges in the Philippines have been implementing this kind of program with different approaches, content, and scope. The extent of mentoring programs to improve teaching careers has been studied here and abroad. Results remain inconclusive. This case study with a phenomenological peg has explored the lived experiences of neophyte teachers through semi-structured interviews and focus group discussions. Their experiences in the first years of teaching were characterized by uncertainties, anxieties, struggles, and difficulties emanating from their lack of expertise on various aspects related to teaching practice, lack of knowledge about the culture and context of the university in which they were teaching, and lack of knowledge about the learners. With these specific inadequacies identified and the novice teachers’ implicit desire to be mentored, cues for a viable neophyte teacher’s mentoring program are drawn in the context of a teacher-training university.

scholarly journals "She says that I'm good at reading":  A Case Study of Engaged Māori Beginning Readers

2021 ◽  
Author(s):  
◽  
Mary Ann Meri Arthur Marshall
Keyword(s):  
Classroom Environment ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Daily Practice ◽  
Home School ◽  
Beginning Readers ◽  
Structured Interviews ◽  
Open Communication

<p>The impetus and reason for this study has been a desire to discover and capture the 'spark' that causes Māori children specifically, to have a love of reading, to be enthusiastic about reading and, in turn to be confident and competent beginning readers. Research in Maori education often focuses on problems of student underachievement. This study by contrast has aimed to highlight aspects of positive practice by recording the learning behaviours of a group of Maori children across two low decile primary schools, who are not only engaged in the beginning approach to reading but who are clearly motivated by and enjoying the process. This study explores the reasons why Māori children are engaged and motivated beginning readers and aims to see if it is possible to capture any of these attributes in order to support other Māori learners in becoming successful readers. The value of this research is in its potential to contribute to frameworks or initiatives that support Māori children achieving well, in this case, in the area of literacy. This study is a qualitative research under the tradition of a case study inquiry and is embedded within a Kaupapa Māori paradigm. A total of 17 participants (two literacy advisers, two teachers, six children and seven parents) were interviewed using flexibly structured interviews. The interviews were transcribed and analysed through themes that came from the data itself. Common themes from each participant group allowed for analysis in relation to the key research questions: What is the spark that causes Māori children to have a 'love of reading? What does this spark look like? What sparks Māori children into enjoying reading? And what are the factors and influences that contribute to reading engagement and motivation for Māori children? Classroom observations and video filming were also methods of data gathering in order to gain full and deep contexts of descriptive data of the children and teachers in their natural everyday classroom environment. The six children observed in this study were strongly engaged in classroom reading contexts and motivated to read. Both teachers and parents had a firm but relaxed approach to the reading experience. Strong and supportive home-school relationships with open communication were evident. Māori tikanga (practice) was incorporated naturally into planning. Teacher planning and practice was in line with best evidence for effective literacy practice. The practice of the two Pakeha teachers was in many ways consonant with Maori pedagogical approaches and this gave support to the children as Māori learners. The observations and interviews showed beginning readers who were comfortable and relaxed in their learning. They were making clear progress in reading, and approaching national norms in achievement. The 'spark' that leads children to be highly motivated readers, concentrating on reading tasks and clearly loving the process of learning to read is an intangible quality, hard to jmeasure in practice. But high levels of concentration, enjoyment of reading, and a desire to learn can be observed and recorded. All these things were seen in this study. It is possible to nurture and grow the enthusiasm, engagement and motivation that these children have if teachers demonstrate open hearts and minds in wanting to know their learners. The 'spark' or motivation in this study was also nurtured through the interconnected relationships the children had with their teachers and families and the effective teaching and learning practices displayed by the teachers. Using te reo (language) and tikanga Māori as a 'normal' part of daily practice contributed to the holistic wellbeing of the Māori children in this study, alongside strong home-school relationships. The combination of good teaching practice, good relationships and a firm but relaxed approach provides a model in action for success in supporting Maori children's beginning reading.</p>

E-Learning Records

2013 ◽  
pp. 273-291
Author(s):  
Luciana Duranti ◽  
Elizabeth Shaffer
Keyword(s):  
Social Media ◽  
Classroom Environment ◽  
Educational Institutions ◽  
Starting Point ◽  
E Learning ◽  
Copyright Ownership ◽  
Use Of Social Media ◽  
Media Applications ◽  
Privacy Issues

Through the lens of an archival theoretical framework, this chapter examines the digital outputs of the use of social media applications by students, faculty, and educational institutions, and discusses the need to control and manage their creation, use, maintenance, and preservation. The authors draw on a case study that explores the identification, arrangement, description, and preservation of students’ records produced in an eLearning environment in Singapore and is used as a starting point to highlight and discuss the implications that the use of social media in education can have for the management and preservation of educational institutions’ records as evidence of their activity and of students’ learning, to fulfill legal and accountability requirements. The authors also discuss how the use of social media by educators in the classroom environment facilitates the creation of records that raise issues of intellectual property and copyright, ownership, and privacy: issues that can further impact their maintenance and preservation.

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