scholarly journals La vinculación comunitaria en la educación intercultural, una estrategia pedagógica

2018 ◽  
pp. 230-246
Author(s):  
Eloy López Lobato
Keyword(s):  
Teaching Practice ◽  
Teaching Experience ◽  
Practice Research ◽  
Institutions Of Higher Education ◽  
Continuous Training ◽  
Organizational Processes ◽  
Pedagogical Strategy ◽  
Teaching Learning ◽  
Traditional Pedagogy ◽  
Theoretical Reflection

Este trabajo sistematiza la práctica docente, investigación y vinculación, de instituciones que plantean la educación como factor de desarrollo. Su objetivo es mostrar la vinculación comunitaria como estrategia pedagógica que tiene al proyecto de investigación como eje articulador de los aprendizajes. Es un ejercicio de reflexión pedagógica y teórica, sobre la experiencia docente intercultural, que  recupera la experiencia docente lograda entre 1994 y 2005 en dos instituciones de educación superior. En cuanto a los resultados, la colaboración resulta preponderante en el desarrollo de competencias, fortalece procesos organizativos y solidarios. En la enseñanza-aprendizaje los alumnos estudian su realidad para transformarla, con la participación comunitaria. En las conclusiones encontramos que es primordial continuar innovando sobre el diálogo del conocimiento científico y los saberes tradicionales; mantener la actualización epistemológica, metodológica, filosófica y política del plan de estudios; la formación continua de docentes para superar su práctica pedagogía tradicional.Community linkage in intercultural education, a pedagogical strategyAbstractThis work systematizes the teaching practice, research and links, institutions that raise education as a factor of development. Its objective is to show the community bonding as a pedagogical strategy that has the research project as the articulating axis of the learning. It is an exercise of pedagogical and theoretical reflection on the intercultural teaching experience, which recovers the teaching experience achieved between 1994 and 2005 in two institutions of higher education. In terms of results, collaboration is predominant in the development of skills, strengthens organizational processes and solidarity. In teaching-learning students study their reality to transform it, with community participation. In the conclusions we find that it is essential to continue innovating on the dialogue of scientific knowledge and traditional knowledge; maintain the epistemological, methodological, philosophical and political updating of the curriculum; the continuous training of teachers to overcome their traditional pedagogy practice.Recibido: 13 de septiembre de 2017Aceptado: 20 de mayo de 2018

Technology in Engineering Pedagogy to Progress the Excellence of Teaching

2020 ◽  
pp. 1-19 ◽  
Author(s):  
Durga Prasad Garapati ◽  
Padmaja S.M.
Keyword(s):  
Learning Strategies ◽  
Learning Experience ◽  
Teaching Experience ◽  
Information Organization ◽  
Learning Approaches ◽  
Innovative Teaching ◽  
Teaching Learning ◽  
Student Grades ◽  
Traditional Pedagogy ◽  
Engineering Pedagogy

Quality evaluation is a basic part of education that enables teachers to help learning and to improve instructive programs. Engineering education has been confronting impressive difficulties concerning commendable educating, information organization, and knowledge deployment. Consequently, desires for new teaching methods and learning approaches should be created in the arena. The objective of this chapter is to incorporate various teaching learning methods, educational tools to improve the learning experience of students, and also to fulfil the teaching experience of faculty. The purpose of this research is also to explore the effects of innovative teaching learning strategies based on the performance of student grades. The experiment has been carried out on two courses of electrical and electronics engineering. There are no commendable measures to evaluate the learning outcomes of the student hourly basis in traditional pedagogy. Therefore, this chapter proposed various pedagogical approaches that help to achieve the desirable things.

scholarly journals Percepção dos professores dos cursos técnicos e tecnológicos sobre a formação continuada

2015 ◽  
Vol 4 (2) ◽  
Author(s):  
Alfredo Bravo Marques Pinheiro ◽  
Maria Deuceny Da Silva Lopes Bravo Pinheiro ◽  
Carlos Manuel Folgado Barreira
Keyword(s):  
Professional Education ◽  
Teaching Practice ◽  
Continuous Training ◽  
Espírito Santo ◽  
Teachers Perceptions ◽  
Continued Education ◽  
Federal Institute ◽  
Service Training ◽  
Teaching Learning ◽  
Espirito Santo

Resumo: A inquietação com a formação pedagógica dos docentes, mais especificamente os que atuam na Educação Profissional e Tecnológica, tem demonstrado a distância entre a formação específica e a formação pedagógica. Neste âmbito, a preparação dos profissionais tem gerado fóruns de debates, registrando como preocupação maior, ampliar uma formação que tenha qualidade, que incorpore a preparação didático-pedagógica determinada pela primordialidade dos professores, seja na formação inicial seja na continuada. O presente artigo tem por objetivo aprofundar o que é ser professor na ótica da prática reflexiva, reunindo aspectos do saber pedagógico e teórico no horizonte de quem ensina, de forma a contribuir para a melhoria do processo ensino-aprendizagem. Os dados apresentados resultam de um questionário com a participação dos docentes do Instituto Federal do Espírito Santo, campus Cachoeiro de Itapemirim, Espírito Santo, Brasil, onde foi possível compreender a sua percepção sobre o trabalho docente e refletir sobre a importância da formação continuada e da prática reflexiva. Palavras-chave: Formação de Professores. Formação Continuada. Educação Profissional. THE TEACHERS'  PERCEPTIONS OF THE TECHNICAL AND TECHNOLOGICAL COURSES ABOUT CONTINUOUS TRAINING Abstract: The concerning about the pedagogical formation of teachers, mainly those who are working in Technical and Professional courses, show the distance between pedagogical and specific formation. The formation of teachers has given rise forums for discussion which concern the development of a high quality formation which can also integrate a didactical- pedagogical preparation guided by the needs of teachers, whether in initial or continual level of formation.  This study presents a reflection on what to be a teacher is like. It is performed from the reflective perspective bringing together characteristics of theoretical and pedagogical knowledge of every individual who teaches, this way contributing with the teaching-learning process. The data presented are the result of a questionnaire with the teachers’ participation of the Federal Institute Espírito Santo, campus Cachoeiro de Itapemirim, it was possible to register the teachers perceptions in teaching activity and to reflect on the importance continued education and reflective teaching practice. Keywords: Teachers’ training. In-service training. Professional education. 

Formação Continuada de Professores: Discussões Acerca do Lócus e do Fazejamento Pedagógico

2018 ◽  
Vol 19 (3) ◽  
pp. 270
Author(s):  
Antonio Gomes ◽  
Cilene Maria Lima Antunes Maciel ◽  
Cleonice Terezinha Fernandes ◽  
Edenar Souza Monteiro
Keyword(s):  
Content Analysis ◽  
Teaching Practice ◽  
A Priori ◽  
School Context ◽  
Teaching Experience ◽  
Exploratory Research ◽  
A Posteriori ◽  
Mato Grosso ◽  
Continuous Formation ◽  
Teaching Learning

Este artigo visa apresentar o resultado de uma pesquisa exploratória do tipo descritiva e qualitativa, que versa sobre a formação continuada de professores realizada nos últimos quatro anos. A área de estudo foram quatro escolas do Mato Grosso. A amostra foi de 20 professores efetivos e contratados de ambos os sexos, com média de 10 a 15 anos de experiência docente. O instrumento de coleta foi uma entrevista, cujo roteiro foi elaborado por peritagem de dois experts. O método de análise dos dados constante de gravações transcritas foi Análise de Contéudo - AC de Bardin (2016), cuja categorização ocorreu a priori e a posteriori. A triangulação surgiu da necessidade ética para confirmar a validade dos processos inerentes `a pesquisa. Constatou-se que a formação continuada de professores da forma “genérica” que é realizada, ou seja, para grandes grupos, não os satisfazem, perdendo a particularidade de cada equipe e respectivo contexto escolar. A pesquisa apresenta indícios de que a formação in loco, poderia tanto satisfazer os anseios dos professores, quanto possibilitar melhorias no processo de ensinoaprendizagem efetivos.Palavras-chave: Prática Docente. Qualidade em Ensino-Aprendizagem. Análise de Conteúdo. Práxis Pedagógica.AbstractThis article aims to present the result of an exploratory research of the descriptive and qualitative type, which deals with the teachers’ continuous formation carried out in the last four years. The study area was 4 schools in Mato Grosso. The sample comprises 20 effective and hired teachers of both sexes, with an average of 10 to 15 years of teaching experience. The collection instrument was an interview whose script was elaborated by experts opinion. The data analysis method data contained in transcribed recordings was Bardin’s (2016) Content Analysis - AC whose categorization was given a priori and a posteriori. Triangulation arose from the ethical need to confirm the validity of processes inherent in research. It was verified that the teachers’ continuous formation of the “generic” form that is performed, that is, for large groups, does not satisfy them, losing the particularity of each team and its school context. The research presents indications that on site training could both satisfy teachers’ wishes and enable improvements in the effective teaching-learning process.Keywords: Teaching Practice. Quality in the Teaching-Learning. Content Analysis. Pedagogical Praxis.

A Framework for Teaching Practice-based Research

2020 ◽  
pp. 268-296
Author(s):  
Austin Michael ◽  
Sarah Carnochan
Keyword(s):  
Teaching Practice ◽  
Practice Research ◽  
Future Research ◽  
Service Users ◽  
Daily Work ◽  
Partnership Model ◽  
Practice Based Research ◽  
Social Work Practitioners ◽  
Teaching Learning ◽  
Practice Methods

Practice Research in the Human Services: A University-Agency Partnership Model makes clear that as the art and science of practice research evolve, equal attention needs to be paid to educating the next generation of social work practitioners about various ways to incorporate practice research into their daily work. Students are expected to integrate their understanding of practice methods with their understanding of research methods, and to incorporate service user perspective. This chapter begins by exploring the implications of practice research with respect to service delivery and the changing nature of practice. It pays special attention to service users as a foundation for building a framework to guide the teaching/learning of practice research. The chapter concludes with a teaching case that illustrates an application of the framework as well as the implications for practice and future research.

scholarly journals THE ROLE OF SELF-REFLECTION FOR THE PERMANENT FORMATION AND DEVELOPMENT OF FOREIGN LANGUAGE TEACHERS

2016 ◽  
Vol 1 (3) ◽  
pp. 81
Author(s):  
Vilma Páez Pérez ◽  
Salvador Escalante Batista
Keyword(s):  
Student Teachers ◽  
Teacher Development ◽  
Teaching Practice ◽  
Teaching Experience ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Self Reflection ◽  
Process Outcomes ◽  
Teaching Learning ◽  
The University

ABSTRACT The importance of creating opportunities and means for the students to reflect on their own teaching practice is clearly seen in the results obtained by the students majoring in English at the University of Holguin. These students like the language and cherish the idea of becoming translators and interpreters but do not think the same about becoming teachers. It is, therefore, a hard task to motivate them to learn as much as possible from their practical teaching experience and seek for pre-professional development. Making the student- teachers aware of their strengths and weaknesses by a continuous reflection process on the teaching-learning process outcomes has proven its effectiveness. The results of a pilot study applied during the last three years are presented in this paper. KEYWORDS: pre-service teaching practice; self-reflection; teacher development.  

scholarly journals Ensino superior em enfermagem: processos e tendências de trabalho docente

2018 ◽  
Vol 12 (12) ◽  
pp. 3368
Author(s):  
Dilton Luis Soares de Farias ◽  
Ana Rafaela Souza Rodrigues ◽  
Adriana De Sá Pinheiro ◽  
Sandra Helena Isse Polaro ◽  
Márcia Maria Bragança Lopes ◽  
...  
Keyword(s):  
Higher Education ◽  
Nursing Education ◽  
Teaching Practice ◽  
Practice Research ◽  
Student Body ◽  
Learning And Teaching ◽  
Enseñanza Superior ◽  
Curriculum Guidelines ◽  
Nursing Courses ◽  
Teaching Learning

RESUMOObjetivo: identificar como está a educação no ensino superior de Enfermagem, os processos e as tendências de trabalho do docente. Método: trata-se de um estudo bibliográfico tipo revisão integrativa, em artigos publicados entre os anos de 2007 a 2017, nas bases de dados MEDLINE, LILACS e BDENF. Organizaram-se os dados em categorias e se avaliou a qualidade metodológica dos artigos pela classificação segundo os sete níveis hierárquicos de evidência, e os resultados apresentam-se em figuras. Resultados: encontraram-se 13 artigos escritos por enfermeiros e publicados no período de 2010 a 2014. Emergiram-se duas categorias: Cursos de Enfermagem e Tendências do Trabalho Docente e Diretrizes Curriculares do Ensino Superior em Enfermagem. Conclusão: entende-se que a educação de Enfermagem, o ensino-aprendizagem e o trabalho docente não se articulam entre a prática do ensino, a pesquisa e a extensão, prejudicando o fazer e o pensar críticos do corpo discente. Percebe-se que as produções dos docentes ainda carecem de estratégicas inovadoras que sinalizem, aos discentes, uma prática profissional mais condizente com a realidade vigente das necessidades de saúde da população. Descritores: Ensino Superior; Educação em Enfermagem; Tendências; Docentes; Enfermagem; Revisão.ABSTRACT Objective: to identify how the education in Nursing higher education is, the processes and the work trends of the teacher. Method: this is an integrative review type bibliographical study, in articles published between 2007 and 2017, in the MEDLINE, LILACS and BDENF databases. The data was organized into categories and the methodological quality of the articles was evaluated by the hierarchical levels of evidence, and the results are presented in figures. Results: 13 articles were written by nurses and published in the period from 2010 to 2014. Two categories emerged: Nursing Courses and Teaching Work Trends and Curriculum Guidelines for Higher Education in Nursing. Conclusion: it is understood that nursing education, teaching-learning and teaching work are not articulated between teaching practice, research and extension, impairing the critical thinking and doing of the student body. It is noticed that teachers' productions still lack innovative strategies that signal to the students a professional practice more in keeping with the current reality of the health needs of the population. Descriptors: Higher Education; Nursing Education; Trends; Faculty; Nursing; Review.RESUMEN Objetivo:  identificar cómo está la educación en la enseñanza superior de Enfermería, los procedimientos y las tendencias de trabajo del docente. Método:  se trata de un estudio bibliográfico tipo revisión integrativa, en artículos publicados entre los años de 2007 a 2017, en las bases de datos MEDLINE, LILACS y BDENF. Se organizaron los datos en categorías y se evaluó la calidad metodológica de los artículos por la clasificación según los siete niveles jerárquicos de evidencia, y los resultados se presentan en figuras. Resultados: se encontraron 13 artículos escritos por enfermeros y publicados en el período de 2010 a 2014. Se emergieron dos categorías: Cursos de Enfermería y Tendencias del Trabajo Docente y Directrices Curriculares de la Enseñanza Superior en Enfermería. Conclusión: se entiende que la educación de enfermería, la enseñanza-aprendizaje y el trabajo docente no se articulan entre la práctica de la enseñanza, la investigación y la extensión, perjudicando el hacer y el pensar críticos del alumnado. Se percibe que las producciones de los docentes todavía carecen de estratégicas innovadoras que señalen a los discentes una práctica profesional más adecuado con la realidad vigente de las necesidades de salud de la población. Descriptores: Educación Superior; Educación en Enfermería; Tendencias; Docentes; Enfermería; Revisión.

Pupils' Creative Self-Expression in Visual Art

2021 ◽  
Vol 12 (3) ◽  
pp. 29-37
Author(s):  
Daiga Kaleja-Gasparovica
Keyword(s):  
Prospective Teachers ◽  
Visual Art ◽  
Teaching Practice ◽  
Basic Education ◽  
Research Problem ◽  
Study Process ◽  
Pupil Learning ◽  
The Individual ◽  
Creative Self ◽  
Teaching Learning

The study is devoted to the organization of the teaching/learning content of visual art and self-expression process in practice. The article, based on theory, explains creative self-expression in the context of pupil's meaningful learning, based on the new education policy and the developed guidelines in basic education. The individual experience of prospective primary school teachers and their understanding of self-expression in visual art has been clarified during the reflection and pedagogical observation in the study process in methods of teaching visual art which led to stating the research problem. The theoretical account offered in the article reveals pedagogical possibilities for prospective teachers to organize purposefully self-expression classes in visual art during the teaching practice so that the pupil, learning visual art without professional literacy in art, improved his/her transversal skills acquiring the experience of self-guided learning, critical thinking and problem-solving, innovation, cooperation, and civic participation.

scholarly journals Beyond Broudy’s Triad—Infusing University Students with the Love of Poetry

2017 ◽  
Vol 10 (4) ◽  
pp. 65
Author(s):  
Mounir Ben Zid
Keyword(s):  
Learning Styles ◽  
University Students ◽  
Learning Style ◽  
Teaching Methods ◽  
Teaching Experience ◽  
Class Session ◽  
New Learning ◽  
Major Shift ◽  
Teaching Learning ◽  
Esl Learners

In spite of the diverse schools of thought providing guidance for poetry teachers—such as the didactic, heuristic, or phyletic approaches—this myriad of teaching modes has failed to generate adequate student appreciation for poetry courses. The reason for this is teachers’ tendency to cling to the idea that one must choose a particular approach and find out the correct or fixed meaning. This study includes a recommendation for a major shift in teaching poetry that transforms each class session into a new learning rather than a teaching experience—one in which the instructor’s role is to inspire a passion and love for poetry in ESL learners. This teaching-learning style requires that teachers change from being omniscient sages to participants, co-explorers, and learners—a move from teaching methods to learning styles and a shift from encouraging the love of teachers to inspiring the love of poetry in university students.

scholarly journals Indonesian EFL Teachers Professional Knowledge Development during Their Participation in TSG: A Case Study

2016 ◽  
Vol 9 (8) ◽  
pp. 62
Author(s):  
Feni Munifatullah ◽  
Bachrudin Musthafa ◽  
Wachyu Sundayana
Keyword(s):  
Teaching Practice ◽  
Practical Knowledge ◽  
Group Discussion ◽  
Professional Knowledge ◽  
Teaching Experience ◽  
Knowledge Development ◽  
Teacher Study Group ◽  
Pedagogical Content ◽  
Efl Teachers ◽  
Asian Context

<p>The study examines three new EFL teachers professional knowledge development through discussion in a <em>Teacher Study Group (TSG)</em> in Indonesian (Asian) context. These three participants have less than five year-teaching experience and teach junior high schools in Bandarlampung in the time of the study. The data were collected through audio-visual recorded observation of TSG sessions teaching practice. They were converted into written trasncription. The analysis signifies that group discussion recalls participants’ case knowledge from distant experience while group reflection explores participants’ practical knowledge from their own immediate practice. Some of the knowledge is still fragmented and some has been integrated into pedagogical content knowledge (PCK). Both TSG group theme-based discussion and collaborative reflection manage to explore participants’ professional knowledge.</p>

scholarly journals Pocket Labs Supported IoT Teaching

2018 ◽  
Vol 8 (2) ◽  
pp. 32 ◽  
Author(s):  
Vladimir M Cvjetkovic
Keyword(s):  
University Students ◽  
Everyday Life ◽  
Teaching Practice ◽  
New Technology ◽  
Teaching Experience ◽  
Computing Power ◽  
Teaching Concept ◽  
Regular Text ◽  
Natural Solution ◽  
University Course

IoT is both a concept and a specific platform with large variety of applications that rapidly become inseparable part of everyday life not only improving it, but making it more interesting and fun. ICT based, it is devoted to interactions with environment that are usually not available with traditional ICT equipment and platforms. IoT is at the same time both complementary and compatible with exist-ing non IoT world, which offers computing power and resources to IoT, making it a unique and powerful combination. Pocket Lab is a relatively new teaching concept that supports students’ creativity and initiative allowing for carrying and experimenting with real equipment at a time and place of choice, much like using of regular text books for studying. Although the IoT & Pocket Labs are not nec-essarily interconnected or mutually conditioned, this paper discusses such a real case of teaching practice, where the Pocket Labs are a natural solution for teach-ing of IoT. The paper deals with one semester teaching experience of IoT as a university course. Obtained results and experience may be quite general except for university students profile defined with their previous education and knowledge. Besides the main goal of the course which is an introduction to IoT, some other aims were exploring the students’ motivation for studying of IoT as a new technology and emphasizing the importance of new original ideas and views being as important as mastering the IoT technologies.

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