RETOS PARA LA CONSTRUCCIÓN DE LA SOCIEDAD DEL APRENDIZAJE EN LA UNIVERSIDAD ECUATORIANA.

2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Eudaldo Enrique Espinoza Freire ◽  
Wilson Eladio Tinoco Izquierdo
Keyword(s):  
Critical Thinking ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Educational Model ◽  
Learning Society ◽  
Core System ◽  
Palabras Clave ◽  
Epistemological Challenge ◽  
Generating Capacity ◽  
The University

La sociedad del aprendizaje constituye un desafío epistemológico para la universidad al componer una teoría que visualiza la independencia y participación protagónica de los estudiantes en la formación de las responsabilidades, valores y conductas, dimensiones donde la actuación del colectivo docente en las intersecciones disciplinares requiere creatividad para hacer posible la intencionalidad y la conciencia. Espacio de poder, instala una capacidad generativa de sujetos y realidades desde categorías del aprendizaje con cuyo uso pueden convertirse las universidades en legítimas instituciones de enseñanza porque el pensamiento crítico posee la mayor inversión. Esa aspiración es factual si se entiende que la educación produce individuos capaces de ajustarse a lo cognitivo. De ahí que la concepción propuesta en este trabajo resulta núcleo generatriz del sistema de relaciones del modelo educativo que se promueve hoy en el Ecuador. El presente artículo utiliza como método de estudio el análisis de documentos y la hermenéutica filológica para alcanzar una comprensión textual; deja establecido el reto de equilibrar la racionalidad, mediante la utilización del concepto sociedad del aprendizaje con el cual se enfatiza la función educativa de los sistemas de influencia social, eleva el rango del vínculo universidad-sociedad a través de actividades para el redimensionamiento de la identidad profesional, para ella configura un mapa que la operacionaliza en la institución superior y coloca como concepto generatriz de la unidad y equidad del aprendizaje, la convicción globalizante integradora para hacer visible la pertinencia en la labor de las carreras. Palabras Clave: sociedad del aprendizaje, convicción, pensamiento crítico, intersecciones disciplinares. ABSTRACT The learning society is an epistemological challenge for the university to establish a theory that displays independence and active participation of students in training responsibilities, values and behaviors, dimensions where the performance of the teaching staff in the disciplinary intersections requires creativity do intentionality and consciousness possible. Space power; install a generating capacity of subjects and situations from learning categories whose use can become legitimate universities in educational institutions that critical thinking has the largest investment. That aspiration is factual if it is understood that education produces individuals able to adjust to the cognitive. Hence, the proposed design in this work is generating core system of relations educational model that is promoted today in Ecuador. This article uses as a study method document analysis and philological hermeneutics to achieve textual comprehension; leaves set the challenge of balancing rationality, by using the learning society with which the educational function of the systems of social influence is emphasized concept elevates the rank of university-society link through activities for the downsizing of identity professional, for it sets up a map that operationalized at the top institution and placed as generatrix concept of unity and equality of learning, integrating globalizing conviction to make visible the relevance in the work of racing. Keywords: learning society, conviction, critical thinking, disciplinary intersections Recibido: julio de 2016Aprobado: noviembre de 2016

scholarly journals Readiness for Training Disabled Students in Academic Staff of Universities

2018 ◽  
Vol 23 (2) ◽  
pp. 68-76 ◽  
Author(s):  
N.Y. Sorokin ◽  
T.G. Lukovenko
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Academic Staff ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Persons With Disabilities ◽  
Professional Self ◽  
The University ◽  
High Degree ◽  
Special Competence

The readiness of the teaching staff of higher educational institutions for teaching and psychological and pedagogical support of students with disabilities is being considered. We emphasize that the personnel of the educational organization need special competence to work with persons with disabilities of various nosological groups. The issues of creating an accessible environment in the university were studied, the readiness of teachers to apply special educational technologies in the training of students with disabilities, to develop teaching and methodological materials; the ability to establish pedagogically appropriate relationships with students, and provide psychological and pedagogical support in matters of personal and professional self-determination. The results show a high degree of importance of special professional competencies for inclusive education. But, at the same time, teachers assess their own level of preparedness with students with disabilities as insufficient, which allowed to determine the main areas of work.

Monitoring the Readiness of the Teaching Staff to Work in Inclusive Groups

2020 ◽  
Vol 8 (3) ◽  
pp. 17-22
Author(s):  
L. Il'ina
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Educational Process ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Volgograd Region ◽  
Monitoring Study ◽  
The Russian Federation ◽  
The University ◽  
Methodological Difficulties

The article presents the results of monitoring the readiness of the teaching staff to work with students with disabilities in educational institutions of higher education in the Astrakhan region, Volgograd region, Republic of Adygea, Republic of Crimea and Sevastopol. Information was collected by placing a questionnaire for teachers on the portal of higher inclusive education of the Russian Federation and analyzing the obtained quantitative data from General monitoring forms by region. The monitoring study confirmed the presence of a number of problematic aspects in ensuring the educational process for people with disabilities at the University: the need to develop inclusive competence of the teaching staff; the presence of psychological and methodological difficulties in organizing and conducting the educational process in inclusive academic groups; lack of sufficient knowledge about special technical means of training and skills of adaptation of educational and methodological support taking into account the educational needs of students of various nosological groups.

scholarly journals Didattica delle lingue a distanza durante l’emergenza Covid-19: il quadro generale

2021 ◽  
Vol 8 (2) ◽  
pp. 9-52 ◽  
Author(s):  
Sergio Conti
Keyword(s):  
Foreign Language ◽  
Online Teaching ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Educational Institutions ◽  
Digital Format ◽  
Palabras Clave ◽  
High Level ◽  
The University ◽  
The Impact

IT In seguito allo spostamento delle attività didattiche online al fine di contenere la diffusione della malattia da nuovo Coronavirus, il Gruppo di Ricerca e azione sull’Apprendimento delle Lingue ha diffuso un questionario volto a valutare l’impatto della didattica a distanza sull’insegnamento delle lingue straniere durante. All’indagine hanno partecipato 136 docenti e 241 studenti, sia universitari che di scuola secondaria. Scopo del presente contributo è quello di descrivere la composizione del questionario e del campione dei rispondenti, e di riportare i principali risultati. In particolare, dall’indagine sono emersi: (i) una mancanza di chiare direttive da parte delle istituzioni scolastiche, sintomo del carattere emergenziale delle misure intraprese; (ii) una generale resistenza a sperimentare formati didattici inediti e più adeguati al mezzo digitale; (iii) il maggiore svantaggio nello sviluppo delle abilità interazionali e di produzione orale; (iv) un alto grado di criticità nel garantire l’affidabilità e l’integrità delle prove di valutazione. Parole chiave: DIDATTICA A DISTANZA; COVID-19; DIDATTICA DELLE LINGUE STRANIERE EN The shift to online teaching aimed at containing the spread of Coronavirus has led the group of Research and Action on Foreign Language Teaching to release a survey with the purpose of assessing the impact of remote instruction on foreign language teaching. 136 teachers and 241 students at both the university and secondary level have participated in this survey. The aim of this article is to describe the content of the survey and the make-up of the participants and to present the main findings. Of particular note from this survey is (i) the lack of clear directives from their educational institutions, which is a symptom of the immediate nature of the measures put into place; (ii) a generalized resistance to experiment with new pedagogical resources that are better suited for the digital format; (iii) the greatest challenge in developing the ability to interact and to communicate orally; (iv) a high level of difficulty in guaranteeing the trustworthiness and the integrity of the assessments. Key words: REMOTE TEACHING; COVID-19; FOREIGN LANGUAGE TEACHING ES El cambio a la enseñanza en línea que se ha producido para contener la propagación del Coronavirus ha llevado al Grupo de Investigación y Acción sobre la Enseñanza de Lenguas Extranjeras a publicar una encuesta con el objetivo de evaluar el impacto de la instrucción a distancia en la enseñanza de lenguas extranjeras. En dicha encuesta participaron 136 profesores y 241 estudiantes de nivel universitario y secundario. El objetivo de este artículo es describir el contenido de la encuesta y la composición de la muestra, así como presentar los principales hallazgos. De esta encuesta cabe destacar (i) la falta de directrices claras por parte de las instituciones educativas, lo que es un síntoma del carácter contingente de las medidas implementadas; (ii) una resistencia generalizada a experimentar con nuevos recursos pedagógicos mejor adaptados al formato digital; (iii) una gran desventaja en el desarrollo de la capacidad de interacción y comunicación orales; (iv) un alto nivel de dificultad para garantizar la fiabilidad y la integridad de las evaluaciones. Palabras clave: ENSEÑANZA A DISTANCIA; COVID-19; ENSEÑANZA DE LENGUAS EXTRANJERAS

scholarly journals MODELO METODOLÓGICO DE VISITAS A CLASES HACIA LA MATERIALIZACIÓN DE INTEGRACIÓN DE CONTENIDOS

2018 ◽  
Vol 3 (3) ◽  
pp. 55
Author(s):  
Pedro Manuel Gómez Ávila ◽  
Adis Nilda Cutiño Ocaña ◽  
José Antonio Leyva Regalón
Keyword(s):  
Educational Process ◽  
Teaching Staff ◽  
First Year ◽  
Computer Engineering ◽  
Content Integration ◽  
Palabras Clave ◽  
Teaching Learning ◽  
The University ◽  
Academic Content

Es un reto de los educadores del colectivo docente de primer año de la carrera de Ingeniería Informática de la Universidad de Granma perfeccionar el proceso docente-educativo, a partir de que se revelan insuficientes nexos y relaciones entre las disciplinas y asignaturas del currículo de primer año, que hace que no se aprovechen adecuadamente los conocimientos previos para potenciar nuevos conocimientos de forma integrada. Por tanto, esta investigación tiene como fin elaborar un modelo metodológico de visitas a clases hacia la materialización de integración de contenidos en el proceso formativo. Es un modelo, quefacilita el problema de la integración de los contenidos académicos y proporciona una mejor contribución a la contextualización del contenido y a la calidad de los resultados en el proceso de enseñanza aprendizaje. PALABRAS CLAVE: Proceso formativo; integración de contenidos; proceso interdisciplinar; contextualización de contenidos. METHODOLOGICAL MODEL OF VISITS TO CLASSES TO THE MATERIALIZATION OF INTEGRATION OF CONTENTS ABSTRACT It is a challenge for educators teaching staff first year of the Computer Engineering degree from the University of Granma improve the educational process, from that insufficient linkages and relationships between disciplines and subjects in the curriculum of the year are revealed, which makes no prior knowledge properly exploit new knowledge to enhance an integrated manner. Therefore, this research aims to develop a methodological model of class visits towards the materialization of content integration in the training process. It is a model that facilitates the problem of the integration of academic content and provides a better contribution to the contextualization of the content and the quality of the results in the teaching-learning process. KEYWORDS: Formative process; contents integration; interdisciplinary process; contents contextualization.

scholarly journals Foreign­ Language Environment of the University as a Resource for Development of Leading Universities of Russia (2014–2019 Monitoring Results)

2020 ◽  
pp. 43-55
Author(s):  
N. N. Abakumova ◽  
A. V. Fakhrutdinova
Keyword(s):  
Foreign Language ◽  
Experimental Work ◽  
Research Universities ◽  
English Language ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Monitoring Study ◽  
English Speaking ◽  
Language Environment ◽  
The University

The presented study updates the problem of assessing the development efficiency of the foreign language environment in the leading research universities of Russia. The necessity of forming the language environment for the universities participating in the “TOP 5–100” project is shown. The monitoring study of the level of formation of the foreign language environment in universities is conducted in 21 leading universities, starting from 2014. In the experimental work the results of the six-year monitoring study have been summarized, which allowed identifying and fixing the mechanisms of language environment improvement: the development and implementation of English language for Bachelor, Specialist and Master programs; active language practice, the creation of special structures in the university, etc. The active development of the English-speaking environment in the higher educational institutions is shown, which attracts foreign applicants, promotes the participation of the teaching staff and students in international professional communities and associations.

scholarly journals Discapacidad y trabajo. El “otro” entre discurso y hechos

2015 ◽  
Vol 63 (3Sup) ◽  
pp. 135-141
Author(s):  
María Noel Míguez Passada ◽  
Ana Paula Gómez Añón ◽  
Cristian Pinato Galbarini
Keyword(s):  
Disability Evaluation ◽  
Denis Diderot ◽  
Educational Institutions ◽  
Changement Social ◽  
Secondary Sources ◽  
Palabras Clave ◽  
The Republic ◽  
Definition Of ◽  
Object Of Study ◽  
The University

<p class="Standard"><strong>Resumen</strong></p><p class="Standard">El presente trabajo se enmarca en una investigación titulada: Contingencias normalizadoras en una “Sociedad de iguales”. Discapacidad y Trabajo en Francia y Uruguay. Dicha investigación encuentra su anclaje institucional en la Universidad París 7 «Denis Diderot» (Paris, Francia), en el marco del Laboratoire de Changement Social et Politique (LCSP), y en la Universidad de la República, Facultad de Ciencias Sociales (Montevideo, Uruguay), en el marco del Grupo de Estudios sobre Discapacidad (GEDIS). De esta manera, comienza un espacio de reflexión colectiva entre las dos instituciones educativas, y de especificidad en la temática de la discapacidad y el trabajo.</p><p class="Standard">El objetivo de la presente investigación apunta a deconstruir los conceptos de normalidad e igualdad en el entramado de contingencias que se materializan en la temática de la discapacidad con relación al trabajo como categoría ontológica que media al ser. Así, se intenta dar cuenta de la ideología de la normalidad y los discursos de igualdad en la relación discapacidad-trabajo a través de un análisis correlativo entre Uruguay y Francia.</p><p class="Standard">Para el logro de este objetivo se realizaron entrevistas a profundidad a personas en situación de discapacidad y agentes que trabajan en la temática en tres ciudades de Uruguay (Montevideo, Tacuarembó y Salto) y tres de Francia (París, Lille y Marsella). Con estos insumos, más allá de fuentes secundarias, se está llevando a cabo la sistematización de todo el trabajo que llevó a la delimitación del objeto planteado. La investigación finalizó en junio de 2015.</p><p class="Standard"><strong>Palabras clave: </strong>Evaluación de la Discapacidad; Trabajo; Inequidad social (DeSC).</p><p class="Standard"><strong></strong><br /><strong></strong></p><p class="Standard"><strong>Disability and Work. The </strong>other<strong> between discourses and acts.</strong></p><p class="Standard"><strong>Discapacidad y trabajo</strong></p><p class="Standard"> </p><p class="Standard"><strong>Summary</strong></p><p class="Standard">This work is part of a research named "Normalizing Contingencies in an 'Equal Society'. Disability and Work". This research finds its institutional space at the University Paris 7, "Denis Diderot" (Paris, France), under the Laboratoire de Changement Social et Politique (LCSP), and the University of the Republic - Faculty of Social Sciences (Montevideo, Uruguay), under the Research Group on Disability (GEDIS). This way, it begins a space for collective reflection between the two educational institutions, and specificity in the Disability and Work topic.</p><p class="Standard">The objective of this research is the <em>deconstruction of concepts about normality and equality into the contingencies in the subject of Disability and Work, this one as an ontological mediating category</em>. With this in mind, the article attempts  to account for the ideology of normality and the discourses of "equality" in relation to the Disability-Work field through a correlation analysis between Uruguay and France.</p><p class="Standard">To achieve this objective, interviews to disabled people and to staff working in the field were made in three cities, both in Uruguay, Montevideo, Salto and Tacuarembo, and France, Paris, Lille and Marseille. With these inputs, beyond secondary sources, we have been carrying out a systematization of all the work that leads to the definition of the proposed object of study.</p><p class="Standard"><strong>Keywords: </strong>Disability evaluation; Disability; Work; Inequalities (MeSH).</p>

scholarly journals Effect of the Quality of Educational on University Performance

2017 ◽  
Vol 1 (2) ◽  
pp. 74-95
Author(s):  
Abdul Salam Ali Hussein Al-Nouri ◽  
Atheer Anwar Sharif
Keyword(s):  
High Performance ◽  
Cognitive Theory ◽  
Research Field ◽  
Educational Institutions ◽  
Teaching Staff ◽  
International Ranking ◽  
And Performance ◽  
Quality In Higher Education ◽  
University Performance ◽  
The University

The quality in higher education subjects has become a vital and desirable field for study, research and discussion as an academic concept through which the methodology and mechanisms of excellence and high performance of universities is gliding .It is the outcome of the interaction among leaders, universities and teaching staff where to draw policy and programs developed by universities. Thus, this research field has become at the forefront of educational institutions involved or interested in adopting their prestigious sites or improve their quality and performance and to engage in international ranking. this study has launched through the link of quality on a university performance, Accordingly, this study has been applied at the University of Anbar as a community represented by a sample composed of (164) of the leaders of the colleges. This study has conducted through several methods and mechanisms (analytical) to collect data and information in order to achieve its goals and solve dissimilarity cognitive theory and practical application The study found a set of conclusions emerged from the guarantor of the foundation to achieve the promise of quality in our universities is an invitation leadership university and translates it into the attitudes and actions, will benefit every act of the university and to through strategic vision, an integrated methodology and systematic to quality assurance.

scholarly journals THE EDUCATIONAL ENVIRONMENT OF THE UNIVERSITY AS A FACTOR IN THE DEVELOPMENT OF SUPRA-PROFESSIONAL COMPETENCIES OF FUTURE TEACHERS

2021 ◽  
pp. 74-84
Author(s):  
A.V. Pesha ◽  
◽  
N.V. Shramko ◽  
М.A. Nikolaeva ◽  
Keyword(s):  
Student Satisfaction ◽  
Online Survey ◽  
Educational Environment ◽  
Professional Competencies ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Future Teachers ◽  
High Importance ◽  
The University ◽  
Factor Of Influence

In this work, the authors have realized the goal of determining the key components and characteristics of the educational environment of the university as a factor of influence on the supra-professional competencies of future teachers. In the empirical part of the study, the authors conducted an online survey of students of the pedagogical university (n=157) to confirm the research hypothesis. As a result, the article argues that a multicomponent educational environment (social, technological, spatially-subject components) should have such characteristics as openness, variability, redundancy and orderliness. The results obtained show the high importance of the formation of supraprofessional competencies of future teachers and the average level of student satisfaction with the possibilities of strengthening them, provided today by the modern educational environment of the university. The results of the study will be useful for the administrative and managerial and teaching staff of the university, who are focused on the development of curricula in accordance with the needs of modern educational institutions and the requirements for teacher training

scholarly journals Developing and evaluating professional competences of students specializing in pedagogy

2021 ◽  
pp. 419-427
Author(s):  
Aigul Raisovna Gilmutdinova ◽  
Liliya Rafhatovna Nizamieva ◽  
Gulnara Ilsurovna Nazarova ◽  
Elena Rafaelevna Porshneva
Keyword(s):  
Pedagogical Knowledge ◽  
Foreign Languages ◽  
Educational Institutions ◽  
Professional Activity ◽  
Teaching Staff ◽  
Assessment Procedure ◽  
Competency Development ◽  
Key Indicator ◽  
The University ◽  
Educational Field

The article is devoted to the problem of developing professional competences of future teachers of foreign languages during the pedagogical internship while studying at the university. In connection with a constant rise in qualification requirements for the teaching staff of educational institutions of various levels, it is necessary to develop an efficient model for training future specialists in the educational field, enabling high-quality training for the sound solution of modern professional problems. The main professional educational program is focused not only on the quality and volume of acquired knowledge, skills and abilities, but also the level of competency development. All educational disciplines are aimed at developing both general and professional competences; however, it is the pedagogical internship organized during the study at the university that allows evaluating the level of their development in the context of professional activity, to identify possible gaps in professional and pedagogical knowledge, skills and abilities, to identify ways to overcome them. The aim of the research is to develop an efficient model for building professional competences of future specialists in the field of teaching foreign languages during pedagogical internship. The study revealed that such a model should include determining the aims of internship, developing its work program containing all the necessary information about the internship, holding an introductory conference with students, a detailed analysis of all the points of an intern’s individual assignment, explaining the requirements for reporting documentation, methodological support and controlling students during the internship, stocktaking exercise with a clear assessment procedure. The key indicator of the success of pedagogical internship is the level of development of professional competences of future specialists.

scholarly journals MECHATRONICS EDUCATION: NEEDS AND CHALLENGES

2019 ◽  
Vol 2 ◽  
pp. 214
Author(s):  
Gilberto Marzano ◽  
Andris Martinovs ◽  
Svetlana Ušča
Keyword(s):  
Young People ◽  
Computer Science ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Educational Model ◽  
Digital Revolution ◽  
Funded Project ◽  
Training Courses ◽  
Education Needs ◽  
Available Resources

Mechatronics is a multidisciplinary branch that combines electronics, mechanics, and computer science. Due to the digital revolution, mechatronics is growing fast, rapidly spreading from manufacturing to many new sectors such as agriculture, healthcare, security, and transportation. As a consequence, mechatronics training courses are proliferating at the undergraduate and graduate levels. Nowadays, a considerable number of educational institutions, both academic and vocational, are offering mechatronics education, however their programs are not homogeneous and depend on teaching staff competence and available resources. This paper presents NewMetro, an EU funded project that aims to develop an innovative European framework of competences for mechatronics education and an educational model able to address the needs of young people as well as adult workers undergoing requalification programs. The philosophy of the project and the first activities carried out are illustrated and discussed.

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