scholarly journals Social Responsibility and University Teacher Training: Keys to Commitment and Social Justice into Schools

2020 ◽  
Vol 12 (15) ◽  
pp. 6179
Author(s):  
Estefanía Martínez-Valdivia ◽  
Mª del Carmen Pegalajar-Palomino ◽  
Antonio Burgos-García
Keyword(s):  
Social Justice ◽  
Social Responsibility ◽  
Quantitative Methodology ◽  
Future Teachers ◽  
International Crisis ◽  
Social Commitment ◽  
University Environment ◽  
Spanish Universities ◽  
High Doses ◽  
The University

(1) Background: International crisis situations (social, economic, health and education) need solutions. These situations need high doses of social responsibility among the population. In the educational field, different studies express that training future teachers in “Social Responsibility”, from ethics and social commitment; provides social justice and welfare in citizens. (2) Methods: This study developed a quantitative methodology; non-experimental and descriptive type. The research sample was university students registered in the Education Sciences degrees of different Spanish universities. The statistical analysis has been carried out with the SPSS software version 25 for Windows. (3) Results: The results express that the competence for social responsibility should be established in the university environment through training (university studies) contributing to the increase in the degree of social responsibility of the university student to face the changes of society (socially committed professional). (4) Conclusion: Social responsibility and university training should be key in the theoretical-practical and professional exercise of future teachers, since the quality and improvement of education will be determined by the real promotion of social responsibility as a basic competence in the curriculum of future teachers.

Responsabilidade Social: Uma Abordagem centrada em Universidades Públicas Brasileiras / Social Responsibility: An Approach Centered on Brazilian Public Universities

2021 ◽  
Vol 15 (57) ◽  
pp. 562-576
Author(s):  
Cleia Leimara marinho Silva ◽  
Rosalia Maria Passos da Silva
Keyword(s):  
Quality Of Life ◽  
Social Responsibility ◽  
Social Inclusion ◽  
Social Problems ◽  
Systematic Analysis ◽  
University Environment ◽  
Practical Factors ◽  
The University ◽  
Technical Capacity

Resumo: As universidades têm a atribuição de formar cidadãos responsáveis e éticos, de forma que contribuam com o desenvolvimento sustentável e resolução de problemas sociais. Nesta esteira, a responsabilidade social no ambiente universitário viabiliza a construção de ações que impactam a sociedade favorecendo a inclusão social, melhoria na qualidade de vida e outros benefícios. Diante desse cenário, busca-se nesta pesquisa responder ao seguinte questionamento: qual a importância da responsabilidade social nas universidades? E para responder a essa indagação, o artigo apresenta como objetivo geral: identificar qual a importância da responsabilidade social no ambiente universitário, e como objetivos específicos (1) compreender fatores históricos e práticos que favorecem a aplicabilidade da responsabilidade social nas universidades; (2) identificar os desafios na aplicabilidade de responsabilidade social; (3) analisar as características fundamentais da responsabilidade social. Quanto à metodologia aplicada, o artigo foi construído por meio de uma análise sistemática da literatura que permitiu realizar uma revisão teórica e conceitual, em seguida, houve a discussão da literatura, considerações finais e referencial teórico. Os Resultados revelam que a Responsabilidade Social Universitária possui muitos desafios a serem enfrentados e que o espaço universitário precisa ser fortalecido para que proporcione à sociedade indivíduos com capacidade técnica capaz de resolver problemas sociais. Abstract: Universities are responsible for training responsible and ethical citizens, so that they contribute to sustainable development and the resolution of social problems. In this way, social responsibility in the university environment enables the construction of actions that impact society, favoring social inclusion, improved quality of life and other benefits. Given this scenario, the aim of this research is to answer the following question: what is the importance of social responsibility in universities? And to answer this question, the article presents the general objective: to identify the importance of social responsibility in the university environment, and as specific objectives (1) understand historical and practical factors that favor the applicability of social responsibility in universities; (2) identify challenges in the applicability of social responsibility; (3) analyze the fundamental characteristics of social responsibility. As for the methodology applied, the article was built through a systematic analysis of the literature that allowed for a theoretical and conceptual review, then there was a discussion of the literature, final considerations and theoretical framework. The Results reveal that University Social Responsibility has many challenges to be faced and that the university space needs to be strengthened so that it provides society with individuals with technical capacity capable of solving social problems. Keywords: Social Inclusion. Social development. Quality of life. Social justice.

OUTLIERS OF ACTION RESEARCH – THE IDENTITY CONSTRUCT OF FUTURE TEACHERS

2019 ◽  
Vol 1 ◽  
pp. 290
Author(s):  
Jiří Kropáč ◽  
Štefan Chudý
Keyword(s):  
Action Research ◽  
Identity Construction ◽  
Teaching And Learning ◽  
Good Practice ◽  
Teaching Profession ◽  
Point Of View ◽  
Future Teachers ◽  
Educational Preparation ◽  
University Environment ◽  
The University

Queries, activities and those sufficient solutions of teaching and learning situations are daily bread of the teaching profession. Thus, in learning of future teachers exist possibilities how to influence the progress of the teachers’ identity construction with self-creative and critical tools which are connected to the complexity of the personality. However, action research helps to deeply understand techniques which are behind the line of the traditional point of view and helps to understand the situations from the pragmatic way of natural learning in the process of preparation at the university. The research aim is focused on the support of integration of the action research as a tool for the teachers’ preparation in the good practice of the university environment. Mixed research methods are based on the narrative corpus which consists of the coded interviews and specific tasks connected to the educational preparation. Results reflect the current various ways of developing future teachers and their impact on future teachers‘ identities.  

scholarly journals Effects of Entrepreneurial Characteristics and University Environment on Entrepreneurial Intention

2018 ◽  
Vol 22 (2) ◽  
pp. 226-248 ◽  
Author(s):  
Gustavo Hermínio Salati Marcondes de Moraes ◽  
Edson Sadao Iizuka ◽  
Matheus Pedro
Keyword(s):  
Risk Taking ◽  
Self Efficacy ◽  
Structural Equation ◽  
Structural Equation Models ◽  
Entrepreneurial Intention ◽  
Quantitative Methodology ◽  
State University ◽  
University Environment ◽  
Entrepreneurial Characteristics ◽  
The University

Abstract This study aimed to investigate the effects of entrepreneurial and university environment characteristics on the entrepreneurial intention of the undergraduate student. We developed a model that considers the university environment, self-efficacy, and risk-taking as direct influencers of entrepreneurial intention, and entrepreneurial characteristics as influencers of self-efficacy. We employed quantitative methodology and data were analyzed by Structural Equation Models using the Partial Least Squares (PLS-SEM) technique. The sample consisted of 287 students in the final year of undergraduate programs at the State University of Campinas (Unicamp). The results indicate that the entrepreneurial intention of students is influenced by the university environment and the attitude toward risk-taking and self-efficacy. Self-efficacy, in turn, is influenced by student characteristics regarding planning, leadership, and innovation. The research corroborates with complementary reflections on entrepreneurship studies, showing a model for evaluation of entrepreneurial characteristics of students and of the entrepreneurial context in educational institutions, and proving that there is a positive relationship between the context, entrepreneurial education and entrepreneurial intention of the students.

scholarly journals Los organismos internacionales como sistemas marcadores de tendencias en la Universidad global

2020 ◽  
pp. 26
Author(s):  
Soledad Rappoport ◽  
Bianca Thoilliez ◽  
Tania Alonso-Sainz
Keyword(s):  
Social Responsibility ◽  
Lifelong Learning ◽  
International Organizations ◽  
Screening Process ◽  
Global Trends ◽  
University Environment ◽  
Competency Based ◽  
Emerging Themes ◽  
The University

Different authors report a deep transformation of the classic mission of the University which this article proposes to identify as new paradigms (lifelong learning and learning based competencies), new perspectives (internationalization and employability), and new values (social responsibility and sustainability). Different international organizations account for and promote this trend. In order to delve into the characteristics and scope of the changes, a study has been carried out. It examines documents published in the last 10 years by three international organizations in the field of education: UNESCO, OECD and OEI. To achieve this goal, a systematic document screening process was carried out. The following aprioristic dimensions were identified in the selected materials: lifelong learning, competency-based learning, internationalization, employability, social responsibility and sustainability. In addition, associated emerging themes were sought. The result of the study allows us to provide evidence on the issue and make a useful documentary classification available to continue investigating global trends in the university environment. 

scholarly journals Opinions of Future Teachers on Training in Social Sciences Didactics

2021 ◽  
Vol 6 ◽  
Author(s):  
María del Mar Felices-De la Fuente ◽  
Álvaro Chaparro-Sainz
Keyword(s):  
Social Sciences ◽  
Teaching Practices ◽  
Collaborative Work ◽  
University Teaching ◽  
Controversial Issues ◽  
Future Teachers ◽  
Specific Content ◽  
Spanish Universities ◽  
The University

At present, an understanding of the teaching practices at university and the opinion of students about these practices is limited, at least in certain knowledge areas. Given this diagnosis and in the context of Social Sciences Didactics, we consider it important to analyze teaching practices and how they impact future teachers. Consequently, concerned about the quality of training offered to students, this study aims to know their opinion about which teaching practices they consider most appropriate to train in Social Sciences Didactics, once they finish the subjects related to this area. To this end, a non-experimental quantitative design has been used, involving collecting information through a questionnaire completed by 875 students from seven Spanish universities studying for the Degree in Primary Education. The data was analyzed from a triple perspective, an analysis of the descriptive statistics of the items contemplated in this research, the existing correlations between them, and a statistical analysis based on the gender variable. The results show that the treatment of controversial issues and the didactic outings outside the university classroom are the strategies most valued by the students in teaching specific content of the subject Social Sciences Didactics. The results also show significant differences in the responses to each item depending on the gender variable. We conclude that students widely value university teaching practices related to implementing active methodologies, analyzing current social and environmental issues, and collaborative work dynamics. Likewise, it is observed that women have, on the whole, a better opinion than men regarding these types of methodologies and strategies.

How Spanish Universities are Promoting Entrepreneurship Through Your Own Lines of Teaching and Research?

2017 ◽  
pp. 1344-1368
Author(s):  
Dolores Gallardo-Vázquez ◽  
M. Luisa Pajuelo-Moreno
Keyword(s):  
Gender Differences ◽  
Social Responsibility ◽  
Socially Responsible ◽  
Teaching And Research ◽  
New Creation ◽  
New Business ◽  
Spanish Universities ◽  
The University ◽  
A Company

Two lines of research focus on this chapter: University Social Responsibility and entrepreneurship. Once Univesrities are aware of the importance of introducing socially responsible actions, we refer to the need of Universities to foster the creation of new business, establishing the best conditions for entrepreneurs. In this sense, we study what entrepreneurship means and how it is initiated. At the same time, we set the education on entrepreneurship and how gender differences condition the new creation of firms. Some examples of promoting entrepreneurship are discussed, from the initial actions until the maintaining and growing a company already created. Later, chapter concentrates on the particular case of Spanish Universities, offering a lot of actions for the promotion of entrepreneurship, like projects, awards, chairs, masters, conferences and meeting. It is also important to consider the support of public administration and the role of cluster. The chapter finishes with some considerations about spin off, as the result of entrepreneurship from the University.

Intergenerational service-learning, sustainability, and university social responsibility: A pilot study

2021 ◽  
Vol 16 (1) ◽  
pp. 73-85
Author(s):  
Asier Arcos - Alonso ◽  
Ángel Elías - Ortega ◽  
Ander Arcos - Alonso
Keyword(s):  
Social Justice ◽  
Pilot Study ◽  
Service Learning ◽  
Social Responsibility ◽  
Basque Country ◽  
Community Services ◽  
Teaching Methodology ◽  
The Social ◽  
Social Entity ◽  
The University

This paper presents a study of university social responsibility (USR), carried out through an innovative educational action. The students of the studied classrooms in the University of the Basque Country (UPV/EHU) collaborated with a social entity Emmaus Social Foundation dedicated to environmental sustainability, social justice and the social and solidarity economy to provide community services through a service-learning methodology. Using a mixed method approach, we combined the practical experience of the social entity with an active student-centred teaching methodology in order to foster the acquisition of general and specific competencies related to sustainability and social justice. The aim was to create learning connections between members of the university community and links with the environmental and social reality of the Basque Country. This pilot study was carried out in the first term of the 2018–2019 academic year. This work allowed (a) critical knowledge to be generated by incorporating and hybridising discussion elements of social justice, such as sustainability; (b) intergenerational participation processes to be generated between elders, university students and social organisations in order to acquire general and specific learning competencies and (c) social and environmental needs to be addressed through community services.   Keywords: Higher education, intergenerational learning, service-learning, teaching innovation, university social responsibility.

scholarly journals Self-Perception and Training Perceptions on Teacher Digital Competence (TDC) in Spanish and French University Students

2020 ◽  
Vol 4 (4) ◽  
pp. 74 ◽  
Author(s):  
Delfín Ortega-Sánchez ◽  
Isabel María Gómez-Trigueros ◽  
Marc Trestini ◽  
Carlos Pérez-González
Keyword(s):  
Quantitative Methodology ◽  
Self Perception ◽  
Future Teachers ◽  
Digital Competence ◽  
Cross Sectional ◽  
Ex Post ◽  
Ex Post Facto ◽  
Spanish Universities ◽  
Competence Framework ◽  
The One

The purpose of this research is, on the one hand, to analyze the self-perception of future teachers of childhood education and primary education, and those studying for a master’s degree in secondary education teacher training on their Teacher Digital Competence (TDC), as well as the potential influence of gender, country and university institution of origin in their representations. On the other hand, it seeks to analyze the perception of future teachers on the TDC of their university trainers (formative perception). In accordance with these aims, a quantitative methodology of a non-experimental nature and of a prospective cross-sectional ex post facto approach has been used. A total of 428 students from two Spanish universities and from a French university agreed to participate in the research. The results report a positive and differential self-perception by gender of the TDC acquired and unfavorable perceptions of the digital competences of their teachers. These results confirm the need to improve the technological-manipulative and didactic training of university teachers, and to adapt the teaching competences to the demands of the Information and Communication Society (ICS) and to the guidelines of the Common Digital Competence Framework.

scholarly journals The role of student self-government in the envi-ronment of technical university

2021 ◽  
pp. 209
Author(s):  
G. Sozykina
Keyword(s):  
Social Responsibility ◽  
Educational Institution ◽  
Self Regulation ◽  
Personal Characteristic ◽  
University Environment ◽  
Life Problems ◽  
Behavior Skills ◽  
Responsible Attitude ◽  
The University

Forming the future specialist’ social responsibility during the studies is an urgent problem of higher education, as social responsibility is an important personal characteristic that is directly related to solving professional and life problems. The formation of students’ social responsibility is influenced by many factors, one of which is the activities of student self-government. Goal. The determination of the role of student self-government bodies in the university environment and in the students’ social responsibility formation. Methodology. The use of situations of involving in real professional-labor relations, participation in competitions, exhibitions, solving production tasks, example of life and activity of senior colleagues, collective labor actions and courses and groups is a powerful integrative factor that contributes to the formation of a responsible attitude of future professionals to performing their duties, and as a consequence, increasing the level of social responsibility. The positive consequences of involving students in self-government are manifested in the emotional uplift of students, expanding the range of their interests, positive and active attitude to self-improvement, in the pursuit of ethical behavior, skills of emotional and volitional self-regulation, etc. Results. An effective involvement of student self-government bodies in the management of a higher educational institution in order to increase social responsibility. Originality. It is shown that the bodies of student self-government have wide possibilities of influence on forming students’ social responsibility through providing the purposeful forming of necessary knowledge and skills needed for development of responsibility. Practical value. The importance of student self-government in the formation of students’ social responsibility is confirmed in the protection of educational, scientific, social, creative, national-cultural, spiritual, sports, economic and other interests of students, the formation of skills of future organizers, leaders.

scholarly journals Pedagogical conditions for forming the project competence of future teachers in the university environment

2021 ◽  
Vol 18 (3) ◽  
pp. 103-114
Author(s):  
Olga Yu. Muller
Keyword(s):  
Higher Education ◽  
Education System ◽  
Professional Training ◽  
Educational Institution ◽  
Educational Process ◽  
Practical Significance ◽  
Future Teachers ◽  
University Environment ◽  
Wide Range ◽  
The University

The relevance of the problem under study is associated with an important task of the higher education system the preparation of students future teachers for project activities in an educational institution. A modern teacher should have a wide range of knowledge, skills and abilities in the field of project activities. The purpose of the paper is a theoretical substantiation of pedagogical conditions that contribute to the formation of project competence of future teachers in the university environment. As designated pedagogical conditions are named and described: organization of training in cooperation; introduction of an additional course Learning to work on a project into the educational process; the use of the project method as a form of independent work of students in the study of various disciplines of the curriculum. The scientific novelty of the research lies in the fact that pedagogical conditions have been developed and substantiated, contributing to the effective formation of the project competence of future teachers in the conditions of a university. The theoretical significance of the study lies in the fact that its results enrich the theory and methodology of vocational education in the field of forming the project competence of future teachers; complement scientific ideas about the pedagogical conditions for the effective formation of project competence, as well as about the features of its functioning; scientific approaches are systematized. The practical significance of the study lies in the fact that the revealed pedagogical conditions lead to the effective formation of the project competence of future teachers in the conditions of a university. The developed additional course can be applied in the practice of teaching universities in order to improve the quality of professional training of future teachers. The experimental base of the study was the budgetary institution of higher education Surgut State University. The methods used in the research: generalization, analysis and synthesis of information, comparison, analysis of educational and project activities of students. The effectiveness of preparing students - future teachers - for project activities with students is an urgent task in the education system, which can be ensured through the implementation of certain pedagogical conditions. It is the pedagogical conditions that increase the effectiveness of educational and cognitive activities and contribute to the most fruitful work of the teacher and students.

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