scholarly journals The construction of the curricular design of the University Professor of Biology at the National University of Misiones and the formative pathway of Education for Health and the Environment

2021 ◽  
pp. 01-12
Author(s):  
Patricia Mariela Morawicki ◽  
Ana Gabriela Pedrini ◽  
Alicia Tetzlaff
Keyword(s):  
Teacher Training ◽  
Natural Sciences ◽  
Classroom Observations ◽  
Educational Community ◽  
Curricular Design ◽  
National University ◽  
University Professor ◽  
The University ◽  
University Teacher Training ◽  
Collective Construction

The aim of this paper is to share the results of the process of formulating the curriculum for the 2016 University Teacher Training in Biology at the Faculty of Exact, Chemical and Natural Sciences of the National University of Misiones (UNaM) based on a collective construction among various stakeholders in the educational community and especially the proposal of the formative pathway of Education for Health and the Environment (EpSyA). The research used a qualitative and interpretative methodology based on the analysis of curricular documents, institutional agreements, national regulations, interviews and classroom observations. The different instances of discussion in the reformulation of the curricular project are reconstructed chronologically, the macro-decisions in the construction of the formative path of EpSyA are analysed and the hourly loads and minimum contents of the subjects and the teaching strategies are made explicit.

scholarly journals An Examination of the Congruency between the University Teacher Training Contents and Secondary School Contents in Tanzania: The Case of Sokoine University of Agriculture

2016 ◽  
Vol 5 (2) ◽  
pp. 100
Author(s):  
Sotco Claudius Komba ◽  
Sarah Vincent Chiwamba
Keyword(s):  
Teacher Training ◽  
Secondary School ◽  
Secondary Schools ◽  
Student Teachers ◽  
Teaching Profession ◽  
Cross Sectional ◽  
Training Programmes ◽  
The University ◽  
University Teacher Training ◽  
Education Courses

<p>It is ideally expected that after student teachers have gone through comprehensive curricula contents, they should possess the necessary competences and skills to enable them deliver effectively as teachers. However, some student teachers in Tanzania have expressed their concerns that some of the contents found in the curricula for teacher training programmes do not link with the contents taught in secondary schools. Therefore, this study was designed to examine the congruency between the contents student teachers cover during their studies at Sokoine University of Agriculture (SUA), one of the Tanzanian teacher training institutions, and contents taught in Tanzanian secondary schools. The study involved a randomly obtained sample of 181 third year students, pursuing various teacher education degree programmes. The study adopted a cross-sectional research design in which a set of questionnaire, which consisted of both open and closed-ended questions, was administered to the sampled respondents. The collected data were analyzed using SPSS in which frequencies and percentages of responses to the questions presented in the questionnaire were computed to answer research questions advanced for this study. The findings were as follows: First, the majority (66.9%) of student teachers felt that there was a congruency between the University contents and secondary school contents and about one third (33.1%) of student teachers felt that the congruency did not exist. Secondly, the majority (95%) of student teachers felt that the contents of education courses taught at the University were applicable in real school situations and the minority (5%) did not feel so. Third, the majority (91.7%) of student teachers felt that the teacher training programmes offered at SUA had enabled them to acquire sufficient classroom teaching skills and basic theories in education. Fourth, some challenges facing teacher training programmes offered at SUA, as reported by the respondents, included irrelevant contents in some university courses, inadequate infrastructures, and lack of opportunities for practice, to mention but a few. Based on these findings, it is recommended that whenever an opportunity to review the existing teacher training programmes comes, the exercise should be preceded with needs analysis to help determine if the existing programmes adequately address the needs of the teaching profession for which the student teachers are being prepared.</p>

scholarly journals Didáctica De Las Ciencias Para Educación Infantil

2013 ◽  
Vol 2 (16) ◽  
pp. 72
Author(s):  
Adriana Patricia Gallego-Torres ◽  
María Consuelo Torres-Angel
Keyword(s):  
Science Education ◽  
Teacher Training ◽  
Primary Education ◽  
Round Table ◽  
Natural Sciences ◽  
La Paz ◽  
Catholic University ◽  
Early Grades ◽  
The University

Este artículo presenta algunas perspectivas sobre la enseñanza de las ciencias en los primeros grados de educación básica. Se trata de realizar una discución sobre la importancia de cómo abordar las ciencias en las primeras edades, respondiendo a cuatro preguntas relacionadas: ¿qué es educación en ciencias?, ¿son educativas las ciencias?, ¿cuáles son los factores de carácter histórico, epistemológico, didáctico y pedagógico que delimitan el carácter educativo? y ¿en qué consiste la educabilidad que con ellas se propicia? Respuestas que se elaborarán desde una perspectiva general, para después situarlas en el trabajo pedagógico deaproximar a los educandos del nivel primario a dichas ciencias de la naturaleza. Se analizarán igualmente temáticas relacionadas con lo curricular y con la formación de profesores para el nivel que se ha especificado. Hemos de aclarar que este trabajo forma parte de una serie de investigaciones que se vienen desarrollando en conjunto con la Universidad Catolica de Chile y la Universidad de la Paz en Barrancabermeja. AbstractThis paper presents some perspectives on science education in the early grades of primary education. This is to make a round table on the importance of how to approach science in the early ages responding to four questions What is a science education?, Educational Are science?, What are the factors of a historical, epistemological, didactic and pedagogical educational define that? and What is the educability that favors them? Answers are drawn from an overall perspective, then place them in pedagogical work, as noted, bring learners from primary to such natural sciences. It shall also examine issues that have to do with the curriculum and teacher training to the level specified. We have to clarify that this work is part of a series of works that are being developed in conjunction with the Catholic University of Chile and the University of Peace in Barrancabermeja.ResumoEste artigo apresenta algumas perspectivas em ensino de ciências nas séries iniciais do ensino fundamental. Isso é para fazer uma mesa redonda sobre a importância de como abordar a ciência nos primeiros séculos respondendo a quatro perguntas que é um ensino de ciências?, Educacional são ciência?, Quais são os fatores de um histórico, epistemológico, didá- tico e pedagógico educacional definir isso? E qual é a educabilidade que os favorece? Respostas são retiradas de uma perspectiva global, em seguida, colocá-los no trabalho pedagógico, como se referiu, trazer alunos de primário para tais ciências naturais. Deve também examinar as questões que têm a ver com o currículo e formação de professores para o nível especificado. Temos que esclarecer que este trabalho é parte de uma série de trabalhos que estão sendo desenvolvidos em conjunto com a Universidade Católica do Chile e da Universidade da Paz, em Barrancabermeja.

Campus school project as an example of cooperation between the University of Potsdam and schools

2019 ◽  
pp. 129-141
Author(s):  
Ana Kuzle
Keyword(s):  
Preservice Teachers ◽  
Mathematics Education ◽  
Teacher Training ◽  
Problem Solving ◽  
Primary Education ◽  
School Settings ◽  
School Project ◽  
First Results ◽  
The University ◽  
University Teacher Training

The “Campus School Project” is a part of the “Qualitätsoffensive Lehrerbildung” project, whose aim is to improve and implement new structures in the university teacher training by bringing all the essential protagonists, namely university stuff, preservice teachers, and in-service teachers – together, and having them work jointly on a common goal. The department of primary mathematics education at the University of Potsdam has been a part of the Campus School Project since 2017. Thus far several cooperations emerged focusing on different aspects of problem solving in primary education. Here, I give an overview of selected cooperations, and the first results with respect to problem-solving research in different school settings.

scholarly journals Institutional Strategies for the Teacher Training at a Brazilian Public University in Brazil—Elements of Reflection

2017 ◽  
Vol 10 (3) ◽  
pp. 1
Author(s):  
Adriana K. Correa ◽  
Alma B. C. E. B. Catirse ◽  
Edson G. Soares ◽  
Glaucia M. Silva ◽  
Maria Conceição B. M. E Souza ◽  
...  
Keyword(s):  
Teacher Training ◽  
Support Groups ◽  
Undergraduate Teaching ◽  
Teaching Staff ◽  
Undergraduate Training ◽  
Educational Strategies ◽  
University Teachers ◽  
Institutional Strategies ◽  
The University ◽  
University Teacher Training

University pedagogy has been promoted in the context of the policy for valuing undergraduate training at the University of São Paulo (USP). In this regard, one action of the Undergraduate Pro-Rectory was the creation of pedagogic support groups. The objective of this study is to report and analyze the strategies for university teacher training developed by the Pedagogic Support Group at the Ribeirão Preto Campus (GAPRP/USP–Grupo de Apoio Pedagógico do Campus de Ribeirão Preto), during the period from 2002 to 2015. The group takes on a conception of teacher training that extrapolates the technical dimension, considering political-social and historical determinants that have shaped the university, undergraduate teaching, and the faculty, as well as the valorization of strategies promoting reflection, theoretical-practical articulation, and collective learning. During the day-to-day monitoring of these education strategies, a few aspects are highlighted and analyzed: identification of the need for pedagogic training as an individual initiative of the teaching staff, despite the policies for valuing undergraduate training; investment in continuous educational strategies and the education undergone by the faculty that compose GAPRP/USP. To conclude, teacher training means to value the construction of a political project so as to qualify university teachers.

scholarly journals A proposal to analyse the progress and difficulties of Higher Education teacher training

2018 ◽  
Author(s):  
Elisa Navarro-Medina ◽  
Soraya Hamed Al-Lal ◽  
José Antonio Pineda Alfonso ◽  
Noelia Pérez Rodríguez ◽  
Olga Duarte Piña
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Research Study ◽  
Training Programme ◽  
Research Strategy ◽  
Ongoing Research ◽  
Education Teacher ◽  
The University ◽  
University Teacher Training ◽  
Different Parts

This article presents an ongoing research study whose purpose is to describe and analyse the progress and difficulties participants face in a university teacher training programme offered by the University of Seville. The training programme and the different parts of the research strategy are described.

scholarly journals Princesa Isabel e a estequiometria: a contribuição da História da Ciência para o processo de ensino e aprendizagem numa abordagem voltada para formação de professores

2018 ◽  
Vol 18 ◽  
pp. 106
Author(s):  
Cassia De paula Freitas da Silva ◽  
Maria Dulcimar De Brito Silva ◽  
André Silva Dos Reis
Keyword(s):  
Critical Thinking ◽  
Teacher Training ◽  
Data Collection ◽  
History Of Science ◽  
Science Learning ◽  
Natural Sciences ◽  
Previous Knowledge ◽  
History Of ◽  
The University ◽  
Main Factor

ResumoA química ensinada na sala de aula é considerada por muitos alunos desestimulante, tendo como principal fator a metodologia utilizada pelo professor. Nesse contexto, a História da Ciência é uma interface capaz de auxiliar o professor a desenvolver uma aula que estimule e desafie o aluno. O presente trabalho teve como objetivo demostrar a contribuição do ensino de química atribuído a Princesa Isabel por meio do conteúdo de estequiometria para melhoria no aprendizado da disciplina. O desenvolvimento do trabalho se deu por meio de um minicurso de formação de professor, que contou com a participação de graduandos do curso de Licenciatura Plena em Ciências Naturais com Habilitação em Química da Universidade do Estado do Pará (UEPA). Para coleta de dados foram aplicados dois questionários, o primeiro versando sobre o conhecimento prévio dos graduandos acerca da História da Ciência no ensino e o segundo sobre as contribuições do uso das aulas de química atribuídas à Princesa Isabel no conteúdo de estequiometria. Para o tratamento de dados utilizou-se análise textual discursiva (ATD) o qual a partir das respostas dos graduandos tiveram-se cinco categorias de análise. Constatou-se que os graduandos conhecem superficialmente acerca da História da Ciência no ensino e que após a realização do minicurso houve um maior interesse pela História da Ciência além da constatação que a mesma contribuiu na construção do pensamento crítico, na contextualização e na interdisciplinaridade, tornando o conteúdo de estequiometria mais prazeroso e significativo.Palavras-chave: História da Ciência; Aprendizado; Estequiometria.AbstractChemistry taught in the classroom is considered by many students discouraging, having as main factor the methodology used by the teacher. In this context, the History of Science is an interface capable of helping the teacher to develop a class that stimulates and challenges the student. The present work had as objective to demonstrate how the history of Princess Isabel and its relation with the chemistry, more specifically the content of stoichiometry, contributed for improvement in the learning of the chemical discipline. The development of the work took place through a mini-course of Teacher Training, which counted on the participation of undergraduates of the course of Full Degree in Natural Sciences with Qualification in Chemistry of the University of the State of Pará (UEPA). For data collection, two questionnaires were applied, the first one dealing with the students' previous knowledge about the History of Science in education and the second on the contributions of the use of chemistry classes attributed to Princess Isabel in the content of stoichiometry. For the data treatment, a discursive textual analysis (DTA) was used, which from the students' answers had five categories of analysis. It was observed that undergraduates know superficially about the History of Science in teaching and that after the realization of the mini-course there was a greater interest in the History of Science beyond the finding that it contributed in the construction of critical thinking, contextualization and interdisciplinarity, making the content of stoichiometry more pleasurable and meaningful.Keywords: History of Science; Learning; Stoichiometry.

scholarly journals University teacher training in the EHEA: a study at the University of Burgos

2016 ◽  
Vol 0 (17) ◽  
Author(s):  
Vanesa Delgado Benito ◽  
Raquel Casado Muñoz ◽  
Fernando Lezcano Barbero
Keyword(s):  
Teacher Training ◽  
The University ◽  
University Teacher Training

Penglibatan Ahli Akademik Terhadap Pengajaran Hadith di Institusi Pengajian

2018 ◽  
pp. 47-52
Author(s):  
Amran Abdul Halim ◽  
Abdulloh Salaeh
Keyword(s):  
Public Universities ◽  
Academic Staff ◽  
Descriptive Analysis ◽  
Good Knowledge ◽  
Islamic Studies ◽  
National University ◽  
Islamic Science ◽  
The University

This study is to identify the involvement of academicians on the teaching of the hadith. The contribution of the academicians to the teaching of the hadith is also very much needed so that Muslims can acknowledge al-Sunnah closely. The academicians were selected from Academic of Islamic Studies, University of Malaya Islamic Studies Academy, the National University of Malaysia, the Islamic Science University of Malaysia and the International Islamic University which they are all from various fields of Islamic Studies. The methodology used in this study is a questionnaire which is group sampling. The researcher distributes the questionnaire to the academic staff at the university involved. Based on this descriptive analysis of the questionnaire, it can be concluded that academic practitioners either in the field of hadith or other fields are involved and contribute to the teaching of hadith such as in public universities and other institutions. This shows that most academicians have good knowledge related to the field of hadith. Therefore, they are among the most suitable as references to the community in solving Sunnah and bidaah issues, especially the academicians who are experts in the field of hadith. Abstrak Kajian ini adalah untuk mengenalpasti penglibatan ahli akademik terhadap pengajaran hadith. Sumbangan ahli akademik terhadap pengajaran hadith juga amat diperlukan agar umat Islam dapat mengenali al-Sunnahsecara  lebih  dekat.  Ahli-ahli  akademik  yang  dipilih  adalah  dari  Akademi  Pengajian  Islam  Universiti Malaya,   Universiti   Kebangsaan   Malaysia,   Universiti   Sains   Islam   Malaysia   dan   Universiti   Islam Antarabangsa  yang  mana  kesemuanya  dalam  pelbagai  bidang  Pengajian  Islam.  Kaedah yang  digunakan dalam kajian ini adalah soal selidik iaitu persampelan berkelompok. Penyelidikmengedarkan borang soal selidik tersebut kepada ahli akademik di universiti tersebut. Berdasarkan, analisis deskriptif soal selidik ini, dapat dirumuskan bahawa ahli akademik sama ada dalam bidang hadith atau lain-lain bidang adalah terlibat dan turut memberi sumbangan dalam pengajaran hadith seperti di universiti-universiti awam dan lain-lain institusi  pengajian.  Ini  menunjukkan  bahawa  kebanyakan  ahli  akademik  mempunyai  pengetahuan  yang baik  berkaitan  dengan  bidang  hadith.  Oleh  itu,  mereka  adalah  antara  golongan  sangat  sesuai  dijadikan sebagai rujukan masyarakat dalam menyelesaikan permasalahan Sunnah dan bidaah, terutama sekali ahli akademik yang pakar dalam bidang hadith.

Factors Influencing Academic Stress on Students of University of Economics and Business - Vietnam National University

2020 ◽  
Vol 36 (3) ◽  
Author(s):  
Nham Phong Tuan ◽  
Nguyen Ngoc Quy ◽  
Nguyen Thi Thanh Huyen ◽  
Hong Tra My ◽  
Tran Nhu Phu
Keyword(s):  
Academic Stress ◽  
Stress Factors ◽  
Negative Effects ◽  
Cross Sectional ◽  
Stress Scale ◽  
Perceptions And Attitudes ◽  
National University ◽  
Questionnaire Surveys ◽  
The University ◽  
The Impact

The objective of this study is to investigate the impact of seven factors causing academic stress on students of University of Economics and Business - Vietnam National University: Lack of leisure time, Academic performance, Fear of failure, Academic overload, Finances, Competition between students, Relationships with university faculty. Based on the results of a practical survey of 185 students who are attending any courses at the University of Economics and Business - Vietnam National University, the study assesses the impact of stress factors on students. The thesis focuses on clarifying the concept of "stress" and the stress level of students, while pointing out its negative effects on students. This study includes two cross-sectional questionnaire surveys. The first survey uses a set of 16 questions to assess students’ perceptions and attitudes based on an instrument to measure academic stress - Educational Stress Scale for Adolescents (ESSA). The second survey aims to test internal consistency, the robustness of the previously established 7-factor structure. Henceforth, the model was brought back and used qualitatively, combined with Cronbach’s Alpha measurement test and EFA discovery factor analysis. This study was conducted from October 2019 to December 2019. From these practical analyzes, several proposals were made for the society, the school and the students themselves.

Sign in / Sign up

Export Citation Format

Share Document