scholarly journals From the theory to practice: Five years of urban regeneration workshops

2018 ◽  
Vol 8 (3) ◽  
pp. 179
Author(s):  
Raimundo Bambó-Naya ◽  
Pablo De la Cal-Nicolás ◽  
Carmen Díez-Medina ◽  
Sergio García-Pérez ◽  
Javier Monclús-Fraga
Keyword(s):  
Urban Regeneration ◽  
Joint Work ◽  
Teaching Innovation ◽  
Academic Field ◽  
Future Challenges ◽  
Academic Courses ◽  
The Subject ◽  
The University ◽  
Previous Phase ◽  
Selection Of

The aim of this communication is to present the experience of four academic courses in the subject of Integrated Urban and Landscape Design, taught in the framework of the Master in Architecture of the School of Engineering and Architecture of the University of Zaragoza. It addresses urban regeneration interventions in vulnerable areas of the consolidated city with approaches to teaching innovation in the academic field and in the topic of user participation.The workshop methodology is explained in detail, paying more attention to the process followed than to the specific results of the workshop. The different stages of the process are presented: previous phase and selection of the study area, phase of analysis and diagnosis, phase of proposals, where a joint work is carried out with vision of action in the whole of the neighbourhood, and phase of presentation of the results to the Neighbours. Finally, some future challenges of this workshop are outlined.

TRAINING OF AVIATION PERSONNEL FOR THE NEEDS OF THE AIR FORCE AND THE RELATED FUTURE CHALLENGES

2019 ◽  
Vol 113 (4) ◽  
pp. 5-18
Author(s):  
Brig. Gen. Piotr KRAWCZYK, PhD
Keyword(s):  
Air Force ◽  
Military Education ◽  
Recruitment Method ◽  
Future Challenges ◽  
The Face ◽  
Development Plans ◽  
Target Skills ◽  
The University ◽  
Military Pilots ◽  
Selection Of

Higher military education is nowadays undergoing numerous changes due to the “Concept of the development of higher military education in 2017-2026” adopted in 2016. The following article looks at the planned modifications in the context of training aviation personnel for the needs of the Air Force. The “Training military pilots” section discusses the process of training candidates to be military pilots, the main problems related to it as well as the nature of the system of training and educating the cadets of the Polish Air Force University. The considerations in the next section of the article concern the selection of candidates for military pilots. The recruitment, consisting of several stages, aims to efficiently identify the best candidates for service in aviation. The screening training, the aim of which is to check the predispositions of candidates for serving as pilots, is a novelty in this process. The chapter “Selection” looks at the solutions applied so far in the School of Eaglets, and also analyses the benefits of the new recruitment method. The final sections of the article concern the profile of the graduates of the Polish Air Force University, their target skills and the development plans of the University in the face of the challenges posed.

scholarly journals Commitment: The term and the notions

2008 ◽  
Vol 22 ◽  
pp. 1-14 ◽  
Author(s):  
Philippe De Brabanter ◽  
Patrick Dendale
Keyword(s):  
Present Article ◽  
Prise En Charge ◽  
Formal Modelling ◽  
Illocutionary Acts ◽  
Frequent Use ◽  
The Subject ◽  
The Many ◽  
The University ◽  
Selection Of ◽  
Separate Entry

This volume brings together thoroughly reworked versions of a selection of papers presented at the conference The Notion of Commitment in Linguistics, held at the University of Antwerp in January 2007. It is the companion volume to a collection of essays in French to be published in Langue Française and devoted to La notion de prise en charge. Commitment is a close counterpart toprise en charge, and two contributors, Celle and Lansari, use it essentially as a translation of the French term. However, commitment and its verbal cognates (to commit NP to and to be committed to) do not cover the exact same range of meanings as prise en charge. For a thorough assessment of the French term, we refer readers to the introduction to the Langue Française volume. In the present article, we focus entirely on commitment. The term is widely used in at least three major areas of linguistic enquiry:1 studies on illocutionary acts, studies on modality and evidentiality, and the formal modelling of dialogue/argumentation. In spite of its frequent use, the notion has rarely been theorised and has never been the subject of a monograph or a specialised reader. In keeping with this is the fact that none of the many dictionaries and encyclopaedias of linguistics or philosophy that we have consulted devotes a separate entry to it. Section 1 of this introduction briefly reviews what commitment means in the three fields just mentioned. Now and then, with respect to a particular issue, pointers are given to which articles in this collection have something to say about the issue. In section 2, we take a lexical and syntactic look at the ways in which the contributors to the present volume use the term. In section 3, we outline each of the contributions, with a focus on the role that commitment plays in them.

scholarly journals University-School Collaborative Networks: A Strategy to Improve the Professional Skills of Future Teachers

2012 ◽  
Vol 2012 ◽  
pp. 1-12 ◽  
Author(s):  
Rosario Mérida Serrano ◽  
María de los Ángeles Olivares García ◽  
Elena González Alfaya
Keyword(s):  
Continuing Professional Development ◽  
Project Work ◽  
Teaching Innovation ◽  
University Teachers ◽  
General Didactics ◽  
The Subject ◽  
Faculty Of Education ◽  
Infant Education ◽  
The University ◽  
Theoretical Foundations

This paper presents an experiment in teaching innovation developed at the University of Cordoba's Faculty of Education (Spain), in the second year of the Infant Education Teacher Training course, within the subject of general didactics. The innovative approach taken focused on setting up a collaborative network between infants' schools and the university. Taking Project Work as the central axis, a learning network has been built with the participation of sixteen Infant Education teachers, three hundred twenty children from this stage, seven university teachers, eighty-five trainee teachers, and two Infant Education advisers from a continuing professional development centre for teachers. The theoretical foundations that support this experiment are described along with their different stages, evaluating the benefits of each of them in facilitating the acquisition of professional competences among university students.

Bewegung trotz Sportdispens – activdispens.ch

2015 ◽  
Vol 63 (3) ◽  
Keyword(s):  
Relevant Information ◽  
Return Rate ◽  
The Body ◽  
School Sport ◽  
Medical Associations ◽  
Respondent Group ◽  
The Subject ◽  
The University ◽  
E Mail ◽  
Selection Of

Objective: The objective of the project is to actively integrate students partially dispensed from school sport through an adapted form of sports dispensation as well as a customized selection of exercises. Method: By means of two online questionnaires, both structured similarly with respect to questions and main themes, a needs assessment was carried out. The questionnaires were sent by e-mail to 2600 members of three Swiss medical associations, doctors of the University Children’s hospital of Basel as well as to approximately 4000 sports teachers of the Swiss organization for sports at school. The addressees were asked to complete the questionnaire within two weeks. The sample size was n=87 (doctors, return rate of 3%) and n= 213 (sports teachers, return rate of 5%). A catalog of 54 exercises was developed using physiotherapeutic and school sport specific literature. The exercises were picturised and were published together with the dispensation form on a newly designed website. Results: Feedback from online questionnaires showed the necessity for a consistent partial dispensation with precise information on permitted and to be avoided stress. Furthermore it is important to clarify which parts of the body are allowed to be stressed or must not be stressed. Additionally the results made it clear that although the form of dispensation should show all relevant information for sports teachers, the time needed to fill in this form should be minimal. After the pilot phase the interest in the subject among doctors and sports teachers was great. However their cooperation turned out to be the most difficult and challenging part, with regard to integration of the project across the country. Discussion: Sports dispensations are an on-going very important topic in Swiss schools. The respondent group of doctors mostly agree on the layout of such a dispensation form and content needed. The same applies to sports teachers. However the most difficult part when talking about sports dispensations appears to be the collaboration of both groups and the functioning as a unity.

Drama, Education, and Social Change: the Debate Continues, 1

1986 ◽  
Vol 2 (7) ◽  
pp. 283-283
Keyword(s):  
Social Change ◽  
Department Of Education ◽  
Drama Education ◽  
Drama In Education ◽  
History Of ◽  
The Subject ◽  
Education And Social Change ◽  
The University ◽  
Widespread Interest ◽  
Selection Of

David Hornbrook's articles in NTQ4 and 5 offered a challenging perspective to the history of drama in education, a critique of present practice and practitioners, and some positive proposals for the future place of the subject in the curriculum. These have provoked widespread interest, and we are now publishing a first selection of comments from fellow drama in education workers, and offering a welcome to further contributions in subsequent issues. These initial responses are from David Morton, adviser to the Leeds City Council's Department of Education; Jon Nixon, a research fellow in the Department of Education at the University of Sheffield; and Tony Graham. Head of Drama at Haverstock School, in the Inner London Education Authority's area.

scholarly journals Ser dos en el aula: las parejas pedagógicas como estrategia de co-enseñanza inclusiva en una experiencia de formación inicial del profesorado de secundaria

Aula Abierta ◽  
2017 ◽  
Vol 46 (2) ◽  
pp. 57
Author(s):  
Manuel Cotrina García ◽  
Mayka García García ◽  
Ester Caparrós Martín
Keyword(s):  
Preservice Teachers ◽  
Teacher Training ◽  
Inclusive Education ◽  
Collaborative Teaching ◽  
Secondary Teacher ◽  
Teaching Innovation ◽  
Innovation Project ◽  
Teacher Professional ◽  
The Subject ◽  
The University

RESUMENEste trabajo aborda la “pareja pedagógica” como estrategia didáctica innovadora de corte inclusivo, que caracteriza una modalidad de enseñanza colaborativa (co-enseñanza). Esta estrategia requiere la implicación, intencional y voluntaria de dos profesores en todos los aspectos vinculados a la docencia: planificación, evaluación y, singularmente, durante el desarrollo de las sesiones de clases. Inicialmente se revisa la literatura sobre el tema de estudio, de cara a documentar su potencial en la mejora del proceso didáctico, e ilustrar sus implicaciones para el desarrollo profesional docente; asimismo, se centra el eje de análisis en la educación inclusiva. En un segundo momento, se presentan los resultados de un proyecto de innovación docente cuyo eje central es la puesta en acción de esta estrategia por un grupo de docentes de la Universidad de Cádiz, en diversas titulaciones vinculadas a la formación inicial del profesorado. En concreto, se presenta la visión particular del alumnado de la asignatura “Procesos y Contextos Educativos”, del Máster en Formación del Profesorado de Secundaria. Es a través de la voz del alumnado que el modelo de co-enseñanza, llevado a cabo en esta experiencia con las “parejas pedagógicas”, adquiere valor pedagógico y se sitúa como motor para la proyección hacia su práctica futura.Palabras Clave: co-enseñanza, pareja pedagógica, educación inclusiva, formación inicial del profesorado.ABSTRACTThis work approaches the “pedagogical partnerns” as an innovative didactic strategy of inclusive orientation, which characterizes a modality of collaborative teaching (co-teaching). This strategy requires the intentional and voluntary involvement of two teachers in all aspects related to teaching: planning, assessment and, in particular, during the development of class sessions. Initially the literatura on the subject of study is reviewed, in order to documents its potential in improving the didactic process, and to illustrate its implications for teacher professional development; likewise, the analysis focuses on inclusive education. Secondly, we presents the results of a teaching innovation project whose central axis is the implementation of this strategy by a group of teachers of the University of Cadiz, in various degrees related to the preservice teachers. Specifically, we present the students’ particular view on the subject “Processes and Educational Contexts” of the Master in Secondary Teacher Training. It is through the voice of the students that the co-teaching model, carried out in this experience with the “pedagogical partners” , get its pedagogical value and is placed as a motor so that the students can project it towards its future practice.Keywords: co-teaching, pedagogical pair, inclusive education, initial teacher training.

scholarly journals El papel del alumnado en la propuesta y diseño de acciones docentes

2018 ◽  
pp. 1
Author(s):  
Fernando Castello-Sirvent ◽  
Vanessa Roger Monzó
Keyword(s):  
Public Relations ◽  
Learning Styles ◽  
Paired Comparison ◽  
Attendance Rate ◽  
Teaching Innovation ◽  
Effective Selection ◽  
Innovation Project ◽  
The Subject ◽  
Communication Sector ◽  
Selection Of

The ComunicArte16 Teaching Innovation Project is presented in this paper, in which 21 students participated. It was carried out in the academic course 2015-2016 in the subject Economical Structure of the Communication Sector of the degree in Communication and Public Relations of ESIC Business & Marketing School. ComunicArte16 aims to increase student participation through the proposal and design of their own teaching actions to be carried out in the classroom. From the 14 proposed actions, five teachers who are specialized in the subject were asked to reveal their preferences according to the objectives of the subject's curriculum. This process has been articulated on four axes: analyze, connect, experiment and create (ACEC), following the Felder-Silverman Learning Styles Model (FSLSM). For the selection of teaching actions of ComunicArte16 the Hierarchical Analytical Process (AHP) was followed and which, through the paired comparison of alternatives of self-excluding type, provided a weighted priority and resulted in the effective selection of 4 actions, one for each axis. The analysis of the results supports a high acceptance of ComunicArte16 among the students, increasing active participation in the classroom and improving their commitment through a higher attendance rate.

scholarly journals A New Way of Teaching Ancient History

2021 ◽  
pp. 129-142
Author(s):  
Fernando Lozano Gómez ◽  
Alfonso Álvarez-Ossorio Rivas ◽  
Víctor Sánchez Domínguez
Keyword(s):  
Autonomous Learning ◽  
General Knowledge ◽  
Game Based Learning ◽  
Ancient History ◽  
Teaching Innovation ◽  
Learning History ◽  
Specific Teaching ◽  
Historical Role ◽  
The Subject ◽  
The University

Fernando Lozano Gómez, Alfonso Álvarez-Ossorio Rivas, and Victor Sánchez Domínguez assess the conclusions of several successive research projects on teaching innovation funded by the University of Seville. Members of the Department of Ancient History developed these projects that are indebted to game based learning. The main goal was to present History in all its complexity, without simple explanations, and to improve the student’s general knowledge of the subject by promoting autonomous learning. The paper presents the new teaching materials created by the members of the project. These include an open access handbook with specific teaching tools, instructions for autonomous learning through historical role-play, and the use of timeline playing cards in the university classroom for learning History.

scholarly journals Application for Lecturer Recruitment Using Simple Additive Weighting (SAW) Method Case Study: Tanri Abeng University Jakarta

2020 ◽  
Vol 3 (1) ◽  
pp. 15-20
Author(s):  
Pramitha Dwi Larasati ◽  
Ari Irawan
Keyword(s):  
Decision Support ◽  
Decision Support System ◽  
Support System ◽  
Teaching Methods ◽  
Good Potential ◽  
The Subject ◽  
Simple Additive Weighting ◽  
The University ◽  
Selection Of

In the selection of acceptance of lecturers at a university can be done when the selected applicants have a good competence in accordance with they’re background because this can affect the teaching service. Lecturers who have good competence has the ability for understanding the subject matter that in line with the background, extensive pieces of knowledge, be able to speak English both oral and written and be able to provide a positive example and teaching methods that are easily understood by students. This can provide a good image for the university because the selected lecturers have a good potential. To help determine the acceptance of lecturers then we needed a decision support system. One method that can be used for Decision Support System is using Simple  Additive Weighting (SAW). This method is chosen because it is able to select the best alternative from a number of alternatives, in this case, the intended alternative is to determine the acceptance of lecturers

scholarly journals EL DESARROLLO DE LA COMUNICACIÓN EDUCATIVA EN EL CONTEXTO UNIVERSITARIO DE FORMACIÓN DEL PROFESIONAL

2017 ◽  
Vol 2 (1) ◽  
pp. 45
Author(s):  
Jorge Félix Parra Rodríguez ◽  
Yithsell Santiesteban Almaguer ◽  
Grechel Calzadilla Vega
Keyword(s):  
Educational Communication ◽  
Communication Education ◽  
Research Project ◽  
Doctoral Studies ◽  
Palabras Clave ◽  
Academic Courses ◽  
Basic Purpose ◽  
The Subject ◽  
Three Stages ◽  
The University

La universidad está llamada a formar un profesional competente para afrontar con decisión los disímiles desafíos que la sociedad moderna y globalizada impone, de ahí que en el artículo se recrea la intensa y rigurosa actividad de un grupo de investigadores del proyecto sobre comunicación educativa, en respuesta a una problemática acuciante en la formación inicial del profesional de la educación en la universidad. Se sustenta en el esquema conceptual, referencial y operativo de sus autores, y parte de la premisa que comunicación implica diálogo, una forma de relación que pone a dos o más personas en un proceso de interacción y de transformación continua. El propósito esencial se sintetiza en el mejoramiento de los procesos formativos y sus resultados, la metodología para el desarrollo de la comunicación es pertinente, novedosa, actual y viable, toda vez que puede ser insertada de forma coherente en cualquiera de las disciplinas, programas y componentes organizacionales del currículo de formación de este profesional. Está estructurada en tres etapas concatenadas entre sí (encuadre, desarrollo y cierre comunicativo), con sus aspectos correspondientes debidamente fundamentados, que le confiere novedad científica. Su introducción queda plasmada en su utilización como bibliografía básica de la asignatura de igual nombre, en cursos de postgrados, en programas académicos en las maestrías en educación y orientación educativa, como referente en tesis de maestrías, doctorados en ciencias pedagógicas y en el proyecto de investigación sobre competencias. El mejoramiento de la comunicación en los profesionales de Pedagogía-Psicología en formación inicial donde es introducida y generalizada la metodología es loable. PALABRAS CLAVE: Comunicación; educación; comunicación educativa; metodología. THE DEVELOPMENT OF EDUCATIONAL COMMUNICATION IN THE UNIVERSITY PRE-SERVICE CONTEXT ABSTRACT The university has the duty of preparing a competent professional ready to face the most diverse challenges of the modern and globalized society. That is why this article deals with the intense and rigorous activity of a group of researchers engaged in a research project on Educational Communication as a response to an urgent problem in the pre-service of the professionals of education in the university. It has its foundations on the conceptual, referential and operational scheme of the authors and rests on the premise that communication implies dialogue, a way of relating others that places two or more people in a process of interaction and continuous transformation. Its basic purpose is that of the improvement of the formative processes and their results. The methodology for the development of communication is pertinent, innovative, up to date and applicable, ever since it may be coherently inserted in any of the disciplines, syllabuses and organizational components of the curriculum of such professional. It is structured into three stages, which are interrelated (framing, development and communicative closing, with all its aspects duly founded, what grants it scientific newness. Its introduction is evidenced because of its use as part of the basic bibliography of the subject bearing the very same name, in postgraduate courses, academic courses belonging to a Master’s in Education and educational orientation, as a referent in Master’s and Doctoral studies on pedagogical sciences and in a research project on competences. The improvement of communication of the professional from the Pedagogy-Psychology major during their pre-service, where the methodology is inserted is feasible, what confirms the starting scientific idea. KEYWORDS: Communication; education; educational communication; methodology.

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