“La Voz del Rehén”

2022 ◽  
pp. 206-227
Author(s):  
Berta Murillo-Pardo ◽  
Inma Canales-Lacruz ◽  
Silvia Lorente-Echeverría ◽  
Ana Corral-Abós ◽  
Lucía Muñoz-Peleato
Keyword(s):  
Teacher Training ◽  
Education System ◽  
Learning Processes ◽  
University Education ◽  
Education For Sustainability ◽  
Faculty Of Education ◽  
The University ◽  
The Voice

In this chapter, the authors describe the characteristics of an interdisciplinary programme based on the SDGs called “La Voz del Rehén” [The Voice of the Hostage]. This programme aims to develop the transversal competence of creativity in teacher training at the Faculty of Education of the University of Zaragoza (Spain). It is a consequence of the imminent collective transformation that must modify the university education system, which cannot be oblivious to the education for sustainability and change agendas foreseen worldwide. Therefore, this type of innovative methodological initiative aims to stimulate learning processes from collective involvement, which moves the apogee of the ego to second place, promoting a relational and extended existence.

Blended Learning towards Social Capital in Higher Education

2013 ◽  
pp. 664-672
Author(s):  
Michela Freddano
Keyword(s):  
Higher Education ◽  
Social Capital ◽  
Blended Learning ◽  
New Technologies ◽  
Social Research ◽  
Learning Processes ◽  
Participatory Processes ◽  
Faculty Of Education ◽  
Teaching Learning ◽  
The University

This chapter focuses on blended learning towards social capital by showing the experience of Methodology of Social Research II, the blended learning training course held at the Faculty of Education of the University of Genoa (A.Y. 2010/2011). Blended learning engages disciplinary, technical, and relational skills so that human capital and social capital are empowered. The evidence is that in higher education blended learning empowers teaching/learning processes and student achievement providing active student engagement into participatory processes promoted in educational and evaluation activities, involving students in balanced relationships with peers and teacher facilitated by new technologies and tutorship.

scholarly journals UN MUNDO MÁS HUMANO EN LAS AULAS UNIVERSITARIAS: LA VOZ DE LAS ESTUDIANTES. A MORE HUMAN WORLD IN THE UNIVERSITY CLASSROOMS: THE VOICE OF STUDENTS.

2013 ◽  
Vol 4 (1) ◽  
pp. 240-261
Author(s):  
Ana María Hernández-Segura
Keyword(s):  
Teacher Training ◽  
Social Inequalities ◽  
University Teaching ◽  
Human Face ◽  
Doctoral Research ◽  
Reflective Capacity ◽  
Research Findings ◽  
The University ◽  
The Voice ◽  
Formación Docente

Este artículo pretende divulgar los avances de los hallazgosde la investigación doctoral “La Formación de un docente reflexivo con rostro humano: La voz de estudiantes y profesores”.  Este estudio desea aportar al mejoramiento del perfil del docente que demanda la realidad actual y contribuir con insumos que movilicen hacia unaformación docente con verdadera capacidad reflexiva y crítica.Además, llama a la reflexión del papel que estamos asumiendo en las interacciones del aula universitaria, como profesores responsables de la formación de los futuros educadores, en el sentido si es un papel reproductor de desigualdades sociales o transformador, para lograr unaeducación humanizadora. Este documento es el producto de una investigación cualitativa, que utiliza la combinación del método fenomenológico y hermenéutico para develar la perspectivaque tienen las estudiantes de una formación docente con rostro humano. Palabras clave: Formación docente, dimensión humana, docencia universitaria. AbstractThis article aims to disclose the progress of doctoral research findings "The Formation of a reflective practitioner with a human face: The voice of students and teachers."  These study desires to contribute to improving the profile of the teacher who demand the current reality and mobilize inputs contribute to a true teacher training and critical reflective capacity. In addition, calls for reflection of the role that we are assuming in college classroom interactions, as teachers responsible for the training of future teachers, meaning if a role player or transforming social inequalities, to achieve a humanizing education.  This document is the product of a qualitative research that uses a combination of phenomenological and hermeneutical method to uncover the prospect that the students have a teacher training with a human face. Keywords: Teacher training, human dimension, university teaching.

scholarly journals "Infancias mediadas": narrativas visuales en la formación del profesorado

2020 ◽  
pp. 37
Author(s):  
Alfonso Carrasco ◽  
Carme Molet ◽  
Dànae Quiroz ◽  
Olga Bernad
Keyword(s):  
Teacher Training ◽  
Visual Narratives ◽  
Visual Arts Education ◽  
Teacher Identities ◽  
Palabras Clave ◽  
Critical Pedagogies ◽  
The Media ◽  
Faculty Of Education ◽  
Education Psychology ◽  
The University

Resumen: Este texto da cuenta del proyecto “Infancias mediadas”, un proyecto mixto de Investigación-acción y de Investigación educativa basada en las artes, llevado a cabo en la Facultad de Educación Psicología y Trabajo Social de la Universidad de Lleida. Su objetivo es incorporar los discursos y las mediaciones tecnológicas como contenidos educativos y, en concreto, explorar la utilización de narrativas visuales y de imágenes mediáticas en educación artística, en los diferentes grados de formación del profesorado de la FEPTS. Para ello indaga en las narrativas visuales realizadas por el alumnado de la Facultad: imágenes autobiográficas –en relación a sus propias experiencias mediáticas infantiles– y, así mismo, en la creación de contra-discursos visuales entorno al imaginario mediático. Se analiza la interconexión entre imágenes y textos, entre la creación y la interpretación, entre explorar las imágenes y mediaciones de la propia infancia y la interrelación con otras imágenes y tiempos. La investigación muestra las dificultades de pensar sobre nuestros roles como consumidoras de cultura visual en relación con la construcción de las identidades docentes; y constata la importancia de cuestionar algunos mitos y discursos sobre “la infancia”, a fin de asumir responsabilidad educativa hacia las diferentes infancias. En unos tiempos de hipervisibilidad mediática, esta investigación propone otras formas de construcción crítica de identidades docentes, relacionando las prácticas artísticas, las visualidades y las pedagogías críticas.  Palabras clave: Artes visuales; educación; formación del profesorado; investigación artística; influencias mediáticas; pedagogías críticas.  Abstract: This text recounts the project “Mediated childhoods”, a mixed action-research and arts-based educational research project, conducted at the Faculty of Education, Psychology and Social Work at the University of Lleida. Its aim is to incorporate technological discourses and mediations as educational content and, in particular, to explore the use of visual narratives and media images in art education in the various teacher training degrees of the FEPTS. To do so, it investigates the visual narratives created by the Faculty’s students: autobiographical images –in relation to their own childhood media experiences– and, at the same time, the creation of visual counter-discourses on the media imaginary. The interconnection between images and texts, between creation and interpretation, between exploring the images and mediations of one’s own childhood and the interrelationship with other images and times is analysed. The investigation reveals the difficulties of thinking about our roles as consumers of visual culture in relation to the construction of teacher identities; it demonstrates the importance of questioning certain myths and discourses about “childhood”, in order to take educational responsibility for different childhoods. In times of media hypervisibility, this investigation proposes other forms of critical construction of teacher identities, relating artistic practices, visual studies and critical pedagogies.   Keywords: visual arts; education; teacher training; arts research; media influences; critical pedagogies.

scholarly journals An Effective Classification and Coding System for Managing and Monitoring the University Academic Programmes and Courses

2020 ◽  
pp. 314-322
Author(s):  
Pankaj Khanna
Keyword(s):  
Education System ◽  
Quality Education ◽  
University Education ◽  
Coding System ◽  
University Staff ◽  
Management Information ◽  
Study Material ◽  
Commercial Medium ◽  
The University ◽  
Working Efficiency

An effective classification and coding system has been designed, developed, and implemented in one of the world’s mega universities, named IGNOU (Indira Gandhi National Open University). This system classifies and categorises the various courses of each programme depending upon the nature and description of the courses involved. A suitable and acceptable numbering convention system has been structured for the academic programmes and courses involved. The codes assigned are found to be quite versatile and helps to quickly identify the course level, discipline, and revision version, etc. Also colour codes have been provided in the coding system presented since colours are found to be the unique and commercial medium that appeals to all visually and sensitizes mind quickly and differently. The classification and coding system presented takes care of any ambiguity that may arise while providing data and information, and communicating with internal and external agencies/stakeholders that include learners, teaching, and administrative university staff. The system presented would also be quite helpful for (a) Study material printing division of the university in sorting effectively and quickly supplying the study material to the learners, and, (b) Examination division of the university in quickly and efficiently scheduling the examination datasheets without and overlapping. The classification coding system acts as an effective quality management information tool to make an informed decision to resolve the various day-today challenges in managing and monitoring the university academic programmes and courses. Further, the presented system would facilitate to improve the overall working efficiency of the university education system and help to provide quality education system to its learners.

scholarly journals Analysis of Education-Themed Films in the Context of Teacher Education Programs

2017 ◽  
Vol 4 (2) ◽  
pp. 84
Author(s):  
Suna Arslan
Keyword(s):  
Teacher Education ◽  
Content Analysis ◽  
Teacher Training ◽  
Education System ◽  
Teacher Education Programs ◽  
Main Theme ◽  
Education Programs ◽  
Training Policy ◽  
Faculty Of Education ◽  
Film Viewing

The study aims to answer the question: “Is it possible to benefit from education-themed films in teacher training policy?” For this purpose, students of the Faculty of Education were placed in film viewing/interpreting groups and were asked to determine the meanings conveyed in the following films: “Hababam Sınıfı,” “Sınav,” “Elephant,” and “Dead Poets Society.”  The findings obtained through content analysis were themed. Results showed that catchy/effective scenes and cues were grouped under the following main themes: Education, family, society, and adolescence. The most intensely-perceived main theme was the messages on the education system. The fact that education took first place and that this was followed by adolescence, society, and family-themed messages shows that the education phenomenon should be discussed with respect to these concepts.

scholarly journals Digital Competence in Spanish University Education and Its Use by Students

Publications ◽  
2020 ◽  
Vol 8 (4) ◽  
pp. 47
Author(s):  
Noelia Araújo-Vila ◽  
Lucília Cardoso ◽  
Diego R. Toubes ◽  
Jose Antonio Fraiz-Brea
Keyword(s):  
Higher Education ◽  
Learning Processes ◽  
University Education ◽  
Digital Tools ◽  
Digital Competence ◽  
Global Pandemic ◽  
Online Tools ◽  
Digital Skills ◽  
Spanish Higher Education ◽  
The University

Technologies have massively burst into all fields, including Higher Education. The current students have grown up surrounded by technologies, which is reflected in their behavior. For this reason, universities have adapted by integrating digital competence into their training offer, improving learning processes and adjusting to the university profile. The objective of this work is to ascertain how digital skills are used by Spanish higher education (bachelor’s and master’s degree) students, thus verifying whether so-called digital competence is being actively used in higher education. A survey was applied to 324 individuals, highlighting among its results that the university panorama is in a situation where digital tools are very useful for its improvement. These data were collected before the global pandemic, after which the use of online tools intensified. However, the students are still not aware of all of them, or they do not use them.

scholarly journals Competencias para la empleabilidad: un modelo de ecuaciones estructurales en la Facultad de Educación

2018 ◽  
Vol 37 (1) ◽  
pp. 57-73 ◽  
Author(s):  
Pilar Martínez Clares ◽  
Cristina González Lorente ◽  
Nuria Rebollo Quintela
Keyword(s):  
Structural Equation ◽  
Industrial Revolution ◽  
Equation Model ◽  
University Education ◽  
Fourth Industrial Revolution ◽  
Fit Indexes ◽  
Spanish Universities ◽  
Development Of Competencies ◽  
Faculty Of Education ◽  
The University

Ante la nueva Revolución 4.0, donde la concepción de la empleabilidad de los estudiantes va más allá de la adquisición de un empleo en particular, este trabajo profundiza en la valoración del universitario acerca del desarrollo de competencias para la empleabilidad que se produce durante su formación universitaria. Además, incluye una validación de constructo de la escala de competencias presentada mediante el AFC y se analizan posibles diferencias en función de las tres universidades españolas analizadas: Universidad de Murcia, Universidad de Granada y Universidade da Coruña. Con este objetivo, participan 830 estudiantes de último curso de Grado de la Facultad de Educación de dichas universidades mediante la cumplimentación del Cuestionario de Orientación e Inserción Laboral (COIL). Para el análisis de los datos se recurre a la estadística descriptiva e inferencial a través del programa estadístico SPSS v23 y al programa AMOS para realizar el Modelo de Ecuaciones Estructurales. Los resultados muestran unos índices de bondad de ajuste óptimos, que garantizan la adecuación del mismo a los datos empíricos; además, se comprueba que existe una tendencia común entre los estudiantes de la facultad de educación, la relativa al desarrollo medio-bajo de competencias para la empleabilidad, con diferencias significativas entre universidades. A partir de estos resultados, es preciso buscar sinergias de comunicación y cooperación entre el contexto productivo, los agentes sociales y la universidad, y hacerlo tanto local como nacionalmente, para encontrar el equilibrio y transferencia que exige el EEES en la nueva Revolución 4.0. In the face of the fourth industrial revolution, where the conception of the employability of students goes beyond the acquisition of a particular job, this research deepens the assessment of the university student about the development of skills for employability that occurs during their university education. In addition, it includes a construct validation of the competencies scale presented by the CFA and possible differences are analyzed according to the three Spanish universities analyzed: University of Murcia, University of Granada and University of A Coruña. With this objective, 830 final year students in the faculty of education of theseuniversities participated by completing the Cuestionario de Orientación e Inserción Laboral (COIL). For the analysis of the data, descriptive and inferential statistics were used through the statistical program SPSS v23 and the AMOS program to carry out the Structural Equation Model. The results show optimal model fit indexes, which guarantee the suitability of this model with the empirical data. In addition, it is verified that there exists a common tendency among all students of the faculty of education relative to the medium-low development of competencies for employability, but with significant competency differences varying amongeach university. Based on these results, it is necessary to seek synergies of communication and cooperation among the job markets, the social agents, and the university, and to do it both locally and nationally in order to find the balance and transfer required by the EHEA in the fourth industrial revolution.

Planning a Quality Education System

2010 ◽  
pp. 69-86
Author(s):  
C. W. S. Sukati
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Environmental Factors ◽  
Education System ◽  
Quality Education ◽  
University Education ◽  
Delivery Mode ◽  
The Social ◽  
Education Delivery ◽  
The University

Responding to the social, technological, economic and political (STEP) environmental factors, UNISWA established the Institute of Distance Education (IDE) in 1994 to increase access to university education by offering its programmes using the distance education delivery mode. The success achieved by this intervention has led to a number of problems and challenges that now confront the Institute which work against the realization of its goals. An evaluation of these challenges points to the urgent need to use new ICTs in the delivery of content. Doing this, would enable the institution to increase its enrolments at a lower cost per enrolled student. It would further lead to the blurring of the boundaries between the conventional university and the IDE. This chapter argues for the use of online learning, and the need for a new strategic plan for the university.

THE PROBLEM OF ACADEMIC DISHONESTY OF STUDENTS DURING DISTANCE LEARNING

2021 ◽  
pp. 69-72
Author(s):  
E.V. Shelispanskaya ◽  
Keyword(s):  
Distance Learning ◽  
University Students ◽  
Academic Dishonesty ◽  
Education System ◽  
University Education ◽  
Educational Practices ◽  
The University

The materials of the article emphasize the ethical side of the problems and academic dishonesty of university students. The concept of“academic dishonesty” is analyzed, the main types and specific empirical manifestations of unscrupulous educational practices of students are highlighted. Examples of manifestations of academic oddity by students during distance learning are given, risks and threats to the university education system coupled with this phenomenon are noted.

scholarly journals EXCURSION TO THE SMART DIMENSION THROUGH MATHEMATICS: SIGNIFICANCE OF OUTCOME-BASED EDUCATION

2021 ◽  
pp. 17-26
Keyword(s):  
Education System ◽  
Industrial Revolution ◽  
University Education ◽  
Strong Impact ◽  
Higher Education System ◽  
Outcome Based Education ◽  
Smart Industry ◽  
And Mathematics ◽  
Set Up ◽  
The University

The advancement of a smart society depends to a large extent on the standard of the higher education system. The fourth Industrial Revolution (FIR), or smart industry, is the trend related to artificial intelligence, changing various aspects of life, especially the education system. The flow of the smart industry, spurring Bangladesh to accept the technologies of the FIR. The drift of FIR will drop a strong impact on our graduates. The smart industry needs the efficiency of Science, Technology, Engineering, and Mathematics (STEM). Mathematics is a scaffold to the next industrial revolution. So, our university education system should be convenient to set up our graduates all around the smart world and overcome the industrial requirements; it is compulsory to adopt Outcome-Based Education (OBE). OBE templates were approved at the 157th meeting of the University Grants Commission of Bangladesh (UGC) on 06 February 2020. Recently, UGC has requested that all universities modify their undergrad educational plans depending on the Outcome-Based Education (OBE) layout. The purpose of this article is to look at the significance of skilled Mathematics alumni for the smart world, and we also examine the challenges of actualizing Outcome-Based Education (OBE).

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