scholarly journals PROCESSOS COMPARTILHADOS DE FORMAÇÃO PEDAGÓGICA NO ENSINO SUPERIOR (SHARED PROCESSES OF PEDAGOGICAL FORMATION IN HIGHER EDUCATION) - Doi: http://dx.doi.org/10.5212/OlharProfr.v.11i2.313325

2009 ◽  
Vol 11 (2) ◽  
Author(s):  
Elenice Maria Cammarosano Onofre
Keyword(s):  
Higher Education ◽  
Graduate Education ◽  
Teaching And Learning ◽  
Educational Institution ◽  
Pedagogical Knowledge ◽  
University Teaching ◽  
Teaching Activity ◽  
Daily Routines ◽  
The University

Este artigo tem por objetivo apresentar reflexões sobre os processos de ensino e aprendizagem no ensino de graduação, tendo em vista o significado que coordenadores de curso e docentes conferem ao papel de autores e atores da atividade docente em seu cotidiano, buscando substituir formas individualistas e solitárias de trabalho por processos compartilhados, construindo vínculos, expondo-se e deixando-se conhecer, posturas essas nem sempre presentes no contexto do Ensino Superior. Pensar a universidade como instituição educativa, colocando o ensino ao lado da pesquisa e da extensão, constitui-se um desafio para a docência — considerada atividade menos nobre na academia —, uma vez que se propõe ir além do domínio restrito de uma área do conhecimento, buscando desenvolver um saber pedagógico igualmente necessário ao fazer docente.   Palavras-chave: Docência universitária. Processos compartilhados de formação. Ensino de graduação.   This article aims to present reflections on the processes of teaching and learning in the graduate education, focusing on the meaning that course coordinators and teachers give to the role of authors and actors of the teaching activity in their daily routines, trying to substitute individual and solitary forms of work for shared processes, building bonds, exposing themselves and letting themselves known, postures which have not always been present in the higher education context. Considering the university as an educational institution, placing education next to research and extension, consists of a challenge for the teaching activity – considered the least noble activity in the university –, once it aims to go beyond the restricted domain of an area of knowledge, searching for the development of pedagogical knowledge equally necessary to the teaching activity.   Keywords: University teaching. Shared processes of formation. Graduate education.

Building an Innovative and Entrepreneurial Dimension in an Institution of Higher Education

2020 ◽  
Vol 7 (2) ◽  
pp. 200-214
Author(s):  
Ron Corso
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Working Environment ◽  
First Century ◽  
Disruptive Effect ◽  
Institutions Of Higher Education ◽  
End User ◽  
New Research ◽  
The University

Institutions of higher education in the twenty-first century are undergoing a transformation locally and globally from traditional pillars of learning to being more entrepreneurial in their core business. There is increasing pressure on universities to becoming more flexible and adaptable as organizations and in the graduate attributes, they imbed in their students. There is a need to build deeper links with business, to both maximize innovation and promote growth, to ensure students are equipped to excel in the workforce. This change is having a disruptive effect on the role of universities, from classical research institutions to entrepreneurial universities mimicking more of the modern workplace working environment, requiring autonomy in their decision-making and in the way new research is developed, implemented and transferred in the relationships formed within their respective regions. This article outlines work in progress on the University of South Australia’s attempts to rebrand itself as a University of Innovation and Enterprise (Australia’s University of Enterprise) in both its end-user inspired research outcomes and industry-informed teaching and learning.

scholarly journals Teaching Grenfell: The Role of Emotions in Teaching and Learning for Social Change

Sociology ◽  
2019 ◽  
Vol 53 (6) ◽  
pp. 1026-1042
Author(s):  
Laura Connelly ◽  
Remi Joseph-Salisbury
Keyword(s):  
Higher Education ◽  
Social Change ◽  
Teaching And Learning ◽  
Online Survey ◽  
Sociological Perspective ◽  
Transformative Potential ◽  
Survey Responses ◽  
The University ◽  
Limit Capacity

Although literature on the role of emotions in teaching and learning is growing, little consideration has been given to the university context, particularly from a sociological perspective. This article draws upon the online survey responses of 24 students who attended sociological classes on the Grenfell Tower fire, to explore the role emotions play in teaching that seeks to politicise learners and agitate for social change. Contributing to understandings of pedagogies of ‘discomfort’ and ‘hope’, we argue that discomforting emotions, when channelled in directions that challenge inequality, have socially transformative potential. Introducing the concept of bounded social change, however, we demonstrate how the neoliberalisation of Higher Education threatens to limit capacity for social change. In so doing, we cast teaching as central to the discipline of sociology and suggest that the creation of positive social change should be the fundamental task of sociological teaching.

The University in Transition

2012 ◽  
pp. 93-111
Author(s):  
Laurie Craig Phipps ◽  
Alyssa Wise ◽  
Cheryl Amundsen
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
New Technologies ◽  
Educational Experiences ◽  
Social Connectivity ◽  
Learning Practices ◽  
Educational Paradigm ◽  
The University ◽  
Constructivist Approaches

Discussion of changing notions of faculty expertise and the role of technology within the educational enterprise is nothing new. However, the current demand for change in teaching and learning practices is particularly strong, in part due to the pressures arising from emerging technologies and the shifting nature of faculty expertise. Web 2.0 technologies enable social connectivity, academic interactivity, and content co-creation. Thus, they change the ways of interacting with information and can support collaborative and constructivist approaches in higher education. This both inspires and requires a corresponding expansion in faculty’s role: from imparter of knowledge to orchestrator of learning experiences. Within the general metaphor of orchestration, other specific roles and functions will also be required; for example, scripting, translating, introducing, and co-exploring. As educators attempt to reimagine an educational paradigm in this context, the integration of new technologies must be grounded in how they can support educational experiences and outcomes that are focused on learning.

scholarly journals El papel de la actividad experimental en la enseñanza y aprendizaje del electromagnetismo en la educación superior -The results of the research are presented: "The role of experimental activity in teaching electromagnetics in higher education

2015 ◽  
Vol 2 (22) ◽  
pp. 85
Author(s):  
Beatriz Elena Osorio-Vélez ◽  
Jaime Alberto Osorio-Velez ◽  
Luz Stella Mejía-Aristizabal ◽  
Gloria Eugenia Campillo-Figueroa ◽  
Rodrigo Covaleda
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Educación Superior ◽  
Educacion Superior ◽  
Experimental Activity ◽  
Proposal A ◽  
University Level ◽  
The University

Se presentan los resultados del proyecto de investigación: “El papel de la actividad experimental en la enseñanza del electromagnetismo en la educación superior”. Su  objetivo fue diseñar una propuesta de enseñanza del electromagnetismo, basada en la actividad experimental que contribuya con el proceso enseñanza y aprendizaje a nivel universitario.  Para ello se trabajó con un grupo de estudiantes de ingeniería de dos  instituciones de Educación Superior: Institución Universitaria Pascual Bravo y la Universidad de Antioquia. Los estudiantes que hicieron parte de la propuesta, respondieron un cuestionario de cuatro preguntas sobre electromagnetismo.  Las preguntas fueron seleccionadas de acuerdo a investigaciones previas que sobre el mismo tema se realizaron en estudiantes que solamente habían realizado el curso teórico.  Los resultados de este último grupo, evidenció dificultades para explicar fenómenos relacionados con el electromagnetismo, mientras que el grupo de estudiantes que realizó el trabajo experimental, mostró una mejor comprensión del fenómeno, logrando estructurar y organizar sus explicaciones.ABSTRACT The results of the research are presented: "The role of experimental activity in teaching electromagnetics in higher education." Their goal was to design a proposal for teaching electromagnetism, based on the experimental activity that contributes to the teaching and learning process at the university level. To do this, we worked with a group of engineering students from two institutions of higher education: University Pascual Bravo Institute and the University of Antioquia. Students who were part of the proposal, a questionnaire of four questions on electromagnetism. The questions were selected based on previous research on the same topic were conducted in students who had just completed the theoretical course. The results of the latter group showed difficulty explaining phenomena related to electromagnetism, while the group of students who performed the experimental work, showed a better understanding of the phenomenon, managing to structure and organize their explanations.

scholarly journals A web environment linking university teaching strategies with graduate attributes

2004 ◽  
Vol 1 (1) ◽  
pp. 14-24
Author(s):  
Garry Hoban ◽  
◽  
Geraldine E. Lefoe ◽  
Bronwyn James ◽  
Sue Curtis ◽  
...  
Keyword(s):  
Higher Education ◽  
Tacit Knowledge ◽  
Teaching Strategies ◽  
University Teaching ◽  
Web Based ◽  
Graduate Attributes ◽  
Web Environment ◽  
The University ◽  
First Time

This article describes the design of a web-based environment that links teaching strategies used in different faculties with graduate attributes. Whilst graduate attributes have existed at the University of Wollongong since the 1990s, this is the first time teaching strategies that enable students to develop these attributes have been articulated and shared electronically. The strategies are the practical or tacit knowledge of university teaching. The paper provides a background for the role of graduate attributes in higher education and explains the reason for focussing on teaching strategies. It describes the website resource with some examples and outlines dissemination and evaluation plans for the initiative. It is hoped that the website will become a “growing” site as a resource for a university community to share teaching strategies across different faculties.

scholarly journals Disciplinary system of higher education of the capital in the early 20th century: the establishment and activities of the professorial court

2021 ◽  
Vol 5 (1) ◽  
pp. 106-145
Author(s):  
Ekaterina A. Smirnova
Keyword(s):  
Higher Education ◽  
Public Education ◽  
Educational Institution ◽  
Administrative Law ◽  
Academic Life ◽  
Early 20Th Century ◽  
Disciplinary System ◽  
The University ◽  
The Relationship

The article considers government measures to establish professorial disciplinary court at higher education institutions of the capital (the court conducted its work from August 27, 1902 to February 22, 1917), the work of the commission on the development of regulations for this body, and the main normative legal acts to implement it. The article examines the issues of the activity of the professorial disciplinary court and the relationship between the participants of this disciplinary system: students, professors, and the authorities. The students who appeared before the professorial disciplinary court were accused of violation of the norms of administrative law of their educational institution, and in accordance with the university charter and the rules of the university, they had to abide by the decision of the court. Professors were in the same position of dependence: membership in the Council of the educational institution obliged them to assume the role of judges. The article explains why the professorial courts did not have the opportunity to become an autonomous body, why the professors themselves did not want to take on the responsibility of judges, and whether all students were hostile to their work. Analyzing the cases of violations which were considered at that time and concerned the rules and order at a university, the author comes to the conclusion that it was not possible to ensure order and create conditions for the restoration of the proper course of academic life by introducing the system of university disciplinary proceedings. The compromise between the authorities and the students, which should have been facilitated by the existence of the professorial court, was not reached. Resistance from students and professors forced the Ministry of Public Education to reconsider the need for the existence of professorial courts and exclude them from the draft of the new university charter.

scholarly journals What do university teachers do all day (and often into the night)?'

2010 ◽  
Vol 7 (1) ◽  
pp. 5-23
Author(s):  
Josie Arnold ◽  
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Personal Narrative ◽  
University Research ◽  
Learning Activities ◽  
University Teaching ◽  
University Teachers ◽  
Definition Of ◽  
The University ◽  
The Impact

Teaching and the student experience are interlocked. This paper takes a personal look at the pleasures and pressures of teaching in contemporary higher education. In doing so it adds to the definition of teachers’ work in higher education, surveys some of the creative and positive sides of University teaching and shines a light upon the impact of increased commercialisation and managerial approaches upon academic work. It focuses upon the teaching and learning activities that academics undertake in the service of the university, including the research that adds to and updates their own knowledge, and hence underpins their teaching, so as to enable and enrich the learning journeys of their students. This paper has been written as a personal narrative, as what I have come to call a ‘subjective academic narrative’. The ‘subjective’ refers to acknowledgement of the inevitability of the personal being an integral part of research; the ‘academic’ refers to the analytical and the intellectual ambience in which university research takes place; and the ‘narrative’ refers to the story, that is, the way in which we re-tell all of our research. Above all, this paper contributes to a sense of understanding some of the elements of teaching that are involved in student engagement.

Access and Skill in Using ICT in an Open and Distance Learning Context—Students’ ICT Sophistication

2019 ◽  
Vol 41 (1) ◽  
Author(s):  
Hanlie Liebenberg ◽  
Dion Hendrik Van Zyl
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Information And Communications Technology ◽  
Learning Context ◽  
Student Body ◽  
Use Of Technology ◽  
Open And Distance Learning ◽  
Nuanced Understanding ◽  
The University

A long-standing focus of research in higher education has been on monitoring the degree of student access to information and communications technology (ICT). Recent debates have moved towards a more nuanced understanding of students’ technological experiences and behaviour. As the world changes, so does higher education and expectations regarding the role of technology within this environment. Universities, which continuously strive to improve teaching and learning, need to accommodate students’ increased use of technology and enhance their proficiency and fluency in accessing and using ICT as these skills are required to succeed in education and in life after graduation. This paper proposes that access to ICT constitutes only one dimension of a more complex and elaborate construct, namely that of ICT sophistication, which concerns students’ level of ICT use, and their experience of and engagement and fluency in ICT. As a basis to evaluate the ICT sophistication of students at the University of South Africa, the researchers drew on the findings of the said university’s surveys conducted in 2011 and 2014. This evaluation also served as a method for segmenting the student body to inform interventions. The results obtained supported findings in the literature that “access” could not be fully understood by drawing a one-dimensional distinction between access and non-access.

Religion and belief in university teaching and learning

2020 ◽  
pp. 103-112
Author(s):  
Adam Dinham ◽  
Alp Arat ◽  
Martha Shaw
Keyword(s):  
Higher Education ◽  
Sexual Orientation ◽  
Teaching And Learning ◽  
Religious Studies ◽  
University Teaching ◽  
Policy And Practice ◽  
Cultural Legacy ◽  
The Social ◽  
Role Of Religion

This chapter addresses the role of religion and belief in university teaching and learning. In some subjects, of course, religion is simply a topic of relevance, as in history and in religious studies itself. In others, it is a cultural legacy to be decoded and understood. In others again, it embodies the opposite of the rational, scientific method that predominates in higher education, and in relation to which practically all other disciplines have cut their teeth. As such, it is an utter irrelevance. In some cases, this produces hostility against all religious ideas. This is likely to feel painful for some students, who can feel uncomfortable when hearing lecturers be rude or offensive about their beliefs or about belief in general. In the social sciences, unlike race, gender, or sexual orientation, religion has rarely been a variable. The question of the place of religion and belief in university disciplines was explored in the project Reimagining Religion and Belief for Policy and Practice. The study analysed nine arts, humanities, and social science disciplines, including anthropology, cultural studies, geography, philosophy, religious studies, social policy, social work, sociology, and theology.

scholarly journals Communication and didactics, the difficult but needful symbiosis in higher education systems

2019 ◽  
Vol 2 (2) ◽  
pp. 1-13
Author(s):  
Stefano Mustica
Keyword(s):  
Higher Education ◽  
European Commission ◽  
Teaching And Learning ◽  
Practical Knowledge ◽  
University Teaching ◽  
University Teachers ◽  
Equal Importance ◽  
The Individual ◽  
Teaching Learning ◽  
The University

Abstract The first purpose of the university system is to deliver qualitative education through solid didactics/educational, but not many university structures seem really interested in the subject. Sets of laws, measures, rules, and prescriptions of all kinds are in fact relegating it to a corner, making it less and less central and effective while also increasing the difficult to decipher, update and innovate it. As a matter of fact, the issue of modernization of teaching methods has been tackled decisively by the European Commission, which has placed it among the priorities of its agenda. By acting in this way, EU is manifesting the conviction that a better quality for higher education will determine a growth in development and competitiveness not only for the Union itself but also for the individual universities that will define a strategy to improve the level of their teaching and learning and to give equal importance to research and teaching. In its report on the theme of modernization and quality of teaching and learning, the European Commission summarizes its conclusions in 16 recommendations, including: - the need for adequate teaching training for teachers; - the need for the merits of teachers who make a significant contribution to improving teaching and learning methods to be recognized and rewarded. But in order to achieve such quality prospects, it is necessary for university teachers to combine the knowledge of their discipline with specific communicative, cognitive and, more generally, relational skills. All this must become a principle of the university teaching of the future. However, on a practical level, it is not uncommon to meet teachers who are not sufficiently attentive to these dimensions of the teaching-learning dynamic, failing to identify the “language” capable of transferring their theoretical/practical knowledge in the function of real learning of the student.

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