scholarly journals Saberes e fazeres na formação do professor de história: o processo de ensino-aprendizagem através das ações do PIBID em uma escola pública de Montes Claros/MG / Know and do in the formation of the history teacher: the teaching-learning process through the actions of PIBID in a public school in Montes Claros/MG

2019 ◽  
Vol 3 (8) ◽  
pp. 113
Author(s):  
Leonara Lacerda Delfino
Keyword(s):  
Participant Observation ◽  
Field Research ◽  
Learning Spaces ◽  
Focus Group Interviews ◽  
Teaching Knowledge ◽  
Collective Work ◽  
History Teacher ◽  
Group Interviews ◽  
Teaching Learning ◽  
The University

O artigo tem por objetivo problematizar as potencialidades do Programa Institucional de Bolsa de Iniciação à Docência (PIBID) do curso de licenciatura em História quanto às suas possibilidades de elaborar espaços de ensino-aprendizagem significativos à experiência dos sujeitos profissionais em formação. Nesse sentido, compreendo o programa como lugar estratégico para a construção e mobilização de saberes múltiplos e diversos em sala de aula, além de permitir o intercâmbio entre universidade e espaço escolar e viabilizar práticas metodológicas com o uso de linguagens plurais e não convencionais enquanto recursos didáticos. Para averiguar os saberes docentes em formação e acionados durante as intervenções, analisei o conjunto de subprojetos e relatórios confeccionados pelos pibidianos, além de desenvolver o método da observação participante e da realização de entrevistas em grupo focal. A pesquisa de campo se discorreu durante as reuniões e trabalhos coletivos com os acadêmicos, professores coordenadores e supervisores, realizados tanto na escola escolhida para a intervenção, como nos encontros periódicos feitos na universidade.***The purpose of this article is to analyze the potential of the Institutional Program of the Initiation to Teaching Grant of the degree course in History regarding its possibilities of elaborating teaching-learning spaces that are significant to the experience of the professional subjects in training. In this sense, I understand the program as a strategic place for the construction and mobilization of multiple and diverse knowledge in the classroom, besides allowing the interchange between university and school space and to make feasible methodological practices with the use of plural and non-conventional languages as didactic resources. In order to ascertain the teaching knowledge in training and during the interventions, I analyzed the set of subprojects and reports made by the pibidianos, as well as developing the method of participant observation and the conduction of focus group interviews. Field research was discussed during meetings and collective work with academics, coordinating teachers and supervisors, both at the school chosen for the intervention, as well as at the periodic meetings held at the university.

scholarly journals A paradigm shift: Adoption of disruptive learning innovations in an ODL environment: The case of the University of South Africa

2015 ◽  
Vol 16 (3) ◽  
Author(s):  
Blessing Mbatha
Keyword(s):  
Paradigm Shift ◽  
Teaching And Learning ◽  
Qualitative Approach ◽  
Transactional Distance ◽  
Focus Group Interviews ◽  
Disruptive Innovations ◽  
Different Types ◽  
Group Interviews ◽  
Axial Coding ◽  
The University

<p class="norm">The aim of this article is to shed some light on patterns of and major motives for the adoption of different types of disruptive learning innovations by Unisa academics. To realise the aim of the study, the following questions were addressed: What are the reasons for adopting disruptive learning innovations? What is the level of interaction with disruptive innovations? What training do Unisa academics require on disruptive innovations? A qualitative approach was adopted by conducting focus group interviews with 76 Unisa academics. The data was analysed using open and axial coding, where dominant themes from the discussions were identified and discussed in detail. The findings show that the interaction of Unisa lecturers with different technologies varied from technology to technology. The study also found that disruptive innovations play a pivotal role in opening avenues and collapsing the transactional distance in an ODL institution. Some lecturers lack skill in using some technology, which is a cause for concern. Therefore, lecturers need to be trained in using technology and develop a good understanding of it to improve teaching and learning.</p>

The meaning of slow nursing in dementia care

Dementia ◽  
2015 ◽  
Vol 16 (7) ◽  
pp. 930-947 ◽  
Author(s):  
Daniela Lillekroken ◽  
Solveig Hauge ◽  
Åshild Slettebø
Keyword(s):  
Nursing Homes ◽  
Focus Group ◽  
Best Practices ◽  
Sense Of Coherence ◽  
Participant Observation ◽  
Research Literature ◽  
Focus Group Interviews ◽  
People With Dementia ◽  
Group Interviews ◽  
The Moment

Research literature in the dementia field lacks examples of ‘best-practices’ demonstrating concretely how it is possible to support the sense of coherence in people with dementia. The purpose of this study was to elucidate the nurses’ views concerning a caring approach that may support the sense of coherence in people with dementia. The data were collected through participant observation and focus group interviews during a four-month period in 2011. Sixteen registered nurses recruited from two Norwegian nursing homes participated in this study. The data were interpreted using a phenomenological-hermeneutical method. Three themes were identified: ‘being in the moment’, ‘doing one thing at a time’, and ‘creating joy and contentment’. An overall interpretation of these themes is described by the metaphor ‘slow nursing’, a caring approach that may lead to supporting the sense of coherence in people with dementia.

scholarly journals Value-sensitive clinical accompaniment in community nursing science

2010 ◽  
Vol 15 (1) ◽  
Author(s):  
Sonya Beukes ◽  
Anna G.W. Nolte ◽  
Ebin Arries
Keyword(s):  
Focus Group ◽  
Undergraduate Students ◽  
Participant Observation ◽  
Value Systems ◽  
Community Nursing ◽  
Focus Group Interviews ◽  
Nursing Science ◽  
Video Recordings ◽  
Contextual Design ◽  
Group Interviews

Clinical community health facilities where undergraduate students are placed for their practical work in community nursing science are dynamic and have undergone major transformation over the past few years. In the clinical field, community nurses and undergraduate students are representative of the different races and language and ethnic groups in the South African population, with each group espousing different value systems. Both parties – students and community nurses – report that, due to these differences, value conflicts are experienced during clinical accompaniment and that this has negative effects on clinical learning in community nursing science.The goal of this study was to explore and describe the experiences of students with regard to value-sensitive clinical accompaniment in the community nursing environment. An exploratory, descriptive and contextual design was used. Interactions between community nurses and students during clinical accompaniment were explored for value sensitivity by means of video recordings,participant observation and focus group interviews. Data were collected by means of video recordings, participant observation and focus group interviews. The data were analysed and coded by the researcher and the external coder, using an inductive descriptive method to identify important segments of the regularity of behaviour. The focus group interviews were transcribed, analysed and coded by the researcher and the external coder, using Tesch’s steps of analysis (Creswell 1994:155–156).Lincoln and Guba’s criteria (1985:290) for trustworthiness were applied to the study.The general findings indicate that clinical accompaniment in community nursing is not value sensitive and, as a result, guidelines for value-sensitive clinical accompaniment need to be developed for undergraduate students in the community nursing environment. The following values (values for which guidelines need to be developed) were identified: respect during clinical accompaniment,value-sensitive communication and sensitivity to the quality of clinical accompaniment.OpsommingKliniese gemeenskapsgesondheidsfasiliteite waar voorgraadse studente geplaas word vir gemeenskapsverpleegkundepraktika is dinamies en het groot veranderinge oor die laaste paar jare ondergaan. In die kliniese veld verteenwoordig gemeenskapsverpleegkundiges en voorgraadse studente verskillende rasse en taal- en etniese groepe in die Suid-Afrikaanse bevolking, elkeen met verskillende waardes. Albei partye – studente en gemeenskapsverpleegkundiges – het gerapporteer dat waardekonflik weens verskillende kulture en waardes tydens kliniese begeleiding ervaar word,wat kliniese leer op sy beurt in gemeenskapsverpleegkunde negatief beïnvloed.Die doel van die studie was om die belewenis van studente met betrekking tot waardesensitiewe kliniese begeleiding in gemeenskapsverpleegkunde te verken en te beskryf. ’n Verkennende, beskrywende en kontekstuele ontwerp is gebruik. Die interaksie wat tussen die gemeenskapsverpleegkundiges en studente tydens kliniese begeleiding plaasgevind het, is vir waardesensitiwiteit deur middel van video opnames, deelnemerobservasie en fokusgroeponderhoude verken. Die data wat deur middel van video-opnames en deelnemerobservasie ingesamel is, is deur die navorser en ’n eksterne kodeerder ontleed en gekodeer.’n Induktiewe beskrywende metode is gebruik om belangrike segmente van die gereeldheid van gedrag te identifiseer en beskryf. Fokusgroeponderhoude is deur die navorsers en ’n eksterne kodeerder getranskribeer, ontleed en gekodeer deur gebruik te maak van Tesch se stappe van analise (Creswell 1994:155–156). Lincoln en Guba (1985:290) se kriteria vir geloofwaardigheid is in die studie gebruik.Die algemene bevindinge dui daarop dat kliniese begeleiding in gemeenskapsverpleegkunde nie waarde-sensitief is nie. Gevolglik moet riglyne vir waarde-sensitiewe kliniese begeleiding vir voorgraadse studente in gemeenskapsverpleegkunde ontwikkel word. Die volgende waardes(waardes waarvoor riglyne ontwikkel moet word) is geïdentifiseer, naamlik respek tydens kliniese begeleiding, waarde-sensitiewe kommunikasie en sensitiwiteit vir gehalte van kliniese begeleiding.

scholarly journals Teaching-Learning Processes: Application of Educational Psychodrama in the University Setting

2020 ◽  
Vol 17 (11) ◽  
pp. 3922
Author(s):  
Jesús Maya ◽  
Jesús Maraver
Keyword(s):  
Thematic Analysis ◽  
Role Playing ◽  
Learning Processes ◽  
Active Teaching ◽  
Effective Teaching Strategies ◽  
Specific Teaching ◽  
Group Interviews ◽  
Teaching Learning ◽  
The University ◽  
University Setting

The use of effective teaching strategies should be developed from teachers’ reflections on educational needs. This study has a twofold objective: to identify needs in teaching-learning processes in the university setting as well as to present and examine the effectiveness of four psychodramatic techniques: psychodramatic images, soliloquy, role-playing and roda viva. A qualitative design using thematic analysis was followed. All 128 teachers participating in the Training in Teaching Skills: Educational Psychodrama (nine courses) were evaluated. Teachers (62.5% women) were from different disciplines. Two semi-structured group interviews were conducted using the focus group procedure. Focus groups were held at the beginning and end of each course (18 in total). The phases of thematic analysis were used as discourse analysis strategies. Teachers reported the need to develop active teaching practices with large groups, strategies to motivate students and skills for conflict resolution with students. Concerning psychodramatic techniques, emphasis was placed on the psychodramatic images to promote active learning and group construction of contents, exploring previous ideas and as an evaluation resource. In addition, the structured use of role-playing was positively assessed. These results identify specific teaching needs and support the use of psychodramatic techniques as a valuable educational resource in higher education.

scholarly journals Nurses’ Experience of Using an Application to Support New Parents after Early Discharge: An Intervention Study

2015 ◽  
Vol 2015 ◽  
pp. 1-10 ◽  
Author(s):  
Dorthe Boe Danbjørg ◽  
Lis Wagner ◽  
Bjarne Rønde Kristensen ◽  
Jane Clemensen
Keyword(s):  
Data Analysis ◽  
Participatory Design ◽  
Nursing Practice ◽  
Intervention Study ◽  
Participant Observation ◽  
Early Discharge ◽  
Focus Group Interviews ◽  
Postnatal Ward ◽  
Postnatal Mothers ◽  
Group Interviews

Background.A development towards earlier postnatal discharge presents a challenge to find new ways to provide information and support to families. A possibility is the use of telemedicine.Objective.To explore how using an app in nursing practice affects the nurses’ ability to offer support and information to postnatal mothers who are discharged early and their families.Design.Participatory design. An app with a chat, a knowledgebase, and automated messages was tried out between hospital and parents at home.Settings.The intervention took place on a postnatal ward with approximately 1,000 births a year.Participants.At the onset of the intervention, 17 nurses, all women, were working on the ward. At the end of the intervention, 16 nurses were employed, all women.Methods.Participant observation and two focus group interviews. The data analysis was inspired by systematic text condensation.Results.The nurses on the postnatal ward consider that the use of the app gives families easier access to timely information and support.Conclusions.The app gives the nurses the possibility to offer support and information to the parents being early discharged. The app is experienced as a lifeline that connects the homes of the new parents with the hospital.

Clinical Education in Saskatchewan: A Needs Assessment

1995 ◽  
Vol 62 (3) ◽  
pp. 148-153 ◽  
Author(s):  
Michele Derdall ◽  
Reg Urbanowski
Keyword(s):  
Clinical Education ◽  
Student Evaluation ◽  
Occupational Therapists ◽  
Focus Group Interviews ◽  
Education Experience ◽  
Clinical Educator ◽  
Emerging Themes ◽  
Group Interviews ◽  
The University

Clinical education or fieldwork requires a collaborative relationship and coordinated effort between the university and the clinic. Although the literature notes the increased recognition and responsilDility given to clinicians as a teaching resource, minimal attention has been given to describing the clinical educator's perspective or in preparing clinicians for the role of educator. The purpose of this study was to explore the support and educational needs of Saskatchewan occupational therapists as they related to providing clinical education. Focus group interviews were conducted with 70% participation of the practicing registered occupational therapists in Saskatchewan. Emerging themes related to the participants (needs and responsibilities of the student, the clinical educator, the facility and the university), the process (positive and negative elements of communication, placement coordination and student evaluation), and the environment (clinical education models, length and number of placements). Recommendations were made for enhancing the clinical education experience in Saskatchewan.

scholarly journals Etnická identita Uruguayců

2021 ◽  
Vol 2021 (1) ◽  
pp. 19-47
Author(s):  
Anna Josková ◽  
Keyword(s):  
Field Research ◽  
Structured Interviews ◽  
Focus Group Interviews ◽  
Theoretical Concepts ◽  
Cultural Elements ◽  
Group Interviews ◽  
Long Term Observation ◽  
Homogeneous Culture ◽  
Practical Recommendations

This paper examines Uruguayan society, which, despite its multiethnic origins, has developed a homogeneous culture. The main objective is to define the main cultural elements and describe the attributes of the Uruguayan ethnicity. Based on the analysis of socio-cultural specificities, the thesis provides practical recommendations to facilitate good relations with the Uruguayan nation. These may be particularly useful for business people, potential international students, travelers or other visitors to Uruguay, and others interested in learning about the local people and their culture. The theoretical section explains basic concepts related to identity, ethnicity and nation, and also introduces theoretical concepts and approaches to these ambiguous phenomena. The practical part contains interpreted data from field research conducted by the author in Uruguay in 2018. The research is based on qualitative research methods and consists of two focus group interviews with Uruguayans, four semi-structured interviews with recent immigrants, and long-term observation. The significance of the research is all the more valuable because the findings presented are unique in the field of this previously uncovered topic.

scholarly journals Peer Learning through Pedagogical Observation in Driving Teacher Education in Norway

2021 ◽  
Vol 9 (1) ◽  
pp. 13-28
Author(s):  
Hilde Kjelsrud ◽  
Hilde Kjelsrud
Keyword(s):  
Focus Group ◽  
Learning Outcome ◽  
Learning Activity ◽  
Focus Group Interviews ◽  
Subject Knowledge ◽  
Constructive Feedback ◽  
Teacher Student ◽  
Teacher Students ◽  
Group Interviews ◽  
The University

The purpose of this article is to examine what driving teacher students think they learn from the learning activity pedagogical observation and what factors concerning this activity they think are important for their learning outcome. At a driving school connected to a university, driving teacher students give driving lessons to student drivers with a peer driving teacher student—a pedagogical observer—in the back seat. Focus group interviews involving eight driving teacher students were conducted to explore what they think they learn through pedagogical observation, and the data was analysed using thematic analysis. The focus group interviews revealed that driving teacher students think they (1) strengthen their driving teacher role, (2) strengthen their peer guidance role, (3) increase their subject knowledge (4) and learn to interact with student drivers. For this learning outcome to occur, driving teacher students point to these factors: 1) the need for a focused plan; 2) establishing a definite agreement; 3) having a committed attitude; 4) providing constructive feedback; and 5) possessing appropriate knowledge. This study contributes to the sparse research on cooperation among driving teacher students in the practical field at the university level. It shows that the learning activity of pedagogical observation enables driving teacher students to learn from each other during driving lessons as a two-way reciprocal learning activity.

scholarly journals Kulturális különbözőségek elfogadása a külföldi orvostanhallgatók beilleszkedésében

2021 ◽  
Vol 162 (25) ◽  
pp. 978-987
Author(s):  
Nóra Faubl ◽  
Zsuzsanna Pótó ◽  
Erika Marek ◽  
Béla Birkás ◽  
Zsuzsanna Füzesi ◽  
...  
Keyword(s):  
Medical Students ◽  
Focus Group ◽  
Intercultural Competence ◽  
Student Mobility ◽  
Adaptation Period ◽  
Focus Group Interviews ◽  
Host Environment ◽  
Communication Differences ◽  
Group Interviews ◽  
The University

Összefoglaló. Bevezetés: A 21. századra a multikulturális társadalmi közegben az interkulturális tudás, mint készség, fokozott mértékben válik kulcskompetenciává. E társadalmi kompetencia elsajátításának egyik lehetséges területe a nemzetközi hallgatói mobilitás, mely világszerte, így hazánkban is, egyre nagyobb jelentőségű. Célkitűzés: Magyar és külföldi hallgatók körében folytatott vizsgálatunk fókuszában a beilleszkedési folyamatoknak, valamint az interkulturális kompetencia és érzékenység kialakulásának és fejlődésének vizsgálata állt, a Pécsre érkező mintegy 60 különböző kultúra, valamint a magyar befogadó közeg vonatkozásában egyaránt. Kutatásunk során többek között arra kerestünk választ, hogy az eredeti és a befogadó kultúra közötti különbségek mely területeken nyilvánulnak meg a leginkább, illetve egy másik kultúrához történő alkalmazkodás során milyen beilleszkedést lassító vagy támogató tényezők tárhatók fel. Módszer: Kutatásunkban kvantitatív és kvalitatív módszereket alkalmaztunk, önkitöltéses kérdőíves felmérés, valamint fókuszcsoportos interjúk formájában. A PTE ÁOK német, angol és magyar nyelvű általánosorvos-képzésében részt vevő hallgatókat a 2010 és 2018 közötti időszak tavaszi szemesztereiben saját fejlesztésű, anonim, önkéntesen kitölthető kérdőívvel kerestük meg (a kitöltött kérdőívek száma: n = 13 084 kérdőív). A kérdőíveket három tanévben hét, félig strukturált fókuszcsoportos interjúval egészítettük ki (n = 92 fő). Eredmények: A hazánkba érkező külföldi orvostanhallgatók számára a befogadó közeghez való alkalmazkodást tekintve a kapcsolódás elsősorban a szocializációs, nyelvi, kommunikációs különbségek miatt bizonyult kihívásnak. Megállapítható azonban, hogy a képzési idő előrehaladtával a különbözőségekből fakadó nehézségek csökkentek, így a hallgatók egyre inkább képessé váltak az etnorelatív irányba történő elmozdulásra, valamint a multikulturális közeg pozitív aspektusainak értékelésére. Következtetések: A multikulturális környezetben folytatott tanulmányok alatt a kultúraközi kapcsolódási pontok és együttműködések kialakulása és fejlődése lehetővé teszi és támogatja az interkulturális kompetencia elsajátítását, annak minden résztvevője számára, akár az egyetemi képzésen túlmutatóan, a későbbi orvosi pályát tekintve is. Orv Hetil. 2021; 162(25): 978–987. Summary. Introduction: In the increasingly multicultural social environment of the 21st century, intercultural knowledge as a social skill is gradually becoming a key competence. One of the possible areas of acquiring this competence is international student mobility, which is of increasing importance worldwide, including Hungary. Objective: The focus of our study was to examine integration processes and the development and improvement of intercultural competence and sensitivity among Hungarian and international students, both in relation to the approximately 60 different cultures arriving in Pécs and in relation to the Hungarian host environment. In the course of our research, we sought – among other factors – areas, in which the differences between the original and the host culture are the most prominent, and we aimed at identifying those factors that are slowing down or supporting the integration during the adaptation period to another culture. Method: In our research, we used both quantitative and qualitative methods, in the form of a self-administered questionnaire and focus group interviews. General medical students of the University of Pécs studying in the German-, English- and Hungarian-language programmes participated in the survey during the spring semesters of the academic years between 2010 and 2018. We used our self-developed questionnaires (number of completed questionnaires: n = 13 084), which were filled in on a voluntary basis and anonymity was ensured. The questionnaires were supplemented with seven semi-structured focus group interviews over three academic years (n = 92 students). Results: Regarding the adaptation to the host environment of foreign medical students studying in Hungary, relationship building arising from socialization, language and communication differences, proved to be a challenge. However, it can be stated that as the training time progressed, the difficulties arising from the differences decreased, so that the students gradually became more able to move towards an ethno-relative direction and evaluated the positive aspects of the multicultural environment. Conclusion: During studies in a multicultural university environment, the emergence and development of intercultural connections and collaborations enable and support the acquisition of intercultural competence for all of the students, which will be of great benefit for them, even beyond the university, in their future medical career. Orv Hetil. 2021; 162(25): 978–987.

Sign in / Sign up

Export Citation Format

Share Document