scholarly journals Aprendizaje basado en proyectos en educación secundaria: el orientador como agente de cambio/Project-based learning in secondary education: the school counselor as change agent

2018 ◽  
Vol 29 (3) ◽  
pp. 45
Author(s):  
Laura Balsalobre Aguilar ◽  
Rosario Isabel Herrada Valverde
Keyword(s):  
School Counselor ◽  
Structured Interview ◽  
Project Based Learning ◽  
Educational Community ◽  
Educational Innovations ◽  
School Counsellors ◽  
Agents Of Change ◽  
Teachers And Students ◽  
Agent Of Change

RESUMEN El Aprendizaje Basado en Proyectos (ABP) es una metodología activa que está adquiriendo una gran importancia a la hora de promover la implicación de toda la comunidad educativa, dar respuesta a las necesidades de su alumnado, y atender a las demandas sociales emergentes. En el presente estudio, se indaga en el papel desarrollado por el orientador como agente de cambio y asesor para el desarrollo de innovaciones educativas y metodologías activas en un instituto de educación secundaria (IES) en el que se aplica ABP. Entre otros aspectos, se analizan las funciones que desempeña el orientador a la hora de aplicar dicha metodología; qué conceptos manejan el orientador, los docentes y el alumnado sobre metodologías activas; los cambios provocados por el ABP en términos de coordinación, organización y relación entre personas; así como la relevancia y proyección de futuro de esta metodología en el currículo. Para ello, se lleva a cabo una investigación cualitativa basada en el paradigma fenomenológico o etnográfico, en el que se analizan las opiniones del orientador, director, docentes, y alumnos de este centro educativo. Para la recogida de información con los docentes y el orientador, se escogió la técnica de la entrevista semi-estructurada. A partir de los resultados obtenidos, se concluye que el orientador es un agente de cambio fundamental no solo por el asesoramiento y apoyo que ofrece al equipo directivo, sino también para toda la comunidad educativa en la que se involucra.ABSTRACT Project-Based Learning (PBL) is an active methodology that is becoming increasingly important in promoting the involvement of the entire educational community, responding to the needs of its students, and meeting emerging social demands. The present investigation analyzes the role of the school counselor as an agent of change and advisor for the development of educational innovations and active methodologies in a secondary school in which PBL is applied. In particular, they are analyzed the functions that the school counselor plays when applying this methodology; the information the counselor, teachers and students have about active methodologies; the changes caused by the ABP in terms of coordination, organization and relationship between people; as well as the relevance and future projection of this methodology in the curriculum. To this end, qualitative research is carried out based on the phenomenological or ethnographic paradigm, in which the opinions of the advisor, director, teachers and students are analysed. The semi-structured interview technique was chosen for the collection of information with the teachers and the counsellor. From the results obtained, it is concluded that the school counsellors are important agents of change not only because of the advice and support they offer to the management team, but also the entire educational community.

scholarly journals An agent of change against all odds? The case of Ledger in Vierzon, France

2021 ◽  
pp. 026909422110520
Author(s):  
Arnault Morisson ◽  
Heike Mayer
Keyword(s):  
Population Decline ◽  
Institutional Context ◽  
Study Approach ◽  
Path Creation ◽  
Unrelated Diversification ◽  
Start Up ◽  
Industrial Town ◽  
Agents Of Change ◽  
Agent Of Change

The literature in economic geography is increasingly interested in the role of human agency in local and regional development. The understanding of the role of agents of change on path development is especially critical for small- and medium-sized towns (SMSTs), which tend to be less diversified and to have fewer localised capabilities. The town of Vierzon in the Centre-Val-de-Loire region in France is a medium-sized old industrial town in a structural crisis. It is suffering from deindustrialisation, population decline, unemployment and poverty. This article takes a micro-perspective with a case study approach to explore the creation and growth of Ledger – a frontier blockchain start-up that designs, produces and commercialises hardware wallets for cryptocurrencies – against all odds in Vierzon, France. It underlines the role of a Window of Locational Opportunity, agency, chance, the broader institutional context in the location of Ledger in an unlikely place and subsequent unrelated diversification and path creation. It contributes to the debate on the interplay between agency and structure by linking agents of change in SMSTs to the broader institutional context and to the understanding of the emergence of place-based leadership.

scholarly journals PERAN MAHASISWA PGMI IAIN KUDUS SEBAGAI AGENT OF CHANGE DI MASA PANDEMI COVID-19

2020 ◽  
Vol 8 (2) ◽  
pp. 339
Author(s):  
Rochanah Rochanah
Keyword(s):  
Qualitative Research ◽  
Data Collection ◽  
Analytical Method ◽  
Field Research ◽  
Qualitative Approach ◽  
Learning Activities ◽  
Healthy Lifestyles ◽  
Agents Of Change ◽  
Agent Of Change

<p align="center"><strong><em>Abstrak</em></strong></p><p align="center"><strong><em> </em></strong></p><p>The purpose of this study was to find out what roles PGMI students can play as agents of change during the COVID-19 pandemi. This type of research is a field research with a qualitative approach. In collecting data, researchers used interview techniques. In particular, the problems that the researchers raised in this study were; What is the role of students as agents of change in supporting children's learning activities during the Covid-19 pandemi? The focus of this research is in the neighborhood where the students live, namely the Pantura area, covering Kudus, Pati, Jepara, Demak. This research is a qualitative research with a descriptive-analytical method. Data collection techniques through interviews. This study resulted in a conclusion that the role of students as agents of change in the education sector during the Covid-19 pandemi includes; become a facilitator in learning activities, create fun learning, provide education about healthy lifestyles, instill adab, provide skills to children.</p><p><strong><em><br /></em></strong><em></em></p><p align="center">Abstrak</p><p>Tujuan penelitian ini adalah untuk mengetahui peran apa saja yang dapat dilakukan mahasiswa PGMI sebagai agent of change di masa pandemi Covid-19. Jenis penelitian ini merupakan penelitian lapangan dengan pendekatan kualitatif. Dalam mengumpulkan data, peneliti menggunakan Teknik awancara. Secara khusus, permasalahan yang peneliti angkat dalam penelitian ini adalah; bagaimana peran mahasiswa sebagai agen perubahan mendukung kegiatan pembelajaran anak pada masa pandemi Covid-19? Lokus penelitian ini adalah di lingkungan tempat tinggal siswa yakni wilayah Pantura, meliputi Kudus, Pati, Jepara, Demak. Penelitian ini adalah penelitian kualitatif dengan metode deskriptif-analitis. Teknik pengumpulan data melalui wawancara. Penelitian ini menghasilkan suatu kesimpulan bahwa peran mahasiswa sebagai Agent of change dalam bidang pendidikan di masa pandemi Covid-19 meliputi;  menjadi fasilitator dalam kegiatan pembelajaran, menciptakan pembelajaran yang menyenangkan, memberikan edukasi tentang pola hidup sehat, menanamkan adab, memberikan keterampilan pada anak.<strong></strong></p>

scholarly journals (R)Evolusi Guru Pendidikan Agama Kristen dalam Mentransformasi Kehidupan Siswa

2017 ◽  
Vol 1 (2) ◽  
pp. 102
Author(s):  
Bimo Setyo Utomo
Keyword(s):  
Science Teachers ◽  
Transfer Of Knowledge ◽  
Spiritual Values ◽  
The Real ◽  
Teachers And Students ◽  
Agent Of Change ◽  
Positive Character

If we look deeper, one of the most important issues in the education world is that we (as teachers) are not doing the education in the real sense, but merely teach as a formality. Transformation happens only on transfer of knowledge that only involves the role of science teachers and students ignorance. So, the teacher does not give an understanding to the students, but only move a formula or proposition for students to memorize which then will be issued if necessary. Therefore, it is necessary to have r(evolution) which is not only good, but more importantly, can transform the lives of students. We are fully aware that this time, the teacher is an agent of change which has the task of both institutional and non-institutional. Teacheris a person who daily teach spiritual values, norms, morals, ethics, and positive character habituation.Jika kita melihat lebih dalam, salah satu permasalahan terpenting dalam dunia pendidikan sesungguhnya adalah kita (sebagai guru) tidak sedang melakukan tugas pendidikan dalam arti sesungguhnya, namun hanya sekedar mengajar secara formalitas. Transformasi yang terjadi hanya sebatas transfer ilmu yang hanya melibatkan peran keilmuan guru dan kebodohan murid. Dalam proses mengajar yang demikian, guru tidak memberikan pemahaman kepada anak didik, namun hanya memindahkan sejumlah rumusan atau dalil kepada siswa untuk dihafal yang kemudian akan dikeluarkan jika diperlukan. Oleh sebab itu, diperlukan adanya r(evolusi) yang tidak hanya baik, tetapi yang lebih penting, yaitu dapat mentransformasi kehidupan siswa. Kita sadar sepenuhnya, bahwa saat ini, guru merupakan satu-satunya agen perubahan yang memiliki tugas  baik secara institusional maupun non-institusional. Gurulah yang setiap hari mengajarkan nilai rohani, norma, moral, etika, serta pembiasaan karakter positif.

scholarly journals Religious Education: Contribute to Social Cohesion or Lead to Social Disparity?

2020 ◽  
Vol V (III) ◽  
pp. 86-97
Author(s):  
Samreen Mahmood ◽  
Maksal Minaz ◽  
Madeeha Murad
Keyword(s):  
Religious Education ◽  
Social Cohesion ◽  
Research Problem ◽  
Structured Interview ◽  
Key Factors ◽  
Factors Affecting ◽  
The Social ◽  
Teachers And Students ◽  
Social Disparity

The purpose of this study was to investigate the role of madrassa education in building up a religiously cohesive society. The queries and questions which this research study addressed were: To investigate the social cohesion and disparity in the society. What are the key factors, which contribute to social cohesion or lead to social disparity? What is the understanding of madrasa administrators about social cohesion and social disparity? The study was qualitative in nature; an ethnographic case study was conducted to investigate the research problem, in order to investigate the research questions, administrators of all the 5 madrassa boards were interviewed, Semi-structured interview was conducted from the teachers and students of different school of thoughts to find out the different factors affecting social cohesion

scholarly journals Problem-Based Strategies for Teaching Military English

2019 ◽  
Vol 25 (2) ◽  
pp. 240-244
Author(s):  
Isabela-Anda Dragomir ◽  
Brânduşa-Oana Niculescu ◽  
Georgeta Obilişteanu
Keyword(s):  
Real Life ◽  
Project Based Learning ◽  
Instructional Methodology ◽  
Knowledge Based ◽  
Professional Careers ◽  
Key Skills ◽  
Teachers And Students ◽  
Based Instruction ◽  
Problem Solvers

Abstract Educators generally concur to the idea that one of the most essential goals of schooling is to empower students to become efficient problem solvers for the knowledge-based society. Problem-based learning (PBL) is an instructional methodology mainly focused on developing students’ abilities to deal with solving realistic issues by employing team-oriented strategies. The present paper discusses the opportunities of integrating PBL in the teaching of English for specific purposes, starting from the firm belief that by putting students in the role of effective collaborators, critical thinkers, creative problem-solvers, and capable communicators, the proposed strategies efficiently prepare cadets for real-life environments, for the challenges of their professional careers, and for an active citizenship. Drawing on a solid theoretical conceptualization of problem-based instruction, the article outlines the advantages of PBL for both teachers and students and proposes a series of practical strategies that are intended to facilitate our cadets’ development in four key skills – critical thinking, creativity, communication and collaboration, –with the help of project-based learning.

Systemic Innovations and the Role of Change-Technology

2011 ◽  
pp. 234-246
Author(s):  
Chee-Kit Looi ◽  
Wei-Ying Lim ◽  
Thiam-Seng Koh ◽  
Wei-Loong David Hung
Keyword(s):  
Teacher Training ◽  
Ministry Of Education ◽  
Educational Innovations ◽  
School Practices ◽  
Teachers And Students ◽  
Systemic Innovation ◽  
Effective Use ◽  
Effective Integration ◽  
Basic Level

There has been increasing interest in issues of sustainability and scalability concerning educational innovations and reforms. In Singapore, the Ministry of Education in the first IT MasterPlan for Education has equipped all schools with adequate IT infrastructure and teacher training. After seven years into this investment, the “take-up” of technology for learning has been generally at the basic level. Three challenges lie ahead in the effective integration of IT into the curriculum for meaningful student learning: (1) how can schools embrace technology where school practices, curriculum, pedagogy, teachers’ and students’ beliefs are aligned to its effective use; (2) how can the process of change be facilitated systematically in schools such that these changes leverage on IT as a catalyst to enhance learning; and (3) how can policy-wide initiatives be set in place to enable schools, teachers, and teacher-training institutes to be fully aligned in order to enact systemic innovation change? This chapter discusses these issues as part of the research efforts arising from the Learning Sciences Lab (LSL).

scholarly journals Perspektif Mahasiswa sebagai Agen Of Change melalui Pendidikan Kewarganegaraan

2021 ◽  
Vol 2 (2) ◽  
pp. 181-193
Author(s):  
Faridahtul Jannah ◽  
Ani Sulianti
Keyword(s):  
Civic Education ◽  
Citizenship Education ◽  
Qualitative Method ◽  
Economic Status ◽  
Processing Technique ◽  
Data Display ◽  
Agents Of Change ◽  
Agent Of Change ◽  
Data Processing Technique

This study aims to determine: 1. Student's perspective as an agent of change. 2. The Role of Citizenship Education in forming Students as Agents of Change. The research method used is a qualitative method. Data collection techniques using observation and interviews. The data processing technique uses triangulation. Data analysis used inductive analysis, namely data reduction, unitization and categorization, data display and conclusion drawing. The results showed that: 1. Students as agents of change, namely students have an important role in a change regardless of the level of society or economic status, the intended changes are students who are agents of change, guardians of values, successors of the nation, moral strength and social control. 2. The role of civic education in shaping students as agents of change through several stages, namely: through cognitive, affective, and psychomotor instilled through civic education.

Cognitive Health Counseling 40+

2013 ◽  
Vol 21 (1) ◽  
pp. 24-33 ◽  
Author(s):  
Anne Eschen ◽  
Franzisca Zehnder ◽  
Mike Martin
Keyword(s):  
Outcome Variable ◽  
Pilot Phase ◽  
Subjective Memory ◽  
Cognitive Health ◽  
Health Counseling ◽  
Agents Of Change ◽  
Main Outcome Variable ◽  
Further Development

This article introduces Cognitive Health Counseling 40+ (CH.CO40+), an individualized intervention that is conceptually based on the orchestration model of quality-of-life management ( Martin & Kliegel, 2010 ) and aims at improving satisfaction with cognitive health in adults aged 40 years and older. We describe the theoretically deduced characteristics of CH.CO40+, its target group, its multifactorial nature, its individualization, the application of subjective and objective measures, the role of participants as agents of change, and the rationale for choosing participants’ satisfaction with their cognitive health as main outcome variable. A pilot phase with 15 middle-aged and six older adults suggests that CH.CO40+ attracts, and may be particularly suitable for, subjective memory complainers. Implications of the pilot data for the further development of the intervention are discussed.

The Role of Interpersonal Communication in Students’ Self-control to Avoid Substance Abuse

2020 ◽  
Vol 5 (2) ◽  
pp. 84-94
Author(s):  
Ade Tuti Turistiati ◽  
Baby Poernomo
Keyword(s):  
High School Students ◽  
Drug Abuse ◽  
Interpersonal Communication ◽  
Junior High School ◽  
Phenomenological Approach ◽  
Structured Interview ◽  
Self Control ◽  
School Students ◽  
Qualitative Research Design

This study aims at answering the questions what causes many junior high school students fall into drug abuse, and what kind of treatment  must be done so that students have self-control and are not subject to drug abuse. This study employed a phenomenological approach of a qualitative research design.  In this study a semi-structured interview is used to understand how participants experienced the phenomenon. The research revealed that the interpersonal communication has a major role in students' self-control so as not to fall into drug abuse. This study contributes significantly to educational field particularly teachers in secondary schools so that it can be used as a reference to provide counseling to parents about the importance of interpersonal communication to build students’ self-control to prevent teens from falling into drug abuse.

Sign in / Sign up

Export Citation Format

Share Document