scholarly journals Evaluación de narrativas en formación dual docente: diseño y experimentación del instrumento SCAN

2021 ◽  
Vol 39 (1) ◽  
pp. 111-130
Author(s):  
Maria Carme Peguera Carré ◽  
Andreu Curto Reverte ◽  
Maria Adelina Ianos ◽  
Jordi Lluís Coiduras Rodríguez
Keyword(s):  
Assessment Instrument ◽  
University Teaching ◽  
Teaching Staff ◽  
Teaching Competencies ◽  
Four Dimensions ◽  
Analysis And Evaluation ◽  
Educación Primaria ◽  
The University ◽  
University Training

En el artículo se presenta la construcción y validación del instrumento de evaluación Sistema de Categorías para el Análisis de Narrativas (SCAN) integrado en un dispositivo de formación dual. SCAN facilita una evaluación convergente por los distintos agentes de la Formación Dual Universitaria (FDU) en un grado de Educación Primaria: profesorado universitario, Docentes en Formación Inicial (DFI) y mentores escolares. Este estudio de caso analiza con dos puntos de control la evolución de las narrativas sobre la práctica educativa en la escuela. Se presta especial atención a la relación teoría-práctica mediante la evaluación de cuatro dimensiones: Descripción, Comprensión, Proyección y Aspectos formales. El análisis de las narraciones de 150 DFI muestra una mejora significativa entre el pretest y el postest, especialmente relevante en la dimensión Proyección, evidenciándose en las categorías: Competencias Docentes, Intervención Docente y Oportunidades de Desarrollo. Se concluye que el procedimiento formativo descrito contribuye al desarrollo de la Visión Profesional desde una revisión crítica de la práctica. SCAN muestra en este estudio su eficiencia en el análisis y la evaluación de las narrativas de los DFI. This article addresses a problem widely described in the literature: the theory-practice integration in the texts of Teachers in Initial Training (DFI). A training device is presented with an assessment instrument called Narratives Analysis Categories System (SCAN). This allows a convergent evaluation by the different actors of the Dual University Training (FDU) in the degree of Primary Education: the university teaching staff, the DFI and the school mentors. The case study focuses on the evolution of narratives about educational practices in schools. The analysis of the narratives of 150 DFI is carried out at two checkpoints through the SCAN. This instrument is structured in four dimensions: Description, Understanding, Projection and Formal Aspects. The results show a significant improvement of the DFI, especially relevant in the Projection dimension and being this evidenced in the categories: Teaching Competencies, Teaching Intervention and Development Opportunities. In conclusion, the training with narratives contributes to the development of the Professional Vision from a critical review of the practice. In this study SCAN shows its efficiency in the analysis and evaluation of DFI narratives.

LA CONSTRUCCIÓN DEL CONOCIMIENTO EN EL PROCESO DE APRENDER A SER PROFESOR: LA VISIÓN DE LOS PROTAGONISTAS

2017 ◽  
Vol 21 (1) ◽  
pp. 17-38
Author(s):  
José Luís Medina Moya ◽  
María José Pérez Cabrera
Keyword(s):  
University Teaching ◽  
Teaching Staff ◽  
Initial Training ◽  
Analysis Process ◽  
Data Compilation ◽  
Multiple Case ◽  
Educación Primaria ◽  
The University ◽  
Teaching Element

Resumen:El presente estudio analiza cómo los estudiantes del Grado de Maestro en Educación Primaria de la Universidad de Barcelona construyen, a lo largo de su formación inicial, los conocimientos que después les permitirán ejercer su profesión. El trabajo se articula metodológicamente como un estudio de casos múltiple y utiliza diversidad de estrategias de recogida de información (relatos, grupos de discusión y entrevistas) para dar cabida a los diversos protagonistas de la formación inicial de maestros (estudiantes, profesorado universitario y tutores de centros de prácticas). Después de un exhaustivo proceso de análisis de datos basado en comparaciones constantes con una codificación abierta, axial y selectiva, el estudio muestra la importancia de la variedad de perspectivas y experiencias aportada por un profesorado que, a su vez, se convierte en uno de los elementos nucleares de la formación: la manera como éste se aproxima, vive y transmite el conocimiento determinará el modo como el alumnado se motiva, se interesa, se aproxima y lo adquiere. Así mismo, el aprendizaje aparece desde una vertiente multidimensional y dinámica que va realimentando las entrelazadas esferas ideológica/filosófica, didáctica, científica y competencial. DarlingAbstract:This study explores how students of the Master's Degree in Primary Education at the University of Barcelona, during their initial training, lay the foundations of the knowledge that will later serve them in the practice of their profession. It is structured methodologically as a multiple case study, using a variety of data compilation strategies (accounts, discussion groups and interviews) to incorporate all the different players who form part of the initial training of teachers (students, university teaching staff and tutors at placement centers). After an exhaustive data analysis process, based on constant comparisons with open, axial and selective coding, the study highlights the importance of having a variety of perspectives and experiences provided by teaching staff. This, in turn, becomes a core teaching element: the way teachers approach, experience and transmit their knowledge will determine students’ motivation, interest, approach to and acquisition of said knowledge. Furthermore, learning emerges as a dynamic multidimensional process in which the intertwined ideological/philosophical, educational, competences and scientific spheres are continuously being reinforced.

scholarly journals Teaching Resilience: Enabling Factors for Effective Responses to COVID-19

2021 ◽  
Vol 12 (2) ◽  
Author(s):  
Alex Baumber ◽  
Lucy Allen ◽  
Tyler Key ◽  
Giedre Kligyte ◽  
Jacqueline Melvold ◽  
...  
Keyword(s):  
Higher Education ◽  
Student Success ◽  
University Teaching ◽  
Teaching Staff ◽  
Enabling Factors ◽  
Innovative Teaching ◽  
University Of Technology ◽  
The University ◽  
Sydney Australia

The COVID-19 pandemic has disrupted higher education globally. Teaching staff have pivoted to online learning and employed a range of strategies to facilitate student success. Aside from offering a testing ground for innovative teaching strategies, the pandemic has also provided an opportunity to better understand the pre-existing conditions that enable higher education systems to be resilient - that is, to respond and adapt to disturbances in ways that retain the functions and structures essential for student success. This article presents a case study covering two transdisciplinary undergraduate courses at the University of Technology Sydney, Australia. The results highlight the importance of information flows, feedbacks, self-organisation, leadership, openness, trust, equity, diversity, reserves, social learning and nestedness. These results show that resilience frameworks developed by previous scholars are relevant to university teaching systems and offer guidance on which system features require protection and strengthening to enable effective responses to future disturbances.

scholarly journals It is not enough to flip your classroom. A case study in the course of Pavements in Civil Engineering

2019 ◽  
Vol 39 (3) ◽  
pp. 62-69
Author(s):  
Yasmany García-Ramírez
Keyword(s):  
Flipped Classroom ◽  
Civil Engineering ◽  
Learning Experience ◽  
University Teaching ◽  
Traditional Model ◽  
Group A ◽  
The Subject ◽  
Group B ◽  
The University

The flipped classroom, as an active learning model, has given remarkable results in several areas in the university teaching; however, its execution is still able to improve. This research shows the implementation and improvement of the flipped classroom model in the course of Pavements. It evaluates their influence on the students’ final grades and their learning experience. Three groups of students participated in this study, who enrolled in the course of Pavements in the Civil Engineering. Group A took the course with the traditional model, while Group B took it with a flipped classroom, and Group C experienced it with a reinforced flipped model. Groups did the course the subject in 2017, 2018 and 2019, respectively. Results show that even though with the flipped classroom models, the finals grades did not increase compared to the scores of the traditional model; however, it improved their learning experience. The students were more satisfied with the method; they even asked for fewer modifications than they did in the traditional model. This research shows that adding little academic things to the course, it would greatly influence their students' opinion.

scholarly journals Evaluating the performance of teaching staff members, a step towards teaching performance development of higher education in Sebha University

2021 ◽  
Vol 20 (3) ◽  
pp. 21-26
Author(s):  
Zamzam Amhimmid Mare
Keyword(s):  
Higher Education ◽  
Faculty Members ◽  
University Teaching ◽  
Analytic Description ◽  
Teaching Staff ◽  
Teaching Performance ◽  
Staff Members ◽  
Performance Development ◽  
The University

This study aims to show the importance of evaluating the teaching performance level of the University teaching members. It also aims to provide the suggested mechanisms for evaluating the teaching performance of the teaching staff members of Sebha University. This study was based mainly on documents and analytic description to collect information about the importance and ways of evaluating teachers with reference to some of the international experiences on teaching performance development. This study concluded that the absence of an experienced entity that would develop the teaching performance of faculty members is one of the main reasons for the weak teaching performance at Sebha University. Based on the results of the study, it is recommended that there should be a planned system based on measured standards and criteria for evaluating staff members to improve the quality of teaching in the higher education domain. 

Learning Spaces for the Digital Age

2012 ◽  
pp. 182-197 ◽  
Author(s):  
Lynne Hunt ◽  
Henk Huijser ◽  
Michael Sankey
Keyword(s):  
Student Learning ◽  
Lifelong Learning ◽  
Learning Environments ◽  
University Teaching ◽  
Net Generation ◽  
Teaching Staff ◽  
Learning Spaces ◽  
Age Related ◽  
History Of ◽  
The University

This chapter shows how virtual and physical learning spaces are shaped by pedagogy. It explores the shift in pedagogy from an orientation to teaching to an emphasis on student learning. In so doing, it touches on Net Generation literature indicating that this concept has a poor fit with the diverse nature of student populations engaged in lifelong learning. The argument is that the skill set required for lifelong learning is not age related. At the core of the chapter is a case study of the University of Southern Queensland (USQ) which describes a history of learning environments that have been variously shaped by pedagogy and the limits of technology. It refers to the concept of the ‘edgeless university’, which acknowledges that learning is no longer cloistered within campus walls, and it describes how USQ is engaging with this concept through the development of open source learning materials. An important point in the chapter is that the deliberate design of quality learning spaces requires whole-of-institution planning, including academic development for university teaching staff, themselves often ill-equipped to take advantage of the potential of new learning environments. The import of the discussion is that higher education learning spaces are shaped by deliberate design, and that student learning is optimised when that design is pedagogically informed and properly managed.

scholarly journals Balancing University Teaching and Media Industry Needs: A Case Study of Teaching Finance and Economics News Translation

2019 ◽  
Vol 8 (3) ◽  
pp. 247
Author(s):  
Wan Hu ◽  
Xuquan Wang
Keyword(s):  
Teaching And Learning ◽  
Teaching Effectiveness ◽  
Teaching Method ◽  
Case Study Research ◽  
University Teaching ◽  
Media Industry ◽  
Key Stakeholders ◽  
The University ◽  
Industry Needs

This research uses case study research and employs a news translation module to analyse its synergic teaching method which includes a university teacher, an industry insider and translation learners. They, as the key stakeholders of the teaching and learning process, have their specific roles and continuously interact with each other. Through these interactions, actual trans-editing workflow is embedded into the university classroom. In order to examine the teaching effectiveness of such an innovative model, translation learners’ responses and commentaries are carefully taken into consideration. A wider implication of this research is that translator trainers may have their own reflections on innovating teaching strategies via the integration of academia and the professional world.

scholarly journals The Nurse in the University: A History of University Education for South African Nurses: A Case Study of the University of the Witwatersrand

2011 ◽  
Vol 2011 ◽  
pp. 1-9
Author(s):  
Simonne Horwitz
Keyword(s):  
Nursing Education ◽  
South African ◽  
Nursing Program ◽  
University Education ◽  
Medical Community ◽  
History Of ◽  
The University ◽  
University Training ◽  
First Time

This paper charts the history and debates surrounding the introduction of academic, university-based training of nurses in South Africa. This was a process that was drawn out over five decades, beginning in the late 1930s. For nurses, university training was an important part of a process of professionalization; however, for other members of the medical community, nursing was seen as being linked to women's service work. Using the case-study of the University of the Witwatersrand, one of South Africa's premier universities and the place in the country to offer a university-based nursing program, we argue that an historical understanding of the ways in which nursing education was integrated into the university system tells us a great deal about the professionalization of nursing. This paper also recognises, for the first time, the pioneers of this important process.

scholarly journals ANALYSIS OF THE POTENTIAL OF FACULTY MEMBERS

2016 ◽  
Vol 2016 (2) ◽  
pp. 79-83
Author(s):  
Юлия Масалова ◽  
Yuliya Masalova
Keyword(s):  
Higher Education ◽  
Online Survey ◽  
School Teacher ◽  
High School Teacher ◽  
Faculty Members ◽  
University Teaching ◽  
Teaching Staff ◽  
University Professors ◽  
Employment Potential ◽  
The University

The purpose of the work is to evaluate the potential of a high school teacher; the subject of study is employment potential and competitiveness of the university faculty member; research methods include analysis of statistical data and online-survey. The article presents the results of the research potential of the university teaching staff in the conditions of ongoing reforms in higher education and in connection with changing requirements to higher education institutions forfaculty members. It was determined that faculty members demonstrate high loyalty and commitment, but average engagement. It was revealed that the institution creates proper conditions for development and self-realization, creativity and communication. It was confirmed that university professors have a high scientific and innovative potential and willingness to conduct research. The conclusion is that the employment potential of university staff is not used to the full. It was determined that the majority of the teaching staff appreciates personal competitiveness. And only one out of five is aware of the need to develop their personal competitiveness in line with the new requirements. The results of the study may be useful for university governance within the management of human resources quality.

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