Education for Citizenship: The Meanings Chilean Teachers Convey in the Neoliberal Context

This article presents the results from research into education for citizenship in which Chilean teachers participated. Ninety-nine interviews and two focal groups that included questions on knowledge, beliefs, values and practices related to education for citizenship were carried out. NVivo 12 software was used for the analysis of the discourses, following the direction similar to the grounded theory that considers elaborating free nodes, structuring categories and configuring categorical trees, according to the school’s administrative dependency. The results yield six macro-categories: School, Authoritarianism, Neoliberalism, Curriculum, Teacher Role and Citizenship. The present article analyses the Neoliberalism macro-category formed, in turn, by the following subcategories: (1) subject and resistance, (2) competitiveness and individualism in a subject that is instrumental, consumer and reproducer of the establishment, (3) commodified schools, where the economic value regards students and families as clients, (4) a culture of bureaucratization and accountability, and (5) lack of a sense of communality as a collective, supportive body. In all of them, teachers show themselves eloquently critical of the neoliberal system and of the obstacles it poses to rights, justice and democracy in the current capitalist citizenship and school.

PERANAN GURU BIMBINGAN KONSELING TERHADAP PEMBELAJARAN DARING SELAMA PANDEMI COVID-19

The writing of this article contains an overview of the important role played by guidance and counseling teachers during covid-19. With the aim of finding a bright spot on the problems experienced by students during online learning. Given that some activities outside the home are limited, researchers have the opportunity to use the literature study method. Techniques for collecting data are sufficient by reviewing book references, journal articles and social media if necessary. From the data that has been collected, the next step is to analyze it so that conclusions can be easily drawn. Building communication and friendship between teachers and parents allows a counseling guidance teacher to have an idea of how to create an online learning atmosphere that is not boring. So that students will be enthusiastic and enthusiastic in participating in these activities.Keywords: teacher role, guidance and counseling, online learning

El “residente como docente”: estudio fenomenográfico sobre las experiencias docentes en residentes de Medicina Familiar de una Universidad en Chía, Colombia

Los residentes médicos representan un rol fundamental en el proceso de formación de estudiantes, internos y co-residentes, con labores implícitas de docencia en sus obligaciones como estudiantes de posgrado y sin ningún tipo de formación para ello. Previo a la implementación de programas de “residente como docente”, resulta útil indagar sobre las experiencias docentes en contexto, para así desarrollar programas acordes a las características y necesidades del medio. Este estudio buscó identificar las variaciones en las experiencias docentes de residentes de Medicina Familiar de una Universidad en Colombia. Corresponde a una investigación cualitativa con un enfoque fenomenográfico. Participaron 15 residentes de diferentes años de formación. Se identificaron 5 categorías de descripción relacionadas de manera jerárquica y determinadas a partir de 7 dimensiones de variación. Las formas identificadas de experimentar el rol del “residente como docente” son el transmisor pasivo impuesto, el facilitador del conocimiento, el facilitador de la práctica clínica, el role model y el “lifelong learner”. Las variaciones en las experiencias del “residente como docente”, estuvieron determinadas por la interacción de factores personales y contextuales. Se identificó que las categorías de descripción se encuentran interconectadas, con el potencial de avanzar hacia la siguiente categoría. Lo anterior puede ser utilizado como sustrato para el desarrollo de un programa de “residente como docente” orientado a potenciar la transformación hacia las categorías de descripción en los niveles de mayor comprensión del rol, situación deseable en el contexto latinoamericano donde los residentes tienen diversas responsabilidades docentes. medical residents represent a fundamental role in the training process of students, interns and peer-residents, with implicit teaching obligations as postgraduate students and without any type of training for it. Prior to the implementation of a “resident as teacher” program, it is useful to inquire about teaching experiences in context, in order to develop programs according to the characteristics and needs of the environment. This study sought to identify the variations in the teaching experiences in Family Medicine residents in a Colombian University. This is a qualitative research with a phenomenographic approach. Fifteen residents from different years of training responded a semi-structures interview. We identified 5 categories of description related in a hierarchical way by 7 dimensions of variation. The ways of experiencing the “resident as teacher” role are the imposed passive transmitter, the facilitator of knowledge, the facilitator of clinical practice, the role model and the “lifelong learner”. Variations in experiences of "resident as teacher" are determined by the interaction of personal and contextual factors. It is necessary to emphasize that the description categories are interconnected, with the potential to advance to the next category. The above can be used as a platform for the development of a "resident as teacher" program aimed to promote functional academic transformations towards the description categories with deeper understanding of the teacher role, a desirable situation in the Latin American context where residents have diverse teaching responsabilities.

Cross-Case Analysis of Changes in Teacher Role and Didactic Function in Denmark, 1980–2020

During the 2000s the educational policy discourse was sharpened, and the dominant learning discourse set the agenda. Policy programs and educational reforms seek to optimize learning by focusing on the teacher and demands for “high professionalism.” High teacher professionalism, it has been argued, promotes learning and is combined with functions, often concisely expressed as, for example, “learning management” and “digital formation.” Although this much-hyped political rhetoric is criticized, it is necessary to define appropriate concepts of professionalism as well as clarification on the significations of teacher practice, teacher role, and didactical functions. The meaning and consequences of changing demands for teacher professionalism appear during the process of “didactization.” Based on research findings from long-term fieldwork, a cross-case analysis is presented, drawing on Danish examples from 1980 to 2020. The examples referred to are: (a) the interdisciplinary and project-oriented university environment (from the 1980s); (b) developments in elementary school (from the 1990s); (c) IT classes in upper secondary school (from the 2000s); and (d) online learning and e-pedagogy in a nursing education program (from the 2010s). An overview of the spectrum of changing teacher functions and contemporary challenges is provided.

Samarbeid og lærerprofesjonalitet

This article is about the importance of collaboration in the development of teacher professionalism, and we have asked the research question: How can group collaboration between vocational education and training (VET) students contribute to the development of their teacher professionalism? The data basis is interviews with ten VET students in practical pedagogical education for vocational teachers that we conducted in the winter of 2020. In addition, we studied all internship documents that the ten students produced during the internship period. The students are in practical training at their own school with their own students and collaborate with each other to strengthen their own teacher role. We have applied Dale’s (1989, 1993, 2001) theory of teacher professionalism. To analyse collaboration, we used the theories of Hegel (1999), Honneth (2008, 2009), Barth (1994) and De Hei et al. (2018). We found that this internship made it possible for students to talk and reflect on didactic questions related to Dale’s three areas of expertise.

The Wheel of Competencies to Enhance Student-Teacher Role Awareness in Teaching-Learning Processes

In this chapter, the wheel of competencies was used for enhancing educators and students' mutual awareness within the teaching-learning processes. This chapter described how teachers could use this tool in their opening class to build rapport and confidence as future teachers in higher education. The competencies reported are from a post-graduate discipline for students in Dentistry and Veterinary at the UNIP-Paulista University of São Paulo in Brazil, named “Higher Education Teaching Skills,” as a mandatory part of their curriculum. The coaching approach applied in this discipline included reflective questions, discussions in groups, plenaries, and the wheel of competencies. The idea is to make the students aware of coaching tools associated with blended learning, which is the teaching-learning philosophy of the discipline. At the closing class, the students can build an action plan as a student or as a future teacher. Throughout the year, it is essential to follow these competencies to improve the students' confidence.