Understanding the pedagogical practice in futsal teaching and learning process based on the TGfU approach

The aim of the current study is to understand the pedagogical practice of coaches of youth futsal players based on the TGfU approach. Action Research (AR) approach, developed according to the planning, teaching, observing and reflecting spiral steps, was applied for the teaching of futsal for 12 children aged 9–11 years. An eight-member research group (five student coaches, one research coach and two university professors) was subjected to the same practice. Information was collected from class planning meetings, diagnostic assessment and field diaries of participant and non-participant observers. Based on results, changes in the pedagogical practice were aimed at helping players understanding and using actions to support futsal improvements. AR application also highlighted the emerging understanding about student-coach practices, the influence of coaches who adopt reflective practices or not; and the relevance of using critical player observation at the time of reflecting on how to develop supportive pedagogical practices. Results have shown that the pedagogical practice of coaches has changed over time. The researcher-coach practice and the assistant coach (student-coach 1) was influenced by the perceptions of student-coaches and reflections made in meetings.

Design and Build Flotocombines and Water Combines Based on the Principle of Biosimile

In the article offered to the attention of readers, for the first time in the world literature, both the theoretical foundations for creating flotocombines based on a multi-stage and generalized flotation model are considered, and practical recommendations based on the principles of biosimile. Possible schemes of flotocombines of the KBS type and special purpose are shown. New aeration systems for use in various flotation apparatus, including flotocombines, are considered. Practical examples of the use of new flotation equipment are described. It is offered to a wide range of readers, including researchers, university professors, graduate students, masters, bachelors and senior students.

From Digital Distraction to Digital Motivation

The presence of technology on college campuses has increased rapidly in recent years. Students come to the classroom with a variety of technological devices including smart phones, tablets, or laptops and use them during academic activity. For this reason, there are many researchers who, in recent times, have been interested in the problems derived from digital distraction in higher education. In many cases, researchers have conducted studies and surveys to obtain first-hand information from the protagonists, that is, from university professors and students. Despite the efforts, there are many questions that still remain unanswered. The authors are aware of the enormous challenge that the use of technology poses in the university classrooms and want to delve into the causes and consequences of student digital distraction and the strategies that can be used by instructors to curb student digital distraction without deteriorating student-instructor rapport in the context of higher education.

Professional Training in Educational Sports in Brazil: The Collaborating Teams of the Programa Segundo Tempo (PST) – Federal Government

PST is a public educational sport policy of the Brazilian Federal Government for the promotion of educational sports by the Ministry of Sport (2003-2018) with the support of the Collaborating Teams. The purpose of this article is to describe who these teams were, how educational sport was thought of by them, and how these Collaborating Teams approached teachers of Physical Education who worked in educational sport centers (Core Coordinators). For description and analysis, we used the literature review with the subject of professional training, educational sport and Programa Segundo Tempo [Second Time Program] and we count on documental analysis by Bardin (2011). We have conclude that the Collaborating Teams show the possibility of intervening in the training of Core Coordinators throughout the country, and for that, these Teams were formed by trainers (university professors) who worked in the search for dialogue with the Coordinators of Sports Core. This dialogue has the potential to reinvent sport, from a traditional sport to an educational sport aiming to ensure the rights of children and adolescents to access sport and leisure in Brazil.

HOUSE WITH METEOROLOGICAL MESONIN, OR SOME INFORMATION FROM RELIABLE SOURCES THAT CONTRIBUTES TO COMPLETING THE HISTORY OF THE UNIVERSITY

The article deals with the history of the institutions where meteorological and geomagnetic research originated and developed in the south of Ukraine in the second half of the 19th – early 20th centuries as well as their close ties with the history of the Department of Physical Geography, Faculty of Physics and Mathematics of the Novorossiysky University. Professors of Novorossiysky University V. I. Lapshin and F. N. Shvedov were those to whom the Department of Physical Geography owed its appearance. Teaching meteorological disciplines and scientific observations were initially conducted by the staff of the Department at the meteorological station of the University. In 1894, thanks to the efforts of prof. A. V. Klosovsky a special Meteorological observatory was constructed in the area of the Small Fountain of Odessa. In 1905, geomagnetic measurements were launched. Research works at the Magnetic Meteorological Observatory were carried out under the guidance of a number of scientists-geophysicists, M. A. Aganin, S. G. Popruzhenko, I. Ya. Tochidlovsky and P. T. Pasalsky being the most famous. In 1920, the University was closed and Observatory was transformed into an independent Odessa Geophysical Observatory. As soon as the Odessa State University was restored in 1933, the Observatory was given back to its Alma mater. However, since the postwar years it has been a part of the Odessa Hydrometeorological Center of the Black and Azov Seas.

Teaching remotely during the COVID-19 pandemic: perceptions from and psychological impact on health science professors in Brazil

With the social distancing required by the coronavirus (COVID-19) pandemic, the creation of a new pedagogical model became a sudden challenge for educational institutions. This study sought to assess health science professors’ experiences and perceptions during the COVID-19 pandemic. An epidemiological, descriptive, cross-sectional, observational, and quantitative approach was applied and included the application of a structured and self-administered virtual questionnaire containing objective and multiple-choice questions on demographic data, online teaching activities, continuing education, learning environments, and difficulties faced. Seven questions from the Generalized Anxiety Disorder Screening Tool (GAD-7) were added to assess anxiety. One hundred and thirty-eight university professors in Brazil completed the questionnaire. Of these, 87 were employed by public institutions and 51 worked at private institutions. Geopolitical region in the country and university funding type were associated with universities’ ability or decision to offer courses online. Among the professors, being of female gender and a decrease in household income were the factors most closely associated with increased anxiety. Professors also reported difficulties in interacting with students online, the need to assume more childcare, and difficulty in concentrating at home to be the main barriers to successful online teaching.

Learning by Comparison: The Benefits of Co-Teaching for University Professors’ Professional Development

There is an abundance of studies that suggest that the use of co-teaching strategies in higher education courses can enhance instructors’ professional development, mainly by providing a space for transfer of methodologies and tools, as well as critical reflection on one’s teaching practice. However, little has been said about the actual processes through which co-teachers learn from each other. This study analyzes the opportunities of professional growth afforded to seven professors by eight co-taught courses, over two academic years, in the fields of Education and Translation and Interpreting. Specifically, it examines how professional relationships between co-teachers fuel teacher learning, the specific learning processes generated, and the areas of professional development impacted. To do so, 11 reflective teacher diaries were coded and analyzed, and further evidence was collected through focus groups interviews with students of some of the co-taught courses. Results suggest that comparison with the co-teacher is the main force behind participants’ learning on co-teaching; furthermore, such comparisons enable three main learning processes: reflection, negotiation and transfer, bearing mainly on teaching methods and materials and use of technology. Finally, there is evidence that occasional or ongoing team teaching (two instructors simultaneously in class) can enhance the effectiveness of co-teacher comparisons.