thematic units
Recently Published Documents


TOTAL DOCUMENTS

103
(FIVE YEARS 53)

H-INDEX

7
(FIVE YEARS 1)

2021 ◽  
Vol 3 (11) ◽  
pp. 52-56
Author(s):  
Esther Some-Guiebre

This article explores the implementation of communicative approaches in English as a foreign language (EFL) teaching in Burkina Faso. Ten years after the revision of the syllabi, the implementation of communicative approaches in EFL teaching is still lagging. Teachers are still struggling to enact communicative approaches in the classroom. This article seeks to understand the factors that hinder the achievement of the communicative goals set by policymakers. This article investigates those hindrances under the lens of teachers who are the expected enactors of communicative approaches in the classroom. It used a mixed methodology for data collection, and the participants are teachers and teacher supervisors. Data analysis consisted of the integration of quantitative data into qualitative thematic units of analysis. The findings revealed that the implementation of communicative approaches did not go beyond the definition of the communicative goal and the design of communicative syllabi. The textbooks and the teaching methodologies remained traditional and teachers did not receive appropriate contextualized training to apply communicative approaches in their classes.


Author(s):  
Achmad Jamil ◽  
Eriyanto Eriyanto

This study aimed to analyse the dialogic communication by The House of Representatives through Instagram of the Republic of Indonesia (DPR-RI) as part of public institutions. This study is prompted by the low public trust in DPR using dialogic communication in Instagram. DPR-RI Instagram account is one of the most popular accounts among Indonesian government bodies’ Instagram accounts. Having 470,000 followers, DPR_RI’s Instagram has uploaded 6,347 photos and videos. The research method used was quantitative content analysis. This study also used thematic units that examined the topic or discussion of a text. The populations in this study were the posts on the Instagram account of DPR RI (@dpr_ri) from January 2015 to December 2020. The sample in this study amounted to 600 posts where, in each year, 100 posts were taken as a sample. The result indicates that DPR Instagram account has not applied the principle of dialogic communication. The low number of posts suggesting a dialogue with the public and stakeholders signifies this finding. DPR could use the results of this study to improve their public communication, especially in the use of social media.


2021 ◽  
Author(s):  
Kei Miyazaki ◽  
Kenya Ie ◽  
Masaru Kitamura ◽  
Akiteru Takamura

Abstract Background: Mie University is one of the first medical schools to initiate a community-based clinical clerkship in general medicine. The curriculum was developed over fifteen years ago based on the personal expertise of the general medicine faculties. The purpose of this project is to update and revise the curriculum and learning objectives by integrating the ideas of community primary care physicians and university faculties involved in clinical clerkships.Methods: We have conducted semi-structured interviews with community primary care physicians. The interviews were based on keywords extracted from the preliminary research. Two researchers independently reviewed the free-coded interview transcripts, organized them into thematic units using thematic analysis, and then discussed and merged them into one list between the two researchers. This list was shared and discussed among the four researchers to create a new curriculum and learning objectives.Results: Nine primary care physicians participated in group interviews and 11 participated in individual interviews. The following themes were identified: 1.role of primary care 2.contextual care 3.hospital-clinic collaboration 4.multidisciplinary care/inter-professional work 5.work-life balance 6.health economics 7.health promotion 8.health policy 9.common problems/common diseases. Conclusion:We have redefined the learning objectives of the general medicine clinical clerkship. The abstracts have been made more specific, which will be more helpful for both teachers and learners.


2021 ◽  
Vol 12 (1) ◽  
pp. 21
Author(s):  
Maiara Afonso Afonso de Lima ◽  
Vinícius Peretti ◽  
Fernanda Silva Veloso

RESUMO: Com o auto isolamento exigido pelo COVID-19, o ensino presencial, parte fundamental da experiência de estágio, se tornou inviável implicando e favorecendo o aparecimento de novos campos para a sua realização. Surge, assim, a oferta de cursos de línguas, ainda que temporária, para o ensino remoto emergencial (ERE), como, por exemplo, as aulas do FIVU. Este artigo tem como objetivo principal apresentar e discutir a elaboração e a aplicação de unidades temáticas de língua italiana elaboradas por dois alunos do curso de Letras Italiano, regularmente matriculados na disciplina de Prática de Ensino de Línguas Estrangeiras Modernas Neolatinas 1, além de apresentar sua experiência didática nas regências em sala de aula virtual. A unidade didática e as aulas virtuais foram viabilizadas por meio de compartilhamento de tela, apresentações de slides, bem como por aplicativos online, como o Mentimeter e o Learning Apps. Os cursos de extensão de Língua Italiana estão vinculados ao projeto de extensão FIVU (Formação em Idiomas para a Vida Universitária) e foram viabilizados por meio de uma parceria entre docente orientadora, alunos estagiários e Programa de Pós-Graduação em Educação (PPGE) da Universidade Federal do Paraná (UFPR). O curso de nível básico, e com duração de 30 horas, foi ministrado no Teams Office 365 institucional e teve uma carga horária semanal de 4 horas-aula. O público-alvo foram nove alunos de mestrado e doutorado do PPGE-UFPR, muitos deles já com conhecimento prévio da língua italiana devido às leituras de suas bibliografias de pesquisa.Palavras-chave: Prática de ensino. Ensino remoto emergencial. Unidade didática. ABSTRACT: Con l'isolamento causato dal COVID-19, i lavori faccia a faccia sono diventati irrealizzabili, implicando e favorendo la comparsa di nuovi campi di stage adatti a questa nuova realtà. Nasce così la possibilità di offrire corsi di lingua, anche se temporanei, per la didattica a distanza di emergenza. I corsi di estensione della Lingua Italiana sono vincolati al progetto di estensione FIVU (Formação em Idiomas para a Vida Universitária) e sono stati resi possibili attraverso una partnership tra studenti, professoressa e Programa de Pós-Graduação em Educação (PPGE) dell’Universidade Federal do Paraná (UFPR). Il corso di livello principiante della durata di 30 ore è stato tenuto presso il Teams Office 365 istituzionale, ed ha avuto un carico di lavoro settimanale di 4 ore di lezione. Il pubblico di riferimento era di nove studenti di master e dottorato del PPGE-UFPR e molti di loro avevano già una conoscenza precedente della lingua italiana a causa delle letture delle loro bibliografie di ricerche. L’obiettivo principale di questo articolo è presentare e discutere lo sviluppo e l’applicazione delle unità didattiche elaborate da due studenti del corso di Lettere Italiano, iscritti alla disciplina di Prática de Ensino de Línguas Estrangeiras Modernas Neolatinas, oltre a presentare l’esperienza didattica degli studenti nell’insegnamento di italiano in una una classe virtuale. Le unità didattiche e le lezioni virtuali sono state fatte attraverso la condivisione dello schermo, presentazioni di diapositive, nonché attraverso applicazioni online, come Mentimeter e Learning Apps.Parole-chiave: Pratica di insegnamento. Didattica a distanza di emergenza. Unità didattica. ABSTRACT: With the self-isolation required by COVID-19, face-to-face teaching, a fundamental part of the internship experience, became unfeasible, implying and favoring the appearance of new fields for its realization. Thus, there came the offer of language courses, even though temporary, for emergency remote education (ERE), such as the FIVU classes. The main objective of this article is to present and discuss the development and application of thematic units of Italian language prepared by two students of the Italian Language course, regularly enrolled in the Teaching Practice of Neolatine Modern Foreign Languages, in addition to presenting their didactic experience in the regency in a virtual classroom. The didactic unit and virtual classes were made possible through screen sharing, slide shows, as well as through online tools, such as Mentimeter and Learning Apps. The Italian language extension courses are linked to the FIVU extension project (Training in Languages for University Life) and were made possible through a partnership between the faculty advisor, the intern students, and the Graduate Program in Education (PPGE) of the Federal University of Paraná (UFPR). The basic level course, with a duration of 30 hours, was given through the institutional Teams Office 365 and had a weekly load of 4 class hours. The target audience was nine master's and doctoral students from PPGE-UFPR, many of whom already had prior knowledge of the Italian language owing to the readings of their research bibliographies.Keywords: Teaching practice. Emergency remote education. Didactic unit.


Panorama ◽  
2021 ◽  
Vol 15 (29) ◽  
pp. 32-51
Author(s):  
Jairo Eduardo Soto-Molina ◽  
Pilar Méndez-Rivera

This article introduces the results of an experimental intercultural English class (IEC) using the flipped classroom methodology. Thematic units were developed with the 5 E's instructional model (Engage, Explore, Explain, Elaborate, and Evaluate) based on the constructivist approach to learning.  This qualitative study collected data from 20 students at Atlántico University. The questionnaires used in the analysis of the 2 survey rounds rate Students’ responses in relation to learning of contents, methodology of the class and autonomy. Results based on the second round led to four major conclusions: (i). There is satisfaction with the use of the Flipped Classroom strategy, in terms of time management and freedom to prepare classes. (ii). Practical activities are more engaging to work collaboratively. (iii) Teachers have a subtle presence which provides more opportunities for students to negotiate control and participation. (iv) Although autonomous learning is possible, teacher support is pivotal to increasing it. These findings are discussed within the framework of the didactical component of teaching and its implications for this public university.  


2021 ◽  
Vol 1 (7) ◽  
pp. 301-323
Author(s):  
Биљана Сикимић

Based on the fieldwork research of Serbs in Arad county (Romania) done in 2013– 2015, the paper analyzes narratives about personal relocation to the city of Arad and elements of biographical stories given in the form of digressions in narratives covering the themes of traditional Serbian culture. Collected material comes from the settlements of Nadjfala/Satu Mare, Felnak/Felnac, Monoštor/Mănăştur Munara/Munar, Tornja/Turnu, town of Arad, as well as from published memories of the victims of communism. The time period covered in the narratives starts from the period of communism, through the Revolution of 1989, all the way to the modern, parallel world and double life in the villages and Arad at the same time. The narratives are divided into five thematic units that cover the current situation in the settlement, memories of the Felnac tamburitza orchestra, trips to Arad from a children’s perspective, fragments about everyday life in Arad and today’s situation of emotional division between the village and the city. The attached transcripts are verbatim and reflect the different degrees of preservation of the Serbian language (Šumadija-Vojvodina dialect) and the corresponding influence of the Romanian language in each individual participant.


2021 ◽  
Vol 18 (1) ◽  
pp. 01-19
Author(s):  
Carmen Lúcia Eiterer ◽  
Ariadne Cristiane Fantoni Silva ◽  
Maria Cristina da Silva

This text presents part of a master's research that aimed to understand the process of teaching professionalism from testimonies of retired teachers. These collaborating teachers joined the Municipal Education Network of Belo Horizonte in the 1980s and taught for the initial grades of elementary school. The narrative interviews allowed them to access the stories of teachers and produce knowledge about the profession and teaching professionalism. We were able to understand how the process of building the teachers' professionalism developed. We used Sacristán (1995) and Roldão (2005, 2007) to discuss the teaching profession, Nóvoa (1995, 2017), Tardif (2002), to discuss the specific knowledge of the teaching profession and also Tardif and Lessard (2007) on thecharacteristics of teaching work. We identified thematic units -the reasons for the teaching choice, the family, contexto and insertion in the profession and the construction of knowledge about teaching.


2021 ◽  
Vol 6 (1) ◽  
pp. 167
Author(s):  
Jose Antonio Nuñez Rodríguez ◽  
Beatriz Guiomar Coelho de Torres ◽  
Alcira Marina Argüello Delgado

En este artículo se describe la experiencia educativa del diseño e implementación del aula virtual de la asignatura Histología II a través de la plataforma Moodle, como complemento de las clases presenciales durante el lapso académico 2016-I (Abril-Septiembre) del plan de estudio Técnico Superior Universitario en Histotecnología dictado por la Universidad de Carabobo. Se trabajó en tres fases, la primera dedicada al diseño del aula mediante nueve unidades temáticas con sus respectivos recursos técnico-pedagógicos, constituidos por documentos descargables de las clases, microvídeos y laminario con cortes histológicos. Una segunda fase dedicada a la implementación del aula con 28 alumnos y una tercera fase de evaluación relacionada con las estadísticas de accesibilidad y uso de los recursos, así como una consulta a los estudiantes sobre el diseño, contenidos y actividades. Los resultados muestran que la utilidad práctica del aula virtual implementada se enfocó en un espacio para la revisión de los contenidos y no como un espacio para la construcción del conocimiento, existiendo estudiantes tímidos frente al cambio. Sin embargo, los recursos diseñados tuvieron un 78,5% de aceptación, mientras que las actividades sumativas propuestas, como crucigramas, infografías y mapas mentales tuvieron un 75% de aceptación. PALABRAS CLAVE: Aprendizaje colaborativo; construcción del conocimiento; morfología microscópica; TIC.   Design and implementation of a virtual classroom in the Histology II subject ABSTRACT This article describes the educational experience of the design and implementation of the virtual classroom of the subject "Histology II" through the Moodle platform, as a complement to the face-to-face classes during the academic period 2016-I (April-September) of the Higher Technical University study in Histotechnology dictated by the University of Carabobo. Work was carried out in three phases, the first one dedicated to classroom design using nine thematic units with their respective technical-pedagogical resources, consisting of downloadable class documents, micro-videos and a laminar with histological sections. A second phase dedicated to the implementation of the classroom with 28 students and a third evaluation phase related to accessibility statistics and use of resources, as well as a consultation with students on design, content and activities. The results show that the practical usefulness of the implemented virtual classroom was focused on a space for the revision of the contents and not as a space for the construction of knowledge, there being shy students in the face of change. However, the designed resources had a 78.5% acceptance, while the proposed summative activities, such as crossword puzzles, infographics and mind maps had a 75% acceptance. KEYWORDS: Collaborative learning; construction of knowledge; microscopic morphology; ICT.


Author(s):  
Ondrej Marchevsky ◽  

The paper can be seen as a response to the 1994 challenge formulated by A.I. Abramov in his work Kant in Russian Spiritual-Academic Philosophy, where he emphasizes the need to examine reflections on Immanuel Kant’s legacy in var­ious Russian academic and intellectual environments. This study thus joins the existing ones that have covered the dominant tendencies of Russian Kantian studies in such important environments as, for example, academies or journals as Kant Studien, Problems of Philosophy and Psychology and their editorial boards. The paper focuses on one of the journal environments – Problems of Phi­losophy – and it responds to the status quo, i.e., to the fact that this important and still living creative environment has not been the subject of a systematic review in the context of the study of Kant’s creative legacy. The paper is not an overview or chronological summary of works but it uses the approach of subject-thematic analysis to reveal the main pillars of the interest in Kant. The author identifies thematic units, areas, and contexts that become the subject matter of critical and creative interest of the authors in this philosophical journal and within them he tries to bring a closer look at particular works that deserve further evaluation.


Sign in / Sign up

Export Citation Format

Share Document