Las inteligencias múltiples en la clase de educación física; una experiencia formativa con alumnos de educación primaria (Multiple intelligences in physical education class; a formative experience in primary school students)

Este trabajo buscó descubrir de qué manera la clase de educación física puede favorecer la manifestación de las inteligencias múltiples en la resolución de problemas en 27 alumnos de ocho a nueve años de un grupo de cuarto grado de una escuela primaria. Mediante el método cualitativo en la aplicación de una secuencia didáctica de siete sesiones se recogieron datos mediante una evaluación formativa utilizando entrevistas, observación y el cuaderno de educación física que los niños utilizaron a lo largo de la intervención donde expresaron parte de su experiencia y aprendizajes que adquirieron en la clase de educación física. Como resultado se observa que los alumnos expresan de manera específica los aprendizajes obtenidos en la secuencia didáctica en donde se manifiestan las inteligencias múltiples para la resolución de problemas permitiendo conseguir los objetivos de la secuencia didáctica. Se concluye la importancia de fortalecer una clase de educación física inclusiva mediante el enfoque de las inteligencias múltiples en donde los alumnos puedan expresar sus habilidades y capacidades para lograr los aprendizajes esperados de educación física, se enfatiza la necesidad de trabajar las competencias didácticas en los docentes para planificar escenarios aptos y estimulantes que permitan en el alumnado lograr un desarrollo integral. Abstract. This work sought to discover how physical education class can favor the manifestation of multiple intelligences in problem solving in eight- to nine-year-old elementary school students. Through the qualitative method in the application of a didactic sequence of seven sessions, data was collected through a formative evaluation using interviews, observation and the physical education notebook that the children used throughout the intervention where they expressed part of their experience and learning that acquired in physical education class. As a result, it is observed that the students express in a specific way the learning obtained in the didactic sequence where multiple intelligences are manifested for solving problems, allowing to achieve the objectives of the didactic sequence. The importance of strengthening an inclusive physical education class through the approach of multiple intelligences is concluded where students can express their abilities and capacities to achieve the expected learning of physical education, the need to work on didactic skills in teachers is emphasized to plan suitable and stimulating scenarios that allow students to achieve development.

The professional image of a modern university lecturer

The article analyzes the structure of the university lecturer image consisting of basic competencies, a social status and professional competencies – didactic skills, conceptual training, and professional-Self. The article considers the factors affecting the professional image of the universities’ teaching staff, nowadays, such as: the transition to a skills-oriented education, the Russian employers’ requirements for university graduates, the commercialization of higher education, and the students’ audience specifics of the represented by generation “Z”, preferring the Internet resources as the main information sources. The article highlights the professional image of the teaching staff both in the eyes of the administrative structures of universities and students. A pilot study of the teaching staff professional image perception as seen from the students’s perspective was carried out the department of industrial policy and business administration of Kazan National Research Technological University. Due to the conducted research, it became possible to establish the most important characteristics of the internal image of a university lecturer from the students’ point of view and the significance of his/her external image.

Preventing violence in youth sport and physical education: the NOVIS proposal

Background Violence in sport, both on and off the field, has been conceived as a main social problem that needs to be prevented. Aims The purpose of this paper is to present in the ‘No Violence in Sport’ (NOVIS) project framework, a modular training model, some recommendations and tools that can be implemented in youth sport and physical education (PE) to prevent violence. Methods A modular training model summarized in a NOVIS methodological guide designed for coaches and PE teachers aimed at raising awareness on preventing violence and developing specific didactic skills to contrast violence is presented. Didactic recommendations to create a mastery (task-involving) motivational climate in youth sport and PE, interactive didactic methodologies and inclusion are the key elements of the modular training model. In addition, some multimedia didactic tools (i.e., sport chart, logbooks, cooperative games, and videos) are also presented. Conclusions The main aim of the NOVIS project was to develop teaching methodologies and tools focused at preventing violence in youth sport and PE. Future research is needed to implement the modular training model and to test it, evaluating its efficacy, expanding its aims, and adapting it to specific contexts and countries.

Dental Student Perspectives of a Comprehensive-Based Teaching Methodology: A Confidence, Effectiveness, and Challenge Report

Background/Objectives. The holistic methodology in education has been widely appreciated and implicated in dental schools in the last decade. Our department of conservative dentistry decided to reform the educational model of teaching from a traditional requirement-based model to a hybrid model incorporating comprehensive care treatment. The aim of our study was to assess students’ confidence and perspectives regarding the benefits of a comprehensive model of teaching. Materials and Methods. A questionnaire was distributed at the end of the academic year 2018-2019 and designed to investigate students’ opinions on the benefits of the new model of teaching, as well as difficulties encountered and possible shortcomings. In addition, self-perceived confidence level was assessed for the purpose of comparing confidence during supervised tasks versus confidence during comprehensive patient care. Results. Complete responses were gathered from 127 students out of 202, giving a response rate of 63%. The majority of students believed that the comprehensive model of teaching allowed them to better address patients’ needs, gave higher satisfaction, positively influenced self-confidence, permitted greater exposure to clinical techniques, and enhanced reasoning and analytical skills. However, their confidence was still lower in comprehensive patient management when compared to supervised tasks. Conclusion. Our students showed an appreciation of the comprehensive care model. Self-learning and didactic skills were enhanced. It would, therefore, be beneficial to adapt this methodology to earlier years and other disciplines to enhance the effectiveness of education and achievement of learning outcomes.

Zu Effekten zum Einsatz der Theaterprojekte im Lehrerausbildung

In today’s classrooms, teachers are often under great pressure — they not only have to prove themselves professionally but also as strong personalities. In teachers-training courses at universities, subject-related and didactic skills are often built up intensively, but there is a lack of support for personal and social skills, planning and management skills, and development skills. Extracurricular theater projects can compensate for this shortcoming. The paper presents effects of several years of theater work on teaching students studying German as a foreign language. Theoretically, the contribution is firstly underpinned by the approach of the Canadian sociologist Erving Goffman (2003) about self-portrayal in everyday life, in which he points out a similarity between acting and social contact [3]. Second, it is based on the understanding of the “performative competence” by Wolfgang Hallet (2010). Both concepts are transferred to the social contact between teachers and learners. Extracurricular theater projects can compensate for this shortcoming. The paper presents effects of several years of theater work on teaching students studying German as a foreign language. Theoretically, the contribution is firstly underpinned by the approach of the Canadian sociologist Erving Goffman (2003) about self-portrayal in everyday life, in which he points out a similarity between acting and social contact [3]. Second, it is based on the understanding of the “performative competence” by Wolfgang Hallet (2010). Both concepts are transferred to the social contact between teachers and learners.

Influence of Clinical Expertise Between Clinician-Instructors Versus Student-Instructors on the Effectiveness of Ultrasound Courses

Purpose To investigate how the extent of an ultrasound instructor’s clinical expertise influences the level of hands-on ultrasound competency achieved by clinicians after three-day ultrasound courses in abdominal and emergency ultrasound. The second goal was to determine how physicians in residency rate the sonographic and didactic skills of student instructors compared to medical staff instructors. Method A total of N = 100 residents participating in a 3-day ultrasound workshop were randomly trained either by 15 student instructors or by clinical staff physicians, both with > 2 years of teaching experience. Both instructor groups had previously completed 120 hours of didactic instructor training. Ultrasound competencies were assessed by a standardized objective structured clinical examination (OSCE) of healthy individuals. The sonographic and didactic skills of both instructor groups were rated by questionnaires with six-step Likert items (1 = excellent, 6 = poor). Results The cohort, trained by student instructors, achieved the same scoring level as the second cohort, trained by physician instructors (mean score 76.4, versus 73.7 of max. 100 points, p = 0.28) in the final OSCE. The sonographic qualification was rated for student educators as 1.44 (mean) [1.1–1.62], versus residents 1.46 [1.26–1.61], versus attendings 1.29 [1.05–1.61]. Didactic skill levels were rated without significant differences with means of 1.53, 1.57 and 1.53, respectively. Discussion & Conclusion The didactic competence of student instructors does not differ statistically from the competency levels of experienced physicians. In terms of the acquired ultrasound skills of trainees, our data indicate that student instructors can be as efficient as staff instructors. Therefore, student instructors can be employed as resource-saving ultrasound educators without decreasing the skills level achieved by course participants, provided that they previously underwent a comprehensive didactic and sonographic training program.

Students' perspectives and views toward a comprehensive based model of teaching: Confidence, effectiveness and challenges

Background The holistic methodology in education has been widely appreciated and implicated in dental schools in the last decade. Our department of conservative dentistry decided to reform the educational model of teaching from a traditional requirement-based model to a hybrid model incorporating comprehensive care treatment. The aim of our study was to assess students’ confidence and perspectives regarding the benefits of a comprehensive model of teaching. Methods A questionnaire was distributed at the end of the scholastic year 2018-2019 and designed to investigate students’ opinions on the benefits of the new model of teaching as well as difficulties encountered and possible shortcomings. In addition, self-perceived confidence level was assessed for purpose of comparison between their confidence in supervised tasks versus confidence during comprehensive case treatment. Results Completed responses were gathered from 127 students out of 202 giving a response rate of 63%. The majority of students believed that comprehensive cases allowed them to better address patients’ needs, gives higher satisfaction, positively influences self-confidence, permits greater exposure to clinical skills/techniques and enhances reasoning and analytical skills. However, their confidence was still lower in comprehensive case management when compared to supervised tasks. Conclusions Our students showed an appreciation of the comprehensive care model. Self-learning and didactic skills were enhanced. It would therefore be beneficial to adapt this methodology to earlier years and other disciplines, to enhance the effectiveness of education and achievement of learning outcomes.

OCENIANIE KOMPETENCJI STUDENTÓW – PRZYSZŁYCH NAUCZYCIELI JĘZYKA OBCEGO PRZEZ NAUCZYCIELI – OPIEKUNÓW PRAKTYK, NA PRZYKŁADZIE JĘZYKA FRANCUSKIEGO

The aim of this paper is to analyse how French teachers evaluate the didactic skills of students of the Institute of Romance Studies after their three-week teaching practice in a Polish middle or high school. We will be interested primarily in the descriptive evaluation written by the supervising school teachers, which affords an overview of the key competences of foreign language teachers in their own opinion (i.e. their personal theory of teaching) as well as of the terminology used to describe them and reflecting modern or more traditional conceptions of teaching. Our analysis will be carried out with reference to the competences highlighted in a self-evaluation tool, the European Portfolio for Students Teachers of Languages. Conclusions are drawn regarding not only the need to strengthen cooperation between the university and the school teachers to instil a reflective attitude, but also to strengthen the correlation between the tutors’ evaluation and the self-evaluation of thetrainees – not only to develop their autonomy, but also for formative assessment of both the student and the teacher.

Hololens el nuevo perfil de realidad aumentada para la competencia educativa

Currently, in education there are challenges that place the teacher in the need to acquire new knowledge for the development of new skills and didactic skills that can foster attitudes in students with a positive assessment of divergent, creative and critical thinking, as well as work Multidisciplinary, orderly and responsible, in adapting to change. The augmented reality Hololens is the direct or indirect vision of a real-world physical environment. If it is a technology that helps enrich the vision of our real environment complete with information from the digital world, it allows to create images and animations with total interactivity with the user in real time within a three-dimensional environment. The research focuses on the use of a new technology that allows to display three-dimensional images and interact with large volumes of data, which can be implemented in the different sector including education, due to the advancement of this technology and thanks to mobile devices It has greater processing capacity and includes digital cameras, state-of-the-art sensors and global location systems, possible development of more precise systems with augmented reality, since this technology allows something that until recently was unthinkable, mixing digital information with situations real three-dimensional, having an impact on the new academic profiles of higher level students.