Resumo: Este texto tem como objetivo compreender a constituição da identidade de professores do atendimento educacional especializado (AEE), partindo das concepções, características e relações estabelecidas ao longo da carreira docente. O estudo, de abordagem qualitativa, evidencia parte dos resultados de uma pesquisa-formação realizada com professoras do AEE atuantes na Rede Municipal de Ensino de Caucaia, no Ceará, em formato virtual, via plataforma Google Meet. Os dados foram analisados por meio da Análise Textual Discursiva. Como resultados, constatou-se que as concepções, características e relações estabelecidas na carreira participam intensamente da constituição identitária dos professores do AEE, sobretudo quando associadas ao processo de desenvolvimento profissional. Entretanto, as características atribuídas a esses docentes parecem ser tipificadas pelo paradigma atual da educação especial inclusiva, fazendo prescrever visões assistencialistas, caritativas e missionárias com relação à profissão. Considera-se que todas essas ideias necessitam ser superadas, em prol de uma identidade docente mais consciente e emancipada no contexto do AEE.
Clésio Castro do CARMO, Ozerina Victor de OLIVEIRA
O artigo problematiza a criação de Escolas Estaduais Cívico-Militares em Mato Grosso, analisando um processo seletivo de ingresso e seus impactos curriculares, especialmente no que se refere à educação escolar indígena. Com abordagem qualitativa e natureza documental, o estudo examina a prova do processo seletivo de 2024, articulada à análise de leis, decretos e diretrizes do programa das Escolas Cívico-Militares. Os resultados indicam que, apesar do discurso oficial de respeito às diferenças, os dispositivos normativos e avaliativos produzem efeitos excludentes, reforçando desigualdades e tensionando o direito à educação que acolha a diferença.
Education (General), Theory and practice of education
In this study, the predictive role of exposure to dating violence and self-efficacy on the attitude of seeking psychological help was examined. 508 students (371 female, 137 male) from a state university participated in the study. The data was collected online. This research was conducted using a correlational survey model. Dating Violence Experiences Scale, General Self-Efficacy Scale and Attitudes Towards Seeking Psychological Help Scale-Short Form were used in the study. Pearson Correlation Coefficient and Multiple Linear Regression analysis were used in data analysis. Multiple linear regression analysis revealed a significant relationship between self-efficacy and exposure to dating violence and the attitude towards seeking psychological help. According to the results of the analyses, as the level of exposure to dating violence increased, negative attitudes towards getting psychological help increased; as the level of self-efficacy increased, positive attitudes towards getting psychological help increased; and as the level of self-efficacy decreased, the risk of exposure to dating violence decreased. Accordingly, self-efficacy and exposure to dating violence were found to be significant predictors of attitudes towards seeking psychological help. The results of the study revealed the importance of self-efficacy and showed that psychological support services on campus should be improved. The research findings was discussed in line with the literature in the field.
Hiske Joanna Brouwer, Elco Buurma, Esther de Groot
et al.
Introduction: Clinician-teachers are engaged in both clinical practice and education. They positively influence student learning by connecting clinical practice and education. Most research into clinician-teacher’s dual role was performed in the clinical settings where practice and teaching are intertwined. The benefits of clinician-teachers’ dual role in the classroom-setting have been underexplored, whilst a large part of medical education is classroom-based. Using boundary work theory as a lens, this study aimed to illuminate clinician-teachers’ observable boundary spanning behavior integrating the clinical practice and medical education in the classroom. Methods: A qualitative observation study of classroom-teaching within postgraduate general practitioner specialty training at three Dutch medical institutes was conducted. Video recordings and transcripts of classroom teaching were analyzed using a structured observation schedule. Boundary spanning behavior was categorized into: boundary bridging, boundary making and boundary maintenance. Distinctions were made between verbal- and non-verbal behavior. Results: All three categories of boundary spanning behavior were observed. Clinician-teachers demonstrated boundary bridging by integrating their own clinical experiences, by normalizing students’ reported clinical experiences, by encouraging students’ sharing of clinical experiences and by encouraging students to apply theory in practice. Clinician-teachers demonstrated boundary making by accentuating discontinuities between clinical practice and educational information, and boundary maintenance by allowing transient differences to exist between the two settings for didactic reasons. Discussion: This observational study contributes to an understanding of how clinician-teachers use their experience as a clinician in classroom-teaching. These insights may contribute to faculty development fostering boundary-spanning teaching practices.
In the context of reforming general secondary education, it is important to identify and analyze the changes occurring in the human resources of the general secondary education system under the influence of various factors, particularly the martial law in the country. This study focuses on biology teachers as an example. The following system of indicators was used to statistically characterize biology teachers in modern Ukraine: the number of teaching staff (differentiated by urban and rural areas); the age and gender structure of teachers; the structure of teaching staff by education level; the number of students per teacher; the number of biology classrooms in general secondary education institutions; and the number of institutions and students involved in specialized biology education. The article presents the results of the analysis of statistical indicators regarding biology teachers in the general secondary education system. A trend of gradual reduction in educational institutions and, accordingly, teachers, including biology teachers, was identified. Attention is drawn to the decrease in the number of biology teachers under the age of 30 (30%). Statistics indicate a high educational level among biology teachers: nearly 98% have a master’s degree. The number of urban educational institutions with equipped biology classrooms is gradually increasing. Overall, the percentage of high school students involved in specialized education is gradually rising nationwide. At the same time, an analysis of statistical data on the functioning of specialized biology education suggests that over the past five years, there has been a gradual decrease in the number of students engaged in specialized biology education.
There is a growing body of literature that recognises the influence of trauma on the learning process. The article analyses foreign approaches to the development of curricula based on a trauma-informed approach. The relevance of the study is driven by the need to institutionalise the training of future teachers based on a trauma-informed approach in response to the challenges faced by education in the process of recovery from the COVID-19 pandemic and in connection with the full-scale war in Ukraine. The article aims to outline foreign practices of implementing a trauma-informed approach at the level of curricula and present practical ways to implement such practices in curricula and syllabi design in Ukraine. The study is based on the qualitative methodology of comparative pedagogical research with the use of grounded theory. The empirical data of the study were obtained from the analysis of scientific databases and websites of higher education institutions where programmes are developed on the basis of a trauma-informed approach. The results of the study outline ways to implement the principles of the trauma-informed approach in the programme and present the first experience of implementing certain elements of the approach in the training programme for future teachers. Some of the ways of implementing trauma-informed principles to syllabi design are to employ a friendly tone in the welcome message to students; articulate detailed expectations regarding assignments and grading policy; survey students to learn about their preferred accommodations and triggering topics; outline expectations regarding course support, attendance, participation, camera policy, and accommodations in cases of force majeure; provide links to university policies concerning students; provide students with flexible deadlines, task completion options, and formative assessment. The prospect of the research is to analyse the experience of students who studied under the proposed programme, as well as within the trauma-informed educational environment created by it.
The article examines the development of civic competence of history and civic education teachers in the system of in-service training as a necessary condition for the development of civil society in Ukraine. The purpose of the study is to analyze the system of in-service training of history and civic education teachers in postgraduate education and their perception of their professional development process, as well as to reveal the main aspects of motivation to improve their skills and develop the civic competence of history and civic education teachers. It is shown that anthropologism as a scientific concept that considers the individual as a subject of educational activity and social relations, recognizes a person as a complex system that develops itself according to internal and external laws, is of methodological importance for in-service training in the system of postgraduate education. In the course of the study, the methods of observation, oral communication and analysis were used. The problems and difficulties of cross-cutting civic education in the educational process and the subject area of each of the subjects taught in general secondary education institutions are shown. The study has shown that the vast majority of history and civic education teachers are eager to acquire new knowledge, are well aware that professional development can contribute to profound changes in teaching if it is based on classroom practice, is continuous and is carried out in collaboration with other teachers. The vast majority of teachers understand that when they learn and develop their own competencies, they transform their knowledge into practice for the benefit of their students’ development.
This research aims to analyze the opinions of classroom teachers on the social skills of refugee students. The qualitative method linked to case study design was used in the research. Within the scope of the research, interviews were conducted with 22 classroom teachers who have knowledge about the concept of social skills; who work in Sivas which was selected with regard to the method of convenience sampling; and who have refugee students in their classes which were selected with regard to the method of criteria sampling. Data were collected by using semi-structured interview and observation forms. Descriptive analysis method was used in the analysis of the data. As a result of the research, it was observed that refugee students have language problems, and they are shy and introvert. It was determined that communication and social skills of the students are weak; yet, they obey school and classroom rules. The number of teachers who stated that refugee students’ ability to solve the problems they face is sufficient and the number of teachers who stated that refugee students’ ability to solve the problems they face is not sufficient are very close to each other. While the teachers state that they do not do any extra exercise in the classes to increase social skills of refugee students and they do not find themselves competent as they do not have knowledge on this subject, they also suggest that students should learn Turkish before they attend school. A variety of suggestions were made in the light of the research findings.
本研究從教育與勞動市場連結的觀點探討「學用相符」與「就業職能」對畢業生初入職場薪資的影響，以文憑主義、訊號理論與人力資本論為理論依據，研究方法採多層次分析，總體層次包含團隊合作能力、溝通協調能力、專業技術能力三項就業職能，個體層次則探討垂直和水平學用相符程度對薪資的影響，且考慮總體與個體兩個層次的互動效應。資料來源為「臺灣高等教育整合資料庫」95 學年度畢業後一年流向調查，合併學士及碩士之資料。研究發現，總體層次的「團隊合作能力」以及「專業技術能力」對於薪資有顯著的提升效果，「溝通協調能力」則是負向作用；個體層次方面，垂直與水平的學用不符皆會導致薪資減少。總體與個體層次的調節效果呈現：縱向的學用相符與薪資間的關係會受到「團隊合作能力」與「專業技術能力」調節作用之影響，而三個就業職能在水平學用相符與薪資間則無調節效果。回應到理論的解釋，文憑和訊號對職場新鮮人的薪資提升皆有正向的影響，它的作用就像是過濾器，在第一階段先淘汰了學用不符者，人力資本在第二階段才發生實質的效果。本研究主題契合聯合國「永續發展目標」中「勞力市場制度」關懷的議題。
This study investigated the factors influencing graduates’ salaries. pecifically, this study analyzed the relationship between education and the labor market by considering education-job match and employee competencies. This article used credentialism, signaling theory and human capital theory as the theoretical basis to conduct in-depth analysis and discussion. To achieve
research purpose, a multilevel analysis was adopted. At the group level, the study investigated several competencies, such as teamwork, communication skills, and expertise, among individuals with different university majors. At the individual level, the study focused on how vertical and horizontal education-job matches influence salary. The moderating effect of the two levels was also considered. Data were obtained from the 2006 follow-up of a university graduate survey from the Taiwan Integrated Higher Education Database, which contains data from bachelor’s and master’s degree holders. Our findings at the group level indicate that teamwork and expertise positively affect salaries. However, communication skills have the opposite effect. At the individual level, both vertical and horizontal education-job mismatches result in lower salaries. The interactions between
these two levels, teamwork, and expertise moderate the relationship between vertical education-job match and salary. The three competencies do not moderate the relationship between horizontal education-job match and salary. In terms of theoretical explanations, credentialism and signaling
theory have a positive impact on the salary increase of freshmen to the labor market. They act as a filter, eliminating education-misfit and major-misfit workers in the first stage. Thereafter, human capital theory takes substantial effect in the second stage. The research topic and analysis process are
consistent with the labor market institution issues concerned by the “decent work and economic growth” project under the United Nations Sustainable Development Goals.
The article examines both the theoretical and practical aspects of storytelling as a teaching technology in higher education at the second (master’s) level. The benefits of incorporating storytelling into the practice of teaching the course «Leadership in Education» is demonstrated, since telling stories is a relevant tool for leaders at all levels. The content and objectives of the course «Leadership in Education», which is included in the innovative educational program «Corporate Education and Personnel Development» at Borys Grinchenko University of Kyiv, are briefly described. There is a brief theoretical review of current English and Ukrainian scientific works on the subject under consideration. The following functions of storytelling as a teaching technology are distinguished: educational, value-oriented, motivational, educational, developmental, communicative, and mentoring. Methodological recommendations for the creation of a successful story, relating to its structure and required components, are developed. An example of recommendations on the use of storytelling, which the author followed when teaching the course «Leadership in Education» at the second (master’s) level of higher education, is given. The recommendations are based on the theoretical generalization of scientific views of scientists and their own pedagogical experience. Based on student feedback, it is concluded that using storytelling in higher education as a technology that improves the efficiency of the educational process is recommended. The study has confirmed the need for a thorough examination of the pedagogical and psychological foundations of storytelling, as well as appropriate teacher training in the use of this technology.
The article deals with preparation of lecturers for research-based teaching in the framework of professional development programs at European universities. It has been noted that the development of professional competencies among lecturers, necessary for such teaching, is determined by 2 factors: the orientation of the institutional policy and corporate culture of a higher educational institution towards the introduction of a holistic system of teaching based on research, as well as professional development programs at university aimed at improvement of existing professional competencies and acquisition of the new ones. The article analyzes the experience of University College London (UK) and the University of Gohenheim (Germany) in preparation of lecturers for research-based teaching. It has been confirmed that these higher educational institutions have implemented a holistic research-based teaching system, as well as extensive professional development programs for lectures to prepare them for such teaching, including not only trainings, but also individual consultations and seminars, mentoring support from more experienced colleagues, manuals, scientific resources, online directories, etc. The article presents actual examples of introduction by lecturers of a holistic research-based teaching system into the educational process at all educational levels.
Dr. Victoria Abramenka-Lachheb, Dr. Amaury de Siqueira
The social isolation resulting from the 2020 global pandemic posed both challenges and opportunities in higher education. One of the greatest opportunities has been the chance to foreground the dimensions of diversity, equity, inclusion, and justice (DEIJ). As online course enrollments in postsecondary programs increase, educators, researchers, and learning design practitioners need to identify strategies to implement an inclusive learning environment in online learning programs. The purpose of this article is to describe how we, learning designers, conceptualized the DEIJ dimensions and reflected them in our design decisions with the use of technology. Using the DEIJ lenses, we focus on the design of authentic assessments with the use of technology, such as available features within the Canvas learning management system and external tools.
Nur Nafisatul Fithriyah, Anisatul Karimah, Khusnul Mu’alifah
Penelitian ini dilakukan karena hasil belajar siswa mayoritas dibawah kriteria ketuntasan minimal, pembelajaran matematika yang dilakukan masih konfensional yakni penyampaian materi masih dengan ceramah dan siswa belum dilibatkan langsung dalam pemecahan masalah. Penelitian ini secara umum untuk meningkatkan hasil belajar mengurutkan bilangan melalui media jersey berangka pada siswa kelas II MI Miftahul Ulum. Penelitian kali ini menggunakan penelitian tindakan kelas, dalam penelitian ini terdapat dua siklus yang terdiri dari perencanaan, pelaksanaan, pengamatan dan refleksi. Teknik pengumpulan data yang digunkan adalah observasi, tes, dan dokumentasi. Observasi yang dilakukan tentang keaktifan siswa dan aktivitas guru, tes yang digunakan menggunakan tes tulis, dan dokumentasi adalah foto selama penelitian. Hasil dari penelitian tindakan kelas diperoleh bahwa media jersey berangka dapat meningkatkan hasil belajar siswa, pada siklus I hasil belajar siswa 42,85% (6 siswa yang tuntas) dan 57,15% (8 siswa yang tuntas) sedangkan pada siklus II 85,72% (12 siswa yang tutas) dan 14,28 (2 yang belum tuntas), sehingga siswa mencapai kriteria ketuntasan minimal yang telah ditentukan, dan keaktifan siswa dalam proses pembelajaran mengalami peningkatan. Dalam menggunakan media pada saat kegiatan belajar mengajar dapat meningkatkan kemauan siswa untuk terus belajar, dengan menggunakan media proses pembelajaran tidak hanya berpusat pada guru tetapi juga melibatkan siswa.
The article considers the main factors that affect the quality of distance learning in the context of media competence formation. Incompetent use of information and media technologies, lack of modern software, computer equipment and media, as well as the media competence formation in tutors and students negatively affect the quality of distance learning. Our research allowed us to identify the main factors influencing the effectiveness of the media competence formation of the teachers and students in the distance education system. The factors we have identified directly affect the quality of distance learning. Such factors include: preparation of the discipline’s content, motivation and interest of all participants in the educational process, media competence of the tutor and students, material and technical equipment of both tutor and student, factors of the media environment of higher education, factors related with individual characteristics of all participants in the educational process. We also substantiate the significance and nature of the factor we have identified that significantly affects the effectiveness of distance learning in higher education institutions. In our study it has been found that for the effective use of the media environment of a higher education institution it is necessary to have: material and technical equipment, educational content, competent tutors, means of control, technologies for using cloud technologies. Therefore, we have considered the criteria of the process of evaluating educational content, the effective use of communicative means of participants in the educational process, the professionalism of the teachers.
Mariana-Daniela González-Zamar, Luis Ortiz Jiménez, Adoración Sánchez Ayala
et al.
The university learning classroom, in addition to a space for activities and architectural object, has a direct impact on the academic motivation, well-being and social relationships of the students. Thus, the link between the university classroom and the management of the socio-educational well-being of the student, in accordance with the principles of well-being theory, is a challenge that the current university must manage. The progress of worldwide research on this topic has been studied during the period 2004–2018. For this aim, a bibliometric study of 1982 articles has been applied. The results provide data of the scientific productivity of the journals, authors, institutions and countries that contribute to this research. The evidence reveals growing interest, especially in the last six years. The main category is Social Sciences. The most productive journals are Computers and Education, American Journal of Pharmaceutical Education, and Theory into Practice. The author with most articles is Reddy, from Rutgers University. The most productive institution is the University of Virginia. The United States is the country with most academic publications, citations and with most international collaborations in its works. Worldwide research has followed an increasing trend, with optimum publication levels in latest years.
El período pandémico hace que todos los sistemas en la vida cambien mucho, uno de los cuales es la educación. El aprendizaje en línea es una solución a la dificultad del aprendizaje fuera de línea en las escuelas. Este estudio examina el estrés académico durante el aprendizaje en línea entre los estudiantes musulmanes de primer año en Indonesia. Los participantes de este estudio fueron 731 estudiantes musulmanes de primer año que nunca habían hecho aprendizaje fuera de línea en el campus objetivo. La recopilación de datos utilizó la escala de estrés académico de Lin &chen (2009) con siete fuentes de estrés. Los resultados mostraron que el estrés de los maestros, los resultados de estrés, las pruebas de estrés, el estudio en el estrés de los grupos, el estrés entre pares, el estrés en el manejo del tiempo y el estrés autocontrolado estaban en niveles moderados y altos. Mientras tanto, el mayor porcentaje de factores de estrés académico se obtuvo del estrés de los maestros. También presentamos un examen detallado de los datos demográficos mediante la tabulación cruzada y el debate de las implicaciones teóricas y prácticas de estos hallazgos.
The history of schooling for Māori has been one of cultural dislocation, deprivation and subjugation. Māori children were viewed as outside the norms of development suffering from “intellectual retardation” which was attributed to disabilities related to acculturation. Traditional western assessment served to further these Eurocentric power ideologies that marginalise non-European peoples and cultures, such as Māori, as backward, inferior and deviant. Kaupapa (philosophical) Māori assessment can be viewed as an assessment approach that is derived from the Māori world, from a Māori epistemological perspective that assumes the normalcy of Māori values, understandings and behaviours. The validity and legitimacy of Māori language, cultural capital, values and knowledge are a given. Kaupapa Māori assessment works to challenge, critique and transform dominant educational perceptions of the Māori child, the nature of learning, pedagogy, and culturally valued learning. This article explores ways that kaupapa Māori assessment builds upon Māori philosophical and epistemological understandings to express Māori understandings of knowledge, knowers and knowings, in order to reclaim, reframe and realise Māori ways of knowing and being within early childhood and assessment theory and practice.
This study aims to find out the jobs of alumni after they have studied at pgsd study program of PGRI Adi Buana University Surabaya. This research uses qualitative method using source triangulation. How to retrieve data on this thesis is to ask questions using google form and then distributed in alumni group. from the results of this study it can be known that 71% of students with a waiting time of less than 3 months, 7% of alumni are certified, 91% of people work in accordance with the field of education.
This article is a mixed method study which examines how a group of six elementary students who study English as a foreign language manage their emotional intelligence while taking their speaking exams. Data were collected through both quantitative and qualitative instruments such as an emotional intelligence test, non-participant observations, surveys, and individual interviews with open-ended questions. The results provide further insight into the students’ emotional intelligence and the coping mechanisms/strategies used to manage their emotional intelligence while taking two different speaking exams.