The phenomenon of disability, traditionally associated primarily with medicine, psychology and special education, which has resulted with medicalization of education of people with disabilities is now becoming the subject of interest of various disciplines. The emergence of social model of disability in the early 1980s resulted in the development of Disability Studies and Disability Studies in Education, which refers to the socio-cultural processes of constructing disability, drawing attention to previously overlooked or marginally treated aspects of experiencing limited ability. The purpose of this article is to reconstruct the emergence and assumptions of Disability Studies in Education in the context of various social ontologies of disability. It will allow to point out both some paradoxes of inclusive pedagogical practices and the opportunities offered by the development of activities based on combining theory, practice and research in accordance with the postulate of taking into account the perspectives of all involved subjects of education.
The paper addresses women's participation in church choral ministries, focusing on women as conductors. Despite the growing recognition of women leaders, women's involvement in music ministries is often challenged by gender- and tradition-based barriers. The study examines how women overcome these barriers, shape worship styles, and enrich the church's spiritual and musical life. This study employs a qualitative research method, utilising in-depth interviews with 15 women choral conductors, surveys of 30 church music directors across various denominations, and a critical analysis of historical and contemporary literature. Thematic analysis was used to interpret qualitative data, identifying key themes related to gender dynamics, leadership experiences, and musical influence within church settings. The research is guided by feminist theory, as outlined by Hooks (2000), and ecclesiological theory proposed by Johnson (2015). The paper outlines how women have shaped worship experiences and congregations' spiritual and artistic identity through historical examples, personal narratives, and contemporary practice. By juxtaposing their leadership within the discourses of religion and art, this article pays tribute to women conductors who employ their batons to glorify God and inspire others in the sacred domain of church ministries. The paper concludes that to tap the full potential of women in church music, there needs to be a deconstruction of the gendered barriers that continue to constrain their leadership opportunities. Churches must proactively offer mentorship, professional training, and equal leadership roles for women. Future research should explore the impact of cultural and denominational variations on women's leadership equality in church music, investigate the long-term career trajectories of women conductors, and examine the role of theological education in shaping gender-inclusive music ministries.
Updating the structure of the pedagogical system for the formation of professional ethics in future managers of educational institutions in the modern context requires the integration of modern innovative approaches to professional training. The concept of a pedagogical system should combine basic theoretical and professional-applied components, satisfying the latest social requirements for the manager of an educational institution. The purpose of the study is the analysis of the modern interpretation of the structural components of the pedagogical system of the formation of professional ethics of future managers by educational institutions in the process of professional training. The study involved a number of general scientific methods: analysis, synthesis, structural-logical and comparative methods, generalization. The article emphasizes that the structure of the pedagogical system for the formation of professional ethics should cover such blocks as theoretical and substantive (reveals the content of pedagogical conditions and key concepts of the sphere of professional competence); target (represents modern requirements for professional training of managerial personnel in higher education institutions); methodological and conceptual (determines the algorithm for implementing an effective educational process); activity-procedural (reflects scientific and educational activities with a dominant on the formation of future managers of professional competence); effective and evaluative (contains a comprehensive diagnostic methodology, components, criteria and levels of professional competence). The structure of the pedagogical system for the formation of professional ethics of future managers of educational institutions proposed in the study provides for the maximum implementation of educational, professional and research practice for professional training, which actively contributes to the formation of a promising vision of one's own integration into management activities in educational applicants. It offers a strategy of assimilation of influence of classical and innovative pedagogical technologies, intensification of self-educational activity of future managers of educational institutions for effective formation of a stable system of professional ethics in them.
O presente artigo busca relatar a experiência da aplicação de uma controvérsia controlada em uma turma de Ensino Médio de uma escola privada brasileira localizada no município de Petrópolis, interior do Estado do Rio de Janeiro. A controvérsia controlada é uma prática didática desenvolvida para a aplicação de uma Abordagem CTS em sala de aula, podendo ser uma forte ferramenta para o desenvolvimento de uma educação crítica e reflexiva. Será descrito, em sessões separadas, a metodologia utilizada, a caracterização da escola, a sequência didática (descrevendo a escolha do tema debatido, as notícias discutidas e alguns posicionamentos), o relato de cada etapa e os resultados da técnica. Foi possível concluir que a atividade da controvérsia controlada se mostrou eficaz ao analisar o comportamento e as respostas dos alunos no início e no término da atividade.
Education (General), Theory and practice of education
Currently, the Brain-Based Instructional approach has become an alternative instructional method in the schooling system of different countries of the world. This study explored the current situation of natural science and engineering instructors' knowledge and practices of brain-based instruction in Ethiopian higher education institutions. A descriptive survey research design with concurrent mixed methods was employed. Data collection tools were developed based on the twelve principles of brain-based learning theory and confirmed their validity and reliability. Survey questions were used to gather quantitative data from 512 randomly selected instructors. Qualitative data were collected through interviews with 14 purposely selected instructors. Classroom observation was also conducted to triangulate data obtained through interviews and survey questions. Quantitative data were analyzed using descriptive statistics, whereas qualitative data were analyzed thematically. The findings of this study depict that most natural science and engineering instructors have good knowledge of brain-based instruction but not transferable knowledge and skills. There is a clear gap between instructors’ knowledge and classroom practice of brain-based instruction. Thus, to improve instructional practices, higher education institutions need to work strongly to narrow the existing variation. Implications and further recommendations are also suggested.
S. Pelgrim, C.E. Oenema-Mosterd, M. Sanches
et al.
Vroege interventie is van groot belang voor kinderen met ontwikkelingsproblemen. Voor een effectieve interventie is het belangrijk dat deze interventie goed aansluit bij de ontwikkeling van een kind. Voor lage inkomenslanden, zoals Suriname, is dit een probleem, omdat de gebruikte interventiemethoden vaak ontwikkeld zijn in hoge inkomenslanden en niet volledig aansluiten bij de ecologische situatie in lage inkomenslanden en om die redenen minder valide zijn. Dit onderzoek richt zich op het aanpassen en valideren van een ontwikkelingsvaardighedenlijst, welke onderdeel is van een vroege interventie programma. Deze vaardighedenlijsten betreffen zes verschillende ontwikkelingsdomeinen, te weten cognitie, motoriek, sociale vaardigheden, zelfredzaamheid, taalbegrip en taalproductie. In totaal hebben 485 verzorgers van kinderen (in de leeftijd van 0 tot en met 5 jaar) samen met een onderzoeker de ontwikkelingsvaardighedenlijsten ingevuld. De vaardighedenlijsten bleken over het algemeen betrouwbaar te zijn voor Suriname, maar enkele vaardigheden sloten niet aan bij het Surinaamse kind. Om die reden moest de volgorde van de items in de vaardighedenlijst aangepast worden om beter aan te sluiten bij de Surinaamse ontwikkeling. De resultaten van het onderzoek bevestigen dat meetinstrumenten en interventies om afstemming vragen aan de socioculturele omstandigheden van een land en/of doelgroep.
A retrospective analysis of the formation of the system of professional training of primary school teachers in the terms of distance learning in HEI of Ukraine has been carried out in the article. The tendencies of the dynamics of implementation of distance learning in the educational process of a higher pedagogical school in accordance with a number of factors (political and economic; social and educational; technological and program) and institutional aspects of regulatory and legal support have been singled out. Thematic researches in the educational and scientific space have been analyzed and the directions of urgency of transformation of distance learning in the chronology of its development have been determined. The periodization of the development of professional training of primary school teachers in terms of distance learning with certain stages and characteristic historical and pedagogical features has been presented. The idea of a «triad» of possibilities on the way of evolutionary development has been proved: an educational technology, a form of training organization, distance professional training as a pedagogical system. An evaluative vision of the disadvantages and advantages of the research subject at all stages of implementation has been formed and the recommended ways of constructive changes in professional training of primary school teachers in the changing conditions of the digital educational space have been identified.
This article draws on empirical work and reflections on initial teacher education after the implementation of the Bologna process in Portugal in 2008/2009. It focuses on issues of knowledge and competences developed under the new legal framework, particularly as far as the research component is concerned. As initial teacher education occurs at a Master level, the research dimension was assumed as a key feature of the new model being practicum one of its key distinctive and most innovative elements. The need to enhance the quality of ITE and to reinforce the link between theory and practice and between research and teaching were at the forefront of the restructuring process at the University of Minho. The paper concludes with a summary of the positive aspects of the model and issues that deserve further attention.
INTRODUCCIÓN: El estudio que se presenta analiza
los usos y registros digitales de los estudiantes en un curso presencial,
que a modo de huella dejan en los espacios virtuales complementarios, así
como las calificaciones que obtienen en las fases de evaluación continua y
final. El objetivo es encontrar si existe relación positiva entre el mayor
uso y participación de los estudiantes en las plataformas digitales y las
calificaciones obtenidas. MÉTODO: Se adopta un diseño cuantitativo de tipo
descriptivo y no experimental. La población analizada se corresponde con
el curso de Análisis Microeconómico Avanzado, del grado en Economía
(GECO), en la Universidad Complutense de Madrid. RESULTADOS: Los
resultados muestran un uso digital tradicional y polarizado de los
estudiantes, que definen tipologías y patrones diferenciados de
aprendizaje, muy condicionado a la programación de la evaluación continua,
y correlacionado positivamente con las calificaciones obtenidas.
DISCUSIÓN: La relación entre usos digitales y resultados del aprendizaje
es un tema aún poco explorado en la literatura, que contribuye a la
reflexión del docente y puede reorientar el proceso de enseñanza, para
evitar que los estudiantes que se van quedando rezagados en el uso digital
acompasen el ritmo al avance del curso y tengan mejores resultados
académicos.
Refletir sobre a educação dos sujeitos surdos no Ensino Superior, reporta-nos a encontrar possibilidades junto ao uso das tecnologias assistivas. Esta pesquisa, de cunho bibliográfico, busca analisar como vem sendo regulamentada a acessibilidade do sujeito surdo através de tecnologia assistiva no Ensino Superior e quais dessas podem diminuir as barreiras comunicacionais entre ouvintes e surdos. Traz as principais considerações em uma reflexão sobre a comunidade surda, buscando amparos teóricos para caracterizá-la. Também, abordamos a evolução das tecnologias, realizando uma reflexão sobre a inserção das mesmas no cotidiano, bem como, as principais regulamentações que amparam o cuidado com o sujeito surdo. Ainda, pesquisamos sobre como no campo teórico vem sendo discutida a inclusão dos sujeitos surdos no Ensino Superior e como as IES podem diminuir as barreiras comunicacionais entre os sujeitos ouvintes e os sujeitos surdos. Concluímos que as tecnologias assistivas são instrumentos capazes de facilitar a comunicação entre os sujeitos e que, para haver a inclusão dos sujeitos surdos, precisamos romper as barreiras físicas, metodológicas e atitudinais, visando uma constituir que as IES construam um desenho universal na qual todos se sintam cidadãos com os mesmos direitos para expressarem-se e terem acesso à construção do conhecimento profissional e pessoal.
Danilo Augusto Ferreira de Jesuz, Rafhael Henrique Fraga Izidoro, Cely Kaori Hirata
et al.
The current article has the objective of presenting results of a proposal of docent formation for the use digital technologies of information and communication inside mathematics classes, by using software GeoGebra. The proposal is part of an extension project, developed in the Federal Institute of Paraná at Jaguariaíva. We highlight that the project is revealed interesting, as it promotes formative action, articulating scientific and technological knowledges and gives opportunity of discussion moments about pedagogical strategies and changes of experience to the use of the software inside classes to the students.
Cosme J. Gómez Carrasco, José Monteagudo Fernández, Pedro Miralles Martínez
Este artículo analiza el conocimiento histórico
evaluado en los exámenes de Inglaterra
y España al finalizar la Educación
Secundaria Obligatoria. Para ello se ha recogido
una muestra de carácter incidental
con un total de 40 exámenes (20 por cada
país) y 400 preguntas. Para analizar estos
documentos se ha diseñado una base de
datos con diferentes categorías: tipología
de preguntas; nivel cognitivo exigido;
conceptos de pensamiento histórico evaluados.
Los datos cuantitativos han sido
exportados al programa estadístico SPSS
19.0 para analizar las frecuencias, porcentajes
y la relación entre variables. Los
resultados diferencias significativas entre
ambos países. Mientras que en España
sigue primando el conocimiento conceptual
y memorístico de hechos, datos y
conceptos, en Inglaterra se prima más los
aspectos metodológicos: uso de pruebas
históricas, análisis de fuentes, y argumentación
histórica.
Education (General), Theory and practice of education
In this paper, I show how a policy transfer framework can be applied to higher education in Europe, and can provide a different understanding on the relationship between multi-level governance, policy transfer and policy implementation. First, the paper offers an overview of the multi-level-ness of the European Higher Education Area (levels, actors, issues). This is paramount
in a time in which discussions about governance and implementation issues are on the verge. Secondly, building on the given context, this paper applies to higher education a framework for analysing policy transfer (Dolowitz and Marsh 2000, p. 9). Thirdly, and most importantly, by combining the policy transfer and policy implementation literature, this paper puts forward a
framework for analysing what facilitates or obstructs transfer in multi-level, multi-actor setting. Differentiating between three levels of implementation, namely: adoption, transposition and institutional implementation would reflect into a more appropriate approach for researching the different implementation outcomes, since the Bologna Process relies on national and institutional elements. This is significant because higher education is not an
area under EU competencies; however there are similarities with other areas, e.g. the EU social policy, in terms of the method employed (OMC) to achieve the set goals, the role of the EU institutions, etc.
Jader da Silva Netto, Cláudio José de Holanda Cavalcanti, Fernanda Ostermann
Este trabalho apresenta os resultados parciais de uma pesquisa de doutorado na qual estão sendo investigadas as estratégias discursivas adotadas por professores em formação na compreensão de alguns conceitos fundamentais de Física Quântica em atividades didáticas mediadas pelo software Interferômetro Virtual de Mach-Zehnder (IVMZ). Essas atividades didáticas trataram a complementaridade onda-partícula, teseimportante da Interpretação de Copenhagen, de modo a abordar os fenômenos intermediários de interferência quântica via simulação no IVMZ. À luz da teoria da mediação de Vygotsky e da filosofia translinguística de Bakhtin foram analisados os enunciados de uma dupla de estudantes durante atividades de simulaçãocomputacional mediadas também pelo uso de roteiros exploratórios concebidos para este fim. Os resultados indicam que a compreensão ativamente responsiva que ambos evidenciam em determinadas passagens ao longo dos extratos discursivos provavelmente deu suporte para que os estudantes tenham demonstrado mudanças discursivas importantes no processo de compreensão dos conceitos abordados nas atividades didáticas.
Special aspects of education, Theory and practice of education
Online education is no longer a peripheral phenomenon in higher education: over one-third of faculty have taught or developed an online course. As institutions of higher education expand their online education offerings, administrators need to recognize that supporting faculty through the use of incentives and through effective faculty development programs for online instruction is important to the improvement of the quality of educational programs. This quantitative study used an online survey to investigate the types and frequency of faculty development programs for online instruction at institutions with an established teaching and learning development unit (TLDU). The average TLDU offered about fifteen different types of faculty development programs, the most common being websites, technical services, printed materials, and consultation with instructional design experts.