Esta reseña presenta Contigo aprendí como un testimonio poético y reflexivo sobre la educación infantil, escrito desde la experiencia vivida en el aula. A través de breves relatos, la autora ofrece una mirada sensible y comprometida sobre la docencia como un camino compartido, emocional y profundamente humano. La reseña destaca la capacidad del libro para convertir lo cotidiano en reflexión pedagógica, y para defender el valor de la escucha, el asombro y el cuidado en la práctica educativa.
Special aspects of education, Theory and practice of education
As centers for teaching and learning (CTL) expand in the United States, so, too, does the need and desire for those of us working in the field of educational development to provide evidence of the impact of our work. In response to the COVID-19 pandemic, our CTL and eCampus Center, like many faculty support units across the country, developed and implemented an intensive professional development program to prepare faculty to teach flexibly in the fall of 2020. Using faculty self-reported data about their adoption of evidence-based instructional practices (EBIPs) that was collected annually since 2014, we investigated comparisons over time and sought evidence of the impact that professional development program had on faculty’s use of EBIPs. The study shows that intensive professional development programs have a positive effect on faculty’s use of EBIPs. We also found that the level of improvement was higher for those who participated in the more intense version of the program. This study contributes to the existing literature on the impact of educational development initiatives by demonstrating a positive correlation between educational development and instructor practice and adds to it by looking at an institutional-level program.
Louise Archer, Esme Freedman, Meghna Nag Chowdhuri
et al.
Abstract Background Formal and informal STEM learning settings are often assumed to interconnect, as conveyed by the widely used metaphor of the STEM learning ‘ecosystem’. While this metaphor usefully conveys the sense of a complex system that comprised interconnected, differentiated parts, it has been critiqued for struggling to engage with power relations and remains more of an aspiration/ ideal, rather than depicting the reality of current STEM learning systems. Results This paper critically reflects on how we might think about and conceptualise the relationships between the myriad of offers that comprise formal and informal STEM learning provision, with the aim of supporting more equitable and inclusive policy and practice. We employ a Bourdieusian conceptual lens, arguing that relationships between formal and informal learning organisations might be more productively theorised as a ‘market’. To explore the purchase of these metaphors, we draw on qualitative data from an international research–practice partnership project conducted between university researchers, practitioners and youth from six makerspaces in five countries. Specifically, we focus on data collected via 230 interviews with 100 + young people, 28 practitioners and a small number of parents, plus 23 youth group discussions/workshops and 62 observations of practice. Analysis identifies four main types of relationship between schools and makerspaces (termed ‘recruitment’, ‘outreach’, ‘hosted visits’ and ‘full-circle’ relationships). Practitioners simultaneously valued maintaining a distance and separation between formal and informal settings (reflecting the distinct value afforded by makerspaces) and called for new and different relationships with schools. Analysis explores the affordances and limitations of both the ecosystem and market metaphors for understanding these relationships between formal and informal STEM learning settings. Conclusion We argue that the market metaphor augments the ecosystem metaphor by offering a more critical understanding and engagement with equity issues and power relations pertaining to STEM learning systems and hence has greater potential to support and inform equity-orientated policy and practice across both formal and informal sectors.
This study aims to describe multiculturalism as reflected in the novel Mengurai Rindu by Nang Syamsudin. Data was collected using observation, reading, and note-taking techniques and analyzed through content analysis methods with heuristic and hermeneutic reading approaches, interpreted using the sociology of literature theory. The findings reveal that Mengurai Rindu by Nang Syamsuddin is a literary work that: (1) highlights the diversity of society—including ethnicity, culture, and religion; (2) contains multicultural elements such as (a) solidarity and brotherhood, (b) gender equality, (c) family values, and (d) sharing and power control; (3) in addition to promoting multicultural values, it also presents anti-multicultural values, such as prejudice and stereotypes against other groups, particularly in interethnic relations; (4) the emergence of anti-multicultural values is influenced by the desire to preserve the purity of lineage; and (5) diversity as a form of multiculturalism can bring happiness and peace if managed well and if mutual respect for differences is maintained.
Theory and practice of education, Languages and literature of Eastern Asia, Africa, Oceania
El aprendizaje de las leyes de la dinámica ha representado un reto académico para los estudiantes. En este sentido, el uso de los Recursos Educativos Digitales (RED) ha demostrado buenos resultados. Con base en lo anterior, este estudio presenta el proceso de desarrollo y posterior validación del impacto de un RED en aprendizaje, retención y motivación en la enseñanza de las leyes de Newton. Para verificar la eficiencia de este, se diseñó un estudio de caso que involucró 44 estudiantes de décimo de una institución educativa de Colombia. En el estudio se midieron los impactos en los tres parámetros mencionados. Los resultados indican que el recurso desarrollado tuvo un efecto medio en las ganancias de aprendizaje , un efecto alto en la retención del conocimiento. Y se evidencia un aumento en la motivación para aprender el tema
This article aims to uncover the implementation of e-book-based teaching materials for makeup learning. The method used in this article is the literature review. Based on the study of literature it can be concluded that among the teaching materials e-book is important to pay attention to the constituent components, namely. (a) Display of e-book teaching materials, including book cover design, shape, size, and image. (b) The content of the e-book teaching materials, including the composition of the text, the standard rules of book preparation (aspects of material completeness, language, and usefulness), and dictionaries or glossaries. The learning of the history of Makeup is very important to be mastered by students because the learning of the history of makeup trains students in practicing their knowledge and for the provision of students after graduating from college so that students majoring in skin beauty can open a business in the field of bridal makeup. Related to this, students must be able to master the history of makeup well. On the other hand, students still have a lot of difficulty in mastering the concept of learning the history of makeup and still lack references obtained by students to increase their knowledge. The use of learning media is considered as one of the most appropriate solutions in presenting bridal makeup materials in learning. In addition, the study of the history of makeup is one of the learnings that must students in understanding the concepts contained in it, such as the wedding ceremony, wearing clothes and accessories, and how to apply makeup of the bride.
This study aims to investigate the effect of the synthesis text writing training on the success of 7th grade students to create synthesis text and to evaluate the effectiveness of the training given through student opinions on the training process. The research was conducted with 51 students studying in the 7th grade of a public school in Turkey. The research was modeled according to the embedded design. As for the quantitative dimension of the research, there was a training application based on a quasi-experimental design with pretest-posttest control group. In the qualitative dimension of the study, semi-structured interviews were used. According to the results, it can be said that the training organized to improve the synthesis text writing skill has a positive effect on the success of synthesis text writing. It was also concluded that the qualitative data collected through the interviews also supported the quantitative results and some changes and developments in the students were reflected in the interviews.
Abstract Background Diabetes self-management education, a universally recommended component of diabetes care, aims to support self-management in people with type 2 diabetes. However, attendance is low (approx. 10%). Previous research investigating the reasons for low attendance have not yet linked findings to theory, making it difficult to translate findings into practice. This study explores why some adults with type 2 diabetes do not attend diabetes self-management education and considers how services can be adapted accordingly, using Andersen’s Behavioural Model of Health Service Utilisation as a framework. Methods A cross-sectional semi-structured qualitative interview study was carried out. Semi-structured interviews were conducted by telephone with 14 adults with type 2 diabetes who had verbally declined their invitation to attend diabetes self-management education in Bath and North East Somerset, UK, within the last 2 years. Data were analysed using inductive thematic analysis before mapping the themes onto the factors of Andersen’s Behavioural Model. Results Two main themes were identified: ‘perceived need’ and ‘practical barriers’. The former theme explored participants’ tendency to decline diabetes education when they perceived they did not need the programme. This perception tended to arise from participants’ high self-efficacy to manage their type 2 diabetes, the low priority they attributed to their condition and limited knowledge about the programme. The latter theme, ‘practical barriers’, explored the notion that some participants wanted to attend but were unable to due to other commitments and/or transportation issues in getting to the venue. Conclusions All sub-themes resonated with one or more factors of Andersen’s Behavioural Model indicating that the model may help to elucidate attendance barriers and ways to improve services. To fully understand low attendance to diabetes education, the complex and individualised reasons for non-attendance must be recognised and a person-centred approach should be taken to understand people’s experience, needs and capabilities.
The study aims to provide theoretical justification of informational-semantic, verbal-substantive, motivational-regulatory, creative-activity, cognitive and value-ethical content of foreign-language education at higher education institutions for fostering personal intellectual culture in undergraduate pedagogical students. The article presents development of content of foreign-language education as a means for comprehensive and integrated fostering of intellectual culture in future teachers. Scientific novelty of the research lies in identifying and substantiating content features of foreign-language education at higher education institutions in accordance with fundamental characteristics and functional manifestations of personal intellectual culture subsystems of future teachers as a benchmark for education intellectualisation at higher education institutions. As a result of the study, the researcher has justified the main requirements for selecting content of foreign-language education at higher education institutions to ensure practical implementation of the target component concerning fostering of personal intellectual culture in undergraduate pedagogical students by means of foreign-language education.
All’interno delle università, la didattica collaborativa non ha ancora trovato uno spazio coerente con quello che a essa viene dedicato dalla ricerca pedagogica, la quale tende a evidenziarne i benefici, in termini di apprendimento e di motivazione degli studenti. In questo articolo, viene illustrato il contesto metodologico e gli obiettivi di una ricerca sull’apprendimento sociale e collaborativo, svolta nell’ambito di due insegnamenti dell’Università Telematica degli Studi IUL e vengono presentati i risultati relativamente ai questionari iniziale e finale di un insegnamento. Viene confermato l’alto gradimento, da parte degli studenti, di questa modalità, pur nel riconoscimento di un impegno maggiore richiesto rispetto allo studio individuale e l’efficacia sia in termini di motivazione che di apprendimento.
Gilda Cardoso de Araujo, Rosenery Pimentel do Nascimento
RESUMO O artigo tem por objetivo analisar o programa “Educação Já!”, lançado em 2018 como o mais recente instrumento de incidência do Todos Pela Educação na definição e articulação de políticas que são centrais à instituição do Sistema Nacional de Educação, tais como o financiamento, o pacto federativo, o regime de colaboração, as políticas de formação de professores, o currículo, a avaliação e a gestão pública. O referencial teórico toma como base Antonio Gramsci e David Harvey, ao discutirem a reconfiguração do capital e a construção de consentimentos, legitimando posições de poder. A metodologia parte da análise documental, com o levantamento de fontes relacionadas à formulação da proposta “Educação Já!”. As considerações finais indicam que o Todos Pela Educação tem levado a termo um projeto de privatização da educação por meio da articulação entre base, ensino, avaliação e responsabilização, a partir da proposta de uma normativa do Sistema Nacional de Educação que incorpore a racionalidade do mundo corporativo.
This article describes the importance of classroom management for language teachers, particularly for novice L2 teachers since it can affect their permanence in the teaching profession. A definition of classroom management along with a description of its dimensions, a set of initial principles and practical ideas to approach teaching with more confidence are provided in this paper. It is expected that this information will contribute to equip inexperienced teachers with procedures and strategies that can be translated and adapted to their teaching situation and ease the transition from student-teacher to being in charge of a classroom on their own.
RESUMO Este artigo apresenta os resultados de pesquisa que discute a justiça com incidência nas práticas de gestão e organização escolar, visando tornar visíveis as injustiças que a compõe. O estudo de casos em quatro escolas de ensino médio do Brasil e Portugal apoia-se na análise de conteúdo, focalizando concepções e práticas de sujeitos escolares sobre justiça, injustiça, violência, indisciplina. Dentre os resultados destaca-se que a democracia é percebida com referências à participação legal-formal, no Brasil, e à participação como condição para envolvimento de estudantes em vivencias pedagógicas, em Portugal. Conclui-se que as soluções propostas para a redução das injustiças escolares são relacionadas às concepções de democracia, seja formal, seja substantiva, o que reflete as culturas locais e nacionais e decorre de práticas organizacionais preventivas em Portugal, em contraponto a práticas paliativas no Brasil.
Abstract: This study aims to describe the implementation pattern of School Literacy Movement (GLS) in primary school. This research uses descriptive research design with qualitative approach. The results showed that there is a pattern of implementation of school literacy movement. The patterns include (1) the pattern of literacy activities in thematic books and (2) the pattern of literacy activities in schools. Patterns of literacy activity in thematic books found are twelve patterns including pre-reading, reading and post-reading activities. The pattern of literacy activities in schools found thirteen patterns of activity covering three aspects, namely the pattern of strategy and implementation of literacy activities, book sources and literacy environment, as well as cooperation of literacy activities.
Keywords: implementation, school literacy movement, thematic learning.
Abstrak: Penelitian ini bertujuan untuk mendeskripsikan pola implementasi Gerakan Literasi Sekolah (GLS) di sekolah dasar. Penelitian ini menggunakan rancangan penelitian deskriptif dengan pendekatan kualitatif. Hasil penelitian menunjukkan bahwa terdapat pola implementasi gerakan literasi sekolah. Pola tersebut meliputi (1) pola kegiatan literasi pada buku tematik dan (2) pola kegiatan literasi di sekolah. Pola kegiatan literasi pada buku tematik yang ditemukan berjumlah dua belas pola meliputi kegiatan prabaca, membaca, dan pascabaca. Pola kegiatan literasi di sekolah ditemukan tiga belas pola kegiatan meliputi tiga aspek, yaitu pola strategi dan pelaksanaan kegiatan literasi, sumber buku dan lingkungan literasi, serta kerja sama kegiatan literasi.
Kata Kunci: implementasi, gerakan literasi sekolah, pembelajaran tematik.
Since the creation of the #BlackLivesMatter movement, many scholars from historically underrepresented communities have revisited discourse on social movements. Many supporters of the #BlackLivesMatter movement are outsiders participating in solidarity with organizers across the globe. But what happens when questions of police brutality and injustice adversely impact your family and your career? Using the self-narrative method and grief framework, the author describes her teaching transformation in a pilot Multicultural Education course immediately following the death of her cousin in police custody. The author describes how the terms injustice, action, and pedagogy changed over time and took on new meanings during an extended grieving period.
Discute-se a produção e a leitura de imagens nas aulas de Arte, envolvendo o visível e o dizível, a aparência e a opacidade, o que exige leitura de formas e de discursos. A ênfase é na articulação, na integração entre os códigos artísticos sistematizados historicamente e outros repertórios – pessoais, locais, da mídia – possibilitando a instauração de um ensino-aprendizagem diferenciado, com distintos modos de apropriação, de questionamento e de representação de conteúdos e de conhecimentos. Neste contexto discute-se a influência do modernismo na hierarquização e invisibilidade de determinados discursos artísticos, apontando-se as consequências da pós-modernidade para a assunção de outros saberes e processos de leitura de imagens, oportunizando-se espaço e lugar a outros discursos e modos de análise, outras formas de enfrentamento e de aprendizagem, envolvendo experiências, narrativas, diálogos e escutas.
This article deals with an access to methodical materials from the sites of higher medical educational establishments of Ukraine. The tools that provide the process are analyzed. Particular attention is paid to the use of digital libraries in medical universities, the problem of open access to methodological information is considered. The prospects of the use of the latest information technologies in the medical education industry are highlighted. It is noted, that the use of digital libraries will allow medical students to acquire better knowledge and to be competitive specialists, as well as higher establishments will improve their rating.