Hasil untuk "Theory and practice of education"

Gabriela Augustowsky

Los docentes somos herederos de una larguísima tradición de emplear imágenes para enseñar. Durante siglos, los libros de texto, las enciclopedias, las láminas y otros recursos didácticos gráficos fueron la fuente principal de imágenes para la enseñanza. En la actualidad, y en un proceso que se consolidó durante la pandemia, las imágenes digitales disponibles en diversos sitios de internet y las redes sociales constituyen las referencias y formas de búsqueda habituales de los profesores de todos los niveles educativos.  La progresiva digitalización del mundo y más recientemente las aplicaciones de IA generativa, van modificando profundamente la relación con las imágenes y las maneras de mirar. En las aulas se observan los cambios de medios, soportes, dispositivos; se expanden los repertorios de imágenes y surge el desafío de diseñar estrategias para abordarlas. Así, este trabajo presenta el desarrollo de un proyecto de formación / investigación / acción, realizado con un grupo de docentes de Educación Primaria en ejercicio. Entre sus nodos de interés y resultados cabe destacar: la necesidad de reflexión didáctica sistemática acerca de las imágenes que se utilizan en la escuela; la experimentación docente como vía para expandir los corpus y usos de las imágenes (y otras narrativas artísticas) que ofrece internet; las imágenes de arte como ámbito de expresión,  pertenencia y construcción identitaria; el rol del docente curador/ creador y la noción de “sensorium didáctico” como un modo de ver activo atravesado por el oficio de enseñar.

Tanti Febriyanti, Hera Novia, Agus Danawan

A preliminary study highlights the persistent challenge of low problem-solving skills among 21st-century students. Therefore, this study examines the ECIRR learning model with a metacognitive approach to improve students' problem-solving skills in static fluid material. The method of this study is quasi-experimental with a one-group pretest-posttest design, enrolling 33 students from class XI at a public high school in Subang City. The Static Fluids Problem Solving Test (SPRING) instrument is used to collect data, which will then be analyzed using the stacking-racking technique. The results showed that ECIRR model learning with a metacognitive approach significantly improved students' problem-solving skills by 2.66 on the logit scale in the moderate category. The highest increase in problem-solving skills was on the plan a solution indicator, and the lowest was on the visualize the problem indicator. The decrease in the level of difficulty of the SPRING instrument indicates that learning has a positive impact. Thus, ECIRR model learning with a metacognitive approach can improve student problem-solving skills in a static fluid material. This study can be strengthened by using a control class to compare the results obtained in the control and experimental groups so that the effectiveness of the intervention can be determined objectively.

Leonard Haenel, Frank Rüdiger, Jochen Fröhlich

Der Beitrag zieht eine erste Bilanz des Lernprojekts Shanvi (Strömungen hautnah, nicht virtuell). Es wurde konzipiert, um Studierenden eigenständige Erfahrungsmöglichkeiten in der Strömungsmechanik zu bieten, die über den normalen Universitätsbetrieb hinausgehen. Neben der direkten Erfahrung zu physikalischen Phänomenen und der eigenverantwortlichen Strukturierung von Versuchen ist ein weiterer Aspekt des Projektes die Förderung der Teamfähigkeit, die im Universitätsalltag oft zu kurz kommt. Nach einem Jahr zeigen sich sehr positive Resultate, doch erfordern diese auch entsprechenden Einsatz des Lehrstuhlpersonals.

Federica Illuzzi

Il libro "Imparare a valutare nella scuola primaria" di Michele Baldassarre e Francesco Forliano fornisce una guida completa alle nuove teorie e pratiche della valutazione nella Scuola Primaria.  Il volume si apre con una panoramica storica ed epistemica del quadro normativo vigente, che è stato profondamente riformato negli ultimi anni.  Gli autori sottolineano che la valutazione non è più un'attività di verifica e accertamento, ma un processo formativo che accompagna l'apprendimento degli studenti. Successivamente, vengono affrontati i diversi aspetti della valutazione, dall'osservazione sistematica alla valutazione delle competenze, dalla valutazione d'istituto alla valutazione inclusiva. Il libro è ben strutturato e ricco di apporti teorici e pratici, fruibili sul campo.  I curatori del testo presentano un'ampia gamma di strumenti e strategie valutative, accompagnate da esempi concreti e utili consigli pratici. 

Lin Li

Purpose This study re-examines the relationship between jiao (lit. teaching) and xue (lit. learning)—the foundational education concepts in the traditional Chinese cultural context—to enlighten our contemporary understandings of education and educational research. Design/Approach/Methods This study first lays its foundation on an etymological investigation. It then integrates two mutually connected approaches— the classics and the self as method—to present a comprehensive analysis. Finally, it critically reviews the methodology used in this study. Findings The interdependency of xue and jiao has an etymological foundation, supported by canonical doctrines and verified by individualized experiences. The interpretation of xue as xiao (to imitate) describes the origin and process of education in which the junior imitated and followed the elder, while the extended interpretation of xue as jue (to awaken) stresses the effects and functions of education. In the classical Chinese context, greater significance was placed on xue— the keyword concurrently connoting the meaning of teaching and learning in the modern sense. It is misleading to narrowly render the originally meaningful word group xuexi as learning in modern English. Originality/Value This study consults sources in multiple languages and integrates both the classics and the self as method . Based on this, the etymological investigation, canonical analysis, and experiential reflection are collated to provide a rich and deep discussion. By focusing on the core characteristics and the concepts they imply, this study also touches on the key characteristics of the hieroglyphic system and the unique way of thinking it represents.

Niloufar Koleini, Tahereh Boroughani, Zohreh R. Eslami et al.

Technical vocabulary acquisition holds paramount significance within academic and professional contexts. This research delves into the transformative potential of Mobile-Assisted Language Learning (MALL) in facilitating university students' mastery of technical words. The study examined the efficacy of digital flashcards (DFs) compared to traditional paper-based flashcards (PFs) as pedagogical tools for vocabulary instruction. In doing so, 80 Iranian psychology students with intermediate English proficiency participated in this research with an intervention that lasted for ten weeks. Their vocabulary knowledge was assessed using the Vocabulary Knowledge Scale (VKS) pre- and post-intervention, with an additional delayed post-test administered six weeks later. The results of mixed between-within analysis of variance (ANOVA) revealed that those using DFs outperformed the control learning condition (PFs) in both post-test (p < 0.001, η² = 0.240) and delayed post-test assessments (p < 0.001, Partial η² = 0.407), signifying the effectiveness of mobile-assisted learning in developing receptive and productive written knowledge of technical vocabulary. Additionally, the findings demonstrated that students who engaged with DFs exhibited substantially greater retention and recall of technical vocabulary over time (i.e., a significant effect for time), indicating the long-term benefits of MALL. The practical implications of these findings extend to English language teachers and learners in specialized fields, emphasizing the pedagogical value of mobile technology in optimizing technical vocabulary instruction.

Ismail Mirici, Eda Yapıcı

Technological Pedagogical Content Knowledge (TPACK) has been a common subject for different educational purposes from the planning of teaching process to testing and assessment practices. The term "TPACK-Practical" refers to a framework based on teachers' knowledge and experience that takes into account the theoretically described TPACK model's structure and the process of teaching practice. The present study aims to describe the nature of technology integration among Turkish EFL in-service instructors by exploring their skill levels to implement their TPACK-Practical in their classroom practices, and by explaining the relationships between these skill levels and some demographic variables. The research was conducted in the contexts of the Schools of Foreign Languages at various universities in Turkey at the end of the second term of 2022/2023 academic year. All EFL instructors teaching at the university level are the study's target population; however, the convenience sample chosen for the study on a voluntary basis only included 155 EFL instructors from these schools who responded to the questions on the data collection instrument (TPACK-Practical scale developed by Yeh et al., 2014). To comprehensively understand the participant profile and collect data to analyze the relations between the variables, the participants' demographic characteristics were also considered. The study has a quantitative research design that employs descriptive statistics to describe the demographic information and scale results; and correlation analysis, independent sample t-test, and ANOVA test to explain the relationships between the variables. Results of the study have revealed that EFL instructors generally use their TPACK-Practical skills in classroom applications at a "sufficient" level (at the lowest level in the Assessments area and at the highest level in the Subject Content area), and that demographic variables have no significant effect on their technology integration skills.

Carlos Alejandro Marín

T. A. Svetonosova

The present article aims to identify stylistic figures, providing intertextual connections of American presidents’ inaugural addresses with other texts which are of great importance to the USA and the American nation. Stylistic figures are figurative and expressive means of connecting texts of the past with texts of the present. The stylistic figures “allusion”, “application”, “paraphrase”, and “citation” have been analysed in the inaugural addresses delivered by four American presidents (2001–2021) – George Bush Jr., Barack Obama, Donald Trump, and Joseph Biden. These stylistic figures determine intertextual contacts of the inaugural addresses with the texts which characterize the country’s historical and modern development – the United States Declaration of Independence, John Page’s letter to Thomas Jefferson, the Constitution of the United States, the past Presidents’ speeches, patriotic songs. Inaugural addresses form a well-established genre in political discourse, and this genre is aimed at integrating and inspiring the people as well as at performing and establishing President’s and his administration’s general policies. The analysis of the genre of the “inaugural address” is an integral part of political discourse research. Political discourse is perceived as a system of communication that has real and virtual measures. The analysis of stylistic figures which provide intertextual connections belongs to the study of the virtual measure of political discourse – its semiotic area. The analysis conducted in the article is based on political discourse research, intertextuality theory, critical discourse analysis theory as well as on practical papers on presidential communication. This article’s methodology includes methods of observation, deduction, induction, controlled sampling, and the method of discourse analysis. Having analyzed the inaugural addresses and having identified the stylistic figures which incorporate other texts into the inaugural addresses, the author concludes that, firstly, the ideas and principles formulated in the past and implemented in the country’s development concept are sacred and unshakeable, and secondly, these ideas and principles have a great impact on the American nation’s consolidation and integration.

Úrsula Adelaide de Lélis, Maria Vieira da Silva

o tempo presente coloca em pauta novos desafios para o incessante processo de construção de mecanismos para a democratização da escola pública. Os desafios se instauram, sobretudo, pelos condicionantes do quadro de arrefecimento dos espaços coletivos e públicos ocasionados pela ascensão das políticas neoliberais e dos múltiplos mecanismos derivados da reforma do Estado. Tendo como referência os aspectos constitutivos dessas dinâmicas societais de cariz macrossocial, problematizamos aspectos relativos às tênues fronteiras do setor público e privado mediante os processos de parceria entre o Instituto Ayrton Senna (IAS) e uma rede de educação de um município mineiro. Para tanto, enfocamos as diretrizes, proposições e mutações ensejadas pelo Instituto para a educação pública, por meio do Programa Escola Campeã, apreendendo os impactos sobre a perspectiva de gestão no âmbito da educação do município.

Marcio Giusti Trevisol, Altair Alberto Fávero

O artigo reflete a internacionalização da educação superior como uma das grandes preocupações das universidades e de certas políticas de organismos internacionais (OCDE, Banco Mundial, Unesco) e agências nacionais (Capes, CNPq). Para além de pressupor a interculturalidade, a integração das pesquisas e dos conhecimentos, a solidariedade entre os povos, também se caracteriza como sendo um espaço de debates e embates entre atores do próprio campo e na intercessão dos campos sociais envolvidos. Nestes campos de disputa surgem discursos que revelam as diversas faces da internacionalização. O objetivo é analisar o sentido de internacionalização contido nos documentos de duas universidades comunitárias do Sul do Brasil.  A pesquisa caracteriza-se como bibliográfica, documental, de corte analítico e comparada. O universo da pesquisa é duas universidades comunitárias do Sul do Brasil que são analisadas e comparadas a partir dos seus documentos, sobretudo, do Plano de Desenvolvimento Institucional (PDI) e do Plano Institucional de Internacionalização. Em ambas as Universidades, fica evidenciado o entendimento que a internacionalização é o caminho para a consolidação da pesquisa, do ensino e da extensão com vistas a competividade e ao produtivismo global. Porém, em ambas as políticas institucionais de internacionalização são recentes e obedecem a normatividades legais não estando claro os objetivos e interesses da internacionalização para o fortalecimento da missão dessas universidades. Ainda importante destacar, que apenas uma universidade já conta com o Plano Institucional de Internacionalização.

Gary Husband, Paul Murphy, Joel Petrie

The play that follows is a highly experimental work in progress. It is deliberately playful, and at times absurd, which all too often reflects the lived experiences of workers in the sector. The narrative form is employed to examine the potential challenges of engagement in scholarship, particularly methodology, for lecturers in further education embarking on research on, in and of the sector. The play also interrogates power dynamics in FE, its ethicality, and relationship to meaning and ownership of sectoral stories and history. A third and final act is currently under development, and the authors hope to stage a reading of the play at the ARPCE Conference in 2020.

Наталія Козьмук, Мар’яна Решетник

З’ясовано, що зайнятість населення є важливим показником соціального прогресу суспільства. Зайнятість населення можна розглядати як сукупністю відносин, пов’язаних із забезпеченням працездатного населення робочими місцями, як безпосередньо процес забезпечення робочими місцями та як відносну категорію, тобто ступінь участі працездатного населення в суспільній праці, яка приносить дохід. Установлено, що з розвитком ринкової економіки і загострення проблем зайнятості у світовій економіці в умовах НТР нетипові форми зайнятості витісняють стандартну зайнятість. Визначено, що на рівень зайнятості впливають як макроекономічні чинники (соціально-економічний устрій, політика держави), так і чинники, які залежать від певного способу, мети форми організації виробництва, рівня розвитку продуктивних сил. Зазначено, що винагорода праці виступає однією з важливих передумов ефективної зайнятості людини. При цьому ефективною може визнаватися зайнятість, яка забезпечує ефективність використання наявних трудових ресурсів та їх найбільш повне залучення у процесі суспільного виробництва, забезпечуючи максимальне задоволення особистих і суспільних потреб населення.

Juan Manuel Muñoz González

Lorena Pérez Piña, Carlos J. López Gutiérrez, Manuel Ortega Caballero

<p>For years, the methodology has been worked from a focus on teaching styles and pedagogy situations approach, which was a breakthrough, but the needs of individualization were drifting towards new methodological perspectives and teaching, being cooperative games, the willing environments, or communication processes (López, 2012), who were showing a new way to understand the methodology and teaching styles in Education, and it was not to focus on a way to understand these issues from the point of view of the teacher, but how attending to the cognitive and learning processes of students, we could better optimize our intervention.</p><p>Actually, we have analyzed the latest publications in the last three years, around methodology and teaching styles, using various databases. The results of this search have been quite limited, which may make us think that they have not really relevant changes in the design of such education.</p>

Marisela B. Serra

Educators who teach English in Venezuela are faced with many challenges. For example, in the Secondary School Curriculum, English is taught as an academic subject only three hours a week. Although the English syllabus provided by the Ministry of Education is communicatively and functionally based, many teachers still use the techniques suggested by the Audiolingual Approach such as choral repetition, oral drilling, and dialogue memorization. Still, other teachers who learned through the Grammar Translation Method, carry on the tradition of using this method, paying little attention to recent theory and practice.

Andréia Lopes Pacheco Vasques, Flavia Medeiros Sarti

This article focuses on discourses about the training of two generations of Brazilian teachers of the early years of elementary school. With regard to the first period, between the late 1980s and the early 1990s, the study of documents related to the curricular proposal of Project Cefam/SP was carried out, which revealed discourses emphasizing a teacher’s training geared towards collective work and a critical-reflexive attitude. In the second period, corresponding to the generation of teachers trained from the second half of the 1990s on, the proposals for teacher’s training (represented by guidelines, benchmarks, and federal decrees) are marked by the influence of international organizations and an economic standpoint, assuming a pragmatist orientation based on individual skills, pointing to a political weakening of professorship as a professional group. Thus, one wonders if it is relevant to consider the current moment as a teachers’ professionalization period.

Dair Aily Franco de Camargo

O presente artigo pretende: a) discutir, a nível teórico, dos aspectos sempre implícitos na aprendizagem - atividade fisica ou lógico-matemática do sujeito que busca conhecer e aspectos figurativos ou operativos no objetivo a ser conhecido. b) organizar e sintetizar a partir dos referidos conceitos, uma proposta de ensino para os alunos "fracos", particularmente os das séries iniciais do 1° grau, com objetivo central de promover seus respctivos desenvolvimentos.

J.M.A. NOORDMAN

Array

Werner Senn

Welche strukturellen Merkmale bestimmen das modularisierte Ausbildungskonzept des Fachs Deutsch an der Pädagogischen Hochschule Zentralschweiz (PHZ) in Luzern? Welche fachlichen und fachdidaktischen Überlegungen bilden dabei die Grundlage zur Ausgestaltung des Modulplans Deutsch? Wie ergänzen sich fachliche und fachdidaktische Bildung und die Orientierung an beruflichen Handlungskompetenzen? Es wird anhand des Studiengangs Sekundarstufe I im Modulplan Deutsch aufgezeigt, wie Module im Fach Deutsch konzipiert werden. Beispiele veranschaulichen dabei, wie sich Module auf Handlungskompetenzen beziehen und wie diese in Leistungsnachweisen überprüft werden.