scholarly journals University-School Collaborative Networks: A Strategy to Improve the Professional Skills of Future Teachers

2012 ◽  
Vol 2012 ◽  
pp. 1-12 ◽  
Author(s):  
Rosario Mérida Serrano ◽  
María de los Ángeles Olivares García ◽  
Elena González Alfaya
Keyword(s):  
Continuing Professional Development ◽  
Project Work ◽  
Teaching Innovation ◽  
University Teachers ◽  
General Didactics ◽  
The Subject ◽  
Faculty Of Education ◽  
Infant Education ◽  
The University ◽  
Theoretical Foundations

This paper presents an experiment in teaching innovation developed at the University of Cordoba's Faculty of Education (Spain), in the second year of the Infant Education Teacher Training course, within the subject of general didactics. The innovative approach taken focused on setting up a collaborative network between infants' schools and the university. Taking Project Work as the central axis, a learning network has been built with the participation of sixteen Infant Education teachers, three hundred twenty children from this stage, seven university teachers, eighty-five trainee teachers, and two Infant Education advisers from a continuing professional development centre for teachers. The theoretical foundations that support this experiment are described along with their different stages, evaluating the benefits of each of them in facilitating the acquisition of professional competences among university students.

scholarly journals From the theory to practice: Five years of urban regeneration workshops

2018 ◽  
Vol 8 (3) ◽  
pp. 179
Author(s):  
Raimundo Bambó-Naya ◽  
Pablo De la Cal-Nicolás ◽  
Carmen Díez-Medina ◽  
Sergio García-Pérez ◽  
Javier Monclús-Fraga
Keyword(s):  
Urban Regeneration ◽  
Joint Work ◽  
Teaching Innovation ◽  
Academic Field ◽  
Future Challenges ◽  
Academic Courses ◽  
The Subject ◽  
The University ◽  
Previous Phase ◽  
Selection Of

The aim of this communication is to present the experience of four academic courses in the subject of Integrated Urban and Landscape Design, taught in the framework of the Master in Architecture of the School of Engineering and Architecture of the University of Zaragoza. It addresses urban regeneration interventions in vulnerable areas of the consolidated city with approaches to teaching innovation in the academic field and in the topic of user participation.The workshop methodology is explained in detail, paying more attention to the process followed than to the specific results of the workshop. The different stages of the process are presented: previous phase and selection of the study area, phase of analysis and diagnosis, phase of proposals, where a joint work is carried out with vision of action in the whole of the neighbourhood, and phase of presentation of the results to the Neighbours. Finally, some future challenges of this workshop are outlined.

scholarly journals Evaluación y desarrollo de la competencia digital de futuros maestros en la Universidad de Murcia

2016 ◽  
Vol 6 (1) ◽  
pp. 51-56 ◽  
Author(s):  
Isabel Gutiérrez Porlán ◽  
José Luis Serrano Sánchez
Keyword(s):  
First Year ◽  
Self Perception ◽  
Initial Task ◽  
Initial Questionnaire ◽  
The Subject ◽  
Digital Competencies ◽  
Faculty Of Education ◽  
The One ◽  
The University ◽  
Work Done

<p class="AbstractText">This paper presents the findings of a study carried out in the academic year 2014-2015 at the faculty of Education of the University of Murcia with first year degree students in Primary Education studying Research and ICT. The study started with the application of the DIGCOM questionnaire to analyze the digital competences of 134 students. The questionnaire served as an initial task to help students reflect on their digital competences. The subject was developed around tasks which adopted a transversal approach and used the nature of the contents itself to direct and improve students’ digital competencies. Finally, the initial questionnaire was reformulated and run in order to ascertain the students’ self-perception of their improvement in these competencies through the tasks they had performed.</p> <p class="AbstractText">Below we present the tasks carried out, the organization of each subject and the most relevant data regarding the self-perception of digital competencies of the future primary school teachers enrolled at the University of Murcia. The data reveal, on the one hand, that the students participating consider themselves to be competent in the most basic aspects of digital competencies and, on the other, their perception that the work done in the subject has helped them quite a lot in improving their competencies.</p>

Nauki biologiczne i medyczne w kształceniu pedagogów w koncepcji całościowej opieki nad uczniem. Praca poświęcona działalności Profesora Andrzeja Jaczewskiego

2021 ◽  
pp. 109-123
Author(s):  
Anna Kowalewska
Keyword(s):  
Secondary School ◽  
School Teacher ◽  
Research And Teaching ◽  
Medical Issues ◽  
Medical Academy ◽  
Mother And Child ◽  
The Subject ◽  
Faculty Of Education ◽  
The University

This paper presents the scientific and educational activities of Professor Andrzej Jaczewski in the field of training pedagogues in the biological and medical foundations of development and upbringing. These activities were an important part of the concept of comprehensive student care advocated by Professor Jaczewski. His scouting experience, his work as a doctor, a secondary school teacher, or a research and didactic staff member at the Medical Academy and the Institute of Mother and Child at the University of Warsaw, as well as his cooperation with other research and teaching centres in Poland and abroad, played an important role in shaping his views on the training of pedagogues in medical issues. The paper presents the process of implementation and realisation of the subject “Biomedical foundations of development and upbringing” at pedagogical faculties in Poland with particular emphasis on the role of Professor Andrzej Jaczewski in this process. The article discusses activities concerning education in medical issues of the local and nationwide range carried out at the Faculty of Education of the University of Warsaw. Finally, Prof. Jaczewski’s suggestions and dreams concerning the future of the subject “Biomedical foundations of development and upbringing” in the education of pedagogues are referred to.

scholarly journals Media role in the formation of public opinion towards the right of self-determination for Kurds in Iraq

2020 ◽  
Vol 7 (2) ◽  
pp. 214-241
Author(s):  
Hemin Majeed Hasan ◽  
Baqir Dawd Hussein ◽  
Kamil Omar Sleman
Keyword(s):  
Self Determination ◽  
Structural Representation ◽  
Strategic Issues ◽  
University Teachers ◽  
The Subject ◽  
The Individual ◽  
The Right ◽  
Social Components ◽  
The University ◽  
Right Of Self Determination

This research deals with the subject of the Kurdish media in relation to the right of self-determination, which the Kurds prepare for its central cause and struggle for it. The importance of this research comes from the importance of its basic components represented by the Kurdish media and the right to self-determination, where they combine the equation of influence and influence, which is the operator of the formative relations of things and designed in all human groups, including the community of the region, in addition to being one of the few Kurdish studies in this field, To cast its positive on the operators of the terms of reference.The aim of this research is to realize the levels of interest of the Kurdish media in the concept of the right to self-determination and its role in conveying its meanings and implications to the Kurdish individual, as well as to identify the mechanisms used by this media to convince the individual mentioned this right and activate his tendencies toward him.The research depends on the university teachers, in addition to their field dimension, because they are the most appropriate and the right to express opinions about such strategic issues and their details and implications, because of their knowledge, scientific, specialized and other structural participants, as well as their structural representation of various social components in the Kurdistan Region.

scholarly journals Una experiencia de metodología activa de aprendizaje: una conexión entre el área de didáctica del MUA - Museo de la Universidad de Alicante (España) y la asignatura de Didáctica de la Educación Plástica del Grado de Magisterio en la Facultad de Educación de la Universidad de Alicante (España) / An Experience of Active Learning Methodology: a Connection Between the MUA Teaching area - Museum of the University of Alicante (Spain) and the Subject of Plastic Teaching Degree of Teacher Education in the Faculty of Education at the University of Alicante (Spain)

2014 ◽  
Vol 1 (2) ◽  
Author(s):  
Lilia Miralles Llorens
Keyword(s):  
Public Schools ◽  
Formative Assessment ◽  
Bologna Process ◽  
Educación Superior ◽  
Educacion Superior ◽  
Standard Education ◽  
School Teaching ◽  
The Subject ◽  
Faculty Of Education ◽  
The University

ABSTRACTIn this paper the possibility of applying a model of formative assessment through a project-based courses with high practical allocation of credits, new degree colleges established under the new European standard education learning arises top Bologna process (European higher Education). This model is based on the development of a research project supervised and continuous evaluation of students, which should develop both discipline-specific skills, such as generic skills aimed at their employability in school teaching studies in Children public schools. With the model of formative assessment through a project-based you take on this job learning, students of the subject didactics of artistic expression childhood education degree, throughout the project have developed very specific targets involve the development of various skills. The term "project" includes a series of coordinated and interconnected activities, both theoretical and practical, with specific objectives, which aim to enhance the learning of knowledge and skills in students, so that it is of great help in development, personal fulfillment, and in your future career.RESUMENEn el presente trabajo se plantea la posibilidad de aplicar un modelo de evaluación formativa a través de un aprendizaje basado en proyectos en asignaturas con una elevada asignación de créditos prácticos, de los nuevos grados de las universidades que se establecen según la nueva normativa europea de educación superior proceso de Bolonia (espacio Europeo de Educación superior). Este modelo se basa en el desarrollo de un proyecto de investigación tutelado y la evalua-ción continua de los estudiantes, los cuales deberían desarrollar tanto competencias específicas de la disciplina, como competencias genéricas orientadas a su inserción profesional en la docencia escolar de los estudios de Infantil en los cole-gios públicos. Con el modelo de evaluación formativa a través de un aprendizaje basado en proyectos que se realizar en este trabajo, los estudiantes de la asignatura de didáctica de la expresión plástica del grado de educación infantil, a lo largo del proyecto han desarrollado unos objetivos muy concretos que suponen el desarrollo de diversas competencias. Con el término "proyecto", se incluye una serie de actividades coordinadas e interconectadas, de carácter tanto teórico como práctico, con unos objetivos específicos, que pretenden potenciar el aprendizaje de conocimiento y habilidades en el estudiante, de forma que resulte de gran ayuda en su desarrollo, realización personal, y en su futuro profesional. Contacto principal: [email protected]

scholarly journals Ser dos en el aula: las parejas pedagógicas como estrategia de co-enseñanza inclusiva en una experiencia de formación inicial del profesorado de secundaria

Aula Abierta ◽  
2017 ◽  
Vol 46 (2) ◽  
pp. 57
Author(s):  
Manuel Cotrina García ◽  
Mayka García García ◽  
Ester Caparrós Martín
Keyword(s):  
Preservice Teachers ◽  
Teacher Training ◽  
Inclusive Education ◽  
Collaborative Teaching ◽  
Secondary Teacher ◽  
Teaching Innovation ◽  
Innovation Project ◽  
Teacher Professional ◽  
The Subject ◽  
The University

RESUMENEste trabajo aborda la “pareja pedagógica” como estrategia didáctica innovadora de corte inclusivo, que caracteriza una modalidad de enseñanza colaborativa (co-enseñanza). Esta estrategia requiere la implicación, intencional y voluntaria de dos profesores en todos los aspectos vinculados a la docencia: planificación, evaluación y, singularmente, durante el desarrollo de las sesiones de clases. Inicialmente se revisa la literatura sobre el tema de estudio, de cara a documentar su potencial en la mejora del proceso didáctico, e ilustrar sus implicaciones para el desarrollo profesional docente; asimismo, se centra el eje de análisis en la educación inclusiva. En un segundo momento, se presentan los resultados de un proyecto de innovación docente cuyo eje central es la puesta en acción de esta estrategia por un grupo de docentes de la Universidad de Cádiz, en diversas titulaciones vinculadas a la formación inicial del profesorado. En concreto, se presenta la visión particular del alumnado de la asignatura “Procesos y Contextos Educativos”, del Máster en Formación del Profesorado de Secundaria. Es a través de la voz del alumnado que el modelo de co-enseñanza, llevado a cabo en esta experiencia con las “parejas pedagógicas”, adquiere valor pedagógico y se sitúa como motor para la proyección hacia su práctica futura.Palabras Clave: co-enseñanza, pareja pedagógica, educación inclusiva, formación inicial del profesorado.ABSTRACTThis work approaches the “pedagogical partnerns” as an innovative didactic strategy of inclusive orientation, which characterizes a modality of collaborative teaching (co-teaching). This strategy requires the intentional and voluntary involvement of two teachers in all aspects related to teaching: planning, assessment and, in particular, during the development of class sessions. Initially the literatura on the subject of study is reviewed, in order to documents its potential in improving the didactic process, and to illustrate its implications for teacher professional development; likewise, the analysis focuses on inclusive education. Secondly, we presents the results of a teaching innovation project whose central axis is the implementation of this strategy by a group of teachers of the University of Cadiz, in various degrees related to the preservice teachers. Specifically, we present the students’ particular view on the subject “Processes and Educational Contexts” of the Master in Secondary Teacher Training. It is through the voice of the students that the co-teaching model, carried out in this experience with the “pedagogical partners” , get its pedagogical value and is placed as a motor so that the students can project it towards its future practice.Keywords: co-teaching, pedagogical pair, inclusive education, initial teacher training.

scholarly journals A New Way of Teaching Ancient History

2021 ◽  
pp. 129-142
Author(s):  
Fernando Lozano Gómez ◽  
Alfonso Álvarez-Ossorio Rivas ◽  
Víctor Sánchez Domínguez
Keyword(s):  
Autonomous Learning ◽  
General Knowledge ◽  
Game Based Learning ◽  
Ancient History ◽  
Teaching Innovation ◽  
Learning History ◽  
Specific Teaching ◽  
Historical Role ◽  
The Subject ◽  
The University

Fernando Lozano Gómez, Alfonso Álvarez-Ossorio Rivas, and Victor Sánchez Domínguez assess the conclusions of several successive research projects on teaching innovation funded by the University of Seville. Members of the Department of Ancient History developed these projects that are indebted to game based learning. The main goal was to present History in all its complexity, without simple explanations, and to improve the student’s general knowledge of the subject by promoting autonomous learning. The paper presents the new teaching materials created by the members of the project. These include an open access handbook with specific teaching tools, instructions for autonomous learning through historical role-play, and the use of timeline playing cards in the university classroom for learning History.

scholarly journals Estrategias para mejorar las producciones escritas de los estudiantes de Pasantía Empresarial / Strategies to improve students written productions in the subject Business Internship

2015 ◽  
Vol 11 (21) ◽  
pp. 54-59
Author(s):  
Sonja L. Arias Nogueira
Keyword(s):  
Teaching And Learning ◽  
Research Study ◽  
Writing Strategies ◽  
Writing Processes ◽  
The Subject ◽  
University Level ◽  
Business Internship ◽  
The University ◽  
Theoretical Foundations ◽  
Virtual Mode

ResumenSe presenta una investigación sobre escritura en la asignatura Pasantía Empresarial de la carrera de Administración de Empresa que se imparte en modalidad virtual. Se exponen los fundamentos teóricos sobre los que se sustentó el proyecto, la implementación de varias estrategias de escritura y los resultados alcanzados. Este estudio puede aportar a los docentes interesados en mejorar el proceso enseñanza-aprendizaje de sus contenidos disciplinares a través de la escritura en el nivel superior. AbstractThis article presents a research study on students’ writing processes in the subject of Business Internship taught in virtual mode. The theoretical foundations on which the project was based, the implementation of various writing strategies and the results achieved are discussed. This study can help teachers interested in improving the teaching and learning of their subjects content through the writing process at the university level.

scholarly journals Técnica de aprendizaje basado en problemas aplicada a la docencia práctica de asignaturas de Microbiología en la Universidad de Jaén

2019 ◽  
pp. 151-157
Author(s):  
Elena Ortega ◽  
Rosario Lucas ◽  
Rubén Pérez ◽  
Antonio Cobo ◽  
Nicolás Glibota ◽  
...  
Keyword(s):  
Curriculum Design ◽  
Collaborative Teaching ◽  
Innovative Teaching ◽  
Teaching Innovation ◽  
University Teachers ◽  
Teachers And Students ◽  
Innovation Project ◽  
Competence Acquisition ◽  
The University ◽  
Cristo Rey

Resumen Habiendo detectado la necesidad de actualizar las técnicas docentes empleadas por el profesorado universitario, estamos desarrollando, en colaboración con el Departamento de Ciencias Naturales del Colegio Cristo Rey de Jaén, el proyecto titulado “Transferencia de prácticas docentes de trabajo cooperativo del ámbito pre-universitario a la docencia práctica de asignaturas de Grado y Postgrado en la Universidad de Jaén”, concedido en la Convocatoria de Proyectos de Innovación e Incentivación de las Buenas Prácticas Docentes en la Universidad de Jaén y que implica a cuatro áreas de la Facultad de Ciencias Experimentales. En concreto en el área de Microbiología hemos desarrollado un bloque de prácticas mediante la técnica de Aprendizaje Basado en Problemas y el resto mediante la metodología tradicional de explicación previa del profesor y desarrollo de la práctica. Tanto la motivación del profesorado como de los estudiantes ha mejorado tras la aplicación de esta técnica docente. La adquisición de competencias también ha sido superior en las prácticas desarrolladas con esta metodología, en comparación con las desarrolladas por el método tradicional. Concluimos que esta metodología docente se puede adaptar perfectamente a la enseñanza universitaria, puede facilitar la comprensión del fundamento teórico y la adquisición de competencias en algunas clases prácticas, además de mejorar la motivación tanto del profesorado como de los estudiantes. Abstract Pre-university teachers have probed experience in applying new and innovative teaching methods, so we have been guided by professors from the High School “Cristo Rey Jaén” to develop these techniques in the scope of applicability of a Teaching Innovation Project titled “Transfer of collaborative teaching techniques from pre-university levels to practical classes at the University of Jaén”, that we obtained from this University and that implies the joint effort of four areas of knowledge in the Faculty of Experimental Sciences at the University of Jaén. Problem-Based Learning (PBL), a pedagogical approach and curriculum design methodology often used in higher education, has been used in practical classes in the Microbiology Unit. We have detected higher drive in both, teachers and students in those practical classes conducted with this methodology, when compared to traditional techniques. Proficiency acquired by students was also higher when applying this methodology, so we conclude it can be perfectly transposed to University in order to improve the understanding of the theoretical basis of practical classes, the competence acquisition by students and to increase the motivation of both, teachers and students.

scholarly journals Changes in the ethnic map of Kolozs and Bihar counties in the period between 1966–2002

2004 ◽  
Vol 2 (2) ◽  
pp. 181-201
Author(s):  
József Benedek ◽  
Egon Nagy
Keyword(s):  
Social Geography ◽  
First World War ◽  
World War ◽  
University Teachers ◽  
The First World War ◽  
Hungarian Population ◽  
The Subject ◽  
The University ◽  
First World

The authors, József Benedek and Egon Nagy, university teachers of Social Geography at the University of Kolozsvár, conclude their analysis with the warning that the subject of the rates and number of Hungarians and half-Hungarians in Transylvania should be treated more delicately. It is certain that the ethnical losers of the socialist industrialization and village-to-town migration were the Transylvanian cities where, before the First World War, the Hungarian inhabitants formed a majority - in 1956 Kolozsvár, Hunyad, Nagyvárad etc. were mostly hungarian cities. In 2002, only Szalonta and Érmihályfalva could be counted as such. Previous researches failed to notice a group of communities where changes seemed to favor the numbers of the Hungarian population. Future strategies have to build upon this fact. The ethnic homogenization of the villages was a success especially in villages lying close to the cities, and in strongly industrialized communities. But in the traditional hungarian ethnic enclosures (in Kalotaszeg, Mezőség) we can distinguish a group, where the rate of hungarian inhabitants has grown

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