scholarly journals Las bases teóricas de las narraciones autobiográficas de los docentes

10.14201/2848 ◽  
2009 ◽  
Vol 11 ◽  
Author(s):  
Fernando Gil Cantero
Keyword(s):  
Oral Language ◽  
Teaching And Learning ◽  
Personal Narrative ◽  
Negative Consequences ◽  
Temporal Experience ◽  
Classroom Experience ◽  
Philosophical Perspective ◽  
Teacher Narrative ◽  
Future Events ◽  
Key Features

RESUMEN: En este artículo me centro en un apartado específico de la narrativa que tiene particular relevancia para los educadores de todos los niveles educativos: la narrativa personal de los profesores. Se subrayan así algunas características claves de la narrativa: A) proporcionar significado a la experiencia temporal y a las acciones personales, B) sintetizar las acciones y los sucesos cotidianos en unidades de episodios, C) estructurar los sucesos del pasado y planear los sucesos del futuro. Voy a usar los términos narrativa del profesor (o relatos de los profesores) para referirme a los sucesos o acontecimientos de las experiencias en el aula, compartidas bien a través del lenguaje oral o escrito, y usadas para ayudar a los profesores a pensar más profundamente sobre el significado de la enseñanza, el aprendizaje y ayudar a crecer personalmente y a cambiar, tanto profesional como personalmente. Este artículo discute las consecuencias positivas y negativas de los diferentes modos de desarrollar la identidad de los profesores desde una perspectiva filosófica.ABSTRACT: In this paper I focus on a subset of narrative that has particular relevance for educators at all levels: the teacher personal narrative. It highlights some key features of the narrative: A) ascribing meaning to temporal experience and personal actions, B) synthesizing everyday actions and events into episodic units, C) structuring past events and planning future events. I am using the terms teacher narrative (or teacher's story) to refer to acttual accounts of classroom experience, shared via written or oral language, and used to help teachers think more deeply about the meaning of teaching and learning and to grow and change, both personally and profesionally. This paper discuss the positive and negative consequences of the different ways to develop the teachers' identity from a philosophical perspective.

scholarly journals Going 3D with Technology: An Overarching Approach for Language Teachers

2016 ◽  
Vol 18 (1) ◽  
pp. 133
Author(s):  
Jason D. Hendryx
Keyword(s):  
Higher Education ◽  
Observational Data ◽  
Language Production ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Student Interaction ◽  
Language Teachers ◽  
Classroom Observations ◽  
Language Classroom ◽  
Key Features

Después de más de una década de observaciones en clases de más de una docena de idiomas, en múltiples instituciones de educación secundaria y de educación superior en varios países, se puede afirmar que existen tres usos pedagógicos clave para una introducción exitosa de la tecnología por parte de los profesores. Los tres usos identificados son: el direccional, el de desarrollo, y el crítico. En lo sucesivo, llamados usos 3D. Los datos de observación obtenidos sugieren que cuando un profesor de idiomas introduce la tecnología en el aula por medio de cualquiera de los tres usos indicados, incrementa el éxito de resultados. El éxito aquí debe entenderse como un mayor nivel de interacción, de motivación, de compromiso y de producción de lenguaje por parte de las estudiantes. Mientras tanto las observaciones de profesores que introducen la tecnología en el aula sin tener en cuenta los usos 3D, revelaron aplicaciones rígidas y aburridas de los medios tecnológicos para la enseñanza y el aprendizaje de idiomas. Dichas aplicaciones muchas veces se caracterizan por desdeñar el contexto pedagógico de manera que generan entre los estudiantes escasos o nulos niveles de interacción o de producción de lenguaje.Grounded in over a decade of language classroom observations, in multiple institutions of secondary and higher education in several countries, across over a dozen languages, three key features of what appear to be successful applications of technology by instructors in these classes for language teaching emerged. These features came to be identified as directional, developmental, and decisive—Hereafter referred to as the 3Ds. Observational data suggests that when an instructor embraces any of the 3Ds while using technology for teaching and learning purposes, the more successful that application of technology seems to be. Success here should be understood as higher levels of student interaction, engagement, and motivation, with more kinds and types of student language being produced.  Meanwhile, observations of instructors who did not utilize any of the 3Ds, revealed stiff, uninspiring uses of technology, oftentimes devoid of context, which did not result in much, if any, student interaction or language production.  

Moving to the Worldvirtual

2011 ◽  
pp. 1-14
Author(s):  
Richard E. Riedl ◽  
Terry McClannon ◽  
Amelia W. Cheney
Keyword(s):  
Online Learning ◽  
Virtual Worlds ◽  
Teaching And Learning ◽  
Educational Experiences ◽  
Learning Experiences ◽  
Traditional Classroom ◽  
Classroom Experience ◽  
Face To Face ◽  
Brick And Mortar ◽  
The Ideal

The traditional classroom has been considered the ‘ideal’ setting for teaching and learning, and innovations which challenge that structure are under a great deal of scrutiny. As the tools for online learning become more sophisticated, as in the case of 3D immersive worlds, it is time to stop using the brick-and-mortar classroom experience as the litmus by which all educational experiences are measured. This chapter will discuss some significant differences between face-to-face and online learning experiences, as well as some unique affordances provided by virtual worlds for constructivist learning experiences.

Enhancing ICT Application in Science and Mathematics Education

2010 ◽  
pp. 142-164
Author(s):  
Suan Yoong ◽  
Lee Yuen Lew
Keyword(s):  
Mathematics Education ◽  
Teaching And Learning ◽  
Information Communication ◽  
Good Practices ◽  
Current Trends ◽  
Current Thinking ◽  
Emerging Issues ◽  
Key Features ◽  
Ict Infrastructure ◽  
And Mathematics

This chapter reviews the Malaysian experience in implementing the Smart School Flagship initiatives, notably in the implementation of information communication technology (ICT) application in science and mathematics education. From a macro perspective, this chapter takes stock of the achievements of the Smart School Flagship in enabling ICT infrastructure and Internet connectivity in Malaysian schools. It attempts to appraise current trends and practice, clarifies emerging issues or challenges that schools face in trying to improve the ways in which ICT is applied to enhance teaching and learning, and identifies promising good practices so that general lessons may be drawn that are of interests to Malaysia and other countries. It does not claim to comprehensively cover every aspect of the initiatives but aims to contribute to current thinking about this topic by presenting a practical and pragmatic evaluation of some of its key features.

scholarly journals The role of leadership in developing and sustaining teachers' professional learning

2011 ◽  
Vol 25 (4) ◽  
pp. 149-155 ◽  
Author(s):  
Fiona King
Keyword(s):  
Professional Development ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Prominent Feature ◽  
Disadvantaged Schools ◽  
Key Features ◽  
The Impact ◽  
Education Discourse ◽  
Specific Contribution

A prominent feature of education discourse relating to teachers' practice has been the call for increased emphasis on professional development (PD). This paper is part of a wider project which explored the impact of a collaborative PD initiative on teachers' teaching and learning in five urban disadvantaged schools in Ireland. It focused on the impact of PD and critically on sustainability from which emerged important issues of leadership. This article focuses on the specific contribution that leadership made to the sustainability of the practices in the schools. It aims to identify three key features of how principals contribute to sustaining PD practices.

Multimodal figuration of product stories

2015 ◽  
Vol 25 (1) ◽  
pp. 113-130
Author(s):  
Ming-Yu Tseng
Keyword(s):  
Personal Narrative ◽  
New Product ◽  
Human Experience ◽  
Creative Industries ◽  
The Past ◽  
Word And Image ◽  
Key Features

The product story, an emerging genre increasingly used in creative industries, introduces the product by means of storytelling. Unlike a typical personal narrative, which reports events, the product story, which usually includes one or more pictures showing the item for sale, uses the past as a resource to tell a story about a new product pertaining to human experience. This study uses the notion of multimodal figuration to characterize the co-presence of narrativity and visuality in product stories. The notion simultaneously refers to three key features of product stories which are co-produced by word and image: participants (i.e. product and human), the generation of plots, and emotionality. In the interactions between participants exists a tension between objectifying and animating forces. Two other phenomena result from the interconnections among the three senses or layers of multimodal figuration: crossing experience and creating empathy, in both of which metaphor plays a central role.

The Opportunity Cost of Changing Clinical Practice in Anticipation of a Surge of Covid-19 patients – A Convergent Mixed Methods Study Protocol

2020 ◽  
Vol 8 (3) ◽  
pp. 301
Author(s):  
Veena Manja ◽  
James Wiedeman ◽  
Jeffrey S Hoch ◽  
Diana Lee Farmer
Keyword(s):  
Mixed Methods ◽  
Teaching And Learning ◽  
Mixed Methods Study ◽  
Case Mix ◽  
Negative Consequences ◽  
Structured Interviews ◽  
Case Volume ◽  
Quantitative Phase ◽  
Trade Offs ◽  
The Impact

Background: The rapid rise of COVID-19 infections has strained the capacity of healthcare systems worldwide. Many organizations are changing practice to make room for a surge in patients with COVID-19 infections. Cancelling and rescheduling elective procedures is one strategy advocated and used by many. This process may result in negative consequences for the patients who need procedures and have negative teaching and economic implications.Rationale and Study Design: This convergent mixed-methods study includes analysis of surgical databases to evaluate differences in case-volume and case-mix before and after the emergence of COVID-19 pandemic (quantitative phase), prospective observational study of patients impacted by the delayed scheduling of surgical procedures (quantitative phase) and 1:1 semi-structured interviews with patients, physicians and administrators to understand the impact of operational changes as a result on COVID-19 infection on patient care, teaching and learning and fiscal outcomes.Methods: The quantitative phase will consist of a review of the surgical database to quantify the differences in case-volume and case-mix during 2019 and 2020. In addition a prospective cohort of patients impacted by the delay in these procedures will be followed for 6 months to assess changes in patient important outcomes due to changes in scheduling procedures. The qualitative phase will consist of 1:1 semi-structured interviews to gain a depth of understanding of the trade-offs due to a change in practice related to COVID-19. The interviews will be analyzed using qualitative description.Discussion: The COVID-19 pandemic has caused worldwide disruption in the practice of healthcare, current focus on increasing capacity in preparation for a COVID-19 surge may have unforeseen consequences for patients who need non-COVID-19 related care. Studying the impact prospectively will provide information on the trade-offs associated with change in healthcare priorities. These results may be helpful in informing optimal healthcare practices and resource allocation in the future. 

Cognitive Processing and Narrative Discourse Production in Children with ADHD

2009 ◽  
Vol 39 (3) ◽  
pp. 326-335 ◽  
Author(s):  
Sharon Moonsamy ◽  
Heila Jordaan ◽  
Kirston Greenop
Keyword(s):  
Academic Success ◽  
Cognitive Processing ◽  
Oral Language ◽  
Personal Narrative ◽  
Narrative Discourse ◽  
Assessment System ◽  
Attention Deficits ◽  
Oral Narratives ◽  
Oral Narrative ◽  
Children With Adhd

Children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) have cognitive processing difficulties due to their disinhibition and attention deficits, which influence their scholastic performance. Cognitive processing also impacts on the production of oral narratives, an essential skill required for academic success. Therefore the relationship between cognitive processing and oral narratives is investigated. Thirty males, aged 9–11 years, were selected from English medium remedial schools and were assessed on the Cognitive Assessment System (CAS). The results were correlated to their performance on two narrative tasks, involving a Picture Sequence and a Personal Narrative. Measures of Cohesion and Coherence were analysed quantitatively. Participants' low Planning and Attention scores in this study confirmed the validity of the CAS as a diagnostic device for ADHD but were not significantly related to their oral narrative production. However, their approach to the task indicated insufficient use of planning. The structured task (picture sequence) yielded more complex stories than the unstructured task (personal narrative), which may be reflective of the participants' attention deficits. The findings suggest that narrative measures are useful instruments for oral language evaluation in children with ADHD. In addition, the importance of understanding oral narratives within a therapeutic situation is important for both therapist and child.

scholarly journals Performance indicators in higher education with learning analytics

2017 ◽  
Vol 3 (2) ◽  
pp. 12
Author(s):  
Carlos Morais ◽  
Paulo Alexandre Alves ◽  
Luisa Miranda
Keyword(s):  
Virtual Environment ◽  
Learning Process ◽  
Learning Analytics ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Negative Consequences ◽  
Access Frequency ◽  
The Mean ◽  
Academic Information

The regular use of virtual learning environments by educational institutions and the availability of large quantities of data regarding the teaching and learning process both challenge teachers, institutions and researchers to explore such data within the perspective of learning analytics in order to obtain indicators which might contribute to the improvement of the teaching and learning process. Consequently, such improvement may lead to students’ better learning outcomes as well as a better relationship with the institution they attend. Taking into account that student retention and dropout from degree courses before their completion have highly negative consequences for a high number of students, the aim of this research is to look into indicators associated with such problems through a mixed methodology, both qualitative and quantitative, and through procedures of analysis and research of data from databases containing academic information provided by a sample of 1,588 undergraduates. The focus of the study lies upon the relation and analysis of the following variables: students’ frequency of access per course unit to the virtual environment of the institution they attend; quantity of course units passed; and mean of the marks obtained in the course units passed. Among the results obtained, we highlight the existence of a positive degree of association with moderate correlation between the variables frequency of access per course unit to the virtual environment and the mean of the number of course units passed. Following the division of the sample into four different groups, each group corresponding to one quartile, resulting from the data regarding the frequency of accesses per course unit to the institution’s virtual environment, significant differences were found concerning the mean of the course units passed between the groups showing a higher frequency of access to the virtual learning environment and those with a lower access frequency, to the advantage of the groups showing a higher frequency of access to the virtual environment. Therefore, considering the way the groups were constituted, there is proof that the higher the frequency of access to the virtual environment is, the higher the probability of students succeeding in the course units they attend will be.

scholarly journals Factors that Influence Student Retention

2018 ◽  
Author(s):  
Aisling Devereux ◽  
Markus Hofmann
Keyword(s):  
Higher Education ◽  
Data Mining ◽  
Teaching And Learning ◽  
First Year ◽  
Negative Consequences ◽  
International Sector ◽  
Higher Education Retention ◽  
Education Authority ◽  
National Forum ◽  
Education Retention

With the increase in enrolment figures from second level education to third level education over the last number of decades, non-progression rates continue to give cause for concern in certain levels and disciplines. It has been widely argued that in addition to increasing enrolment numbers, higher education must also be concerned with the success of these students. In both the Irish and the international sector, the negative consequences of non-progression has been highlighted, not just on a societal level, but also for the students themselves. It is crucial for first-year student experience to have a positive experience and be fully supported in achieving the goals of higher education. From researching several reports in the area of retention and in particular the reports published by the Irish Higher Education Authority and the National Forum for the Enhancement of Teaching and Learning in Higher Education in this area, it is clear that there is a need to analyse the data available and present the findings in a clear way to the key decision makers to allow for early intervention. This paper uses the different phases of the CRISP-DM methodology and applies data mining techniques and models to a real student dataset with the aim to predict the students that will progress. Keywords: Learning analytics; Data Mining; Higher Education; Retention.

scholarly journals Theological question in a philosophical perspective: Nikolai Berdyaev’s theory of a lie

2020 ◽  
Vol 2 (3) ◽  
pp. 471-479
Author(s):  
Evgenii E. Nesmeyanov ◽  
Keyword(s):  
Free Will ◽  
20Th Century ◽  
Scientific Practice ◽  
Psychological Characteristics ◽  
Negative Consequences ◽  
Philosophical Perspective ◽  
European Culture ◽  
Voluntary Consent ◽  
The Will ◽  
Religious Theory

The article considers the conception of a lie established in the work of Nikolai Berdyaev during the first half of the 20th century. The socially organized lie was at the center Berdyaev’s attention. In the middle of the 20th century, new theoretical perceptions of necessity, legality and even value of a lie emerge. A lie is declared to be a norm of European culture, an inevitable component of economic, political and scientific practice, an essential component of people’s ordinary and family life. Criticizing these ideas, Berdyaev puts forward a number of counterarguments relevant both during his time and at the beginning of the 21st century, which makes this article significant. The fundamental originality of the study of a lie by the Russian philosopher consists in changing the main cause of the phenomenon, from the personal moral and psychological characteristics of a person to the ontological cause. Berdyaev creates a philosophical-religious theory of “Tragic theodicy”, where he links the origin of the free will of a person (including the freedom to lie) with the peculiarities of the origin of Space from two sources. These sources are the will of God and from voluntary consent to become the existence of some primordium — “Meon (abyss)”, “Abyss”, “Baselessness”: human free will is not a gift from God. A person’s freedom to act comes before the act itself, its roots are in Meon. For this reason, it is impossible to make God responsible for cosmic disasters and for the irrational destructive behavior of man. God is all-merciful, but not almighty, and He cannot prevent the negative consequences of a person’s free will. A lie on a worldwide scale is “a lie of the world”, which produces horrendous consequences and creates “a false existence”, it is related to Meon and it is produced by people. The article is intended to attract the attention of the scientific community to the creative heritage of Nikolai Berdyaev.

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