El cambio pedagógico en la docencia universitaria en los tiempos de Covid-19

Antecedentes: La aparición del virus COVID-19 ha generado una de las mayores disrupciones mundiales de los sistemas educativos (entre otros) en generaciones Propósito: Este estudio examina el impacto de la inmersión involuntaria de profesores de la Universidad Hebrea en entornos de aprendizaje digital debido a la pandemia COVID-19 y su impacto en las prácticas pedagógicas, de los instructores universitarios durante esta crisis. Metodología / Enfoque: Nuestra investigación siguió un enfoque de métodos mixtos, combinando componentes cualitativos con cuantitativos. Nuestro presente estudio pone especial énfasis en los componentes cualitativos de la investigación. Resultados / Conclusiones: En nuestro trabajo analizamos el modelo de aceptación de tecnologías desarrollado por Venkatesh y colaboradores (modelo UTAUT), y lo enriquecemos con una tipología de aceptación del cambio pedagógico (TACP) que permite comprender la situación planteada y actuar en consecuencia. El estudio encontró que existes dos dimensiones en la disposición al cambio pedagógico genuino en los docentes universitarios: Una es su nivel de alfabetización digital antes de la crisis; la segunda es su concepción pedagógica de enseñanza. Implicaciones: Nuestro modelo se puede aplicar a diferentes situaciones de crisis y puede ser útil para la formación y desarrollo del profesorado universitario en el campo de la alfabetización digital. Background: The emergence of the COVID-19 virus has generated one of the largest global disruptions of education systems. Purpose: This study examines the impact of the involuntary immersion of Hebrew University professors in digital learning environments due to the COVID-19 pandemic on pedagogical practices of university instructors during this crisis. Methodology / Approach: Our research followed a mixed methods approach, combining qualitative and quantitative components. Our current study places special emphasis on the qualitative components of the research. Results / Conclusions: In our work we analyze the model of acceptance of technologies developed by Venkatesh and colleagues (2008), and we enrich it with a typology of acceptance of pedagogical change (TACP) that allows us to understand the situation and act accordingly. The study identified two dimensions in the disposition to genuine pedagogical change in university teachers: One is their level of digital literacy before the crisis; the second is his pedagogical conception of teaching. Implications: Our model can be applied to different crisis situations and can be useful for the training and development of university teachers in the field of digital literacy.

Concepciones sobre enseñanza-aprendizaje del profesorado y su práctica educativa en clases de ciencias naturales

En este artículo se presentan los resultados de una investigación cuyos objetivos fueron identificar las concepciones sobre la enseñanza y el aprendizaje de 62 profesores de Sonora (México), que imparten clases de ciencias naturales en secundaria, y estudiar la relación de estas concepciones con su práctica educativa en el aula. Para la obtención de los datos se realizaron observaciones de las clases y se aplicó una entrevista semiestructurada a los profesores. Un análisis cualitativo a las respuestas del profesorado en la entrevista indicó que la concepción sobre la enseñanza más frecuente fue la de transición entre una perspectiva tradicional y una constructivista, seguida de la tradicional. La concepción constructivista fue la menos frecuente. Por otro lado, el análisis de la práctica educativa de los profesores en el aula indicó un predominio del modelo de enseñanza tradicional de transmisión-recepción, aunque aproximadamente la mitad de los profesores incorporaron en sus prácticas algunas estrategias de enseñanza constructivistas. El análisis de la relación entre las concepciones de los profesores y sus prácticas educativas mostró algunas incoherencias. En general, los profesores presentaron una enseñanza más tradicional en su comportamiento en clase que lo manifestado en la entrevista sobre cómo enseñan. Estos resultados presentan implicaciones en el diseño de cursos de formación y actualización docente. This article presents the results of an investigation whose objectives were to identify the conceptions about teaching and learning of 62 teachers of Sonora (Mexico), who teach natural sciences in secondary school, and to study the relationship of these conceptions with their educational practice in the classroom. To obtain the data, classroom observations were made and a semi-structured interview was applied to the teachers. A qualitative analysis of the teachers' responses in the interview indicated that the most frequent conception of teaching was the transition between a traditional and a constructivist perspective, followed by the traditional one. The constructivist conception was the least frequent. On the other hand, the analysis of the teachers' educational practice in the classroom indicated a predominance of the traditional transmission-reception teaching model, although approximately half of the teachers incorporated some constructivist teaching strategies in their practices. The analysis of the relationship between the teachers' conceptions and their educational practices showed some inconsistencies. In general, teachers presented a more traditional teaching in their classroom behavior than what was manifested in the interview about how they teach. These results have implications for the design of teacher training and updating courses.

Teachers’ Conceptions of Teaching Chinese Descriptive Composition With Interactive Spherical Video-Based Virtual Reality

Phenomenographic research about teachers’ conception of teaching has consistently revealed that teachers’ conception of teaching influence their classroom practices, which in turn shape students’ learning experiences. This paper reports teachers’ conceptions of teaching with regards to the use of interactive spherical video-based virtual reality (ISV-VR) in Chinese descriptive composition writing. Twenty-one secondary teachers in Hong Kong involved in an ISV-VR-supported Chinese descriptive writing program participated in this phenomenographic study. Analyses of the semi-structured interviews establish seven conception categories that are specifically related to the use of ISV-VR for descriptive Chinese composition writing: (1) offering students more observational opportunities; (2) improving students’ writing skills; (3) promoting students’ learning participation and motivation; (4) shifting learning from teacher-centric to student-centric, (5) enhancing collaborative learning among students; (6) cultivating students’ positive values and moral character, and (7) shaping students’ self-identity as “writers.” The concurrent and convenient access to the ISV-VR resources was for the teachers an enriched and supportive environment for them to cultivate students’ writer identity. In addition, it was discovered that the structural relationships of the conceptions may be better organized along three axes of continuum: conception’s orientation, teaching attention locus, and understanding of writing. These categories form a hierarchy from skill-oriented to community-oriented, and finally to identity-oriented conception. The findings may provide researchers and practitioners with novel insight into the teaching of composition writing in the contexts of L1 acquisition supported by virtual reality technology.

Język rosyjski i angielski w dyplomacji – nowa specjalność w nauczaniu języka rosyjskiego jako obcego na potrzeby rynku pracy – koncepcja kształcenia

The article shows the conception of teaching for a new speciality: Russian and English in diplomacy within Russian language course at the university level. After a brief analysis of vistas of Russian philology graduates employment, the proprietary curriculum for the new speciality accounting of the specificity of languages of various professions and communities connected with diplomacy was presented.

Reciprocal Peer Mentoring

Practicum in pre-service teacher education offers ample opportunities for developing a practical conception of teaching and learning. Yet it may also promote further worry for pre-service teachers if not sufficiently resourced and carefully structured. This chapter intended to delve into practical implications of reciprocal peer mentoring in practicum. Placing onus on restructuring the traditional mentoring model currently used in most pre-service teacher education programs, this chapter postulated that integration of reciprocal peer mentoring with systematic opportunities for peer conference and peer observation might be a viable suggestion to resolve the perceived shortcomings in practicum. Moreover, this chapter proposed that apart from gradual transition to full-fledged teaching, an earlier onset of teaching practices shaped by periodic rotations in teaching practices might help to maximize contributions of engagement in practicum experiences.

Innovative-Methodological And Organizational-Pedagogical Prospects For Activating Social Activity Of The Future Teachers

To develop students’ 21st century skills and render education more responsive to the challenges of a knowledge-based society, teachers’ development has been constantly called for. The conception of teaching as a life-long learning process is gaining momentum with the variety of conferences, courses/programmes, and published materials supporting it. But, to develop as teachers we need to understand the nature of this development. Does it mean professional, personal or social development? This article aims to clarify the meaning of teacher development through explaining what teacher professional, personal and social development mean and how these relate to teacher development.

Emergency Remote Learning in Higher Education during COVID-19 Era: Students and Professors’ Experiences

Due to the current massive pandemic situation, global educational systems have, by necessity, shifted from in-person to virtual learning. As a result, this newfangled educational paradigm has changed the conception of teaching and learning from a rigid process to a novel environment where new rules and objectives are set. In the present context, this research paper is intended to discuss the contemporary educational prototype as an alternative to traditional face-to-face instruction in order to accomplish quality learning and rescue the academic year from a doomed failure. In this regard, this study relies on a quantitative and qualitative research analysis, based on questionnaires designated to teachers and students of the National School of Applied Sciences of Tétouan (ENSATE) at Abdelmalek Essaâdi University to reflect upon their experiences, insights, and perceptions of distance education with respect to teaching materials, content, and syllabus delivery. The aim, therefore, is to disclose the variant challenges that are being encountered by the aforementioned students and teachers, including their attitudes toward e-learning course content and pedagogy. It is equally important to pinpoint the different possible strategies and policies that ought to be adopted by education policy makers to perfectly meet the novice learning/teaching needs and aspirations.

CONCEPÇÃO DE DOCÊNCIA: O QUE PENSAM OS PROFESSORES ALFABETIZADORES DA REDE MUNICIPAL DE ENSINO DE CAMPO GRANDE-MS?

This article showedthe resultsoftheresearchconductedin2018, with the objective of investigating the teaching conceptionofliteracyteachersfromthepolicies continuingeducationdevelopedintheMunicipalEducationNetwork (REME) ofCampo Grande/MS.In this perspective qualitative research was adopted to address and discusspublicpolicies for the training of literacy teachers, going through the laws and programs of federal (PróLetramento and PNAIC) and municipal (Bet on the teacher). Datacollection occurred through semi-structured interviews with literacy teachers in municipal schools in CampoGrande/MS. The research showed that the teaching conception of the literacy teacher who works at REME now understands literacy a graduallearning process, now comprises the learning of literacy articulated with maturity. We also identified the concept of teaching permeated by affection and aptitude, thus tracing a literacy teacher profile. And finally, the conception of teaching based on the need to master systematized knowledge that permeates the literacy process, which allowed us to reflect and discuss the continuing formations offered to REME professorswho centralize discussions in teaching practices to leverage educational indices. It was concluded that there is an urgent need to restructure formations in order to enable discussions that include theory, practice and specificities experienced in the classroom enabling the acquisition of new knowledge and a critical look at the teaching-learning process, providing studies and reflections that articulate and resign the teaching conception of the literacy teacher.

Teacher Activism in the United States

There are a variety of ways in which teachers engage in activism. Teachers working for social change within their classrooms and teachers who engage in advocacy and organize to influence policy, law, and society are all doing work that falls under the umbrella of teacher activism. While there are numerous catalysts, many teachers become activists when they encounter unjust educational or social structures. There are also considerable obstacles to teachers recognizing their potential power as activists. From the gendered history of teaching to the widespread conception of teaching as a solitary and not a collective enterprise, there is rarely an easy path toward activism. The importance of collective as opposed to individual social action among teachers is increasingly recognized. Many cities now have teacher activist organizations, a group of which have come together and created a national coalition of teacher activist groups. Overall, teacher activism is an underresearched and undertheorized academic area of study. Possibilities for collective action should be fully explored.

Exploring Effective Teacher Feedback as a Threshold Concept in ELT

Effective teacher feedback facilitates student uptake by engaging students in that feedback and leading them to act. We propose that effective teacher feedback is a threshold concept as novice teachers’ understanding of it is able to transform their conception of teaching and help them progress in their English language teaching practice. In this study, four middle school English teachers participated in stimulated recall interviews, the transcripts of which were analysed using Grounded Theory analytic process. Findings reveal three stages in Chinese English teachers’ understanding of effective teacher feedback, and three features that characterize effective teacher feedback as a threshold concept.