Representation of the Problem-Thematic Unit “Finance” in the Contemporary British Novel

The problem-thematic unit “Finance” is outlined in the theoretical work “The Routledge Companion to Twenty-First Century Literary Fiction” (2018). The importance of this unit is due to the presence of texts in which to understand the worldview of the characters it is important to take into account the socio-economic environment in which the characters live and which affects their behavior. In the novels “NW” (2012) by Zadie Smith, “Other People’s Money” (2011) by Justin Cartwright and “The Terrible Privacy of Maxwell Sim” (2010) by Jonathan Coe, the writers offer a new representation of the image of money, which distances money from the material world and becomes a transcendental value. Monetary processes are perceived as imaginary phenomena that the characters perceive speculatively. This leads to cataclysms and painful experiences arising from the loss of the characters of their work and the total banking crisis. The representation of money in the novels exploits the tendency that contemporary British authors discover trends related to German philosophy and the ideas of Kantianism. Money is not a form of achieving material goods, but a tool that shows that the characters are able to create another virtual world, which can exist as a speculative phenomenon. The presented range of novels confirms the ideas of B. Shalahinov that the sources of philosophical thought of German Romanticism were nourishing both for the Modern period and the Post-postmodern one, in particular exploited in the British post-postmodern novels.

Phenomological Happiness of the History and Geography Teacher in Rural

The purpose of this research was to describe, analyze and interpret the essence of the experience lived by teachers of the specialties of History and Geography in Huanca Sancos - Ayacucho. Reflective and empirical methods of hermeneutical phenomenology were developed; the latter is responsible for addressing reality based on the subject's consciousness in understanding the meaning of what has been experienced; research was oriented from the qualitative approach and interpretive paradigm. The information was obtained from a sample made up of teachers who narrated their experiences through anecdotes. Close observation and a conversational interview were also used as instruments and techniques. The analysis and interpretation of the information allowed to discover individual and group meanings such as happiness, reflection, satisfaction, and tranquility; thus building as a general thematic unit of this study: the happiness of the teacher, understood as fullness, well-being and satisfaction; it is actually the source of all pedagogical transformation. To conclude, it can be stated that the study has the character of stimulation and satisfaction in the practice of pedagogical happiness as a habit that leads to making thinking more flexible and discovering better options for a change.

The notional and pragmatic components of literal, figurative, and/or transferred meaning of phrasemes

This paper examines the notional and pragmatic components of the meaning of the Czech phrasemes containing names of fairy-tale creatures. We do not aim for exhaustive evidence of phrasemes from thematic unit Names of fairy-tale creatures, but we are trying to prove on a few concrete examples that phrasemes 1) can solely convey literal meanings (either notional or pragmatic, or both notional and pragmatic), or, 2) in addition to verbatim meaning, they can also acquire figurative and/or transferred meaning (namely notional, or pragmatic, or both national and pragmatic concurently). In this paper, we prove that the traditionally postulated concept of Czech phraseology does not apply, namely that each phrasemes is represented by both (a notional and a pragmatic) component of meaning. On the contrary, it appears that some phraseological units can only be of notional significance, other phrasemes can only have pragmatic significance.

INQUIRY-BASED SCIENCE EDUCATION AS A REVISION STRATEGY

The research aim was to identify the effect of revising the thematic unit “Changes in Chemical Reactions” using IBSE (based on confirmation inquiry) in the 8th grade of secondary school. This thematic unit is taught in chemistry lessons in the 2nd term of the 7th grade. A set of activities verified by a piece of pilot research was used to implement IBSE based on confirmation inquiry using the 5E Educational Model. The research was performed in ten Slovak secondary schools during the 1st term of the 2017/2018 school year. This research employed the quasi-experimental methodology involving pre-test–post-test two-group design. The research sample consisted of 292 8th grade students. They were divided randomly into a control (n=149) and experimental (n=143) group, and the intervention took place during 10 lessons. Cognitive tests based on the revised Bloom's taxonomy were used to measure students’ knowledge and skills before and after revision. The results indicate that using IBSE (based on confirmation inquiry) in the revision phase is more effective than teaching without using IBSE in terms of developing conceptual understanding. It affects the lower and higher cognitive processes (understanding, application, and analysis) and stimulates learning mainly in students with lower academic performance. Keywords: chemistry education, cognitive processes, confirmation inquiry, secondary school.

Avaliar, para quê? Formação de educadores avaliadores

<p>O artigo apresenta resultados de investigação realizada no cotidiano da ação docente, com estudantes pesquisadores de um curso de Pedagogia, em unidade temática direcionada à avaliação institucional. Foram abordados conceitos de avaliação institucional – externa e interna à instituição escolar –, com o objetivo de apreensão pelos estudantes do signifi- cado pedagógico da avaliação institucional e de sua dimensão política e social, utilizando metodologia com características etnográficas. No desenvolvimento da unidade temática, a docente assumiu, simultaneamente, postura favorecedora de evolução do aprendizado dos estudantes – de uma concepção de avaliação seletiva e classificatória para a com- preensão do seu potencial formador –, a partir, em especial, da problematização de dados coletados em estágios curriculares, analisados à luz dos referenciais teóricos estudados, com ênfase no caráter englobador da avaliação institucional e sua não desvinculação da avaliação da aprendizagem.</p><p><strong>Palavras-chave:</strong> Avaliação Institucional, Prática Docente, Formação de Professores, Aprendizado</p><p> </p><p><strong>¿Evaluar, para qué? Formación de educadores evaluadores</strong></p><p>El artículo presenta resultados de una investigación que se llevó a cabo en el cotidiano de la acción docente, con estudiantes investigadores de un curso de Pedagogía, en una uni- dad temática direccionada a la evaluación institucional. Se abordaron conceptos de evalu- ación institucional – externa y interna a la institución escolar –, con el objetivo de que los estudiantes comprendieran el significado pedagógico de la evaluación institucional y de su dimensión política y social, utilizando metodología con características etnográficas. En el desarrollo de la unidad temática, la docente asumió, simultáneamente, una postura favorecedora de la evolución del aprendizaje de los alumnos – de una concepción de evalu- ación selectiva y clasificatoria a la comprensión de su potencial formador –, sobre todo a partir de la problematización de datos recogidos en las fases curriculares analizadas a la luz de los referentes teóricos estudiados, con énfasis en el carácter abarcador de la evalu- ación institucional y su no desvinculación de la evaluación del aprendizaje.</p><p><strong>Palabras clave:</strong> Evaluación Institucional, Práctica Docente, Formación de Profesores, Aprendizaje</p><p> </p><p><strong>Why evaluate? Training educator evaluators</strong></p><p>The article presents the results of a study conducted into daily teaching activities, with student researchers in a Pedagogy course, in a thematic unit focused on institutional evaluation. Concepts of institutional evaluation, external and internal to the school in- stitution, were developed so that students could understand the pedagogical meaning of institutional evaluation and its political and social dimension, using methodology with ethnographic characteristics. In developing the thematic unit, the teacher simultaneously assumed a position favorable to the students’ learning development, from a conception of selective and classificatory evaluation to the understanding of its formative potential. This was based on the problematization of data collected in curricular stages, analyzed in the light of the theoretical references studied, with emphasis on the encompassing character of institutional evaluation and its connection with learning evaluation.</p><p><strong>Keywords:</strong> Institutional Evaluation, Teaching Practice, Teacher Training, Learning</p>

Liberating Instruction: A Critical Bilingual Literacy Approach for Latinx Students

This article reviews Dr. Carla España and Dr. Luz Yadira Herrera’s En Comunidad: Lessons for Centering the Voices of Experiences of Bilingual Latinx Students. Though a critical bilingual literacies approach, the language practices, experiences and cultural histories of Latinx students are centered for literacy instruction in grades 3-8. Before instruction begins, the authors support educational practitioners in creating equitable educational and language stances that hold students’ language practices in a strength perspective. Each chapter that follows details and explains a thematic unit of student that guides educators in creating lessons based on students’ experiences and are summarized within this review. Supports for incorporating translanguaging pedagogies are also provided. Guiding questions, bilingual texts, and alternative themes are included to fit the language model of any program serving multilingual Latinx learners. Suggestions for extending these units of study and practices into secondary classrooms and for other language and racial ethnic groups are also discussed.