scholarly journals "Infancias mediadas": narrativas visuales en la formación del profesorado

2020 ◽  
pp. 37
Author(s):  
Alfonso Carrasco ◽  
Carme Molet ◽  
Dànae Quiroz ◽  
Olga Bernad
Keyword(s):  
Teacher Training ◽  
Visual Narratives ◽  
Visual Arts Education ◽  
Teacher Identities ◽  
Palabras Clave ◽  
Critical Pedagogies ◽  
The Media ◽  
Faculty Of Education ◽  
Education Psychology ◽  
The University

Resumen: Este texto da cuenta del proyecto “Infancias mediadas”, un proyecto mixto de Investigación-acción y de Investigación educativa basada en las artes, llevado a cabo en la Facultad de Educación Psicología y Trabajo Social de la Universidad de Lleida. Su objetivo es incorporar los discursos y las mediaciones tecnológicas como contenidos educativos y, en concreto, explorar la utilización de narrativas visuales y de imágenes mediáticas en educación artística, en los diferentes grados de formación del profesorado de la FEPTS. Para ello indaga en las narrativas visuales realizadas por el alumnado de la Facultad: imágenes autobiográficas –en relación a sus propias experiencias mediáticas infantiles– y, así mismo, en la creación de contra-discursos visuales entorno al imaginario mediático. Se analiza la interconexión entre imágenes y textos, entre la creación y la interpretación, entre explorar las imágenes y mediaciones de la propia infancia y la interrelación con otras imágenes y tiempos. La investigación muestra las dificultades de pensar sobre nuestros roles como consumidoras de cultura visual en relación con la construcción de las identidades docentes; y constata la importancia de cuestionar algunos mitos y discursos sobre “la infancia”, a fin de asumir responsabilidad educativa hacia las diferentes infancias. En unos tiempos de hipervisibilidad mediática, esta investigación propone otras formas de construcción crítica de identidades docentes, relacionando las prácticas artísticas, las visualidades y las pedagogías críticas.  Palabras clave: Artes visuales; educación; formación del profesorado; investigación artística; influencias mediáticas; pedagogías críticas.  Abstract: This text recounts the project “Mediated childhoods”, a mixed action-research and arts-based educational research project, conducted at the Faculty of Education, Psychology and Social Work at the University of Lleida. Its aim is to incorporate technological discourses and mediations as educational content and, in particular, to explore the use of visual narratives and media images in art education in the various teacher training degrees of the FEPTS. To do so, it investigates the visual narratives created by the Faculty’s students: autobiographical images –in relation to their own childhood media experiences– and, at the same time, the creation of visual counter-discourses on the media imaginary. The interconnection between images and texts, between creation and interpretation, between exploring the images and mediations of one’s own childhood and the interrelationship with other images and times is analysed. The investigation reveals the difficulties of thinking about our roles as consumers of visual culture in relation to the construction of teacher identities; it demonstrates the importance of questioning certain myths and discourses about “childhood”, in order to take educational responsibility for different childhoods. In times of media hypervisibility, this investigation proposes other forms of critical construction of teacher identities, relating artistic practices, visual studies and critical pedagogies.   Keywords: visual arts; education; teacher training; arts research; media influences; critical pedagogies.

scholarly journals Perfiles periodísticos emergentes reconocidos en la Universidad: investigación, conceptualización y oferta en el Grado

Tripodos ◽  
2021 ◽  
pp. 157-177
Author(s):  
Pilar Sánchez-García ◽  
Berta García-Orosa ◽  
Xosé López-García ◽  
Ana Vázquez-Rodríguez
Keyword(s):  
Trial And Error ◽  
Redes Sociales ◽  
Academic Field ◽  
Palabras Clave ◽  
Training Approach ◽  
Bibliometric Review ◽  
The Media ◽  
The University ◽  
And Training ◽  
Community Manager

La renovación de los perfiles periodís­ticos representa uno de los principales desafíos profesionales y formativos en las próximas décadas. Mientras los me­dios de comunicación asumen los nue­vos roles en un proceso cambiante de “ensayo y error”, la universidad investi­ga esas adaptaciones para trasladarlas, progresivamente, a su oferta en el aula. Este artículo se centra en la perspectiva investigadora y formativa con el obje­tivo de conocer cuáles son los perfiles periodísticos emergentes más reconoci­dos en el ámbito académico. Para ello se recurre a una doble metodología me­diante una revisión bibliométrica sobre 44 revistas (2000-2017) —que permite conocer qué perfiles son los más investi­gados y reconocidos— junto a un aná­lisis de contenido de la oferta de perfiles de 39 Grados en Periodismo en España señalados como “salidas laborales”. Los resultados reflejan que predominan las investigaciones en torno a tres perfiles —periodista multimedia-multitarea, community manager y periodista de datos—; se ofrecen las denominacio­nes, definiciones y funciones atribuidas académicamente a cada uno de ellos; y se confirma la limitada incorporación de perfiles emergentes como salidas la­borales expresamente recogidas en las webs de los Grados en Periodismo. Emerging Journalistic Profiles Recognized in the University: Research, Conceptualization and Offer in the DegreeThe reshaping of journalistic profiles poses one of the main professional and formative challenges in the coming decades. While the media assume the new roles in a changing process of ‘trial and error’, universities look into these adaptations in order to transfer them, progressively, to their educational provi­sion. This article focuses on the research and training approach with the aim of finding out the most recognized journa listic profiles emerging in the academic field. The paper uses two methodolo­gies: a bibliometric review of 44 jour­nals (2000-2017) —which allows us to identify which profiles are the most researched and recognized— together with a content analysis of the profile offer from 39 Degrees in Journalism in Spain described as ‘professional paths’. The results show that research is pre­valent around three profiles —multime­dia-multitasking journalist, community manager and data journalist—; the naming, definitions and functions aca­demically attributed to each of them are described; and the results confirm the limited incorporation of the emerging profiles as work opportunities as par­ticularly recognized on the websites of the Degrees in Journalism. Palabras clave: perfil periodístico mul­timedia, community manager, perio­dismo de datos, redes sociales, univer­sidad.Key words: multimedia journalistic pro­file, community manager, data journa­lism, social networks, university.

scholarly journals The psychological trends of male and female students of the Faculty of Education of Sebha University in N’djamena towards the members of the Faculty: الاتجاهات النفسية لطلبة وطالبات كلية التربية جامعة سبها بأنجمينا تشاد نحو أعضاء هيئة التدريس

2021 ◽  
Vol 5 (25) ◽  
pp. 213-192
Author(s):  
Abdelwahid Al Djâbir Mohamad, Muhammad Omar Adam Abdelwahid Al Djâbir Mohamad, Muhammad Omar Adam
Keyword(s):  
Extracurricular Activities ◽  
Female Gender ◽  
Initial Study ◽  
Female Students ◽  
Faculty Members ◽  
Male And Female ◽  
Faculty Of Education ◽  
Education Performance ◽  
Education Psychology ◽  
The University

This study aimed to know the psychological trends of male and female students of the Faculty of Education in Ndjamena- Chad, the University of SEBHA towards Faculty members. The research also reveals the differences in their psychological trends and their relationship to some variables, such as social variable (male or female) and major (mathematics, physics, chemistry, nature, education, psychology, philosophy and sociology, and education performance variable (first, second, third, fourth year). The study society reached up to 163 male and female students, which is 70% of the initial study society. The study society has is selected in an arbitrary and layered manner. The researchers used the descriptive approach to describe, analyze, and interpret the psychological trends of male and female students of the Faculty of Education in Ndjamena- Chad, University of SEBHA. The researcher designed a questionnaire in order to recognize the psychological trends of males and females towards Faculty members. The questionnaire is formulated in 20 parts, covered three areas, which is the level of contribution of a faculty member in guiding, orientation, teaching strategies, and extracurricular activities. The study reached a number of results, including, that the psychological attitudes of male and female students of the Faculty of Education in Ndjamena- Chad, the University of SEBHA towards faculty members are positive. Moreover, there are statistical differences in the psychological attitudes of male and female students of the Faculty of Education in Ndjamena- Chad; the University of SEBHA towards faculty members is positive following the gender variable (male and female) in favor of the female gender variable. The study reveals that the statistically significant differences in the psychological attitudes of male and female students of the Faculty of Education in Ndjamena- Chad; the University of SEBHA towards faculty members according to the variable of the scientific major (mathematics, physics, chemistry, sociology, psychology, nature) in favor of the scientific major sociology. The study also reveals that the statistically significant differences in the psychological attitudes of male and female students of the Faculty of Education in Ndjamena- chad; the University of SEBHA towards faculty members according to the variable academic level (first, second, third, and fourth-year) in favor of the third year. The researchers presented a number of recommendations such as the faculty administration should concentrate on developing the positive psychological attitudes of male and female students and continuously improve it through effective student guidance and orientation survives in the faculty. The administration should also work in assessing the psychological attitudes of male and female students towards faculty members, majors and services that the faculty introduce from time to time. Moreover, the administration should offer specialized training in the area of use of educational technology for faculty members in the faculty.

“La Voz del Rehén”

2022 ◽  
pp. 206-227
Author(s):  
Berta Murillo-Pardo ◽  
Inma Canales-Lacruz ◽  
Silvia Lorente-Echeverría ◽  
Ana Corral-Abós ◽  
Lucía Muñoz-Peleato
Keyword(s):  
Teacher Training ◽  
Education System ◽  
Learning Processes ◽  
University Education ◽  
Education For Sustainability ◽  
Faculty Of Education ◽  
The University ◽  
The Voice

In this chapter, the authors describe the characteristics of an interdisciplinary programme based on the SDGs called “La Voz del Rehén” [The Voice of the Hostage]. This programme aims to develop the transversal competence of creativity in teacher training at the Faculty of Education of the University of Zaragoza (Spain). It is a consequence of the imminent collective transformation that must modify the university education system, which cannot be oblivious to the education for sustainability and change agendas foreseen worldwide. Therefore, this type of innovative methodological initiative aims to stimulate learning processes from collective involvement, which moves the apogee of the ego to second place, promoting a relational and extended existence.

scholarly journals THE APPROACH TO NATURE OF SCIENCE IN A COMMUNITY OF PRACTICE MEDIATED BY FILMIC RESOURCES

2014 ◽  
Vol 11 (3) ◽  
pp. 42-55
Author(s):  
Edson Rodrigues Santana ◽  
Agnaldo Arroio
Keyword(s):  
Teacher Training ◽  
Data Acquisition ◽  
Key Words ◽  
Community Of Practice ◽  
Nature Of Science ◽  
Science Teachers ◽  
Basic Education ◽  
Training Course ◽  
Faculty Of Education ◽  
The University

This analysis highlights the relevance of the nature of science (NoS) approach in a community of practice (CoP) with the use of film resources. This approach was created to develop a training course for science teachers who teach in basic education. The course took place in 2012 at the Faculty of Education at the University of São Paulo. The results show significant participation and involvement of teachers with both the theme of the nature of science and the interest growing in it for teaching purposes. The data acquisition was performed with the recording and transcription of the involvement of five teachers. Key words: community of practice, nature of science, movies, teacher training.

scholarly journals Barriers to Student Learning and Participation in an Inclusive School as Perceived by Future Education Professionals

2019 ◽  
Vol 8 (1) ◽  
pp. 18-24 ◽  
Author(s):  
Pilar Arnaiz Sánchez ◽  
Remedios De Haro-Rodríguez ◽  
Rosa María Maldonado Martínez
Keyword(s):  
Teacher Training ◽  
Inclusive Education ◽  
School Context ◽  
Barriers To Learning ◽  
Education Professionals ◽  
Inclusive Curriculum ◽  
Inclusive School ◽  
Faculty Of Education ◽  
Didactic Strategies ◽  
The University

Inclusive education represents the way forward to achieving high quality education systems, which are fair and equitable. This paper analyzes the barriers to learning and the current participation of schools in the promotion of inclusion from the perspective of future teaching professionals, specifically, 86 students from three Masters Courses in the Faculty of Education of the University of Murcia. A questionnaire was utilized in order to ascertain their perceptions of the limitations and obstacles present within the school context, the attitudes, the availability of resources and the adequacy of the educational response offered by the educational centres in which they had carried out their teacher training placements, with the aim of improving the future training of other students. A non-experimental narrative method was used. The results show many barriers and obstacles in the educational centres such as a lack of teacher training, which is needed to respond to the needs of all the students, the consideration that the diversity of the students is a problem, physical barriers, underuse of existing resources, as well as an educational response lacking in organizational and didactic strategies which does not take responsibility for a just and inclusive curriculum for all students.

scholarly journals LOS LÍMITES DE LOS CUERPOS EN EL AULA: UNA DIALÉCTICA ENTRE LA FORMACIÓN DOCENTE Y LA ESCUELA SECUNDARIA

Professare ◽  
2018 ◽  
Vol 7 (1) ◽  
pp. 41 ◽  
Author(s):  
Valeria Sardi
Keyword(s):  
Teacher Training ◽  
Student Teaching ◽  
Classroom Environment ◽  
School Context ◽  
The Body ◽  
Training Course ◽  
Palabras Clave ◽  
Teachers And Students ◽  
First Moment ◽  
The University

<p class="resumoabstract">La residencia docente en el Profesorado en Letras universitario se presenta como una instancia de intervención en escuelas secundarias donde la dimensión de los cuerpos y las corporalidades se escenifica dando cuenta de experiencias corporales diversas que, en algunos casos, entran en tensión en el territorio del aula. Es allí donde aparece la pregunta acerca del cuerpo y sus límites, de las formas de vincularse con el cuerpo propio y con los cuerpos de los otros/as.En este artículo nos proponemos analizar –a partir de registros de clase y entrevistas de profesores/as en formación- cómo al momento de entrada en la escuela, los/as profesores/as en formación toman conciencia de su cuerpo sexuado en relación con los cuerpos de los/as estudiantes. Y es ahí, en ese vínculo tensionado donde, como señala Rella (2004), se escenifica el cuerpo en tanto “límite y lo que lo excede, confín y lo que está más allá” (12). Asimismo, en tanto juego dialéctico, los cuerpos de docentes y estudiantes se mueven midiendo el espacio y la relación con los demás cuerpos (RELLA, 2004); en ese territorio se muestran los cuerpos docentes plegados sobre sí mismos – a veces, atravesados por la vergüenza- y los cuerpos festivos (DIEZ, 2010) de los/as jóvenes estudiantes.</p><p class="resumoabstract"><strong>Palabras-clave</strong>: Residencia docente. Cuerpos. Contexto escolar.</p><h3>ABSTRACT</h3><p class="resumoabstract">Student teaching at the university Language and Literature Teacher Training Course stands as an example of the intervention there is in secondary schools, in which the dimension of the bodies and of corporealities is staged, thus acknowledging diverse bodily experiences, which, in some cases, come into tension in the classroom environment. It is in the early teacher training course, where there raises the question about the body ant its boundaries, about the way to connect to one’s body and with the bodies of others. In this article we set out to analyze –from class records and interviews to teachers-in-training– how it is that, ever since the first moment they enter the school, the teachers-in-training become aware of their sexed body in relation to the students’ bodies. And it is there, in that tensed connection, where, as Rella (2004) points out, the body becomes staged inasmuch as it is “a boundary and what exceeds that boundary, an edge and what is beyond it”<a title="" href="https://d.docs.live.net/2a02ec9296c4390c/UNIARP/Revistas%20Cientificas/Professare/2018v7n1/final/PROFESSARE_V.7_N.1_15_2018.docx#_ftn1">[1]</a> (12). Additionally, as a dialectic game, the bodies of teachers and students move measuring the space and their relation to the other bodies (RELLA, 2004); in this territory, the teachers’ bodies are shown folded upon themselves –sometimes experiencing embarrassment– before the young students’ festive bodies (DIEZ, 2010).</p><p class="resumoabstract"><strong>Keywords</strong>: Teacher training. Bodies. School context.</p><div><br clear="all" /><hr align="left" size="1" width="33%" /><div><p class="Textodenotaderodap1"><a title="" href="https://d.docs.live.net/2a02ec9296c4390c/UNIARP/Revistas%20Cientificas/Professare/2018v7n1/final/PROFESSARE_V.7_N.1_15_2018.docx#_ftnref1">[1]</a> Todas las traducciones de las citas son nuestras.</p></div></div>

scholarly journals Academic Writing and the Internet: Cyber-Plagiarism amongst University Students

2019 ◽  
Vol 8 (2) ◽  
pp. 112
Author(s):  
Nechita Olivia-Dumitrina ◽  
Montserrat Casanovas ◽  
Yolanda Capdevila
Keyword(s):  
University Students ◽  
Academic Writing ◽  
The Internet ◽  
First Year ◽  
Online Questionnaire ◽  
First Year Students ◽  
Copy And Paste ◽  
Faculty Of Education ◽  
Education Psychology ◽  
The University

This research aims to present a number of findings on the perception that university students have on academic plagiarism. Data has been collected on the procedures of copy and paste, paraphrase, translation, as well as the need for citation of resources taken from the Internet. This study was carried out at the University of Lleida (UdL), via an online questionnaire administered to 1150 first-year students. The results show similar figures in the understanding of plagiarism with respect to two procedures: copy and paste (69.3%) and paraphrase (68.3%). In the case of translation, the figure is higher with 82.1% of students considering that translating a text is plagiarism. Regarding the need to cite digital sources, 13.6% argue it is not necessary. When analysing the results according to the different faculties and affiliated schools, no pattern of behaviour has been detected in relation to the typology of the degree students were enrolled in, but a trend towards different behaviours can be observed in the two faculties in which students have received specific training within the framework of subjects of their degrees (Faculty of Nursing and Physiotherapy and Faculty of Education, Psychology and Social Work). In these cases, the figures related to acknowledging plagiarism procedures are higher and so is the percentage of students who say that resources taken from the Internet should be cited. This leads us to conclude, in line with other studies that have dealt with the same subject, that training is key to tackling the issue of plagiarism in higher education.

scholarly journals Developing Instagram-Based E-Poster for Learning the Concept of Alkaline Group of Periodic Table

2021 ◽  
Vol 7 (3) ◽  
pp. 458-463
Author(s):  
Muhammad Nazar ◽  
Ratu Fazlia Inda Rahmayani ◽  
Diwana Aida ◽  
Kana Puspita
Keyword(s):  
Teacher Training ◽  
Periodic Table ◽  
Design Development ◽  
Research Subjects ◽  
Validity Assessment ◽  
The Media ◽  
Analysis Design ◽  
Addie Model ◽  
Faculty Of Education ◽  
Primary Groups

This research aimed at developing e-poster as learning media, analyzing how students respond to the e-posters uploaded to Instagram. This R&D research utilized an ADDIE model of development consisting of five stages: analysis, design, development, implementation, and evaluation. The research took place during even semester at the Department of Chemical Education, Faculty of Education and Teacher Training, Universitas Syiah Kuala. A total of twenty-four students (4 male and 20 female) who enrolled in the course of "elements and compounds of primary groups" voluntarily took part in the research subjects. We collect the data using the following instruments: A validity assessment form, a questionnaire for students, and an active Instagram account necessary for uploading the contents and monitoring students' activity on the platform.  The results show that the validity score of e-posters was 97.5%, and 89 % of students responded positively to the media, and the vast majority of students would prefer to learn using e-posters in the future. The findings indicated that e-posters could contribute as alternative learning media to help students understand the concept of alkali group elements

scholarly journals Validación de un instrumento para detectar necesidades de orientación en alumnado universitario de nuevo ingreso

2021 ◽  
Vol 32 (1) ◽  
pp. 92
Author(s):  
Manuel Delgado-García ◽  
Sara Conde Vélez ◽  
Mª Carmen Azaustre Lorenzo
Keyword(s):  
Career Guidance ◽  
Survey Methodology ◽  
First Year ◽  
University Professors ◽  
Guidance Needs ◽  
Faculty Of Education ◽  
Education Psychology ◽  
Key Indicators ◽  
The University ◽  
Sports Sciences

RESUMENEl ingreso en la Universidad trasciende a los estudiantes desde múltiples dimensiones (organizativas, sociales, personales) y su adaptación va a depender de sus destrezas para afrontar y superar las necesidades que surjan. Esta investigación tiene como objetivo diseñar y someter a procesos de validación un instrumento para conocer la incidencia e interacción de determinados factores (ligados a motivaciones personales u orientaciones académicas y hacia la carrera) en la generación de esas necesidades.Se utiliza una metodología tipo encuesta para distribuir un cuestionario entre los estudiantes del primer curso de diferentes grados de la Facultad de Educación, Psicología y Ciencias del Deporte de la Universidad de Huelva. El instrumento está constituido por 3 escalas (motivaciones de ingreso; necesidades de orientación académica; necesidades de orientación para la carrera) que incorporan indicadores claves para comprender la realidad del primer contacto del alumno con sus estudios universitarios.Los resultados ofrecen análisis descriptivos y de correlación de cada una de estas escalas para acceder a las interacciones entre los factores emergentes; también se establecen procedimientos de validación y fiabilidad del instrumento mediante la valoración de la consistencia interna y el análisis factorial de cada escala. Como conclusión, se ofrece un instrumento útil para orientadores y profesorado universitario, con rigurosas propiedades psicométricas que dejan entrever la existencia de siete factores clave para ayudar a comprender el constructo teórico de referencia y de esta forma contribuir a la detección y evaluación de necesidades de orientación en los estudiantes de nuevo ingreso en la universidad.ABSTRACT Admission to the University transcends students from multiple dimensions (organizational, social, personal) that they usually face alone and their adaptation will depend largely on their skills to meet and overcome the needs that arise. This research aims to design and subject to validation processes an instrument to know the incidence and interaction of certain factors (linked to personal motivations or academic and career orientations) in the generation of these needs.Transversal research design is used based on a survey methodology to distribute an instrument among the students of the first year of different degrees of the Faculty of Education, Psychology and Sports Sciences of the University of Huelva. The instrument consists of 3 scales (profile-motivations for admission; academic orientation needs; career guidance needs) that incorporate key indicators to understand the reality of the student's first contact with their university studies.The results offer descriptive and correlational analyzes of each of these scales to access the interactions between the emerging factors; Validation and reliability procedures of the instrument are also established by assessing the internal consistency and factor analysis of each scale. In conclusion, it offers a useful instrument for counselors and university professors, with rigorous psychometric properties that reveal the existence of seven key factors to help understand the theoretical construct of reference and thus contribute to the detection and evaluation of guidance needs in new university students.

scholarly journals Context-based chemistry problem solving

2020 ◽  
Vol 7 (3) ◽  
pp. 153-159
Author(s):  
Canan Kocak Altundag
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teacher Training ◽  
Problem Solving ◽  
Learning Science ◽  
Chemistry Teachers ◽  
Faculty Of Education ◽  
The University ◽  
Chemistry Problem

The purpose of this study was to investigate preservice chemistry teachers’ science expectations on learning science after they completed the introductory Context-Based Chemistry Problem Solving. The sampling of the study consisted of 22 preservice chemistry teachers studying at Hacettepe University, Faculty of Education. The scores obtained by participating groups from the ‘Science Expectations Questionnaire’. In addition, preservice teachers’ interviews are given as evidence. As a result of the evaluation of preservice chemistry teachers’ the expectations about learning science on independence, coherence, concept, reality link, math link and effort dimensions, it is thought that there will be important outcomes in terms of improvement of the quality of teacher training at the university and that there will be an important contribution to literature in this sense.   Keywords: Context-based chemistry problem solving, science expectations, teacher education.

Sign in / Sign up

Export Citation Format

Share Document