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The article contrasts and reflects on two ways of beginning architectural learning: through projects that simulate or reproduce the architect's professional practice (Simulators), and through exercises that explore and experiment with various teaching techniques, materials, environments, work processes, and disciplinary issues that familiarize students with the world of architecture in a less obvious way (Devices). It addresses three main issues. First, it questions whether Simulators are the only valid way to initiate project learning. Second, it suggests that initial architectural project pedagogy is closely related to experimentation. And third, it argues that the Devices, while not asking students to design buildings, involve the understanding and development of issues and skills fundamental to the practice of architectural design., El artículo contrasta y reflexiona sobre dos maneras de iniciar el aprendizaje de la arquitectura: por medio de proyectos que simulan o reproducen la práctica profesional del arquitecto (Simuladores), y mediante ejercicios que exploran y experimentan con diversas técnicas docentes, materiales, entornos, procesos de trabajo y temas disciplinares que familiarizan a los estudiantes con el mundo de la arquitectura de manera menos evidente (Dispositivos). Plantea tres cuestiones principalmente. Primero, cuestiona si los Simuladores son la única manera válida de iniciar el aprendizaje de proyectos. Segundo, sugiere que la pedagogía inicial de proyectos arquitectónicos está estrechamente relacionada con la experimentación. Y tercero, defiende que los Dispositivos, aunque no solicitan a los estudiantes la proyección de edificios, implican la comprensión y el desarrollo de temas y habilidades fundamentales para la práctica del proyecto arquitectónico., Peer Reviewed

La investigación se centró en la Aplicación de Talleres Aulas Abiertas para Mejorar las Inteligencias múltiples en los niños de Educación Primaria de la Institución Educativa N.º 88024, Nuevo Chimbote, Región Ancash. Se desarrolló en grupos: Experimental con 72 niños y control 54 niños. En la Pre prueba se identificó habilidades, a los dos grupos, luego se procedió la Aplicación de los Talleres Aulas abiertas para mejorar las inteligencias múltiples. Después de los talleres se aplicó la post prueba, se comparó al grupo experimental y control, obteniéndose una mejora significativa en las Inteligencias múltiples de los niños. Educación. Tras la Aplicación de los talleres Aulas abiertas se cumplió con los objetivos específicos planteados, buscando en todo momento mejorar las Inteligencias múltiples. En el análisis de los resultados se concluye que los aprendizajes son más significativos cuando se tiene en cuenta las habilidades individuales, se relaciona los contenidos a desarrollar con el desempeño en el aprendizaje Cooperativo, la actividad lúdica, la Integración, la Interrelación con otros grupos, el respeto y aceptación de las Habilidades de cada niño(a), fortaleciendo de esta manera su seguridad en el mejoramiento de sus Inteligencias múltiples., The research focused on the Application of Open Classroom Workshops to Improve Multiple Intelligences in Primary Education children of the Educational Institution No. 88024, Nuevo Chimbote, Ancash Region. It was developed in groups: Experimental with 72 children and control 54 children. In the pre-test, skills were identified in both groups, then the application of the Open Classrooms Workshops was applied to improve multiple intelligences. After the workshops, the post-test was applied, comparing the experimental and control groups, obtaining a significant improvement in the multiple intelligences of the children. Education. After the application of the Open Classrooms workshops, the specific objectives were fulfilled, always seeking to improve the multiple intelligences. In the analysis of the results, it is concluded that learning is more significant when individual abilities are considered, the contents to be developed are related to the performance in cooperative learning, playful activity, integration, interaction with other groups, respect and acceptance of the abilities of each child, thus strengthening their security in the improvement of their multiple intelligences., A pesquisa se concentrou na Aplicação de Workshops de Aulas Abertas para Melhorar as Inteligências Múltiplas em Crianças do Ensino Fundamental na Instituição Educacional No. 88024, Nuevo Chimbote, Região de Ancash. Ela foi desenvolvida em grupos: Experimental com 72 crianças e controle 54 crianças. No pré-teste foram identificadas habilidades nos dois grupos, em seguida, procedeu-se à aplicação de oficinas abertas nas salas de aula para melhorar as inteligências múltiplas. Após as oficinas, o pós-teste foi aplicado, comparando os grupos experimental e de controle, obtendo uma melhoria significativa nas inteligências múltiplas das crianças. Educação. Após a aplicação dos workshops de Aulas Abertas, os objetivos específicos foram alcançados, buscando sempre melhorar as inteligências múltiplas. Na análise dos resultados se conclui que a aprendizagem é mais significativa quando se leva em conta as habilidades individuais, os conteúdos a serem desenvolvidos estão relacionados ao desempenho na aprendizagem cooperativa, atividade lúdica, integração, interação com outros grupos, respeito e aceitação das habilidades de cada criança, fortalecendo assim sua segurança na melhoria de suas múltiplas inteligências.

The research focused on the Application of Open Classroom Workshops to Improve Multiple Intelligences in Primary Education children of the Educational Institution No. 88024, Nuevo Chimbote, Ancash Region. It was developed in groups: Experimental with 72 children and control 54 children. In the pre-test, skills were identified in both groups, then the application of the Open Classrooms Workshops was applied to improve multiple intelligences. After the workshops, the post-test was applied, comparing the experimental and control groups, obtaining a significant improvement in the multiple intelligences of the children. Education. After the application of the Open Classrooms workshops, the specific objectives were fulfilled, always seeking to improve the multiple intelligences. In the analysis of the results, it is concluded that learning is more significant when individual abilities are considered, the contents to be developed are related to the performance in cooperative learning, playful activity, integration, interaction with other groups, respect and acceptance of the abilities of each child, thus strengthening their security in the improvement of their multiple intelligences., La investigación se centró en la Aplicación de Talleres Aulas Abiertas para Mejorar las Inteligencias múltiples en los niños de Educación Primaria de la Institución Educativa N.º 88024, Nuevo Chimbote, Región Ancash. Se desarrolló en grupos: Experimental con 72 niños y control 54 niños. En la Pre prueba se identificó habilidades, a los dos grupos, luego se procedió la Aplicación de los Talleres Aulas abiertas para mejorar las inteligencias múltiples. Después de los talleres se aplicó la post prueba, se comparó al grupo experimental y control, obteniéndose una mejora significativa en las Inteligencias múltiples de los niños. Educación. Tras la Aplicación de los talleres Aulas abiertas se cumplió con los objetivos específicos planteados, buscando en todo momento mejorar las Inteligencias múltiples. En el análisis de los resultados se concluye que los aprendizajes son más significativos cuando se tiene en cuenta las habilidades individuales, se relaciona los contenidos a desarrollar con el desempeño en el aprendizaje Cooperativo, la actividad lúdica, la Integración, la Interrelación con otros grupos, el respeto y aceptación de las Habilidades de cada niño(a), fortaleciendo de esta manera su seguridad en el mejoramiento de sus Inteligencias múltiples., A pesquisa se concentrou na Aplicação de Workshops de Aulas Abertas para Melhorar as Inteligências Múltiplas em Crianças do Ensino Fundamental na Instituição Educacional No. 88024, Nuevo Chimbote, Região de Ancash. Ela foi desenvolvida em grupos: Experimental com 72 crianças e controle 54 crianças. No pré-teste foram identificadas habilidades nos dois grupos, em seguida, procedeu-se à aplicação de oficinas abertas nas salas de aula para melhorar as inteligências múltiplas. Após as oficinas, o pós-teste foi aplicado, comparando os grupos experimental e de controle, obtendo uma melhoria significativa nas inteligências múltiplas das crianças. Educação. Após a aplicação dos workshops de Aulas Abertas, os objetivos específicos foram alcançados, buscando sempre melhorar as inteligências múltiplas. Na análise dos resultados se conclui que a aprendizagem é mais significativa quando se leva em conta as habilidades individuais, os conteúdos a serem desenvolvidos estão relacionados ao desempenho na aprendizagem cooperativa, atividade lúdica, integração, interação com outros grupos, respeito e aceitação das habilidades de cada criança, fortalecendo assim sua segurança na melhoria de suas múltiplas inteligências.

Syftet med studien är att undersöka transspråkande i svenskämnets skrivundervisning i årskurs 4–6 utifrån ett lärarperspektiv. För att besvara studiens syfte och frågeställningar har systematiska observationer och semistrukturerade intervjuer genomförts. Observationerna genomfördes i fyra olika klassrum där transspråkande tillämpades i skrivundervisningen och sedan genomfördes fyra intervjuer med undervisande lärare. Studien utgår från den sociokulturella teorin i samband med teorin om transspråkande och de teorispecifika begreppen mediering och proximal utvecklingszon. Studiens resultat visar bland annat att framgångsrika arbetssätt med transspråkande i skrivandet är muntliga, textbaserade samt visuella arbetssätt. De medverkande lärarnas uppfattningar om transspråkande i skrivundervisningen är att det verkar som identitetsstärkande för flerspråkiga elever och att det ökar elevernas förståelse för det svenska språket. Lärarna anser dock att tidsbristen och känslan av otillräcklighet är de största problemen med ämnet.

Syftet med studien är att undersöka transspråkande i svenskämnets skrivundervisning i årskurs 4–6 utifrån ett lärarperspektiv. För att besvara studiens syfte och frågeställningar har systematiska observationer och semistrukturerade intervjuer genomförts. Observationerna genomfördes i fyra olika klassrum där transspråkande tillämpades i skrivundervisningen och sedan genomfördes fyra intervjuer med undervisande lärare. Studien utgår från den sociokulturella teorin i samband med teorin om transspråkande och de teorispecifika begreppen mediering och proximal utvecklingszon. Studiens resultat visar bland annat att framgångsrika arbetssätt med transspråkande i skrivandet är muntliga, textbaserade samt visuella arbetssätt. De medverkande lärarnas uppfattningar om transspråkande i skrivundervisningen är att det verkar som identitetsstärkande för flerspråkiga elever och att det ökar elevernas förståelse för det svenska språket. Lärarna anser dock att tidsbristen och känslan av otillräcklighet är de största problemen med ämnet.

This paper discusses the different teaching-learning styles and how they can be applied to university education. It is a common misconception that there are only three learning styles: visual, auditory, and kinesthetic. There are nine different learning styles that can be applied to university teaching-learning. With a literature review, these nine different learning styles and how they can be used in the classroom setting will be explored. In addition, teaching techniques and strategies in a university education will be explored. The importance of these techniques and how they can be improved will also be discussed, considering three different methods: active learning, collaborative learning, and self-directed learning, taking into account the integration of technology in its design. Finally, a dissertation will be made on the new forms of teaching for the training of professionals for industry 4.0 and the new labor demands., En este trabajo se discuten los diferentes estilos de enseñanza-aprendizaje y cómo se pueden aplicar a la educación universitaria. Es un error común pensar que solo hay tres estilos de aprendizaje: visual, auditivo y cinestésico. En realidad, existen nueve estilos de aprendizaje diferentes que se pueden aplicar a laenseñanza-aprendizaje universitaria. Con un análisis bibliográfico, se explorarán estos nueve estilos de aprendizaje diferentes y cómo se pueden utilizar en el entorno del salón de clases. Además, se explorarán las técnicas y estrategias de enseñanza en la educación universitaria. También se discutirá la importancia de estas técnicas y cómo se pueden mejorar, tomando en cuenta tres métodos diferentes: aprendizaje activo, aprendizaje colaborativo y aprendizaje autodirigido, tomando en cuenta la integración de la tecnología en su diseño. Finalmente se hará una disertación sobre las nuevas formas de enseñanza para la formación de profesionales para la industria 4.0 y las nuevas exigencias laborales.

This paper discusses the different teaching-learning styles and how they can be applied to university education. It is a common misconception that there are only three learning styles: visual, auditory, and kinesthetic. There are nine different learning styles that can be applied to university teaching-learning. With a literature review, these nine different learning styles and how they can be used in the classroom setting will be explored. In addition, teaching techniques and strategies in a university education will be explored. The importance of these techniques and how they can be improved will also be discussed, considering three different methods: active learning, collaborative learning, and self-directed learning, taking into account the integration of technology in its design. Finally, a dissertation will be made on the new forms of teaching for the training of professionals for industry 4.0 and the new labor demands., En este trabajo se discuten los diferentes estilos de enseñanza-aprendizaje y cómo se pueden aplicar a la educación universitaria. Es un error común pensar que solo hay tres estilos de aprendizaje: visual, auditivo y cinestésico. En realidad, existen nueve estilos de aprendizaje diferentes que se pueden aplicar a laenseñanza-aprendizaje universitaria. Con un análisis bibliográfico, se explorarán estos nueve estilos de aprendizaje diferentes y cómo se pueden utilizar en el entorno del salón de clases. Además, se explorarán las técnicas y estrategias de enseñanza en la educación universitaria. También se discutirá la importancia de estas técnicas y cómo se pueden mejorar, tomando en cuenta tres métodos diferentes: aprendizaje activo, aprendizaje colaborativo y aprendizaje autodirigido, tomando en cuenta la integración de la tecnología en su diseño. Finalmente se hará una disertación sobre las nuevas formas de enseñanza para la formación de profesionales para la industria 4.0 y las nuevas exigencias laborales.

This paper discusses the different teaching-learning styles and how they can be applied to university education. It is a common misconception that there are only three learning styles: visual, auditory, and kinesthetic. There are nine different learning styles that can be applied to university teaching-learning. With a literature review, these nine different learning styles and how they can be used in the classroom setting will be explored. In addition, teaching techniques and strategies in a university education will be explored. The importance of these techniques and how they can be improved will also be discussed, considering three different methods: active learning, collaborative learning, and self-directed learning, taking into account the integration of technology in its design. Finally, a dissertation will be made on the new forms of teaching for the training of professionals for industry 4.0 and the new labor demands., En este trabajo se discuten los diferentes estilos de enseñanza-aprendizaje y cómo se pueden aplicar a la educación universitaria. Es un error común pensar que solo hay tres estilos de aprendizaje: visual, auditivo y cinestésico. En realidad, existen nueve estilos de aprendizaje diferentes que se pueden aplicar a laenseñanza-aprendizaje universitaria. Con un análisis bibliográfico, se explorarán estos nueve estilos de aprendizaje diferentes y cómo se pueden utilizar en el entorno del salón de clases. Además, se explorarán las técnicas y estrategias de enseñanza en la educación universitaria. También se discutirá la importancia de estas técnicas y cómo se pueden mejorar, tomando en cuenta tres métodos diferentes: aprendizaje activo, aprendizaje colaborativo y aprendizaje autodirigido, tomando en cuenta la integración de la tecnología en su diseño. Finalmente se hará una disertación sobre las nuevas formas de enseñanza para la formación de profesionales para la industria 4.0 y las nuevas exigencias laborales.

This paper discusses the different teaching-learning styles and how they can be applied to university education. It is a common misconception that there are only three learning styles: visual, auditory, and kinesthetic. There are nine different learning styles that can be applied to university teaching-learning. With a literature review, these nine different learning styles and how they can be used in the classroom setting will be explored. In addition, teaching techniques and strategies in a university education will be explored. The importance of these techniques and how they can be improved will also be discussed, considering three different methods: active learning, collaborative learning, and self-directed learning, taking into account the integration of technology in its design. Finally, a dissertation will be made on the new forms of teaching for the training of professionals for industry 4.0 and the new labor demands., En este trabajo se discuten los diferentes estilos de enseñanza-aprendizaje y cómo se pueden aplicar a la educación universitaria. Es un error común pensar que solo hay tres estilos de aprendizaje: visual, auditivo y cinestésico. En realidad, existen nueve estilos de aprendizaje diferentes que se pueden aplicar a laenseñanza-aprendizaje universitaria. Con un análisis bibliográfico, se explorarán estos nueve estilos de aprendizaje diferentes y cómo se pueden utilizar en el entorno del salón de clases. Además, se explorarán las técnicas y estrategias de enseñanza en la educación universitaria. También se discutirá la importancia de estas técnicas y cómo se pueden mejorar, tomando en cuenta tres métodos diferentes: aprendizaje activo, aprendizaje colaborativo y aprendizaje autodirigido, tomando en cuenta la integración de la tecnología en su diseño. Finalmente se hará una disertación sobre las nuevas formas de enseñanza para la formación de profesionales para la industria 4.0 y las nuevas exigencias laborales.

The COVID-19 infection and recovery stages are at different points globally there are around 1.2 billion children in 186 countries being affected by the closure of schools. Due to this pandemic education system has drastically changed the normal way of functioning. Teachers being one of the main stakeholders in educating children have faced new challenges during this time. Even before COVID-19, there has been high growth and adoption in education technology but the pandemic accelerated the adoption of technology to a high level. Teachers who have been traditionally teaching in the classroom were forced to adopt the new age teaching technology with minimum resources. This paper aims to understand the challenges faced by the teachers in adopting online classes.

This audit is designed to calculate the methodology of assessment of speaking skills specifically. Assisting intention of this analysis is to set a scheme of study for learners by evaluating their speaking skills. In this regard, a particular language assessment technique, ACTFL was utilized to know speaking level of a speaker. ACTFL mechanism checks the level of the speaker, as either the speaker is in high advance level or on intermediate level of speaking. An interview was conducted with a student to check his level, interview questions were designed according to the standardized level of assessment warm-up session, level check, probation, and wind down session, and then uttered lines of participant were analyzed in line with ACTFL level. Findings of the study manifest that how a speaker has some levels to step up for next level. For evaluation of a speaker, specific strategies to ask questions are very prime through which coach can know that speaker is on standardized level of speaking or not. By checking level of the speaker, a teacher can decide that what type of steps should be taken ahead, if learner is novice with 0-1 bands, with low proficiency, with poor pronunciation and with low level of cohesion and coherence, he or she is not an exemplary declaimer at all, wherefore, there is need to change teaching techniques and time duration of learning.

This audit is designed to calculate the methodology of assessment of speaking skills specifically. Assisting intention of this analysis is to set a scheme of study for learners by evaluating their speaking skills. In this regard, a particular language assessment technique, ACTFL was utilized to know speaking level of a speaker. ACTFL mechanism checks the level of the speaker, as either the speaker is in high advance level or on intermediate level of speaking. An interview was conducted with a student to check his level, interview questions were designed according to the standardized level of assessment warm-up session, level check, probation, and wind down session, and then uttered lines of participant were analyzed in line with ACTFL level. Findings of the study manifest that how a speaker has some levels to step up for next level. For evaluation of a speaker, specific strategies to ask questions are very prime through which coach can know that speaker is on standardized level of speaking or not. By checking level of the speaker, a teacher can decide that what type of steps should be taken ahead, if learner is novice with 0-1 bands, with low proficiency, with poor pronunciation and with low level of cohesion and coherence, he or she is not an exemplary declaimer at all, wherefore, there is need to change teaching techniques and time duration of learning.

This audit is designed to calculate the methodology of assessment of speaking skills specifically. Assisting intention of this analysis is to set a scheme of study for learners by evaluating their speaking skills. In this regard, a particular language assessment technique, ACTFL was utilized to know speaking level of a speaker. ACTFL mechanism checks the level of the speaker, as either the speaker is in high advance level or on intermediate level of speaking. An interview was conducted with a student to check his level, interview questions were designed according to the standardized level of assessment warm-up session, level check, probation, and wind down session, and then uttered lines of participant were analyzed in line with ACTFL level. Findings of the study manifest that how a speaker has some levels to step up for next level. For evaluation of a speaker, specific strategies to ask questions are very prime through which coach can know that speaker is on standardized level of speaking or not. By checking level of the speaker, a teacher can decide that what type of steps should be taken ahead, if learner is novice with 0-1 bands, with low proficiency, with poor pronunciation and with low level of cohesion and coherence, he or she is not an exemplary declaimer at all, wherefore, there is need to change teaching techniques and time duration of learning.

This audit is designed to calculate the methodology of assessment of speaking skills specifically. Assisting intention of this analysis is to set a scheme of study for learners by evaluating their speaking skills. In this regard, a particular language assessment technique, ACTFL was utilized to know speaking level of a speaker. ACTFL mechanism checks the level of the speaker, as either the speaker is in high advance level or on intermediate level of speaking. An interview was conducted with a student to check his level, interview questions were designed according to the standardized level of assessment warm-up session, level check, probation, and wind down session, and then uttered lines of participant were analyzed in line with ACTFL level. Findings of the study manifest that how a speaker has some levels to step up for next level. For evaluation of a speaker, specific strategies to ask questions are very prime through which coach can know that speaker is on standardized level of speaking or not. By checking level of the speaker, a teacher can decide that what type of steps should be taken ahead, if learner is novice with 0-1 bands, with low proficiency, with poor pronunciation and with low level of cohesion and coherence, he or she is not an exemplary declaimer at all, wherefore, there is need to change teaching techniques and time duration of learning.

This audit is designed to calculate the methodology of assessment of speaking skills specifically. Assisting intention of this analysis is to set a scheme of study for learners by evaluating their speaking skills. In this regard, a particular language assessment technique, ACTFL was utilized to know speaking level of a speaker. ACTFL mechanism checks the level of the speaker, as either the speaker is in high advance level or on intermediate level of speaking. An interview was conducted with a student to check his level, interview questions were designed according to the standardized level of assessment warm-up session, level check, probation, and wind down session, and then uttered lines of participant were analyzed in line with ACTFL level. Findings of the study manifest that how a speaker has some levels to step up for next level. For evaluation of a speaker, specific strategies to ask questions are very prime through which coach can know that speaker is on standardized level of speaking or not. By checking level of the speaker, a teacher can decide that what type of steps should be taken ahead, if learner is novice with 0-1 bands, with low proficiency, with poor pronunciation and with low level of cohesion and coherence, he or she is not an exemplary declaimer at all, wherefore, there is need to change teaching techniques and time duration of learning.

This audit is designed to calculate the methodology of assessment of speaking skills specifically. Assisting intention of this analysis is to set a scheme of study for learners by evaluating their speaking skills. In this regard, a particular language assessment technique, ACTFL was utilized to know speaking level of a speaker. ACTFL mechanism checks the level of the speaker, as either the speaker is in high advance level or on intermediate level of speaking. An interview was conducted with a student to check his level, interview questions were designed according to the standardized level of assessment warm-up session, level check, probation, and wind down session, and then uttered lines of participant were analyzed in line with ACTFL level. Findings of the study manifest that how a speaker has some levels to step up for next level. For evaluation of a speaker, specific strategies to ask questions are very prime through which coach can know that speaker is on standardized level of speaking or not. By checking level of the speaker, a teacher can decide that what type of steps should be taken ahead, if learner is novice with 0-1 bands, with low proficiency, with poor pronunciation and with low level of cohesion and coherence, he or she is not an exemplary declaimer at all, wherefore, there is need to change teaching techniques and time duration of learning.

The COVID-19 infection and recovery stages are at different points globally there are around 1.2 billion children in 186 countries being affected by the closure of schools. Due to this pandemic education system has drastically changed the normal way of functioning. Teachers being one of the main stakeholders in educating children have faced new challenges during this time. Even before COVID-19, there has been high growth and adoption in education technology but the pandemic accelerated the adoption of technology to a high level. Teachers who have been traditionally teaching in the classroom were forced to adopt the new age teaching technology with minimum resources. This paper aims to understand the challenges faced by the teachers in adopting online classes.

The article depicts highlights in creating unknown dialect open ability by utilizing the intuitive instructing strategies. The bearings of building up the understudies' unknown dialect informative skill are resolved. Experimentation on abilities in the improvement of this fitness was done based on association between members. A similar examination of the outcomes in test and control bunches is proposed. The logical oddity of the article is that it portrays the adequacy of the experience of utilizing participation innovation and the online stage Technology Entertainment Design in the creating of unknown dialect informative fitness of understudies., O artigo descreve os destaques na criação da habilidade aberta de dialeto desconhecido, utilizando as estratégias de instrução intuitivas. As dificuldades de construir a habilidade informativa de dialeto desconhecido são resolvidas. A experimentação de habilidades na melhoria dessa aptidão foi feita com base na associação entre os membros. Um exame semelhante dos resultados em grupos de teste e controle é proposto. A estranheza lógica do artigo é que ele retrata a adequação da experiência de utilização da inovação de participação e do palco online Technology Entertainment Design na criação de dialeto desconhecido para adequação informativa de understudies., El artículo describe los aspectos más destacados en la creación de la capacidad de apertura de dialectos desconocidos mediante la utilización de estrategias de instrucción intuitiva. Se resuelven los rumores de desarrollar la habilidad informativa dialectal desconocida de los alumnos. La experimentación sobre las habilidades en la mejora de esta aptitud se realizó en base a la asociación entre miembros. Se propone un examen similar de los resultados en racimos de prueba y control. La rareza lógica del artículo es que retrata la idoneidad de la experiencia de utilizar la innovación participativa y el diseño de entretenimiento tecnológico en el escenario en línea en la creación de un dialecto desconocido para la aptitud informativa de los estudiantes suplentes.

This audit is designed to calculate the methodology of assessment of speaking skills specifically. Assisting intention of this analysis is to set a scheme of study for learners by evaluating their speaking skills. In this regard, a particular language assessment technique, ACTFL was utilized to know speaking level of a speaker. ACTFL mechanism checks the level of the speaker, as either the speaker is in high advance level or on intermediate level of speaking. An interview was conducted with a student to check his level, interview questions were designed according to the standardized level of assessment warm-up session, level check, probation, and wind down session, and then uttered lines of participant were analyzed in line with ACTFL level. Findings of the study manifest that how a speaker has some levels to step up for next level. For evaluation of a speaker, specific strategies to ask questions are very prime through which coach can know that speaker is on standardized level of speaking or not. By checking level of the speaker, a teacher can decide that what type of steps should be taken ahead, if learner is novice with 0-1 bands, with low proficiency, with poor pronunciation and with low level of cohesion and coherence, he or she is not an exemplary declaimer at all, wherefore, there is need to change teaching techniques and time duration of learning.

The COVID-19 infection and recovery stages are at different points globally there are around 1.2 billion children in 186 countries being affected by the closure of schools. Due to this pandemic education system has drastically changed the normal way of functioning. Teachers being one of the main stakeholders in educating children have faced new challenges during this time. Even before COVID-19, there has been high growth and adoption in education technology but the pandemic accelerated the adoption of technology to a high level. Teachers who have been traditionally teaching in the classroom were forced to adopt the new age teaching technology with minimum resources. This paper aims to understand the challenges faced by the teachers in adopting online classes.

Syftet med den här studien är att undersöka hur lärare på mellanstadiet undervisar språkutvecklande för att främja den muntliga förmågan hos flerspråkiga elever. Studien tar sin utgångspunkt i den sociokulturella teorin. För att besvara studiens syfte och frågeställningar har observation och intervju använts som insamlingsmetod. Genomförandet av observationer gjordes i tre klassrum på olika skolor i södra Sverige. Vidare genomfördes semistrukturerade intervjuer muntligt med lärarna som deltog under respektive observation. Studiens resultat pekar bland annat på att smågruppssamtal är ett främjande arbetssätt för den flerspråkiga elevens muntliga utveckling. Smågruppssamtal bidrar till muntlig kommunikation där eleverna får lyssna, prata och repetera tillsammans. I arbetet med flerspråkiga elevers muntliga förmåga, framkommer det också att boksamtal är ett främjande arbetssätt som bidrar till att elever vågar uttrycka sig muntligt. Lärarna anser dock att det saknas resurser och förutsättningar för att utveckla flerspråkiga elevers muntliga förmåga på ett sätt som hade önskats.

The COVID-19 infection and recovery stages are at different points globally there are around 1.2 billion children in 186 countries being affected by the closure of schools. Due to this pandemic education system has drastically changed the normal way of functioning. Teachers being one of the main stakeholders in educating children have faced new challenges during this time. Even before COVID-19, there has been high growth and adoption in education technology but the pandemic accelerated the adoption of technology to a high level. Teachers who have been traditionally teaching in the classroom were forced to adopt the new age teaching technology with minimum resources. This paper aims to understand the challenges faced by the teachers in adopting online classes.

The article depicts highlights in creating unknown dialect open ability by utilizing the intuitive instructing strategies. The bearings of building up the understudies' unknown dialect informative skill are resolved. Experimentation on abilities in the improvement of this fitness was done based on association between members. A similar examination of the outcomes in test and control bunches is proposed. The logical oddity of the article is that it portrays the adequacy of the experience of utilizing participation innovation and the online stage Technology Entertainment Design in the creating of unknown dialect informative fitness of understudies., O artigo descreve os destaques na criação da habilidade aberta de dialeto desconhecido, utilizando as estratégias de instrução intuitivas. As dificuldades de construir a habilidade informativa de dialeto desconhecido são resolvidas. A experimentação de habilidades na melhoria dessa aptidão foi feita com base na associação entre os membros. Um exame semelhante dos resultados em grupos de teste e controle é proposto. A estranheza lógica do artigo é que ele retrata a adequação da experiência de utilização da inovação de participação e do palco online Technology Entertainment Design na criação de dialeto desconhecido para adequação informativa de understudies., El artículo describe los aspectos más destacados en la creación de la capacidad de apertura de dialectos desconocidos mediante la utilización de estrategias de instrucción intuitiva. Se resuelven los rumores de desarrollar la habilidad informativa dialectal desconocida de los alumnos. La experimentación sobre las habilidades en la mejora de esta aptitud se realizó en base a la asociación entre miembros. Se propone un examen similar de los resultados en racimos de prueba y control. La rareza lógica del artículo es que retrata la idoneidad de la experiencia de utilizar la innovación participativa y el diseño de entretenimiento tecnológico en el escenario en línea en la creación de un dialecto desconocido para la aptitud informativa de los estudiantes suplentes.

Study programs at universities have never been exactly alike, neither the learning methods. Law teaching plans have been spontaneously adapted throughout history. Nevertheless, a decade ago, an occurring that involved the European Universities concluded by making those countries that were part of the process of convergence in the European Higher Education Area, update their learning methods. Therefore, Law teaching has also been renewed., En las universidades no siempre se ha enseñado lo mismo, ni tampoco se ha enseñado siempre del mismo modo. Los métodos para la enseñanza del derecho se adaptaron a lo largo de la historia, de manera más o menos espontánea. Sin embargo, un acontecimiento producido en la universidad europea hace una década determinó que los países que formaban parte del proceso de Convergencia en el Espacio Europeo de Educación Superior tuvieran que poner al día sus métodos de enseñanza. También la enseñanza del derecho, en particular, se ha renovado.

The reason for this paper was to answer the question of how to teach Environmental Health in a university context. The challenges it faces, as a field of knowledge, in order to meet the needs of the country are discussed herein. Hence, the purpose of this article is to discuss the educational models and learning strategies that are employed in the Environmental Health Degree from the University of Costa Rica’s School of Technology to instill the teaching-learning process in students. The data were gleaned from the analysis of the syllabuses of the courses that are part of the curriculum and from a questionnaire given to professors. Seventeen teaching techniques were identified, of which the most commonly used are lectures, followed by exhibitions, field trips and group work in class. On the other hand, exams were identified as being the most commonly used technique for assessing the knowledge gained by the student population, followed by quizzes and reports on field trips. The complexity involved in the Environmental Health curriculum is quite evident: It requires a faculty that, in addition to having a suitable approach to and understanding of the subject of study, clearly understands that students are undergoing a learning process that should first change their attitudes so that, as professionals, they may also be able to change society’s attitude towards the environment with the firm intention of improving the health conditions of people., Este artículo nace de la pregunta ¿cómo enseñar la Salud Ambiental en un contexto universitario? Se hace mención a los retos que como campo del conocimiento ha adquirido al responder a las necesidades del país. El objetivo de este artículo es explorar los modelos pedagógicos y las estrategias de aprendizaje utilizadas en el Bachillerato y Licenciatura en Salud Ambiental, de la Escuela de Tecnologías, de la Universidad de Costa Rica, para estimular en los y las estudiantes el proceso de enseñanza-aprendizaje. Los datos se obtuvieron a partir del análisis de los programas de los cursos contenidos en la malla curricular del Plan de Estudios y de la aplicación de un cuestionario a profesores. Se identifican 17 técnicas didácticas, de las cuales las más utilizadas son las clases magistrales, seguido de exposiciones, giras o visitas al campo y los trabajos grupales en clase. Por otra parte, se identifica que los exámenes son la técnica más utilizada para evaluar los conocimientos adquiridos por la población estudiantil, seguido de las pruebas cortas y los informes de giras. Es evidente la complejidad que implica el desarrollo del plan de estudios de Salud Ambiental, requiriendo de un equipo docente que tenga, además de un adecuado abordaje e interpretación del objeto de estudio, la claridad de que se está en un proceso formativo que debe cambiar primero actitudes en la población estudiantil para que como profesionales también cambien en la sociedad los comportamientos que sobre el ambiente se tiene, con el firme propósito de mejorar las condiciones de salud de las personas., Este artigo nasce da pergunta: como ensinar saúde ambiental num contexto universitário? Mencionam-se os desafios que como área do conhecimento adquiriu ao responder às necessidades do país. O objetivo deste artigo é explorar os modelos pedagógicos e as estratégias de aprendizagem utilizadas no Bacharelado e na Licenciatura em Saúde Ambiental da Escola de Tecnologias da Universidade da Costa Rica para estimular o processo de ensino-aprendizagem nos alunos. Os dados foram obtidos a partir da análise dos programas das unidades curriculares do plano de estudos e da aplicação de um questionário aos professores. São identificadas 17 técnicas didáticas, das quais as mais utilizadas são as aulas magistrais, seguidas de exposições, passeios ou visitas ao campo e trabalhos em grupo nas aulas. Por outro lado, identifica-se que os exames são a técnica mais utilizada para avaliar os conhecimentos adquiridos pela população estudantil, seguidos dos testes curtos e dos relatórios de visitas. É evidente a complexidade envolvida no desenvolvimento do plano de estudos de Saúde Ambiental, exigindo uma equipa docente que tenha, além de uma adequada abordagem e interpretação do objeto de estudo, a clareza de que se encontra num processo de formação que deve primeiro mudar atitudes nos estudantes para que, como profissionais também mudem na sociedade os comportamentos desta em relação ao meio ambiente, com o firme propósito de melhorar as condições de saúde das pessoas.

Syftet med den här studien är att undersöka hur lärare på mellanstadiet undervisar språkutvecklande för att främja den muntliga förmågan hos flerspråkiga elever. Studien tar sin utgångspunkt i den sociokulturella teorin. För att besvara studiens syfte och frågeställningar har observation och intervju använts som insamlingsmetod. Genomförandet av observationer gjordes i tre klassrum på olika skolor i södra Sverige. Vidare genomfördes semistrukturerade intervjuer muntligt med lärarna som deltog under respektive observation. Studiens resultat pekar bland annat på att smågruppssamtal är ett främjande arbetssätt för den flerspråkiga elevens muntliga utveckling. Smågruppssamtal bidrar till muntlig kommunikation där eleverna får lyssna, prata och repetera tillsammans. I arbetet med flerspråkiga elevers muntliga förmåga, framkommer det också att boksamtal är ett främjande arbetssätt som bidrar till att elever vågar uttrycka sig muntligt. Lärarna anser dock att det saknas resurser och förutsättningar för att utveckla flerspråkiga elevers muntliga förmåga på ett sätt som hade önskats.

The COVID-19 infection and recovery stages are at different points globally there are around 1.2 billion children in 186 countries being affected by the closure of schools. Due to this pandemic education system has drastically changed the normal way of functioning. Teachers being one of the main stakeholders in educating children have faced new challenges during this time. Even before COVID-19, there has been high growth and adoption in education technology but the pandemic accelerated the adoption of technology to a high level. Teachers who have been traditionally teaching in the classroom were forced to adopt the new age teaching technology with minimum resources. This paper aims to understand the challenges faced by the teachers in adopting online classes.

The relevance of the topic of this article is due to the need to strengthen the interactive side of the process of teaching a foreign language in short-term courses in the language environment. The purpose of the study is to establish the ratio of interactive forms and methods that determine the specifics of an interactive lesson of foreign language. In contrast to the existing points of view, we attempted to prove that the effectiveness of interactive learning depends on the systematization of interactive forms and methods of teaching and the sequence of their use. To study the patterns of interactive learning of a foreign language, we applied the following methods: observation, experiment, and analysis method. An analysis of the interactive forms and methods of teaching foreigners the Russian language in short-term courses in Russia shows that the use of the learning potential of the language environment makes the content of learning natural, topical and interesting. Avoiding traditional teaching methods allows organizing the exchange of thoughts and feelings in terms of speech interaction when creating a joint product (both verbal and non-verbal). The interactive lesson, which acts as a macro unit for selecting and organizing the content of Russian as a foreign language (RFL) training in short-term courses, consists of three blocks (motivational-introductory, activity-oriented and resultant). Specially selected for each communication situation and arranged in a certain order interactive forms and methods are presented in the system of interactive exercises and tasks, classified according to the stages of mastering speech actions in different communicative situations. The article presents the forms and methods of interactive teaching of Russian as a foreign language, which teachers can use in short-term courses. The authors have shown that interactive methods and forms of teaching stimulate foreign students to speak and communicate in the target language. This con, Актуальность темы данной статьи обусловлена необходимостью усиления интерактивной стороны процесса обучения иностранному языку на краткосрочных курсах в языковой среде. Цель исследования – установить соотношение интерактивных форм и приемов, которые определяют специфику интерактивного урока иностранного языка. В противоположность существующим точкам зрения мы предприняли попытку доказать, что эффективность интерактивного обучения зависит от систематизации интерактивных форм и приемов обучения и последовательности их использования. Для исследования закономерностей интерактивного обучения иностранному языку мы применили следующие методы: наблюдение, эксперимент и аналитический метод. Анализ интерактивных форм и приемов обучения иностранцев русскому языку на краткосрочных курсах в России показывает, что использование обучающего потенциала языковой среды делает содержание обучения естественным, актуальным и интересным. Отход от традиционных приемов обучения позволяет организовать обмен мыслями и чувствами в условиях речевого взаимодействия при создании совместного продукта (как речевого, так и неречевого). Интерактивный урок, выступающий как макроединица отбора и содержания обучения русскому языку как иностранному (РКИ) на краткосрочных курсах, состоит из трех блоков (мотивационно-ознакомительный, деятельностно-ориентированный и результативный). Специально отобранные для каждой ситуации общения и расположенные в определенном порядке интерактивные формы и приемы представлены в системе интерактивных упражнений и заданий, классифицированных в зависимости от стадий усвоения речевых действий в разных коммуникативных ситуациях. В статье представлены формы и приемы интерактивного обучения русскому языку как иностранному, которые преподаватели могут применять на краткосрочных курсах. Авторы показали, что интерактивные приемы и формы обучения стимулируют иностранных учащихся к устно-речевому общению на изучаемом языке. Это способствует развитию умений социального и учебного взаи

Teachers work with large student groups and their job is to make their pupils’ grow and evolve in their learning every day, even though the students may not be interested in the subject at all. How can teachers manage to do this with such a variety of students? What tools can be used to motivate as many of them as possible to achieve the most favourable learning outcomes? Music is a universal language that most people enjoy and for children it is even a natural part of growing up. Music can be a pleasant and fun element in the classroom, so we want to investigate if teachers could take advantage of this and use music and songs as an effective motivator to foster second language development. In the national curriculum, Skolverket states that teachers need to build upon the pupil’s confidence in their own ability to use language in different situations and for different purposes (Skolverket, 2011). What happens with the classroom environment when music is used and what happens to the pupils? There is research pointing to the benefits of using music in second language learning however, there exists some disagreement among researchers if music could improve language development or if it is just a fun activity. Researchers also discuss on how to use music in the classroom in the most valuable way. In the current study, we explore and provide an overview for the possible advantages of using music. We also investigate the effectiveness of different musical approaches for facilitating language learning for young children in an educational context. In particular, we will discuss how songs and music can motivate young English language learners in their process and how the second language development can benefit from this.

The paper explores an experience in practical application of liberal education teaching techniques. We describe the most frequently used techniques and present sample classroom assignments based on this framework. We also discuss the opportunities and limitations provided by the use of these methods in a classroom setting.

Teachers work with large student groups and their job is to make their pupils’ grow and evolve in their learning every day, even though the students may not be interested in the subject at all. How can teachers manage to do this with such a variety of students? What tools can be used to motivate as many of them as possible to achieve the most favourable learning outcomes? Music is a universal language that most people enjoy and for children it is even a natural part of growing up. Music can be a pleasant and fun element in the classroom, so we want to investigate if teachers could take advantage of this and use music and songs as an effective motivator to foster second language development. In the national curriculum, Skolverket states that teachers need to build upon the pupil’s confidence in their own ability to use language in different situations and for different purposes (Skolverket, 2011). What happens with the classroom environment when music is used and what happens to the pupils? There is research pointing to the benefits of using music in second language learning however, there exists some disagreement among researchers if music could improve language development or if it is just a fun activity. Researchers also discuss on how to use music in the classroom in the most valuable way. In the current study, we explore and provide an overview for the possible advantages of using music. We also investigate the effectiveness of different musical approaches for facilitating language learning for young children in an educational context. In particular, we will discuss how songs and music can motivate young English language learners in their process and how the second language development can benefit from this.

In the framework of the Dominican Government's policy, the traditional approaches of Higher Education evolve towards the training of teachers of excellence, responding to the need of training active agents in the development of the country. The need for teacher qualification justifies actions aimed at their training, such as the training program “Teach as a champion” (Lemov, 2010); an appropriate didactic strategy for the integral formation of the teachers. The purpose of this study is to evaluate the effects of this intervention on the students of the Bachelor of Education. The students were trained to apply the techniques in the schools. An ad hoc instrument was used to estimate the effects of training. In addition, a questionnaire was prepared for the evaluation of student satisfaction. The results obtained show the opportunity of this intervention that facilitates the incorporation of competences into educational practice and can serve as a model for its implementation in the future., En el marco de la política del Gobierno Dominicano, los planteamientos tradicionales de la Educación Superior evolucionan hacia la formación de docentes de excelencia, respondiendo a la necesidad de hacer de los docentes agentes activos del desarrollo del país. La necesidad de cualificación del profesorado justifica actuaciones dirigidas a su formación, como el programa de entrenamiento “Enseñar como un campeón” (Lemov, 2010); una apropiada estrategia didáctica para la formación integral de los maestros. El propósito de este estudio consiste en proporcionar evidencias de los resultados cuantitativos y cualitativos de los efectos de esta intervención en los estudiantes de las licenciaturas de Educación, los cuales fueron entrenados para aplicar las técnicas en las escuelas. Se utilizó el método descriptivo para mostrar e interpretar el impacto de una realidad educativa tal como se manifestó y dar a conocer los resultados de la implementación de un programa académico. Para ello, se elaboró un instrumento ad hoc con el fin de estimar la autopercepción de los efectos del entrenamiento. Asimismo, se elaboró un cuestionario para la evaluación de la satisfacción de los estudiantes. Los resultados obtenidos evidencian la oportunidad de esta intervención, pues facilita la incorporación de competencias a la práctica educativa. Del análisis de los resultados se evidencia que la puesta en marcha de este proyecto ha sido una experiencia positiva para los estudiantes, así como para los docentes y puede servir de modelo para su implementación en el futuro.

This study investigates teachers’ knowledge and practices in a teaching and learning challenging context (TLCC) and how to support their active learning teaching techniques (ALTTs) through collaborative learning and feedback. This study was conducted in two Zanzibar public schools where a class size is 70–120 students without educational technologies. Eight female English teachers (N = 8) and four large classes were involved in the observations. The study consists of three parts of data collection. The first investigates teachers’ knowledge and activities in their daily teaching practices in which data from semi-structured interviews and sixteen video lessons observations were collected. The data were also used to discern teachers’ ALTTs before the training. Then, active learning, collaborative learning and feedback were applied as a pedagogical support in the two-week training to help teachers develop their ALTTs. The second part was conducted after the teachers’ training when 32 video of lesson observations were collected. The data was intended to reveal what ALTTs the teachers used after the training. The third part consisted of open-ended questionnaires answered by eight teachers and 150 students to collect supplemental data of the ALTTs the teachers used after the training, and to discover the participants’ perceptions of applying active learning, collaborative learning and feedback activities in the TLCC. All the data were analyzed using content analysis. The results indicated that teachers both possess and lack some knowledge of teaching activities. However, they fail to put the knowledge they possess into classroom practice. Interestingly, despite the TLCC, teachers were able to develop their ALTTs when supported with pedagogical training. The teachers and the students perceived collaborative learning and feedback activities as effective techniques in their context although they stated that the techniques could be more effective with the support of, Tiivistelmä Tässä väitöskirjassa tutkitaan opettajien oppimista ja opetusta koskevaa tietoa ja käytäntöjä haastavassa oppimis- ja opetuskontekstissa sekä keinoja tukea aktiivista oppimista yhteisöllisen oppimisen ja palautteen avulla. Tutkimus toteutettiin kahdessa zanzibarilaisessa julkisessa koulussa, joissa ryhmäkoko on 70‒120 oppilaista eikä käytössä ole koulutusteknologiaa. Tutkimuksessa havainnoitiin kahdeksaa englannin kielen opettajaa ja neljää suurta oppilasryhmää. Tutkimus oli kolmevaiheinen. Ensimmäiseksi tutkittiin opettajien oppimista ja opetusta koskevaa tietoa ja käytäntöjä heidän opetuksessaan hyödyntäen puolistrukturoituja haastatteluja ja 16:ta videotallennetta oppitunneilta. Näillä selvitettiin opettajien keinoja tukea aktiivista oppimista opetuksessa ennen heille annettavaa koulutusta. Toiseksi opettajille tarjottiin kaksiviikkoinen pedagoginen koulutus aktiivisen oppimisen, yhteisöllisen oppimisen ja palautteen käytännöistä. Koulutuksen jälkeen opettajien oppitunneilta kerättiin 32 videotallennetta, joiden avulla selvitettiin opettajien keinoja tukea aktiivista oppimista. Kolmanneksi kerättiin avointa kyselyaineistoa kahdeksalta opettajalta ja 150 oppilaalta. Kyselyjen avulla täydennettiin tietoa opettajien keinoista tukea aktiivista oppimista ja selvitettiin osallistujien kokemuksia aktiivisen oppimisen, yhteisöllisen oppimisen ja palautekäytäntöjen soveltamisesta haastavassa opetus- ja oppimisympäristössä. Aineisto analysoitiin sisällönanalyysin avulla. Tulokset osoittivat, että opettajilla oli vahvuuksia ja heikkouksia tiedoissaan opetuksen käytännöistä, mutta opettajat harvoin hyödynsivät tietoaan opetuksessaan. Haastavasta opetus- ja oppimisympäristöstä huolimatta opettajat kuitenkin pystyivät kehittämään keinoja tukea aktiivista oppimista pedagogisen koulutuksen avulla. Opettajat ja oppilaat kokivat yhteisöllisen oppimisen ja palautteenannon tehokkaiksi käytännöiksi opetus- ja oppimisympäristössään, vaikka myös arvioivat, että käytännöt to

This paper focuses on teaching techniques for language learning as related to student satisfaction on multilingual compulsory education in the Basque Autonomous Community (BAC), where Basque and Spanish are official languages and English is taught as a foreign language. Using a multilingual approach, the paper discusses similarities and differences between the relationships found for the teaching techniques and the satisfaction levels in the three languages (Basque, Spanish and English). The results of the T-test analysis show significant differences between the three languages in the use of teaching techniques and levels of satisfaction. Additionally, the patterns of relationship between the teaching techniques and the language learning satisfaction levels show some weak relationship in the three languages, being learner-centred teaching techniques related to satisfaction levels. Results are explained according to some assumptions in language acquisition, and related to the context of the study. Finally, we discuss some opportunities for language teaching in multilingual contexts with a minority language.

This research was conducted in order to determine the which strategies, methods and techniques used by the preschool teacher candidates who prefer to use in the classroom activities in Special Teaching Methods I and II course. The researchers aimed what kind of educational strategies, methods and techniques that the prospective preschool teacher candidates preferred to use in the course of their activities in the Special Teaching Methods. Qualitative research methodologies used for this research. Descriptive and content analyses were conducted in the qualitative dimension of this study. Descriptive analysis has been used in this qualitative dimension by taking direct quotations from the statements of participants in the analysis of descriptive data. This study has been carried out in Nicosia, Cyprus, in 2016 – 2017 academic year. Sample group 87 preschool teacher candidates voluntarily participated to this study. According to results of the study, it has been indicated that the preschool teacher candidates are using mostly classical teaching strategy, methods and techniques. However, preschool teacher candidates prefer to use contemporary teaching strategies, methods and techniques like drama., Esta pesquisa foi conduzida para determinar as estratégias, métodos e técnicas utilizadas peloscandidatos a professores de pré-escola que preferem usar em atividades de classe no curso MétodosEspeciais de Ensino I e II. Os pesquisadores observaram que tipo de estratégias, métodos e técnicaseducacionais os candidatos a professor em idade pré-escolar preferiram usar no curso de suas atividadesnos Métodos Especiais de Ensino. Foram utilizadas metodologias de pesquisa qualitativa na realizaçãodesta pesquisa. A análise descritiva foi utilizada na dimensão qualitativa, através de citações diretas dasfalas dos participantes na análise dos dados descritivos. Este estudo foi realizado em Nicósia, Chipre,no ano letivo de 2016-2017. Um grupo de 87 candidatos a professores de pré-escola participouvoluntariamente deste estudo. De acordo com os resultados do estudo, foi indicado que os candidatos aprofessores de pré-escola utilizam principalmente estratégias, métodos e técnicas clássicas de ensino.No entanto, os candidatos a professores de pré-escola preferem usar estratégias, métodos e técnicascontemporâneas de ensino, como o drama., Esta investigación se realizó para determinar las estrategias, métodos y técnicas utilizadas por los candidatos a maestros de preescolar que prefieren utilizar en las actividades de clase en el curso de Métodos de enseñanza especial I y II. Los investigadores apuntaron qué tipo de estrategias, métodos y técnicas educativas preferían utilizar los posibles candidatos a maestros de preescolar en el curso de sus actividades en los Métodos de enseñanza especial. Metodologías de investigación cualitativa utilizadas para esta investigación. Se realizaron análisis descriptivos y de contenido en la dimensión cualitativa de este estudio. El análisis descriptivo se ha utilizado en esta dimensión cualitativa tomando citas directas de las declaraciones de los participantes en el análisis de datos descriptivos. Este estudio se llevó a cabo en Nicosia, Chipre, en el año académico 2016-2017. El grupo de muestra 87 candidatos a maestros de preescolar participaron voluntariamente en este estudio. Según los resultados del estudio, se ha indicado que los candidatos a maestros de preescolar están utilizando principalmente estrategias, métodos y técnicas de enseñanza clásica. Sin embargo, los candidatos a maestros de preescolar prefieren usar estrategias, métodos y técnicas de enseñanza contemporáneas como el drama.

This research was conducted in order to determine the which strategies, methods and techniques used by the preschool teacher candidates who prefer to use in the classroom activities in Special Teaching Methods I and II course. The researchers aimed what kind of educational strategies, methods and techniques that the prospective preschool teacher candidates preferred to use in the course of their activities in the Special Teaching Methods. Qualitative research methodologies used for this research. Descriptive and content analyses were conducted in the qualitative dimension of this study. Descriptive analysis has been used in this qualitative dimension by taking direct quotations from the statements of participants in the analysis of descriptive data. This study has been carried out in Nicosia, Cyprus, in 2016 – 2017 academic year. Sample group 87 preschool teacher candidates voluntarily participated to this study. According to results of the study, it has been indicated that the preschool teacher candidates are using mostly classical teaching strategy, methods and techniques. However, preschool teacher candidates prefer to use contemporary teaching strategies, methods and techniques like drama., Esta pesquisa foi conduzida para determinar as estratégias, métodos e técnicas utilizadas peloscandidatos a professores de pré-escola que preferem usar em atividades de classe no curso MétodosEspeciais de Ensino I e II. Os pesquisadores observaram que tipo de estratégias, métodos e técnicaseducacionais os candidatos a professor em idade pré-escolar preferiram usar no curso de suas atividadesnos Métodos Especiais de Ensino. Foram utilizadas metodologias de pesquisa qualitativa na realizaçãodesta pesquisa. A análise descritiva foi utilizada na dimensão qualitativa, através de citações diretas dasfalas dos participantes na análise dos dados descritivos. Este estudo foi realizado em Nicósia, Chipre,no ano letivo de 2016-2017. Um grupo de 87 candidatos a professores de pré-escola participouvoluntariamente deste estudo. De acordo com os resultados do estudo, foi indicado que os candidatos aprofessores de pré-escola utilizam principalmente estratégias, métodos e técnicas clássicas de ensino.No entanto, os candidatos a professores de pré-escola preferem usar estratégias, métodos e técnicascontemporâneas de ensino, como o drama., Esta investigación se realizó para determinar las estrategias, métodos y técnicas utilizadas por los candidatos a maestros de preescolar que prefieren utilizar en las actividades de clase en el curso de Métodos de enseñanza especial I y II. Los investigadores apuntaron qué tipo de estrategias, métodos y técnicas educativas preferían utilizar los posibles candidatos a maestros de preescolar en el curso de sus actividades en los Métodos de enseñanza especial. Metodologías de investigación cualitativa utilizadas para esta investigación. Se realizaron análisis descriptivos y de contenido en la dimensión cualitativa de este estudio. El análisis descriptivo se ha utilizado en esta dimensión cualitativa tomando citas directas de las declaraciones de los participantes en el análisis de datos descriptivos. Este estudio se llevó a cabo en Nicosia, Chipre, en el año académico 2016-2017. El grupo de muestra 87 candidatos a maestros de preescolar participaron voluntariamente en este estudio. Según los resultados del estudio, se ha indicado que los candidatos a maestros de preescolar están utilizando principalmente estrategias, métodos y técnicas de enseñanza clásica. Sin embargo, los candidatos a maestros de preescolar prefieren usar estrategias, métodos y técnicas de enseñanza contemporáneas como el drama.

В сборнике представлены статьи, подготовленные участниками Межвузовской научно-практической конференции «Современное высшее профессиональное образование: тенденции и перспективы подготовки конкурентоспособного специалиста». В статьях рассматриваются вопросы преподавания иностранного языка в высшей школе. Сборник может быть использован научными работниками, магистрантами, аспирантами, преподавателями и студентами высших учебных заведений, специалистами системы образования. Статьи представлены в авторской редакции. Авторы несут ответственность за достоверность и качество представленных материалов.

The article is devoted to the problems of improving the quality of education of children with hearing impairments in secondary general education school., Статья посвящена проблемам совершенствования качества обучения детей младшего школьного возраста с нарушениями слуха (слабослышащих) в условиях общеобразовательной школы.

The aim of the paper is to investigate the impact that videos played during EFL classes as well as the learners’ improvement of the language. It is known that learning another language means learning another culture, traditions and gestures. Therefore, another approach is being used in different teaching and learning contexts. Most importantly, teachers involved in teaching languages should find different ways to offer students variety and increase their motivation in the EFL classroom.  In the last century, in particular the last three decades, teaching methods have changed constantly in order to help learners acquire the desired knowledge, by having fun, too. The main emphasis was put in developing student communication skills. Nowadays, there are many different ways of teaching EFL and in particular, technology, which has enabled us to use numerous ways of teaching and learning a foreign language. Textbooks that are used to teach another language are full of pictures and animations which help learners to have an image while being taught. Besides, pictures and conversations, the textbooks used in EFL classes are equipped with recorded tapes of conversations and songs recorded by native speakers in order to help learners’ with their pronunciation.  The participants of the study are students from a private Language School ‘’Oxford Studio’’ in Gjilan. Their answers show that they seem to enjoy watching videos in the classroom, and are motivated to discuss them afterwards with their teacher.&nbsp

The aim of the paper is to investigate the impact that videos played during EFL classes as well as the learners’ improvement of the language. It is known that learning another language means learning another culture, traditions and gestures. Therefore, another approach is being used in different teaching and learning contexts. Most importantly, teachers involved in teaching languages should find different ways to offer students variety and increase their motivation in the EFL classroom.  In the last century, in particular the last three decades, teaching methods have changed constantly in order to help learners acquire the desired knowledge, by having fun, too. The main emphasis was put in developing student communication skills. Nowadays, there are many different ways of teaching EFL and in particular, technology, which has enabled us to use numerous ways of teaching and learning a foreign language. Textbooks that are used to teach another language are full of pictures and animations which help learners to have an image while being taught. Besides, pictures and conversations, the textbooks used in EFL classes are equipped with recorded tapes of conversations and songs recorded by native speakers in order to help learners’ with their pronunciation.  The participants of the study are students from a private Language School ‘’Oxford Studio’’ in Gjilan. Their answers show that they seem to enjoy watching videos in the classroom, and are motivated to discuss them afterwards with their teacher.&nbsp

The aim of the paper is to investigate the impact that videos played during EFL classes as well as the learners’ improvement of the language. It is known that learning another language means learning another culture, traditions and gestures. Therefore, another approach is being used in different teaching and learning contexts. Most importantly, teachers involved in teaching languages should find different ways to offer students variety and increase their motivation in the EFL classroom.  In the last century, in particular the last three decades, teaching methods have changed constantly in order to help learners acquire the desired knowledge, by having fun, too. The main emphasis was put in developing student communication skills. Nowadays, there are many different ways of teaching EFL and in particular, technology, which has enabled us to use numerous ways of teaching and learning a foreign language. Textbooks that are used to teach another language are full of pictures and animations which help learners to have an image while being taught. Besides, pictures and conversations, the textbooks used in EFL classes are equipped with recorded tapes of conversations and songs recorded by native speakers in order to help learners’ with their pronunciation.  The participants of the study are students from a private Language School ‘’Oxford Studio’’ in Gjilan. Their answers show that they seem to enjoy watching videos in the classroom, and are motivated to discuss them afterwards with their teacher.&nbsp

Lifelong learning is currently one of the mostly used concepts in European Union’s attempt to achieve the objective to become the most competitive. In Russia, the concept of lifelong learning as such is quite new. Senior adults can actively participate in lifelong learning obtaining new language skills not for professional but personal development. This article deals with the following: peculiarities of teaching English as a foreign language to the senior learners on the basic principles of andragogy. The purpose of this paper is to consider the language teaching techniques which may be inappropriate for senior learners according to their psychological peculiarities, which allow developing the intellectual and cognitive abilities of the senior learners.

The paper deals with the usage of social media as a supplementary tool while teaching a foreign language. Its effectiveness and necessity is considered with scrutiny. The work also gives methodical recommendations on how to implement such a tool into pedagogical process., Статья посвящена проблеме использования социальной сети как средства не только коммуникации, но и обучения иностранному языку. Ставится вопрос о том, насколько подобный инструмент оправдывает свое существование и эффективность. Работа дает методические рекомендации по использованию социальной сети и ее интеграции в процесс обучения.

Purpose - Due to a need of the ability to think strategically in today’s business world, the purpose of this study is to examine on the question whether strategic thinking can be developed via academic education. Methodology - Two samples of the program Industriell Ekonomi, fifth-year students and first-year students, were tested regarding their ability to think strategically. The test was conducted using a tool called Cognitive Process Profile (CPP), which measures a person’s intellectual functioning and cognitive preferences. The results were compared to the contents of the academic program to infer whether the differences arise from the impact of the academic program. Findings - The results showed a higher ability to think strategically in the fifth-year students compared to the first-year students of the program. Significant differences have been found regarding their Potential Levels of Work as well as in the Information Processing Competencies said to facilitate strategic thinking. Conclusion - The higher ability to think strategically of the fifth-year students can be a result of the impact of the program, since the structure of the program is designed in a way, that can be said to facilitate strategic thinking. Contribution - This study contributes to new insights on the topic of strategic thinking in general, and particularly in connection to the development of strategic thinking via academic education.

The purpose of writing this article is to show the impact that has the correct development of a curriculum as a structural tool in the teaching educational process. The importance of managing and implementing educational processes understood as methodologies, strategies and teaching techniques are part of this work. Then focus the need for improvement of educational quality institutional systems, through teaching practice and consistent with the current management, compliance objectives and program content in the classroom resources. Different educational models which will structure an educational system that essentially must ensure the implementation of teaching process with a focus on critical and purposeful development and the use of technological tools that facilitate the educational process later. The role currently held by the teacher and the role played by the student is a fundamental part of the investigation, thus updating and educational reform is being implemented as a global policy for the advancement and development of education., La finalidad de redactar este artículo es evidenciar la incidencia que tiene la elaboración de un correcto diseño curricular como herramienta estructural en el proceso de enseñanza educativa. La importancia del manejo y aplicación de procesos educativos entendidos como metodologías, estrategias y técnicas de enseñanza forman parte inicial del presente trabajo; además se pone de manifiesto la necesidad del mejoramiento de la calidad educativa en los sistemas institucionales, a través de la práctica docente con recursos actualizados y acorde al manejo y cumplimiento de objetivos y contenidos programáticos en el aula de clase. Se recalcan posteriormente los diferentes modelos educativos de los cuales se va estructurando un sistema educativo que en su esencia debe procurar la aplicación de procesos de enseñanza como estrategias metodológicas, aplicación de recursos con un enfoque de desarrollo crítico y propositivo y con el uso de herramientas tecnológicas que faciliten dicho proceso educativo. El papel que tiene actualmente el docente y el rol que cumple el estudiante forman parte fundamental de la investigación realizada, con lo cual se señala la actualización y reforma educativa que se viene implementando como política mundial para el adelanto y desarrollo de la educación.

[EN] Education plays important role in the society and in the everyday lives of plenty of people. Education influences people in different ways, and the significance of high quality education is indisputable. Particularly, innovation in education is a light that shows the humankind the right direction to surge. The advancement of the society directly dependent on the development of education and its quality. The fact is that, technological progress and innovative technologies application in education system bring new tools for struggling with complicated obligations in education systems. People get opportunities to express themselves, communicate and interact with other peoples in local, national and global context by using innovative technologies in education. The main purpose of study is to examine traditional and modern, innovative methods of teaching and learning, to explore the impact of these methods on educational environment and specifically discuss different teaching and learning methods regarding Azerbaijan education system.

The purpose of writing this article is to show the impact that has the correct development of a curriculum as a structural tool in the teaching educational process. The importance of managing and implementing educational processes understood as methodologies, strategies and teaching techniques are part of this work. Then focus the need for improvement of educational quality institutional systems, through teaching practice and consistent with the current management, compliance objectives and program content in the classroom resources. Different educational models which will structure an educational system that essentially must ensure the implementation of teaching process with a focus on critical and purposeful development and the use of technological tools that facilitate the educational process later. The role currently held by the teacher and the role played by the student is a fundamental part of the investigation, thus updating and educational reform is being implemented as a global policy for the advancement and development of education., La finalidad de redactar este artículo es evidenciar la incidencia que tiene la elaboración de un correcto diseño curricular como herramienta estructural en el proceso de enseñanza educativa. La importancia del manejo y aplicación de procesos educativos entendidos como metodologías, estrategias y técnicas de enseñanza forman parte inicial del presente trabajo; además se pone de manifiesto la necesidad del mejoramiento de la calidad educativa en los sistemas institucionales, a través de la práctica docente con recursos actualizados y acorde al manejo y cumplimiento de objetivos y contenidos programáticos en el aula de clase. Se recalcan posteriormente los diferentes modelos educativos de los cuales se va estructurando un sistema educativo que en su esencia debe procurar la aplicación de procesos de enseñanza como estrategias metodológicas, aplicación de recursos con un enfoque de desarrollo crítico y propositivo y con el uso de herramientas tecnológicas que faciliten dicho proceso educativo. El papel que tiene actualmente el docente y el rol que cumple el estudiante forman parte fundamental de la investigación realizada, con lo cual se señala la actualización y reforma educativa que se viene implementando como política mundial para el adelanto y desarrollo de la educación.

In recent decades, increasing numbers of EMI (English as Medium of Instructions) courses have been added to university course offerings in countries where English is not the first language, as a way of supporting university internalization and addressing the global status of English. However, some studies argue that EMI courses might affect the overall learning of course content because of students' poor lecture comprehension and passive engagement in class. In order to facilitate student engagement and improve learning experiences in EMI courses, the authors introduce a CLIL approach that would facilitate students' overall learning in entrepreneurship. By focusing rather on the content, students acquire the target language unconsciously. Learning a language through content does not only increase the students’ motivation but it also improves the students’ performances, both in language and content. This article demonstrates the possibility of combining the subject Entrepreneurial Leadership and CIL, and it intends to explore possible benefits and obstructions. During the research it became evident that the students’ interest in Entrepreneurial Leadership which was realized in the frame of Masters’ Programme “Entrepreneurs for Tomorrow” as well as their concentration increased, mainly due to the use of different teaching techniques employed and partly due to use of English as the language of instruction. Further issues raised in the field of CLIL Entrepreneurial Leadership will be discussed in the empirical part and in the curriculum analysis.

Purpose - Due to a need of the ability to think strategically in today’s business world, the purpose of this study is to examine on the question whether strategic thinking can be developed via academic education. Methodology - Two samples of the program Industriell Ekonomi, fifth-year students and first-year students, were tested regarding their ability to think strategically. The test was conducted using a tool called Cognitive Process Profile (CPP), which measures a person’s intellectual functioning and cognitive preferences. The results were compared to the contents of the academic program to infer whether the differences arise from the impact of the academic program. Findings - The results showed a higher ability to think strategically in the fifth-year students compared to the first-year students of the program. Significant differences have been found regarding their Potential Levels of Work as well as in the Information Processing Competencies said to facilitate strategic thinking. Conclusion - The higher ability to think strategically of the fifth-year students can be a result of the impact of the program, since the structure of the program is designed in a way, that can be said to facilitate strategic thinking. Contribution - This study contributes to new insights on the topic of strategic thinking in general, and particularly in connection to the development of strategic thinking via academic education.

[EN] Education plays important role in the society and in the everyday lives of plenty of people. Education influences people in different ways, and the significance of high quality education is indisputable. Particularly, innovation in education is a light that shows the humankind the right direction to surge. The advancement of the society directly dependent on the development of education and its quality. The fact is that, technological progress and innovative technologies application in education system bring new tools for struggling with complicated obligations in education systems. People get opportunities to express themselves, communicate and interact with other peoples in local, national and global context by using innovative technologies in education. The main purpose of study is to examine traditional and modern, innovative methods of teaching and learning, to explore the impact of these methods on educational environment and specifically discuss different teaching and learning methods regarding Azerbaijan education system.