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This article presents a reflection, experienced, on continuous training of aspects that favor the awareness of the person to live in and for the community, in terms of decolonizing didactic strategies and going to dialogic practices in favor of social transformations. Learning is based on applying theory to life practices that facilitate understanding of the need for a glolocal perspective and world system, with a focus on solidarity. For this, it is necessary to facilitate the understanding of language from the transnational complexity in terms of social and cultural diversity and identify the colonial from an imposed knowledge. This fact favors an education of non-conformism, as well as identifying the barriers in the acceptance of otherness, as a political act. After investigations into action and practical theoretical reflections in the classroom, strategies are presented that link the democracy of knowledge with didactic daily life, epistemologies, meanings and symbolic charges to facilitate the sense of co-responsibility for development., En este artículo se presenta una reflexión, experimentada, sobre formación continua de aspectos que favorecen la toma de conciencia de la persona para vivir en y para la comunidad, en cuanto a descolonizar estrategias didácticas e ir a prácticas dialógicas en pro de transformaciones sociales. El aprendizaje se basa en aplicar la teoría a prácticas de la vida que faciliten la comprensión de la necesidad de la perspectiva geolocal y sistema mundo, con el enfoque de solidaridad. Para ello se requiere facilitar la comprensión del lenguaje desde la complejidad transnacional en cuanto a la diversidad social y cultural e identificar lo colonial desde un saber impuesto. De este modo se favorece una educación del no conformismo, así como en identificar las barreras en la aceptación de la otredad como acto político. Tras investigaciones en acción y reflexiones teórico prácticas en el aula, se presentan estrategias que vinculan la democracia del saber con la cotidianidad didáctica, las epistemologías, significados y cargas simbólicas para facilitar el sentido de la corresponsabilidad del desarrollo.

Resumo No sentido de defender a importância da formação de docentes em perspectivas críticas e transformadoras, relatamos neste artigo uma pesquisa que objetivou compreender os instrumentos que potencializam essa formação. Com uma abordagem qualitativa e uma a metodologia de estudo de caso, analisamos como e quais sentidos foram construídos por um estudante da licenciatura em Física, durante a realização de seu estágio de formação docente. Identificamos os instrumentos que influenciaram o discente na atribuição de sentidos que o aproximavam de um intelectual transformador. A pesquisa foi desenvolvida em uma universidade pública, na cidade de Curitiba, no Brasil, nos anos de 2019 e 2020. Os procedimentos empíricos utilizados foram: observações participantes, anotações das pesquisadoras, análise de documentos produzidos pelo estudante durante seu estágio, questionários e entrevistas semiestruturadas. Analisando os sentidos mobilizados, observou-se a importância dos seguintes instrumentos: diferentes formas de sistematização das vivências do estagiário; realização de uma prática de docência coletiva, dialógica e com autonomia; articulação entre ensino e pesquisa na atuação docente; e valorização do professor supervisor no processo de orientação do estágio. Concluímos que o ensino atrelado à pesquisa, com um acentuado cuidado para as relações entre os sujeitos no estágio, intensifica os conhecimentos sobre o processo de ensino e aprendizagem. Com esses instrumentos destacados, torna-se possível repensar a organização das atividades de estágio, buscando desenvolver ações intencionalmente condizentes com a proposta de formação de docentes com sentidos potencialmente críticos e transformadores. Resumen Para defender la importancia de la formación docente desde perspectivas críticas y transformadoras, reportamos en este artículo una investigación que tuvo como objetivo comprender los instrumentos que potencian esa formación. Con un enfoque cualitativo y una metodología de estudio de casos, analizamos cómo y qué sentidos fueron construidos por un estudiante de grado en Física, durante su pasantía docente. Identificamos los instrumentos que influyeron en el estudiante en la atribución de sentidos que lo acercaron a un intelectual transformador. La investigación se llevó a cabo en una universidad pública de la ciudad de Curitiba, Brasil, en los años 2019 y 2020. Los procedimientos empíricos utilizados fueron: observaciones participantes, notas de las investigadoras, análisis de documentos producidos por el estudiante durante su pasantía, cuestionarios y entrevistas semiestructuradas. Al analizar los sentidos elaborados, se observó la importancia de los siguientes instrumentos: diferentes formas de sistematizar las experiencias del pasante; realizar una práctica docente colectiva, dialógica y autónoma; articulación entre docencia e investigación en la actividad docente; y la valoración del profesor supervisor en el proceso de orientación de pasantía. Concluimos que la enseñanza vinculada a la investigación, con un fuerte cuidado de las relaciones entre los sujetos en la pasantía, intensifica los conocimientos sobre el proceso de enseñanza y aprendizaje. Con estos instrumentos destacados, es posible repensar la organización de las actividades de pasantía, buscando desarrollar acciones intencionalmente coherentes con la propuesta de formación docente con sentidos potencialmente críticos y transformadores. Abstract In order to defend the importance of teacher training from critical and transformative perspectives, we report in this article a research that aimed to understand the instruments that enhance such training. With a qualitative approach and a case study methodology, we analyzed how and which senses were constructed by a Physics undergraduate student during his teaching internship. We identified the instruments that influenced the student in the attribution of senses that brought him closer to being a transforming intellectual. The research was carried out at a public university in the city of Curitiba, Brazil, in the years 2019 and 2020. The empirical procedures used were: participant observations, researchers' notes, analysis of documents produced by the student during his internship, questionnaires, and semi-structured interviews. By analyzing the mobilized senses, we observed the importance of the following instruments: different ways of systematizing the intern's experiences; carrying out a collective, dialogic and autonomous teaching practice; articulation between teaching and research in teaching practices; and valuing the supervising teacher in the internship guidance process. We concluded that teaching linked to research, with strong care for the relationships between subjects in the internship, intensifies knowledge about the teaching and learning process. With these instruments highlighted, it becomes possible to rethink the organization of internship activities, seeking to develop actions that are intentionally consistent with the teacher training proposal with potentially critical and transforming senses.

The impact of practical learning on employability issignificant. There is no age, time or effort limit to learn because it is what as a person important to survive and thrive in this world. Although learning through theory is one side of the mirror, leveraging the knowledge in real world is what matters most. As employability is the primary goal, the process of learning leading up to that is what supports thegoal.To assist the above statements this study refers the teaching strategies and learning models states that learning and employability are correlated for both learners and their peers. Practical-based learning should be implemented in the current scenario. It must be started from the preparatory level to make it a habit. The main aim of education is “learning” which must not miss out from the education system as learning has a direct impact on employability. The study reveals that a variety of techniques can be implemented by peers and the participation of students in the process could be a productive way to collaborate, hence, this kind of engagement would be a superior course of action for students to learn practically and can increase the scope of employability. The relevant articles' conclusions were discussed for better understanding of perceptions, multiple learning models and their importance, and significance are acknowledged to comprehend the impact of conceptual learning on Employability. The methods such as Practical Based Learning provide students’ exposure to real-life problems that they can solve by adopting the learning methods.

This study aimed to evaluate the educational philosophies implemented by a specific group of colleges and universities located in Baguio City and Benguet Province. This study examined the achievement of objectives, execution of programs, projects, and activities, severity of issues impacting the execution of these initiatives, and the efficacy of interventions employed to address these issues among faculty members in the College of Arts and Sciences and general education subjects. This study employed a questionnaire as the primary instrument for data collection. This study examined the perceptions and experiences of faculty members in Baguio City and Benguet Province. A total of 82 respondents, consisting of 62 faculty members from Baguio City and 20 faculty members from Benguet Province, were included in the sample. The sampling method employed was total enumeration. This study examines the applicability and effectiveness of school of philosophies in colleges of arts and sciences. The findings reveal that these philosophies were widely applied, and the teaching strategies derived from them were highly effective. Additionally, the faculty members frequently engaged in academic activities. However, they also faced serious constraints and difficulties. Consequently, there is a moderate need for coping strategies to overcome these challenges. This study examines the significant roles of educational philosophies in shaping teaching strategies and enhancing instructional materials among faculty members in selected colleges and universities in Baguio City and Benguet Province.

Inquiry-based learning is rarely done in elementary schools. Due to this, teachers often wonder how topractice learner-centered inquiry learning in elementary school science classes. Exploratory science learning isdifficult at the elementary school stage because these students are beginners who have not mastered the learningprocess. Previous studies have not clarified how to support or guide the quest of beginners. The competenciesthat foster inquiry learning are thinking and inquiry ability and are often invisible. Consequently, teachers donot understand how to evaluate non-cognitive ability in class.In this study, I investigated previous studies to clarify the following three factors: competencies cultivatedthrough elementary school inquiry-based learning science curricula and teaching strategies for instruction andevaluation of inquiry-based learning. With regard to teaching strategies, I arranged them using a researchprocess referred to as “teaching strategies to allow smooth progress of students’ research activity” that relied onthe results of the author’s past research and the findings here. I attempted to build them as a series of systems.In a 6th grade elementary school science unit, a lesson plan was created by applying the study’s teachingstrategies system. The results show that it was impossible to incorporate all the science learning contentteaching strategies at the learning stage. Therefore, it is important for teachers to select and adopt teachingstrategies according to the science learning content.

This study explored the impact of Project PRIME (Polishing Reading Intensively through Monitoring and Evaluation), an intervention program designed to improve reading comprehension skills among pre-determined learners. The participants were randomly assigned to either the intervention group, which received Project PRIME, or the control group, which received regular instruction. The study utilized pre-test and post-test control group design measures to assess the impact of the intervention on reading comprehension skills. The results revealed that the implementation of Project PRIME had a positive effect on the reading comprehension skills of pre-determined learners. The intervention group demonstrated a significant improvement in their reading comprehension scores compared to the control group, indicating the effectiveness of Project PRIME in enhancing reading skills. The level of significance for the intervention group was highly significant, indicating a substantial difference between the pre-test and post-test scores. In contrast, the control group did not show a significant improvement in reading comprehension skills without the intervention. Furthermore, when controlling for pre-test scores, the experimental group exhibited significantly higher reading comprehension performance compared to the control group. This suggests that Project PRIME had a positive impact on the reading skills of pre-determined learners, even when considering their initial reading abilities. The study identified several strengths of Project PRIME, including the use of interactive and culturally relevant materials, as well as providing opportunities for practice and application. These findings align with previous research emphasizing the benefits of incorporating students' cultural backgrounds and implementing student-centered approaches to enhance reading comprehension skills.

The sudden shift from traditional to blended learning as a result of the pandemic has posed numerous challenges and has had noticeable effects as the country gradually transitions back to face-to-face classes. This study aims to examine the teaching strategies employed by English language teachers to address the learning gaps caused by COVID-19. A convenience sampling method was used to select six teachers from different grade levels (G7 to G12) who participated in the study. A phenomenological approach was employed to identify and explore the teaching strategies that were utilized to address the learning difficulties stemming from the pandemic. Based on the teachers' interviews, the following strategies were identified: (1) incorporating activities that relate to students' daily experiences to enhance language skills, (2) providing ample opportunities for learning through recitation, repetition, and practice to improve knowledge and skills, and (3) implementing scaffolding techniques, such as demonstration, modeling, and inquiry methods, to foster understanding and develop critical thinking skills. The study recommends that parents should support their children’s learning by creating a conducive environment, providing necessary materials, and promoting motivation and engagement.

This study aimed to investigate the effectiveness of Project-Based Learning (PBL) in enhancing English language reading skills among ninth-grade students in a school located in Quito. The research employed a mixed-methods approach, combining a descriptive nature with a comprehensive literature review from reputable sources such as ScienceDirect, Scopus, MDPI, Web of Science, and Springer. The analytical-synthetic method was utilized, incorporating an observation guide to diagnose students’ reading preferences and habits, along with questionnaires administered to 10 teachers and two institutional authorities to gather insights on their experiences with PBL. The main objective was increasing interest and competence in reading, reading, and comprehension. Following the implementation of PBL, the 20 participating students exhibited enhanced motivation and demonstrated advancements in their reading skills. They engaged in significant, relevant projects aligned with their social and educational environment. The results highlight the effectiveness of PBL as a teaching strategy for developing English language reading skills. The findings suggest that educators have a fundamental responsibility to stimulate and encourage the development of reading abilities, especially for students at the beginning of their schooling. PBL offers an active and innovative approach to foster student engagement and improve reading and comprehension skills. Therefore, this study demonstrates that implementing PBL can positively impact students’ English language reading skills. These results support the recommendation for the widespread adoption of PBL in English language learning contexts to enhance reading proficiency among students.

Digital, La presente investigación, titulada simulación en el quirófano como estrategia de aprendizaje para los estudiantes del programa de Instrumentación Quirúrgica de la Universidad de Santander UDES, plantea como objetivo, evaluar el escenario de simulación en el quirófano como estrategia de aprendizaje. En relación con la metodología, se llevó a cabo un estudio con enfoque cuantitativo de alcance descriptivo; como instrumento de medición, el grupo investigador elaboró una encuesta para los estudiantes de quinto y sexto semestre del programa de Instrumentación Quirúrgica; la encuesta consistió en un total de 14 preguntas: doce de tipo escala de Likert, una de elección múltiple con única respuesta y una pregunta abierta. La población objeto de este estudio estuvo conformada por un total de 62 estudiantes de quinto y sexto semestre. Respecto a los resultados de la investigación, se determinó que el 63% de los estudiantes está totalmente de acuerdo que el escenario de simulación en el quirófano es una estrategia de aprendizaje que permite integrar la teoría con la práctica; a su vez, el 78% de los estudiantes se encuentra extremadamente satisfecho con su experiencia de asistencia al escenario de simulación. En esta investigación, se llegó a la conclusión que los estudiantes reconocen y evalúan de manera positiva los beneficios que conlleva un escenario simulado, lo que permite un alto nivel de satisfacción, puesto que es considerado un entorno realista sin riesgo; asimismo, esta estrategia representa una transformación curricular para los estudiantes de quinto y sexto semestre, que permite evaluar el nivel de conocimiento adquirido en clase, a la vez que proporciona el fortalecimiento del aprendizaje para el desarrollo de habilidades y aumento del nivel de confianza en la práctica real., This research, entitled simulation in the operating room as a learning strategy for students of the surgical instrumentation program of the University of Santander UDES, aims to evaluate the simulation scenario in the operating room as a learning strategy In relation to the methodology, a study was carried out with a quantitative approach of descriptive scope; as a measuring instrument, the research group prepared a survey for the students of fifth and sixth semester of the Surgical Instrumentation program; the survey consisted of a total of 14 questions: Twelve Likert scale type, one multiple choice with single answer and one open question. The population under study consisted of a total of 62 students in the fifth and sixth semester. Regarding the results of the research, it was determined that 63% of students fully agree that the simulation scenario in the operating room is a learning strategy that allows integrating theory with practice; in turn, 78% of students are extremely satisfied with their experience of attending the simulation scenario. In this research, it was concluded that students recognize and evaluate in a positive way the benefits of a simulated scenario, which allows a high level of satisfaction, since it is considered a realistic environment without risk; likewise, this strategy represents a curricular transformation for students of fifth and sixth semester, which allows to evaluate the level of theoretical knowledge acquired in class, while providing the strengthening of learning for the development of skills and increasing the level of confidence in real practice., Pregrado, Instrumentador Quirúrgico, Introducción 19 Planteamiento del Problema 21 Descripción del Problema 21 Pregunta de Investigación 23 Justificación 24 Objetivos 26 Objetivo General 26 Objetivos Específicos 26 Marco Referencial 27 Marco Histórico 27 Estado del Arte 28 Marco Legal 32 Marco Teórico 34 Marco Contextual 37 Escenario de Simulación 41 Metodología 42 Tipo de Investigación 42 Población y Muestra 42 Criterios 42 Criterios de Inclusión 42 Criterios de Exclusión 42 Método de Investigación 43 Técnicas 43 Técnicas de Revisión Bibliográfica 43 Técnicas de Recolección de la Información 43 Técnicas de Análisis de la Información 44 Delimitación 45 Delimitación Espacial/Geográfica 45 Delimitación Temporal 45 Aspectos Éticos 46 Resultados 47 Discusión 55 Conclusiones 59 Recomendaciones 60 Referencias bibliográficas 61 Apéndices 65

This research presents the results of a case study on the level of use of information and communication technologies (ICTs) by students of the distance learning modality of the Universidad Técnica Particular de Loja (UTPL), Loja (Ecuador), in the academic period April-August 2020, time of Covid 19. The methodology used is the qualitative analysis of the use of ICTs in the teaching-learning process. For the collection of the results, a survey was used with questions validated in other research and the collection process was online. A representative sample of 300 students enrolled in different distance learning degrees who chose the elective subjects of Hotel Management and Tourism and Tourism Operations was obtained. The results show that distance learning students do have knowledge of ICTs, however, they do not use them adequately because the information they use for their educational activities is based on academic Google searches and, to a lesser extent, on virtual libraries. With regard to teachers, the results showed that in the teaching-learning process they have the necessary skills and abilities to use ICTs. Therefore, these results are of great value from a strategic point of view to address new didactic strategies based on ICTs that allow teachers to involve students in the use of ICTs in their educational activities of teaching and learning., La presente investigación expone los resultados de un estudio de caso sobre el nivel de utilización de las tecnologías de información y comunicación (TICs) por los estudiantes de la modalidad a distancia de la Universidad Técnica Particular de Loja (UTPL), Loja (Ecuador), en el periodo académico Abril-Agosto 2020, época de Covid 19. La metodología utilizada es el análisis cualitativo del manejo de las (TICs) en el proceso de enseñanza-aprendizaje. Para la recolección de los resultados se utilizó una encuesta con preguntas validadas en otras investigaciones y el proceso de recogida fue de forma online. Se obtuvo una muestra representativa de 300 estudiantes matriculados en diferentes grados de la modalidad a distancia que escogieron las asignaturas de libre configuración de Hotelería y Turismo y Operaciones Turísticas. Los resultados ponen de manifiesto que los estudiantes de la modalidad a distancia si tienen conocimientos con respecto a las (TICs), sin embargo, no las utilizan de la forma adecuadadebido a que la información que utilizan para sus actividades educativas están basadas en búsquedas de Google académico y en un menor porcentaje en las bibliotecas virtuales. Con respecto a losdocentes, los resultados permitieron observar que en el proceso enseñanza aprendizaje estos tienen las habilidades y destrezas necesarias para la utilización de las TICs.Por lo que estos resultados son de gran valía desde el punto de vista estratégico para abordar nuevas estrategias didácticas basadas en las (TICs) que permitan alos docentes involucrar a los alumnos en la utilización de las TICs en sus actividades educativas de enseñanza aprendizaje., Esta investigação apresenta os resultados de um estudo de caso sobre o nível de utilização das tecnologias de informação e comunicação (TIC) pelos estudantes da modalidade de ensino à distância da Universidade Técnica Particular de Loja (UTPL), Loja (Equador), no período académico de Abril-Agosto de 2020, época do Covid 19. A metodologia utilizada é a análise qualitativa da utilização das TIC no processo de ensino-aprendizagem. Para a recolha dos resultados, foi utilizado um inquérito com perguntas validadas noutras pesquisas e o processo de recolha foi on-line. Foi obtida uma amostra representativa de 300 estudantes inscritos em diferentes cursos de ensino à distância que escolheram as disciplinas eletivas de Gestão Hoteleira e Turismo e Operações Turísticas. Os resultados mostram que os estudantes de ensino à distância têm conhecimentos de TIC, no entanto, não os utilizam adequadamente porque a informação que utilizam para as suas actividades educativas se baseia em pesquisas académicas do Google e, em menor medida, em bibliotecas virtuais. No que diz respeito aos professores, os resultados mostraram que, no processo de ensino-aprendizagem, possuem as competências e capacidades necessárias para utilizar as TIC. Portanto, estes resultados são de grande valor do ponto de vista estratégico para abordar novas estratégias didácticas baseadas nas TIC que permitem aos professores envolver os estudantes na utilização das TIC nas suas actividades educativas de ensino e aprendizagem.

La Ley Orgánica de Educación Intercultural recupera: una educación, emancipadora, democrática, para la libertad, inclusión y para el cambio; su impacto social incluye a todos los docentes y estudiantes. Es indispensable para el conocimiento, el ejercicio de los derechos y la construcción de un país soberano; es derecho de toda persona y comunidad interactuar entre culturas y participar en una sociedad que aprende. Se caracteriza por el intercambio y la interacción y favorece el desarrollo personal humano, para lo cual debemos adquirir unas competencias y unas habilidades interculturales. Los salones de clases son los espacios donde se producen múltiples relaciones e interacciones que en algunos casos no son igualitarias, respetuosas y tolerantes, condiciones que son poco favorables al proceso enseñanza y aprendizaje; entonces se requiere del accionar docente cargado de afectividad, creatividad y dinamismo para marcar una ruta que conduzca a la generación de un clima favorable para aprender., Intercultural education seeks the recognition of socio-cultural, ethnic and linguistic diversity, creating awareness and critical reflection regarding the participation and interaction of everyone in society. The objective of this research is to establish the creative strategies that affect intercultural education in Circuit C08_11 of the city of Manta, Republic of Ecuador. The investigation was carried out under a mixed approach with emphasis on the quantitative, it was carried out in 10 educational institutions of the State; For the collection of information, the survey technique was used for students and teachers, applied through the Google Forms tool. The results indicate correct knowledge regarding the concept of interculturality, however, insufficiencies in its approach, in interpersonal relationships and application of creative techniques for implementation. It is concluded that interculturality is a concept built on the basis of respectful and tolerant interaction of the cultural manifestations of a group of people. Limitations in the approach as part of the teaching and learning process in the classroom context through the application of creative and varied techniques. Insufficiencies in interpersonal relationships, very necessary in an intercultural education, factors that enable a favorable environment for learning.

EN | Abstract: This research aimed at determining the incidence of the application of teaching strategies in the development of critical thinking skills in students of the subject Writing Styles majoring in communication at Universidad Don Bosco. Using a quasi-experimental design, the critical thinking skills of two groups of students were measured before and after the treatment applied to the experimental group. Such treatment consisted in the implementation of activities focused on developing critical thinking as a central aim of the selected writing course. The critical thinking skills considered in this study were: reasoning, problem-solving, and decision-making. The results revealed a positive impact of the application of the teaching strategies by significantly increasing their interest in expressing value judgments and solutions to social problems. Teachers should explicitly implement teaching activities to foster critical thinking in educational environments. Keywords: Critical Thinking, Higher Education, Communication, Teaching Strategies, Writing, SDGs, SDG 4, SDG 10. ES | Abstract: Esta investigación tuvo como objetivo determinar la incidencia de la aplicación de estrategias didácticas en el desarrollo de habilidades de pensamiento crítico en estudiantes de la asignatura Estilos de Escritura de la carrera de Comunicación de la Universidad Don Bosco. Utilizando un diseño cuasi-experimental, se midieron las habilidades de pensamiento crítico de dos grupos de estudiantes antes y después del tratamiento aplicado al grupo experimental. Dicho tratamiento consistió en la implementación de actividades enfocadas a desarrollar el pensamiento crítico como objetivo central del curso de escritura seleccionado. Las habilidades de pensamiento crítico consideradas en este estudio fueron: razonamiento, resolución de problemas y toma de decisiones. Los resultados revelaron un impacto positivo de la aplicación de las estrategias de enseñanza al aumentar significativamente su interés por expresar juicios de valor y soluciones a problemas sociales. Los profesores deberían implementar explícitamente actividades de enseñanza para fomentar el pensamiento crítico en los entornos educativos. Palabras Clave: Pensamiento crítico, Educación Superior, Comunicación, Estrategias de enseñanza, Escritura, ODS, ODS 4, ODS 10., Pérez-Penup, L., Vides, K., & Umaña Fernández, J. R. (2023). Developing Critical Thinking Skills: The Impact of Teaching Strategies in a Writing Course for Communication Students. Journal of Multidisciplinary Studies in Human Rights & Science (JMSHRS), 5(3). https://doi.org/10.5281/zenodo.7956350 | CC BY-NC 4.0 // 2023 | Knowmad Institut gemeinnützige UG (haftungsbeschränkt)

This study sets forth the philosophical frameworks of teachers in the teaching-learning process. The descriptive-correlational research design was utilized in determining the teachers’ extent of agreement and extent of manifestation of educational philosophies. It is revealed in this study that the respondents have very strong agreement and manifestation of the philosophy of idealism; with no significant difference in their agreement and manifestation of the idealism and existentialism, while with significant difference in realism and pragmatism as regards sex, while no significant difference in all the four philosophies with reference to age, civil status, and along seminar, trainings, and workshops. On the other hand, there is a significant relationship between the teacher’s extent of agreement and extent of their pedagogical manifestation in all the four philosophies of education along teacher’s role, teaching strategies, classroom management, and curriculum

The Covid-19 pandemic emergency has contributed to shift towards a more learner-centred teaching approach accelerating an ongoing trend in the university system. Re-arranging teaching materials and devices in different forms using digital tools and delivering online lessons, has been a complex challenge for academics. This necessity to re-adapt and possibly implement and re-shape traditional contents has contributed to consolidate teaching strategies as the flipped classroom (integration of pre-recorded lectures with online synchronous lessons) cooperative learning among peers (both in class and on online platforms with discussion groups), and small group teaching. These teaching strategies have also brought about a general re-thinking of learning strategies on the students’ part. To meet students’ needs in this emergency situation, materials have also been frequently developed by teachers themselves. Given such premises, this paper reports on the challenging attempt to adopt the afore-mentioned teaching strategies in an online course (English Language and Culture) held in 2020/21 at the Department of Education Science (Roma Tre University), also providing the students’ response to a questionnaire submitted after the completion of the course.

Coronavirus disease 2019 (COVID-19) pandemics significantly affect teaching and learning. Especially physical education teaching that emphasizes practice in the field or large space. On the other hand, physical education classes must do online teaching, which leads to students not being interested in learning. This reason affects the teacher's motivation, making most teachers bored to teach without motivation. Specifically, in the pre-service physical educators who have low experience in teaching and leads to unenjoyed in their class. Consequently, pre-service physical educators need to find new strategies to teach students to be of greater interest. Thus, this study examined the relationship between teachers' motivation (intrinsic and external motivation) towards teaching strategies among pre-service physical educators. The instruments were regarding teachers' motivation in terms of intrinsic and external motivation and teaching strategies. The respondents were 157 pre-service physical educators in five universities in the border provinces of Southern Thailand. The result showed that there is a relationship between intrinsic and external motivation towards teaching strategies among the participants. These results provide guidelines for pre-service physical educators to improve their teaching and enhance students' achievement in the future through online physical education classes.

Este artigo descreve uma proposta de ensino desenvolvida para alunos de bacharelado matriculados em um curso sobre a antiga Esparta totalizando 30 horas. Uma introdução ao ensino da antiga Esparta e as dificuldades que ela apresenta em termos de didática (seção 2 ) é seguido por uma seção que ilustra o método de ensino escolhido, ou seja, co-ensino com especialistas no assunto, na forma de uma série de três webinars com duração de duas horas cada, fazendo parte do curso maior (seção 3). Segue-se uma secção (4) que descreve as estratégias de ensino específicas adotadas durante os workshops de apoio, nomeadamente atividades entre pares, CLIL (Conteúdo e Aprendizagem Integrada de Línguas) e sala de aula invertida, depois uma secção adicional (5) focada nas estratégias de consolidação. O artigo conclui com foco no feedback dos alunos e uma avaliação provisória (6).

PDF, 要 旨 目的：第４次改正カリキュラムとなった 2009 年以降に看護系大学において行われた基礎看護技術演習の教授方略の工夫について文献検討により明らかにすることを目的とした。 方法：医中誌にて、「基礎看護技術」「演習」「大学」をキーワードとし、2009 年から 2021 年を条件として文献検索を行った。基礎看護技術演習での教授方略と、そのねらいと効果・課題を抽出した。さらに教授方略のねらいを類似性に基づいてカテゴリ化した。 結果：演習の教授方略のねらいが明確な 27 件を分析対象とした。その結果、５つの＜カテゴリ＞（文献数）に分類された。＜看護技術の実践への応用＞（12 件）＜看護技術の修得＞（６件）＜主体的学修＞（４件）＜看護へのモチベーション＞（３件）＜実習のレディネス＞（２件）であった。 考察：５つのカテゴリの教授方略のねらいでは、模擬患者や看護師の教育への導入など看護実践場面のリアリティと看護へのモチベーションを高める工夫がなされていた。オンラインツールを活用したブレンディッドラーニングや事前事後課題を設定した授業設計などにより自ら学ぶ力の育成に取り組んでいた。一方で、教員の教授方略に関する準備不足の一面が示唆された。

外国語学習者の関心は4技能のうちスピーキング力を向上させたいという希望が年齢を問わず多く、児童も同じである。本研究では、より児童に適したスピーキングの学習方法を検討する。研究目的は児童に効果的と考える指導の前後での結果からスピーキング力の「伸び」を明らかにすること、児童の関心・意欲・態度を明らかにすること、そして児童にとって学びやすい方法を明らかにすることとし、それらの考察を記したものである。

本稿は，小学校理科における児童の概念獲得に関する研究動向から，振り返り指導方略に関して，①主にコンピュータ，ICT機器等，②主に記述，発言等，③主に質問紙等，④記述指導の例示等に分類し，さらに，具体的な記述指導を3つの区分に分類した。その結果，特に「考えマップ」，「学び方アイテム」，「OPPシート」，「1枚ポートフォリオ評価シート」等を活用した指導方略が，学習者が見通しを立てたり振り返ったりする学習活動であること，指導者による振り返り記述指導が具体的に明示されていることがわかった。また，「令和の日本型学校教育」における個別最適な学びと協働的な学びの実現という観点から，学習者が理科の概念獲得に寄与する具体的な振り返り指導方略の開発を考案することの必要性を示唆した。, This paper categorizes retrospective teaching strategies based on research trends in children’s acquisition of concepts in elementary school science. It was classified into (1) computers and ICT equipment, (2) descriptions and remarks, (3) questionnaires, and (4) examples of description guidance. Furthermore, specific descriptive guidance was classified into three categories. Consequently, it was found that the teaching strategy utilizing the “thinking map,” “learning item,” “OPP sheet,” and “one-page portfolio evaluation sheet” is a learning activity in which the learner forms a perspective and looks back. Moreover, it was found that the retrospective description guidance by the instructor was clearly stated. From the perspective of realizing individual optimal learning and collaborative learning in “Reiwa’s Japanese-style school education,” it is necessary to develop specific retrospective teaching strategies that contribute to the acquisition of the concept of science by learners.

The principal aim of this study was to determine the impact of teachers’ classroom manners, teaching strategies, and parents’ socioeconomic status on students’ academic performance. We used a two-stage probability sampling to select a final sample of 610 secondary school students of 9th and 10th grade based on a sampling frame targeting all government schools provided by the Education District Officer (EDO). Multinomial Logistic Regression and Bivariate analyses were employed to test the significance of factors affecting students’ academic performance, utilizing several variables, including teacher classroom manners, teaching strategies, and parents’ socioeconomic status. Statistical analysis revealed that students’ academic performance is impacted by the teacher’s behavior and methods of teaching used. Academic programs may consider our findings of factors affecting students’ academic performance when planning strategies for academic improvements. They may organize different workshops and training programs for teachers which will in return improve students’ academic performance.

The authors analyze the capabilities of Information and Communication Technologies (ICT) and e-learning tools applied in the educational process through all levels of Higher Education in Russia: Bachelor’s/Master’s Degree Programmes and Professional Training. The article is based on the data obtained during the study organized at Sevastopol State University, Lomonosov Moscow State University Branch in Sevastopol, V.I. Vernadsky Crimean Federal University, Institute of Foreign Languages (Simferopol) and S.I. Georgievsky Medical Academy in 2019. The participants of the research were undergraduate students, educators and applicants of further Professional Training programmes. The research aimed at the analysis of ICT and e-learning tools used to design online learning environment at university. The study included a survey to identify e-learning tools applied by students and professors in educational process. The authors also specify blended learning peculiarities in Higher Education. The results showed that ICT and e-learning tools are widely used at universities to manage educational process, establish various forms of communication and interaction, to conduct an assessment and evaluate progress, to organize team projects in blended learning. ICT and online educational services are also applied to develop students’ language and professional skills. Keywords: online learning, e-learning tools, blended learning, teaching strategies, autonomy.

Con la voluntad de mejorar la enseñanza en la universidad se presenta el estudio de un proyecto de innovación didáctica en la educación superior que se corresponde con el modelo de codocencia de creación de equipo. El proyecto implica la integración de dos asignaturas con profesores, objetivos, cargas formativas e incluso tipos de aulas diferentes. El trabajo pretende mostrar los efectos de la aplicación de un modelo de docencia no convencional en la experiencia académica del alumnado y del profesorado. Mediante un enfoque cualitativo y a través de cuestionarios, grupos de debate y entrevistas en profundidad se analizan los efectos de la codocencia en tres categorías de análisis distintas: la logística del programa, el aprendizaje del alumnado y el rol del profesorado. Los resultados indican que los efectos son de magnitud diferente en cada dimensión de análisis y, además, que los efectos en estas dimensiones se perciben de manera distinta según los agentes. A modo de conclusiones, el trabajo concluye los tres efectos más significativos para iniciar y mantener proyectos de codocencia en educación superior. A study of a didactic innovation project in higher education based on the team-building co-teaching model is presented. The project involves the integration of two subjects with two teachers, different objectives, training loads and even different types of classrooms. The purpose of this research is to show the effects of the application of this unconventional teaching model in the academic experience of students and teachers. Through a qualitative approach and by means as of questionnaires, discussion groups and in-depth interviews; the research studies the effects of teaching experience in three major categories of analysis: the logistics of the program, student learning and the role of teachers. The results show different magnitude of the effects for each dimension of analysis and, in addition, results also show different perceptions for each dimension of analysis in accordance with each agents’ perspective. As a conclusion, the work concludes the three most significant effects for starting and maintaining co-teaching projects in higher education.

Resumen Introducción. La enseñanza a distancia se enfoca en la resolución de las dificultades en cobertura y acceso a la educación superior que se presentan en el territorio colombiano y en Latinoamérica, sin embargo, en la búsqueda de la calidad educativa, se requiere analizar las complejidades asociadas al proceso de enseñanza-aprendizaje que se encuentran inmersas en esta alternativa innovadora. Este artículo presenta los resultados derivados de un proyecto de investigación docente. Objetivo. Caracterizar los procesos de enseñanza-aprendizaje utilizados en educación superior en la modalidad distancia tradicional. Metodología. Enfoque mixto con diseño anidado concurrente, en el que se aplicó un instrumento adaptado de la prueba ACRA y tres grupos focales con una participación total de 108 estudiantes y 78 docentes. Análisis de resultados. Los resultados muestran mayor frecuencia en el uso de estrategias de adquisición y apoyo, siendo las más comunes el subrayado, toma de apuntes, listas de chequeo y apoyo de pares; también se evidencia desconocimiento de la utilidad de los organizadores gráficos. Los docentes y las docentes utilizan el trabajo por proyectos, la dinamización de los encuentros y la relación de los contenidos con la vida cotidiana del estudiantado. Conclusiones. Se sugiere la creación de comunidades académicas para optimizar los procesos de enseñanza, el uso de estrategias aplicación y relaciones intra contenidos en clase y tutoría, optimizar y entrenar en estrategias de apoyo a la información y recuperación, además de garantizar la flexibilidad, accesibilidad, calidad y equidad en el currículo. Abstract Introduction. Distance learning focuses on solving difficulties in coverage and access to higher education that arise in the Colombian territory and Latin America. However, in the search for educational quality, it is necessary to analyze the complexities associated with the teaching learning process that are immersed in this innovative alternative. This article presents the results derived from a teaching research project. Objective. To characterize the teaching-learning processes implemented in higher education in the traditional distance mode. Method. A mixed approach with concurrent nested design, in which an instrument adapted from the ACRA test and three focus groups were applied; a sample of 108 students and 78 teachers participated in the research project. Results. The results show greater frequency in the use of acquisition and support strategies; the most common ones for students are underlining, note-taking, checklists, and peer support. There is evidence of ignorance of the usefulness of graphic organizers. Teachers use project-based learning, the dynamization of meetings, and the relationship of contents with the student’s daily life. Conclusions. Creating academic communities is recommended to optimize teaching processes, the use of application strategies, and intra-content relationships in class and tutoring. It is also recommended to optimize and train in information support and retrieval strategies and guarantee flexibility, accessibility, quality, and equity in the curriculum. Resumo Introdução. O ensino a distância se concentra na solução de dificuldades de cobertura e acesso ao ensino superior que ocorrem no território colombiano e na América Latina; no entanto, na busca pela qualidade educacional, é necessário analisar as complexidades associadas ao processo de ensino - aprendizagem imersos nesta alternativa inovadora. Este artigo apresenta os resultados derivados de um projeto de pesquisa de ensino. Objetivo. Caracterizar os processos de ensino-aprendizagem utilizados no ensino superior na modalidade distância tradicional. Metodologia. Abordagem mista com desenho aninhado simultâneo, no qual foi aplicado um instrumento adaptado do teste ACRA e três grupos focais, com uma participação total de 108 alunos e 78 docentes. Análise de Resultados. Os resultados mostram maior frequência no uso de estratégias de aquisição e suporte; sendo o mais comum o sublinhado, anotações, listas de verificação e apoio de colegas, há evidências de ignorância da utilidade dos organizadores gráficos. O grupo docente utilizam o trabalho em forma de projeto, encontros dinâmicos e a relação dos conteúdos com o cotidiano das pessoas estudantes. Conclusão. Sugere-se a criação de comunidades acadêmicas para otimizar os processos de ensino, o uso de estratégias de aplicação e as relações entre conteúdo nas aulas e tutoria, otimizar e treinar estratégias de apoio à informação e recuperação, além de garantir flexibilidade, acessibilidade, qualidade e equidade no currículo.

The first part of this paper offers a theoretical interpretation of the previous research of the methodological potential and efficiency of online teaching (especially during the Covid regime), whereas the second part is methodologically oriented towards the examination of the attitudes of teachers on the potential of the implemented distance learning platforms vs. in-person teaching. The sample is represented by 604 teachers of elementary and secondary schools from all administrative regions in the Republic of Serbia. The research was performed using descriptive method and the survey method. The results of the research showed that: a) teachers mostly do not have a positive perception of the advantages of distance learning platforms compared to traditional, in-person teaching with regards to the application of teaching technology; b) traditional teaching is considered more efficient for the quality of work of students and teachers; c) teachers do not show the expected willingness for the occasional use of the hybrid model in the future; the independent variables did not influence the final results of the research. A statistically significant difference was observed only in the attitudes of teachers of different educational cycles and the users of different learning platforms.

Over the last three decades, implicit coaching has emerged as a potential skill acquisition tool and pre-emptive intervention to avoid choking under pressure. Despite advocacy in the sport coaching literature, however, we are concerned that theoretical, methodological, and practical issues have potentially inflated or obscured its utility for coaching practice. In this paper, we lay out and elaborate on these concerns in order to stimulate critical dialogue that benefits sport coaches, performers, and their support teams and better situates the tool within the realities of real-world practice and delivery. The main points addressed relate to the predominately academic focus, contentious investigative designs, need for internal checks, questioned mechanistic processes, recognised limitations of the approach, and its contribution to current and effective coaching practice. Based on this, we conclude that available implicit-instruction methods are impractical and presently offer limited utility for sport coaching. Going forward, if scholars are to establish the relevance and impact of implicit methods, then research must directly address and respond to the challenges presented in this paper and adopt a more pragmatic perspective that better accounts for applied sporting contexts.

Every student requires different needs for developing different skills. Students with disabilities range in needs of literacy and language development, social interaction development, and attention and behavior issues. Educators in early childhood education need to carefully plan and use intervention strategies to increase productivity, motivation and develop skills that they may be lacking. Choosing a strategy needs research and data to appropriately meet the goals and needs of the child’s skills and knowledge. Progress monitoring, data gathering, and annual goals will determine if intervention strategies are working effectively for the student. This paper examines the different types of post-intervention strategies educators can use to effectively enhance a student needed skill. Keywords: special education, progress monitoring, intervention, intervention models, teaching strategies. Title: Post Intervention Services for Students with Learning Disabilities Author: Dr. Sultan Alzahrani International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH) ISSN 2349-7831 Vol. 10, Issue 1, January 2023 - March 2023 Page No: 27-34 Paper Publications Website: www.paperpublications.org Published Date: 20-February-2023 DOI: https://doi.org/10.5281/zenodo.7656752 Paper Download Link (Source) https://www.paperpublications.org/upload/book/Post%20Intervention%20Services%20for%20Students-20022023-4.pdf, International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH), ISSN 2349-7831, Paper Publications, Website: www.paperpublications.org

The research project was based on the need to value the garden as a space for learning about the use of everyday plants in the community of the Policarpa Salavarrieta Educational Institution from the exchange of community and school knowledge with 10th grade students, in addition led to the promotion of interest in the use of plants and care for the environment. We worked under a qualitative methodology, in which the dialogic nature of hermeneutics was used to obtain each result throughout the process. The population with which we worked in this project was the 10th grade students of said institution who were part of the school technical average, in addition to the participation of 5 parents and 5 teachers. The instruments used to obtain the data for the development of the project were the interview, the photographic record and the checklist. The results were satisfactory, the students had knowledge about the types of plants to plant in the garden, such as medicinal, fruit, vegetable and ornamental plants, in consolidation of teamwork, likewise the collaboration of the teacher was of vital importance in the course of this process. It was concluded that the activities outside the classroom influence the motivation of the students and continue learning about specific topics, this type of activities manages to capture their attention almost completely, which allows the student to become more participatory and obtain an eloquent learning. 1. Introducción................................................................................................................13 2. Objetivos ....................................................................................................................20 2.1. Objetivo General.................................................................................................20 2.2. Objetivos Específicos..........................................................................................20 3. Marco Referencial ......................................................................................................21 3.1 Estado Del Arte...................................................................................................21 3.1.1 En el ámbito internacional.................................................................................21 3.1.2 En el ámbito nacional........................................................................................24 3.1.3 En el ámbito regional ........................................................................................31 3.2 Marco teórico conceptual....................................................................................35 3.2.1 La huerta............................................................................................................35 3.2.1.1 El valor pedagógico de la Huerta ...................................................................38 3.2.1.2 Construcción de la huerta escolar...................................................................45 3.2.2 Saberes...............................................................................................................48 3.2.2.1 El diálogo de saberes......................................................................................48 3.2.2.2.1 Saberes comunitarios: .................................................................................50 3.2.2.2.2 Saberes escolares.........................................................................................53 3.3 Marco Legal.............................................................................................................55 4 Diseño Metodológico .................................................................................................58 4.1 Enfoque de Investigación.........................................................................................58 4.2 Tipo de Investigación...............................................................................................59 4.3 Fases de investigación:.........................................................................................59 4.3.1 Fase de caracterización:.....................................................................................59 4.3.2 Fase de diseño: ..................................................................................................60 4.3.3 Fase de implementación ....................................................................................60 4.4 Población y muestra ............................................................................................60 4.5 Técnicas e instrumentos......................................................................................61 5. Resultados y Discusión..................................................................................................63 5.1 Caracterización de los saberes de la comunidad educativa. ....................................65 5.1.1 Saberes comunidad de estudiantes:.......................................................................68 5.1.2 Saberes comunidad de padres de familia: .........................................................73 5.1.3 Saberes comunidad docente de la institución:...................................................77 5.1.4. Integración de saberes en el diseño de la huerta ..............................................83 5.2. Implementación de la huerta escolar.......................................................................91 5.3 Valoración de saberes:........................................................................................100 6. Conclusiones. ...........................................................................................................103 El proyecto investigativo se fundamentó en la necesidad de valorar la huerta como un espacio para el aprendizaje sobre el uso de plantas cotidianas en la comunidad de la Institución Educativa Policarpa Salavarrieta desde el intercambio de saberes comunitarios y escolares con los estudiantes del grado 10°, además llevó a la promoción del interés por el uso de las plantas y el cuidado del ambiente. Se trabajó bajo una metodología cualitativa, en el que se utilizó el carácter dialógico de la hermenéutica para la obtención de cada resultado en todo el proceso. La población con que se trabajó en este proyecto fue con los estudiantes del grado 10 de dicha institución que hacían parte de la media técnica escolar, además de contar con la participación de 5 padres de familia y 5 docentes. Los instrumentos utilizados para la obtención de los datos para el desarrollo del proyecto fueron la entrevista, el registro fotográfico y la lista de chequeo. Los resultados fueron satisfactorios, los estudiantes tenían conocimientos sobre los tipos de plantas a sembrar en la huerta, tales como plantas medicinales, frutales, hortalizas y ornamentales, en consolidación de un trabajo en equipo, así mismo la colaboración del docente fue de vital importancia en el trascurso de este proceso. Se concluyó que las actividades fuera del aula influyen en la motivación de los estudiantes y seguir aprendiendo sobre temas específicos, este tipo de actividades logra captar casi por completo su atención, lo que permite que el estudiante se vuelva más participativo y obtenga un aprendizaje elocuente. Pregrado Licenciado(a) en Ciencias Naturales y Educación Ambiental Trabajos de Investigación y/o Extensión

Data gathered from 357 undergraduate and graduate teacher education students were analyzed to assess the ability of the Synthesis of Qualitative Data (SQD) instrument to measure six teaching strategies (role models, reflection, collaboration, feedback, instructional design and authentic experiences) important for preparing future teachers to use technology in their future teaching. Factor analysis, multidimensional scaling, and analysis of variance techniques were applied to the 24 SQD items developed through qualitative assessment of effective strategies needed to prepare teachers, in order to assess reliability and validity for six unique four-item scales. Findings were that all scales exhibited acceptable performance characteristics as independent measures, implying that future studies could use subsets of the items rather than the full 24-item instrument. Recommended areas of future research and practical implications for teacher preparation programs are discussed.

Resumo: O talento pode ser percebido em diferentes pessoas e em momentos históricos distintos; seu desenvolvimento depende das condições sociais e de políticas públicas. A legislação brasileira reconhece e garante os direitos à identificação e à suplementação daqueles que forem identificados com altas habilidades ou superdotação. Assim, objetivou-se relatar a aplicação do Modelo de Enriquecimento e a identificação do talento, ocorridas em uma escola particular do interior do estado de São Paulo, com educandos do 5º ano do ensino fundamental. Participaram 26 alunos, de ambos os sexos, e duas professoras - uma pedagoga e uma educadora musical. Foram desenvolvidos o estudo e a elaboração de um livro e de um espetáculo teatral, a partir da obra O Fantasma da Ópera. Eles ocorreram em três etapas, respaldados no Modelo de Enriquecimento (Tipos I, II, III), de Joseph S. Renzulli. A análise qualitativa foi realizada e o relato dos resultados se deu de modo descritivo. Os resultados foram bem-sucedidos com a apresentação do livro construído pelos alunos, com a apresentação teatral de O Fantasma da Ópera para o público (escola e familiares) e com a descoberta de 12 alunos com indicadores de talento. Concluiu-se que é possível realizar o Modelo de Enriquecimento, mesmo em um currículo fechado ou apostilado, mas, para tanto, tornam-se imprescindíveis a formação dos professores, um processo colaborativo de trabalho e o apoio da equipe gestora. Abstract: Talent can be perceived in different people at different historical moments; its development depends on social conditions and public policies. Brazilian law acknowledges and guarantees the rights to identification and supplementation for those with high abilities or giftedness. Thus, this paper aims to report the application of the Enrichment Model and the identification of talent carried in a private school of São Paulo State, Brazil, with students at the 5 th grade of elementary school. Twenty-six students, from both sexes, participated in the application, as well as two teachers: a pedagogue and a music educator. The study, the elaboration of a book and a theatrical play were developed based on The Phantom of the Opera. They followed three stages, supported by Joseph S. Renzulli's Schoolwide Enrichment Model (Types I, II, III). The qualitative analysis was carried out and the results were descriptive. Results were successful which involved the presentation of the book built by the students and the theatrical presentation of The Phantom of the Opera to the public (school and family members), as well as the discovery of 12 students with talent indicators. It was concluded that the Schoolwide Enrichment Model can be developed, even in a closed curriculum or workbook, but teacher training, a collaborative work process, and the support of the school managers all must be maintained for its success. Resumen: El talento se puede percibir en diferentes personas y en diferentes momentos históricos. Su desarrollo depende de las condiciones sociales y de las políticas públicas. La ley brasileña reconoce y garantiza los derechos de identificación y suplementación de aquellos que se identifican con las altas habilidades y con el talento. Por lo tanto, el objetivo fue informar la aplicación del Modelo de Enriquecimiento y la identificación de talento que ocurrirán em una escuela privada em el interior del estado de São Paulo, Brasil, con estudiantes del quinto año de la escuela primaria. Participaron 26 estudiantes, de ambos sexos, dos profesores: un pedagogo y un educador musical. El estudio y la elaboración de un libro y un espectáculo teatral se desarrollaron a partir de la obra "El Fantasma de la Opera". Ocurrieron en tres etapas, apoyadas por el Modelo de Enriquecimiento de Joseph S. Renzulli (Tipos I, II, III). Se realizó un análisis cualitativo y los resultados se informaron de manera descriptiva. Los resultados fueron exitosos con la presentación del libro construido por los estudiantes y con la presentación teatral de "El Fantasma de la Opera" al público (escuela y familia) así como el descubrimiento de 12 estudiantes con indicadores de talento. Se concluyó que es posible llevar a cabo el Modelo de Enriquecimento, incluso en un currículum cerrado o en libro de trabajo, pero, para esto, la capacitación del profesorado, un proceso de trabajo colaborativo y el apoyo del equipo directivo son esenciales.

Entrepreneurship is the capacity for people to identify the kinds of goods and services that are required and should be provided to the appropriate audience at the appropriate time and at the appropriate cost. The research aimed to determine the personal mastery level of prerequisite skills in the business enterprise simulation of Grade 12 Accountancy, Business, and Management (ABM) students. A descriptive-survey research design engaging in a descriptive approach was utilized in this study with 110 students responding using Slovin’s formula. This study utilizes a weighted mean in analyzing the responses gathered. Based on the findings the student’s categorized their personal mastery level in terms of research skills, strategic skills, marketing skills, operating skills, and financial skills that as least mastered which clearly implies that the competencies in prerequisite skills in business enterprise simulation are learned but limited due to unavailability of hands-on experiences and different learning modalities. The researchers concluded that developing viable teaching strategies and interventions must be given corresponding attention to enable the student and equipped them in managing their personal future businesses.

Dans cet article, notre objectif est de faire état des tendances actuelles en didactique du lexique, et de rendre compte de plusieurs démarches mises en place pour l’enseignement du français langue maternelle (FLM), langue seconde (FLS) et langue étrangère (FLE). Nous montrerons différentes activités possibles ayant en commun la nécessité de prendre en compte la notion de contexte au sens large, c’est-à-dire d’un point de vue lexical (réseau sémantique), textuel (cotexte) et pragmatique (environnement, aspects culturels, etc.).1. Contexte théorique La question de l’accès au sens a depuis toujours intéressé nombre de disciplines allant de la lexicologie, à la sémantique, la sémiotique et la philosophie du langage. Généralement, on accorde au contexte un rôle décisif, à l’instar de Malinowski ou de Firth, ce dernier (en réaction à la linguistique structurale) arguant « you shall know a word by the company it keeps » (Firth, 1957). Mis à l’extrême, c’est ce que Polguère (2015) nomme le “contextualisme lexical” (lexical contextualism), une conception selon laquelle les mots n’ont pas de sens dans l’absolu : ce seraient leurs contextes d’apparition qui leur donneraient le sens. D’autres positions moins radicales, comme le Lexique Génératif (Pustejovsky, 1995) présupposent que tous les mots ont néanmoins un sens originel et que, dans les cas des mots polysémiques, les sens se dérivent par inférence de ce sens originel en fonction de l’utilisation du mot dans un contexte donné. Le contextualisme, qu’il soit radical ou modéré, renvoie à la notion de “potentiel sémantique” émise par Recanati (2004) et que Polguère (ibid.) exprime avec l’image d’une ampoule non allumée : “we should not argue against the fact that words do not ‘mean’ by themselves. They ‘have a meaning,’ i.e. an inherent property that conditions their denotational effect in semiosis but, considered by itself, a word is just like an unlit light bulb". Quant à Bakhtine, il appréhende le contexte dans la perspective d’un dialogisme constitutif du lexique : « [Le mot] ne renvoie jamais à une seule conscience, à une seule voix. […] Chaque membre du groupe parlant trouve d’avance le mot non point comme mot neutre de la langue, libre des aspirations et des jugements des autres, inhabité par les voix des autres. Non, il reçoit le mot par la voix d’un autre et rempli de la voix de l’autre. » (Bakhtine, [1929] 2001, p. 235‑236). Le concept de sens lexical est au coeur des apprentissages des langues et demeure indissociable de la notion de contexte (même dans les approches lexicographiques qui listent et décrivent les sens d’une unité lexicale isolée, le sens se retrouve illustré par un exemple d’usage, c’est-à-dire en contexte). Toutefois, force est de constater qu’entre contextualisme et polyphonie, le sens lexical est marqué de complexité et ne se laisse pas saisir aisément. Comment faciliter, alors, l’accès au sens dans les processus d’enseignement-apprentissage du lexique en français (FLM, FLS, FLE) ? 2. Aspects didactiques Pour l’enseignement du lexique (et par conséquent pour faciliter l’accès au sens des mots), les enseignants déploient des activités explicites par le biais d’exercices spécifiques et systématiques sur le vocabulaire (Cellier, 2011). Pour autant, de nombreuses activités implicites contribuent aux apprentissages ; elles varient en fonction des apprenants et du niveau de langue, par exemple des jeux à l’oral, des lectures, etc. Ces activités « présentent un certain nombre d’avantages. Beaucoup de mots sont brassés dans ces conditions [implicites] ; ces rencontres non programmées peuvent être fructueuses car ces termes sont très bien contextualisés, condition importante d’une bonne mémorisation ». Le rôle du contexte est donc fondamental. De même, si les aspects quantitatifs sont importants lors des apprentissages lexicaux (incrément du stock lexical de l’apprenant), les aspects qualitatifs (travail sur la morphologie, la sémantique) ne peuvent pas être ignorés (Grossmann, 2011). Bien que les pratiques pédagogiques aient longtemps favorisé les aspects quantitatifs (listes de mots à apprendre, encore présentes dans certains manuels), de nos jours on peut faire état d’activités variées permettant le développement des compétences métalinguistiques, par exemple l’accès au sens d’un mot inconnu grâce au contexte (ibid.). Une fois de plus, le recours au(x) contexte(s) s’avère indispensable.Par ailleurs, les études sur l’acquisition/l’apprentissage du lexique en langue étrangère (Meara, 1996 ; Boulton, 1998) et en FLE/S (Cavalla, 2019) montrent également l’importance d’enseigner/apprendre les mots en contexte (et pas seulement à partir de listes) pour permettre aux apprenants de se constituer un lexique mental diversifié et dynamique. Car il s’agit d’acquérir “une compétence” plus qu’ ”une connaissance” lexicale dans la langue étrangère (Holec, 1994) afin de pouvoir “se débrouiller” (ibid.) dans différentes situations de compréhension ou de production. Une variété de stratégies d’enseignement (destinées à compléter les manuels qui proposent encore de nombreuses listes de mots en L2 et en L1) est préconisée pour s’adapter à l’hétérogénéité des apprenants puisque l’accès au sens des mots n’est pas vécu de la même manière selon le niveau de scolarisation, la culture d’apprentissage, la langue maternelle (et sa proximité avec la langue cible) et les langues apprises antérieurement, le profil et la motivation. La réflexion sur la traduction entre dans le champ de la didactique du lexique en classe de langue, ainsi que celle sur l’intercompréhension (Caddéo et Jamet, 2013), sans oublier la prise en compte des émotions (Cavalla, 2017) dans la mémorisation des mots nouveaux. Enfin l’accès au sens c’est aussi questionner le rôle et la place des unités lexicales au sein d’un texte. L’approche communicative encourage les textes authentiques quel que soit le niveau dans la langue étrangère. La compréhension du lexique est liée à une réflexion sur la lecture des textes en langue étrangère (Riquois, 2020) et sur le rôle du cotexte pour inférer le sens des mots encore inconnus.3. Contenu de l’article Dans cet article, nous aborderons la question de l’accès au sens à partir de différentes approches que nous illustrerons avec des activités menées dans des classes de FLE, FLS et FLM. Après avoir délimité notre champ d’étude et identifié les enjeux didactiques, nous illustrerons quelques pratiques enseignantes que nous avons menées, souvent innovantes par rapport aux méthodes proposées dans les manuels et/ou par les politiques linguistiques. Les différentes approches centrées sur l’accès au sens nous paraissent complémentaires. Elles permettent de réfléchir à la complexité de la contextualisation et aux perspectives qu’elle offre en matière de stratégies d’enseignement et d’apprentissage du lexique en français. À la lumière de ces éclairages théoriques et des expérimentations, nous nous demanderons si les processus d’accès au sens des unités lexicales sont si différents, selon les situations d’apprentissage. Se pencher sur les processus qui caractérisent l’accès au sens dans l’apprentissage du lexique permettra de remettre en question les traditionnelles catégories didactiques : FLM, FLS et FLE. This article aims to provide an overview of current trends in vocabulary teaching, and to highlight several initiatives taken by the authors for teaching and/or improving French vocabulary for native learners (L1), and foreigners (French as second or foreign language, L2). After a cross disciplinary theoretical overview on the notions of ‘lexicon’ and ‘context’ we describe different activities having in common the necessity of considering the context in its broadest sense, that is, from a lexical, textual, discursive, and pragmatic perspective.1. Theoretical frameworkDifferent disciplines have been interested into the question of meaning, going from lexicology, semantics, to semiotics, and philosophy of language. Broadly speaking, the context is considered paramount, as Malinowski or Firth put it, for example through the famous quotation of the latter (arguing against structural linguistics) “you shall know a word by the company it keeps” (Firth, 1957). Taken to an extreme, Polguère (2015) calls it ‘lexical contextualism’, a conception that considers that words do not have meaning in the absolute (isolated): it would be their contexts that would bring it. Other less radical positions, such as the Generative Lexicon (Pustejovsky, 1995), suggest that all words have an original meaning. When polysemic, the different meanings derive by inference from an initial (original) meaning, depending on the usage of a word in a precise context. Contextualism, be it radical or moderated, is linked to the notion of ‘semantic potential’ proposed by Recanati (2004), notion that Polguère (ibid.) illustrates with the image of an unlit light bulb: “we should not argue against the fact that words do not ‘mean’ by themselves. They ‘have a meaning’, i.e. an inherent property that conditions their denotational effect in semiosis but considered by itself, a word is just like an unlit light bulb”. Last, but not least, Bakhtine considers the context in light of a dialogism inherent to the lexicon (kind of polyphony): the word “never refers to a single conscience, a single voice. (…) it is received through the voice of someone else” (Bakhtine, [1929] 2001, p. 235‑236).The notion of lexical meaning is at the heart of language learning and it can not be dissociated from the notion of context. As we can see, from contextualism to polyphony, the notion is complex and difficult to grasp. From there, how to facilitate access to meaning while teaching French L1 or L2?2. Pedagogical aspectsTo teach vocabulary (and to facilitate the access to word senses), language teachers can deploy explicit activities, that is specific and systematic exercises on vocabulary (Cellier, 2011). Implicit activities such as oral games, reading aloud, creating mind-maps, etc. to name a few, can also contribute to vocabulary learning. These implicit activities, which vary depending on the learners and on the level of language, have many advantages. A significant number of words are involved in effective classroom communication. In contextualizing them, the teacher can enhance their appropriation (Cellier, 2011). The role of the context is thus paramount. If quantitative approaches are important when learning vocabulary (increasing the lexical stock of the learner), qualitative approaches can not be ignored (Grossmann, 2011). While for a long time, pedagogical practices related to vocabulary have privileged quantitative aspects (word lists are still present in textbooks), a variety of activities are now implemented enabling to develop metalinguistic skills, i.e. getting access to word senses whilst working on contexts. Once again, the role of context is crucial.Recent studies in second language acquisition in general (Meara, 1996; Boulton, 1998) and specifically in French L2 (Cavalla, 2019) show the importance to teach/learn vocabulary in context as to dynamically build a diversified mental lexicon. The point is here to acquire skills and not lexical knowledge (Holec, 1994) to be able to cope with different situations, in comprehension and production.Besides, a variety of activities can be proposed in complement to textbook activities to handle heterogeneous classrooms: getting access to meaning may vary depending on the learner, his/her learning culture, his/her mother tongue (i.e. proximity with the languages already learnt), the languages learnt before, his/her motivation, etc. Insights on translation, cross-comprehension (Caddéo et Jamet, 2013), emotions (Cavalla, 2017), not to mention embodiment (Eshenauer et al., “Encorporer les langues vivantes” article in this issue), may also help memorizing new words and thus vocabulary appropriation. Finally, in communicative approaches for vocabulary teaching in L2, students are encouraged to use language as vehicle of communication and gradually develop their strategies in communication by using authentic texts. Vocabulary comprehension is linked to reflective activities on reading texts in the target language (Riquois, 2020) and on the role of context to infer meaning of unknown words.3. Contents of this articleIn this article, the authors propose different activities set up in French L1 or L2 classrooms, having in common a particular focus on the role of context in the processes of linguistic units’ learning. Following an overview of the domain as regards to its theoretical and educational aspects, we present innovative methods that go beyond more traditional approaches. Being complementary, those different activities are proposed as ‘food for thought’ on the complexity of contextualization for vocabulary appropriation and on the perspectives that contextualization offers on teaching/learning strategies. Considering the above, the authors raise the following question ‘is the process of accessing to meaning (word senses) really different in L1 and L2?’ and, consequently, they invite to rethink the artificial but persistent differentiation between L1 and L2 teaching approaches.

This work presents the results of a study carried out in a team-taught English course at the University of Costa Rica. It is based on the hybrid modality it is intended to design a proposal of a didactic lesson which follows Information and Communications Technology (ICT) and active learning methods. Its innovation relies on a techno-pedagogical element that aims at generating a change from a traditional methodology, in which in-service professors will embrace in the implementation of student-centered teaching strategies to have a more dynamic, enriching, and challenging course. A sample lesson combines the tools of the University of Costa Rica’s virtual platform Mediación Virtual and a series of digital resources to complete the pedagogical framework of the Inquiry-based Model. The results of a brief questionnaire will be analyzed to assess students’ perception on the teaching modality, the implementation of virtual ICT-based activities as well as their opinions on teaching strategies that best fit this course. Este artículo presenta los resultados de un estudio llevado a cabo en un curso impartido por dos docentes de inglés integrado de la Universidad de Costa Rica (UCR). Se basa en la implementación de clases semipresenciales para elaborar una propuesta de secuencias didácticas por medio de metodologías activas mediadas con las Tecnologías de la Información y la Comunicación (TIC). El elemento tecno-pedagógico espera generar un cambio en la metodología tradicional del curso, y que los nuevos docentes en servicio puedan implementar exitosamente estrategias de enseñanza centradas en el estudiante y mediadas por las TIC, para lograr así un curso más enriquecedor, dinámico y retador. Se presentará un ejemplo de secuencia didáctica, la cual combina los recursos de la plataforma institucional Mediación Virtual y una serie de herramientas digitales basada en los fundamentos del Modelo de Indagación. Asimismo, se presentarán los resultados de un instrumento recopilatorio de percepciones estudiantiles acerca de la actual modalidad de instrucción, la implementación de actividades mediadas por las TIC y el entorno virtual de aprendizaje, así como sus opiniones en cuanto a las estrategias docentes que se adaptarían mejor al curso.

Los cambios en el sector educativo, durante el tiempo de confinamiento dan pie al planteamiento de este proyecto, el cual busca determinar las transformaciones de las estrategias de enseñanza de los docentes de primera infancia en el contexto de pandemia en las instituciones educativas Cooasobien y Colseñora, entidades que prestaron atención a la primera infancia en el tiempo de pandemia y de las cuales se registró el análisis desde el periodo de tiempo 2020 -1 hasta el 2021- 1 . La metodología de esta investigación tomó el enfoque cualitativo con alcance descriptivo-interpretativo, con un método de tipo en el estudio de caso, implementando en el proyecto diferentes técnicas e instrumentos, principalmente observación no participante (bitácoras), entrevistas semiestructuradas (cuestionarios) y análisis de fuentes documentales, audiovisuales y fotográficas cuestionarios (matriz de análisis), las cuales aportaron los datos para su análisis e interpretación de la información realizada a través de una categorización cualitativa con sus 3 niveles de codificación: descriptivo, axial o relacional y triangulación, dando paso a las categorías como lo son: estrategias de enseñanza, primera infancia y contexto de confinamiento, Así mismo subcategorías que permitiendo a través de la triangulación de la información llegar a determinar que estas transformaciones que sufrieron las metodologías de los maestros pueden aportar al crecimiento de los procesos de enseñanza aprendizaje y el fortalecimiento profesional e integral de los docentes en beneficio directo de los estudiantes, ya que los invita a innovar, resurgir y tomar en cuenta su contexto necesidades e intereses para los propósitos que pretenden alcanzar. The changes in the educational sector, during the time of confinement, give rise to proposing this project, which seeks to determine the transformations of the teaching strategies of early childhood teachers in the context of the pandemic in the educational institutions Cooasobien and Colseñora, entities who paid attention to early childhood in the time of the pandemic and of which the analysis was developed from the period of time 2020 -1 to 2021-1. The methodology of this research took a qualitative approach with a descriptive-interpretative scope, with a case study type method, implementing different techniques and instruments in the project, mainly non-participant observation (logs), semi-structured interviews (questionnaires) and analysis. from documentary, audiovisual and photographic sources questionnaires (analysis table), which provided the data for analysis and interpretation of the information carried out through a qualitative categorization with its 3 levels of coding: descriptive, axial or relational and triangulation, giving I move on to categories such as: teaching strategies, early childhood and confinement context, likewise subcategories that managed through the triangulation of information to determine that these transformations that teachers' methodologies suffered can contribute to the growth of the teaching-learning processes je and the professional and comprehensive strengthening of teachers for the direct benefit of students, since it invites them to innovate, resurface and take into account their context, needs and interests for the purposes they intend to achieve. Licenciado en Educación Infantil Pregrado

It explains about the strategies used in a virtual or distance education and the difficulties it generates. The objective of the study is to describe the teaching strategies in a virtual education with the purpose of proposing ideas that support the improvement of teaching quality in this modality. A review was made of the main theories that support it and a systematic review methodology and the prism technique of various scientific articles on the subject, which allows to recognize the strengths and weaknesses, as well as to contribute with strategies to address the identified problems. The results show a pedagogical approach with a diversity of strategies, forms and formats of content distribution as an opportunity to shorten distances in the enrichment of the teaching-learning process. The research on teaching strategies in virtuality is the impact that the teacher's innovation will have on the mediating process that corresponds to the achievement of an effective teaching.

The present systematic review study addresses the issue of reading comprehension of argumentative texts in basic and higher education students. The primary objective is to identify and analyze the strategies to improve reading comprehension in argumentative texts. For this, a systematic search focusing on research articles published from the beginning of 2018 to June 2022 was carried out. The databases consulted were Scopus, Web of Science, Scielo and Dialnet. Considering the inclusion and exclusion criterias for this research, 26 scientific articles were selected following the Prisma model. It is concluded that the reading comprehension of argumentative texts requires the ability to handle textual structure and the use of strategies to process the information. Likewise, it is important to consider that the reading process of argumentative texts is subject to motivational, sociocultural and lexical factors., El presente estudio de revisión sistemática aborda el tema de la comprensión lectora de textos argumentativos en estudiantes de educación básica y superior. El objetivo primordial es identificar y analizar las estrategias que permitan mejorar la comprensión lectora en textos de corte argumentativo. Para ello, se realizó una búsqueda sistemática de artículos de investigación publicados desde inicios del 2018 hasta junio del 2022. Las bases de datos consultadas fueron Scopus, Web of Sicence, Scielo y Dialnet. Considerando los criterios de inclusión y exclusión para esta investigación, se seleccionaron 26 artículos científicos siguiendo el modelo Prisma. Se concluye que la comprensión lectora de textos argumentativos requiere el manejo de la estructura textual y el empleo de estrategias para procesar la información. Asimismo, es importante considerar que el proceso lector del texto argumentativo está sujeto a factores motivacionales, socioculturales y léxicos.

The Mnemonic Keyword Method offers the most potential for use in classroom teaching and learning activities. It encodes the information so that it can be more easily retrieved, and the sentences are transformed into catchy and simple formulas. The method typically involves relating the term to other words or grouping the words according to similar themes or synonyms. The world's phonological or spelling forms are used to construct equations or formulas. The factual component of the knowledge dimension can contain the fundamental concepts that students need to understand to become familiar with any subject. They will also be expected to tackle challenges in the learning process. This method has been successfully increased students' comprehension levels and their capacity to retain the main details of the reading materials they are exposed to learning the Fundamentals of Entrepreneurship (ENT300). The guidelines and directory of keyword offer commercialization potential. The creation of a website with applications to transform the sentences into keywords would be able to generate income via subscriptions. The potential customers are the education providers and students.

In order to defend the importance of teacher training from critical and transformative perspectives, we report in this article a research that aimed to understand the instruments that enhance such training. With a qualitative approach and a case study methodology, we analyzed how and which senses were constructed by a Physics undergraduate student during his teaching internship. We identified the instruments that influenced the student in the attribution of senses that brought him closer to being a transforming intellectual. The research was carried out at a public university in the city of Curitiba, Brazil, in the years 2019 and 2020. The empirical procedures used were: participant observations, researchers’ notes, analysis of documents produced by the student during his internship, questionnaires, and semi-structured interviews. By analyzing the mobilized senses, we observed the importance of the following instruments: different ways of systematizing the intern’s experiences; carrying out a collective, dialogic and autonomous teaching practice; articulation between teaching and research in teaching practices; and valuing the supervising teacher in the internship guidance process. We concluded that teaching linked to research, with strong care for the relationships between subjects in the internship, intensifies knowledge about the teaching and learning process. With these instruments highlighted, it becomes possible to rethink the organization of internship activities, seeking to develop actions that are intentionally consistent with the teacher training proposal with potentially critical and transforming senses. Para defender la importancia de la formación docente desde perspectivas críticas y transformadoras, reportamos en este artículo una investigación que tuvo como objetivo comprender los instrumentos que potencian esa formación. Con un enfoque cualitativo y una metodología de estudio de casos, analizamos cómo y qué sentidos fueron construidos por un estudiante de grado en Física, durante su pasantía docente. Identificamos los instrumentos que influyeron en el estudiante en la atribución de sentidos que lo acercaron a un intelectual transformador. La investigación se llevó a cabo en una universidad pública de la ciudad de Curitiba, Brasil, en los años 2019 y 2020. Los procedimientos empíricos utilizados fueron: observaciones participantes, notas de las investigadoras, análisis de documentos producidos por el estudiante durante su pasantía, cuestionarios y entrevistas semiestructuradas. Al analizar los sentidos elaborados, se observó la importancia de los siguientes instrumentos: diferentes formas de sistematizar las experiencias del pasante; realizar una práctica docente colectiva, dialógica y autónoma; articulación entre docencia e investigación en la actividad docente; y la valoración del profesor supervisor en el proceso de orientación de pasantía. Concluimos que la enseñanza vinculada a la investigación, con un fuerte cuidado de las relaciones entre los sujetos en la pasantía, intensifica los conocimientos sobre el proceso de enseñanza y aprendizaje. Con estos instrumentos destacados, es posible repensar la organización de las actividades de pasantía, buscando desarrollar acciones intencionalmente coherentes con la propuesta de formación docente con sentidos potencialmente críticos y transformadores. No sentido de defender a importância da formação de docentes em perspectivas críticas e transformadoras, relatamos neste artigo uma pesquisa que objetivou compreender os instrumentos que potencializam essa formação. Com uma abordagem qualitativa e uma a metodologia de estudo de caso, analisamos como e quais sentidos foram construídos por um estudante da licenciatura em Física, durante a realização de seu estágio de formação docente. Identificamos os instrumentos que influenciaram o discente na atribuição de sentidos que o aproximavam de um intelectual transformador. A pesquisa foi desenvolvida em uma universidade pública, na cidade de Curitiba, no Brasil, nos anos de 2019 e 2020. Os procedimentos empíricos utilizados foram: observações participantes, anotações das pesquisadoras, análise de documentos produzidos pelo estudante durante seu estágio, questionários e entrevistas semiestruturadas. Analisando os sentidos mobilizados, observou-se a importância dos seguintes instrumentos: diferentes formas de sistematização das vivências do estagiário; realização de uma prática de docência coletiva, dialógica e com autonomia; articulação entre ensino e pesquisa na atuação docente; e valorização do professor supervisor no processo de orientação do estágio. Concluímos que o ensino atrelado à pesquisa, com um acentuado cuidado para as relações entre os sujeitos no estágio, intensifica os conhecimentos sobre o processo de ensino e aprendizagem. Com esses instrumentos destacados, torna-se possível repensar a organização das atividades de estágio, buscando desenvolver ações intencionalmente condizentes com a proposta de formação de docentes com sentidos potencialmente críticos e transformadores.

Denna kvalitativa studie syftar till att få större insikt i hur lärare kan arbeta för att möta och minska den problematik och de svårigheter som elever kan uppvisa med algebraiska ekvationer i grundskolans årskurs 4-6. Studien är baserad på klassrumsobservationer i två klasser i årskurs 6 och en semistrukturerad intervju med en yrkesverksam matematiklärare. Detta är därmed en fallstudie som grundar sig i teorin om algebrans fem stora idéer samt de fem olika undervisningsstrategierna enligt Trigwell och Prosser, vilka är antingen elev- eller lärarfokuserade. Resultatet från undersökningen visar att den deltagande läraren är medveten om många av de svårigheter som elever har med algebraiska ekvationer, där särskilt stor vikt läggs på likhetstecknets innebörd. Vidare visar resultatet att läraren bemöter dessa, och andra, svårigheter på olika sätt och med varierande metoder baserat på intentionen med undervisningen. Däremot finns ingen djupare kunskap om algebrans fem stora idéer hos läraren, något som kan påverka undervisningsmöjligheterna och i sin tur elevernas inlärning. Det blir därmed relevant att överväga om det är något som bör ingå i de lärarutbildningar som ges vid olika universitet. This qualitative study aims to gain greater insight into how teachers can work to meet and reduce the problems and difficulties that students may have with algebraic equations in primary school grades 4-6. The study is based on classroom observations in two classes in grade 6 and a semi-structured interview with a mathematics teacher. This is thus a case study based on the theory of the five big ideas of algebra and the five different teaching strategies according to Trigwell and Prosser, which are either student- or teacher-focused. The results of the study show that the participating teacher is aware of many of the difficulties that students have with algebraic equations, where particular emphasis is placed on the meaning of the equal sign. Furthermore, the results show that the teacher addresses these, and other, difficulties in different ways and with varying methods based on the intention of the teaching. However, the teacher has no deeper knowledge of the five big ideas of algebra, which can affect the teaching possibilities and in turn the students' learning. Therefore it becomes relevant to consider whether it is something that should be included in the teacher education programs offered at various universities.

Riassunto – Il presente contributo propone una riflessione sul ruolo-chiave dei docenti nella creazione di condizioni favorevoli a un processo di apprendimento inclusivo ed efficace in modo da adempiere al mandato di realizzare effettivamente una scuola democratica. Tra le competenze professionali oggetto di formazione continua è necessario inserire la costruzione di un clima di apprendimento favorevole all’alunno/a tramite l’applicazione di diverse strategie funzionali agli apprendimenti, come l’architettura collaborativa, esplorativa o metacognitiva, pensate all’interno o trasversalmente alle discipline, che possono proporre esperienze rilevanti come la proposta di compiti di tipo concettuale, complessi, e/o pratico-complessi e che gradualmente spostino la progettazione dagli obiettivi centrati sulle conoscenze verso quelle abilità semplici e complesse che possono concorrere allo sviluppo delle competenze in modo efficace ed inclusivo., Annali online della Didattica e della Formazione Docente, V. 15 N. 25 (supplemento) (2023): Ricerca educativa e formazione degli insegnanti

This project is a scoping review of the literature on near-peer and peer educational strategies successfully implemented in medical education. The goal is to determine how the strategies can be implemented within PA education.

The integration of Information and Communication Technologies (ICT) in educationhas attracted considerable attention in recent years, as well as in the context ofsustainability education. This thesis examines the attitudes of Greek teachers towardsteaching sustainability with ICT. The study employs a qualitative research, utilizingsemi-structured interviews as the main method of data collection. Drawing on existingtheories and research, the study focuses on three areas: the positives of using ICT insustainability education, the challenges faced by teachers, and the combination ofanalogue and digital media in sustainability teaching.By examining these attitudes, this thesis contributes to the existing body of knowledgeon the effective practices of sustainability education. It emphasizes the need for trainingprograms for teachers in digital literacy and addresses the challenges related to theimplementation of ICT. In addition, it highlights the importance of the combination ofanalogue and digital media in creating an inclusive and engaging learning experiencethat strengthens students’ environmental awareness, critical thinking and actionstowards a more sustainable future.

Este relatório tem o propósito de refletir criticamente sobre o processo de formação realizado no meu estágio, no ano letivo de 2021/2022, na Escola Secundária do Pinhal Novo. Neste relatório abordo todas as áreas de intervenção que um professor estagiário deverá ter em consideração, tendo em conta o guia de estágio, abrangendo ainda reflexões sobre determinados comportamentos e pensamentos, bem como sobre o processo de formação e ensino aos alunos do 12º ano. Cada área de intervenção é explicada para que o leitor perceba o trabalho realizado durante o ano letivo, querendo com isto que o leitor compreenda a importância de conhecermos o nosso contexto escolar, o porquê de planearmos o nosso ensino, que tipo de estratégias de ensino é que devemos ter em consideração quando damos uma aula, o momento de avaliação e o papel que um professor pode ter na sua escola, pois o foco não é apenas naquilo que é denominado dar aulas. É difícil descrever com exatidão todos os procedimentos realizados para cada uma das áreas, no entanto, procurei analisar e refletir sobre os momentos que considero essenciais durante o meu estágio. De salientar que termino o meu relatório com uma reflexão que poderá servir de exemplo para futuros professores estagiários, ajudando-os a serem melhores profissionais. This report aims to critically reflect on the training process carried out during my internship, in the academic year 2021/2022, at Escola Secundária do Pinhal Novo. In this report I address all the areas of intervention that a trainee teacher should take into account, taking into account the internship guide, as reflections on certain behaviors and thoughts, on the training and teaching process for 12th grade students. Each intervention area is explained so that the reader understands the work carried out during the school year, with this wanting the reader to understand the importance of knowing our school context, why we plan our teaching, what kind of teaching strategies are that we should take into account when we teach a class, the moment of evaluation and the role that a teacher can play in his school and not just focus on what it is to teach. It is difficult to accurately describe all the procedures performed for each of the areas, however, I tried to analyze and reflect on moments that I consider essential during my internship. Ending my report with a reflection trying to aim to serve as an example for future trainee teachers helping them to be better professionals.

PurposeMost educational institutions worldwide have shifted to online teaching and learning approaches to mitigate risks imposed by the COVID-19 pandemic. This causes several issues, particularly in delivering the construction management (CM) courses which require site visits, interpreting technical drawings and developing 3D building models. This paper aims to identify the key strategies for online learning and teaching adopted during the COVID-19 pandemic and to investigate the implications for construction management education.Design/methodology/approachThe research approach is twofold. First, the study presents a systematic literature review (SLR) through a synthesis of the existing literature to identify the key strategies and lessons learned about online education during the COVID-19 pandemic in tertiary programs. It also discusses their implications in the context of the construction management (CM) sector in particular. Secondly, the authors shared their hands-on experience as construction management course facilitators – using the autoethnography approach – during the COVID-19 crisis.FindingsIn addition to identifying the key strategies such as online course delivery and assessments, the paper critically discusses the barriers to online learning and teaching, including (1) the technological and infrastructure barriers; (2) required online teaching skills and competencies; (3) issues surrounding mental health and wellbeing; (4) lack of consistency in the online delivery of various courses in a given program (5) difficulties around students' engagement and (6) the course characteristics and requirements.Originality/valueThe study offers some implications and recommendations not only for educational institutions and staff but also for vendors of online course delivery software. To prepare educational institutions for future online course delivery, the paper proposes several strategies. These include developing a set of guidelines for online course delivery, incorporating online teaching training modules into the recruitment process for academic staff, applying agile and resilience teaching and learning methods, wellbeing and mental health support and continuously improving course features to adapt to the online environment.

The math faculty experiences high drop-out, failing and withdrawal rates in the subject of university algebra. The findings show that higher education institutions can provide better service to students and can maximize their funding to increase graduation rates by eliminating withdrawal and failure rates. In this qualitative research, the faculty of mathematics at a university in southern Texas was asked to share their experiences and perceptions about the factors that contribute to the rates of withdrawal, failure and withdrawal in university algebra courses. This research provides information for a variety of stakeholders, as it shares the poorly understood perceptions of members of the mathematics faculty regarding how their experience in teaching university algebra influences teacher participation and student support. This research suggests implementing interventions for better teaching and provides strategies to increase approval and retention rates by finding best practices to teach university algebra, as well as serving as a reference for reducing failure and withdrawal rates due to expert recommendation.

Many factors cause students' physical education learning outcomes to be not so encouraging, ranging from learning infrastructure, teacher competence, learning environment, learning curriculum. The purpose of this study was to investigate the index of determining the effective teaching of physical education in secondary schools in West Ilorin Local Government Area, Kwara State, Nigeria. Descriptive research design of survey type is used in this research. The population for this study consisted of sixty-five (65) physical education teachers in both public and private secondary schools. Four five (45) public secondary schools and twenty (20) private secondary schools were deliberately selected for this study. The questionnaire was well structured and designed by the researcher as the instrument used for data collection. The instrument was validated and the reliability of the instrument was confirmed through the split-half method. This instrument was given to 20 respondents from the East Ilorin Regional Government, Kwara State. All items on even numbers are scored separately, as well as scores on odd items. Both scores were analyzed using Cronbach's alpha, which yielded 0.62r. Sixty-five (65) questionnaire forms were taken and analyzed using PPMC and Multiple Linear Regression at an alpha level of 0.05. Based on the research findings, it is concluded that the Index (teaching materials, teaching strategies and school factors) determines the effectiveness of teaching physical education in junior high schools in the Ilorin Local Government Area of ​​Kwara State, Nigeria. The researcher recommends that this type of research should be conducted in other Local Government Areas in Kwara State to investigate the index that determines effective physical education teaching.

Resumen El presente artículo tiene como propósito presentar los resultados de la gestión de un entorno virtual de aprendizaje (EVA) en dos grupos del curso Composición Inglesa II de la Universidad de Costa Rica a lo largo de un año. Se trata del segundo curso de Expresión escrita de la carrera de Bachillerato en Inglés, el cual tiene un alto nivel de dificultad debido a la transición entre el desarrollo del párrafo académico a ensayos con tres principales patrones retóricos. Se gestionó un EVA con interacción asincrónica por medio de herramientas Web 2.0 y recursos varios en la plataforma institucional Mediación Virtual (Moodle). Además, el autor analiza los resultados de dos cuestionarios que evalúan la percepción de los(as) estudiantes antes y después de trabajar con el EVA de dicho curso. Por último, se incluye una secuencia didáctica usada en el EVA del curso. Abstract This article is aimed at presenting the results of managing a virtual learning environment among two groups of the course LM-1245 English Composition II at the University of Costa Rica. This is a second-year writing course that belongs to the English Major, which has a high level of difficulty due to the transition between writing an academic paragraph to essays with three rhetorical patterns. An asynchronous virtual classroom was managed with various Web 2.0 tools and resources on the UCR platform known as Mediación Virtual (Moodle). Finally, the writer observes the results of two survey questionnaires to assess the students’ perceptions at the beginning and at the end of the e-course. This article also includes a sample e-lesson used in such a course.

Creative thinking is the key to adapting to rapidly changing living conditions and providing innovative solutions to various problems, especially in science and technology. The objective of this study was to provide a conceptual basis on didactic strategies and creative thinking, as well as to visualize the implication of the application of various systems in the development of creativity of students in secondary education. The methodology used was the documentary review of 50 articles published in various reliable databases. In addition, the axes of the study proposed as conceptual definitions and didactic strategies for developing creative thinking were taken into account. Finally, it is concluded that if we properly apply didactic methods that develop higher-order skills, there will be more options to increase students' creative thinking. El pensamiento creativo es la clave para adaptarse a las condiciones de vida rápidamente cambiantes y proporcionar soluciones creativas a diversos problemas, especialmente en los campos de la ciencia y la tecnología. El objetivo de este estudio fue proporcionar una base conceptual sobre estrategias didácticas y pensamiento creativo, así como visualizar la implicancia de la aplicación de diversas estrategias en el desarrollo de la creatividad de los estudiantes en educación secundaria. La metodología utilizada fue la revisión documental de 50 artículos publicados en diversas bases de datos confiables. Se tuvo en cuenta los ejes de estudio propuestos como definiciones conceptuales, y estrategias didácticas para el desarrollo del pensamiento creativo. Finalmente se concluye que si aplicamos adecuadamente estrategias didácticas que desarrollen habilidades de orden superior habrá más opciones para aumentar el pensamiento creativo de los estudiantes. O pensamento criativo é a chave para se adaptar às condições de vida em rápida mudança e fornecer soluções criativas para vários problemas, especialmente nos campos da ciência e tecnologia. O objetivo deste estudo foi fornecer uma base conceitual sobre estratégias didáticas e pensamento criativo, bem como visualizar as implicações da aplicação de várias estratégias no desenvolvimento da criatividade de alunos do ensino médio. A metodologia utilizada foi a revisão documental de 50 artigos publicados em diversas bases de dados confiáveis. Foram considerados os eixos de estudo propostos como definições conceituais e estratégias didáticas para o desenvolvimento do pensamento criativo. Por fim, conclui-se que se aplicarmos adequadamente estratégias didáticas que desenvolvam habilidades de alto nível, haverá mais opções para aumentar o pensamento criativo dos alunos.

The purpose of contemporary university education is to strengthen the capacities of understanding academic texts of future professionals as autonomous agents who manage their learning. Within this framework, the article aimed to determine the degree of relationship between cognitive strategies and the compression of academic texts in Peruvian university students, in order to have a cognitive profile of those entering the university. The study population consisted of 172 first cycle students. The methodology used was descriptive - correlational cross-sectional. It was concluded, due to the correlation coefficient of Spearman's Rho equal to 0.7929 and the estimated P-value of 0.001 lower than the significance level (0.05), that there is a high positive correlation between cognitive strategies and comprehension of the students' academic texts, although this relationship is not decisive. Es finalidad de la enseñanza universitaria contemporánea fortalecer las capacidades de comprensión de textos académicos de los futuros profesionales como agentes autónomos que gestionen su aprendizaje. En ese marco, el artículo tuvo por objetivo determinar el grado de relación entre las estrategias cognitivas y la compresión de textos académicos en estudiantes universitarios de Perú, con el propósito de contar con un perfil cognitivo de los ingresantes a la universidad. La población de estudio estuvo conformada por 172 estudiantes del primer ciclo. La metodología empleada fue del tipo descriptivo - correlacional de corte transversal. Se concluyó, en razón del coeficiente de correlación de Rho de Spearman igual a 0.7929 y el P-valor estimado de 0.001 menor al nivel de significancia (0.05), que existe correlación positiva alta entre estrategias cognitivas y compresión de textos académicos de los estudiantes, aunque dicha relación no es decisiva. O objetivo da formação universitária contemporânea é fortalecer as capacidades de compreensão dos textos acadêmicos dos futuros profissionais como agentes autônomos que gerenciam sua aprendizagem. Nesse contexto, o artigo teve como objetivo determinar o grau de relação entre as estratégias cognitivas e a compressão de textos acadêmicos em estudantes universitários peruanos, a fim de traçar um perfil cognitivo daqueles que ingressam na universidade. A população do estudo foi constituída por 172 alunos do primeiro ciclo. A metodologia utilizada foi descritiva - transversal correlacional. Concluiu-se, devido ao coeficiente de correlação do Rho de Spearman igual a 0,7929 e ao valor P estimado de 0,001 menor que o nível de significância (0,05), que existe uma alta correlação positiva entre as estratégias cognitivas e a compreensão dos textos acadêmicos dos alunos, embora essa relação não seja decisiva.

The objective of this study is to design and validate an educational itinerary in Madrid with students from an undergraduate degree in primary education. The educational itinerary included field trips and activities associated with social and natural sciences curricula and was undertaken in connection with university courses in teaching methods for these subject areas. It was validated with mixed methods data analysis from a questionnaire administered to participating students and a round table during which students pooled what they had learned. Findings include high levels of acquisition of new multidisciplinary knowledge and a highly favorable view of the itinerary, its components, and the effectiveness of the urban geography activity in understanding the touristification of cities. We conclude that educational itineraries like the one used in this research can help to substantially improve teacher training and facilitate transfer to primary education, so recreating this exercise –with a few adjustments as detailed –is advised.

There will be no language limits to expand mapping in searches (previously there were limits for English, Spanish, and English). In addition, there is a description of the initial OSF registration associating this scoping review protocol with one of the academic activities of doctoral student Gabriela Feitosa Esplendori. The title of this scoping review protocol and the item “Description” were rewritten with more details.