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Copyright of Revista Fatec Zona Sul (REFAS) is the property of Revista Fatec Zona Sul (REFAS) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In recent years, the combination of pedagogy and technology has revolutionized education, providing teachers with innovative tools to transform their work in the classroom. With the aim of transforming and improving the teaching of subjects related to technical and programming concepts, it was decided to develop a virtual reality (VR) tool to address the challenge of ensuring that students acquire, understand, and can effectively apply knowledge in practice through the TPACK model. The approach applied for this research was quantitative, supported by an applied experimental design and a convenience sample of 49 students from the Faculty of Informatics at the Autonomous University of Querétaro, Mexico. Likert scale surveys were conducted to measure the improvement and transformation of teaching through the virtual tool and the TPACK model. The results demonstrated that the strategy of using VR for teachers to provide students with a platform featuring game mechanics helps transform and improve learning. It was also concluded that one of the greatest strengths of this tool is that it removes the user from the traditional classroom, mitigating pressure or negative predisposition towards unknown or difficult-to-understand concepts.

This study examined how U.S. undergraduate university students who studied abroad in Spain integrated their learning one year after returning home to the United States. Using in-depth interviews with seven participants whose summer months included a 200-mile pilgrimage along the Camino de Santiago, I examine the interplay of pedagogy and community in prompting the retention of psychosocial benefits that endured after reentry into their former routines in the U.S. The sampling revealed that the pilgrimage produced learning outcomes that continued long after the students reintegrated to their campus environment. I suggest implications for pedagogical practice, including strategies for educators to encourage integrative learning along the Camino that persists well beyond the initial formative pilgrimage.

ABSTRACT: Introduction / Objective: Educational funding in Venezuela is limited, especially in private higher education institutions, due to existing budget constraints. Despite these limitations, some grant programmes manage to serve a significant proportion of students. The purpose of this research was to evaluate the impact of a financial aid programme at a Latin American university by analysing the probability of employment and remuneration at three key points in time: during the degree programme, upon graduation, and three years after graduation. Methodology: A sample of graduates from various programmes was used, and information about their career paths was collected by means of a follow-up survey. The analysis was conducted using propensity score matching through the Average Treatment Effect on the Treated (ATT) estimator, employing both parametric and non-parametric methods. Results: The results indicate an inverse relationship between the financial aid received and the salary earned during the evaluation periods, alongside a positive relationship with the probability of being employed. However, none of the estimated coefficients were significant, whether for the nearest neighbour, the 5 or 10 nearest neighbours, the Kernel estimation, or the local linear estimation, taking into account the common support and the 20% trimming. Conclusions: It cannot be concluded that the grant received during the degree programme significantly improves employment and remuneration outcomes. This suggests the need for a comprehensive programme that includes support in job placement processes in order to enhance these outcomes. RESUMEN: Introducción / objetivo: el financiamiento educativo en Venezuela es limitado, especialmente en instituciones de educación superior privadas, debido a restricciones presupuestarias. A pesar de estas limitaciones, algunos programas de subvenciones logran atender a una proporción significativa de estudiantes. El propósito de esta investigación fue evaluar el impacto de un programa de ayuda financiera en una universidad latinoamericana, analizando la probabilidad de empleo y la remuneración en tres momentos clave: durante la carrera, al graduarse y tres años después de egresar. Metodología: se utilizó una muestra de graduados de diversos programas, recolectando información sobre su trayectoria laboral mediante una encuesta de seguimiento. El análisis se realizó utilizando la metodología de propensity score matching mediante el estimador del efecto medio del tratamiento (ATT), empleando tanto metodologías paramétricas como no paramétricas. Resultados: los resultados muestran una relación inversa entre el tratamiento y el salario percibido en los períodos de evaluación, y una relación positiva con la probabilidad de empleo. Sin embargo, en ningún caso los coeficientes estimados fueron significativos, tanto para el vecino más próximo, como para los cinco o diez vecinos más próximos, la estimación Kernel y la estimación lineal local, considerando el soporte común y el recorte del 20 %. Conclusiones: no se puede afirmar que la subvención recibida durante la carrera mejore de manera significativa las variables de inserción laboral y remuneración. Esto sugiere la necesidad de un programa integral que incluya apoyo en los procesos de inserción laboral para mejorar estos resultados.

This article is a reflection on the close relationship between research and the training of Education professionals. Its aim is to highlight that research in postgraduate studies affects society in all aspects, especially in Basic Education. Therefore, the training of new researchers by mentors is a key component for the development of science in the country. Given this perception, the topic needs to be explored and investigated because the relationship between mentor and mentee constitutes the heart of postgraduate studies, and its outcomes impact everyone, as evidenced by the data from Inep presented in the article. It’s important to consider that postgraduate studies, by generating science and training professors in Higher Education who train new teachers, should not be overlooked. I emphasize that the presented formulations here demonstrate my position in teaching, my political action, in which historical knowledge is the vector of communal life. Therefore, it is crucial to debate the relationship between mentor and mentee in postgraduate studies because that’s where I believe essential discussions should take place.

Inclusive Education is a key aspect of the modern educational system aimed at ensuring equal access to Education for all people, regardless of their individual needs. Tolerance in society plays an important role in the success of inclusive Education because it promotes respect for diversity and understanding of others. The Ukrainian Higher Education system is not fully prepared for students with special needs. Therefore, the purpose of this research is to study world practices of adaptation of students with disabilities to studying at universities in order to implement and improve inclusive Education at universities. In the course of the study, the conceptual principles of the organization of inclusive Education in Higher Education institutions of the European Union (UE) were outlined. Moreover, with the help of the sociological method of research, the level of tolerance to students with special needs and the impact of the creation of a tolerant learning environment on receiving Higher Education by students with disabilities were investigated. As a result, the directions of implementation of the inclusive paradigm in modern universities of Ukraine were developed. This article will be useful to teachers, practitioners, as well as to everyone who is interested in the study of inclusion and its fulfilment in society.

From the 1960s onwards, considering the University Reform, it is possible to observe in Brazil the intensification of the movement for the construction of higher education that was aligned with the issues of the national development. Such development, according to Fávero (2006), was based on the perspective of economic expansion, via the industrialization process. In this sense, formal education in general, especially higher education, both in terms of its structure and content, is increasingly being discussed by government sectors. It should also be added the fact that student mobilization, especially in 1968, played an important role in questioning the contradictions constituted in the context of higher education (FÁVERO, 2006).

Copyright of Revista Electrónica de Enseñanza de las Ciencias is the property of Revista Electronica de Ensenanza de las Ciencias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Direito e Práxis is the property of Editora da Universidade do Estado do Rio de Janeiro (EdUERJ) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present study aims to identify the presence and contribution of the Three Pedagogical Moments (3MP) fractal model in a teacher training process, based on the use of Generating Themes. Methodologically, this research was organized through a teacher training process in Science and Mathematics education at a public high school in the city of Ilheús-BA. The information was obtained through video recordings of the training sessions and analyzed using Discursive Textual Analysis, which resulted in two categories: i) The fractal structure of the 3MPs in the teacher training process; ii) The influence of 3MPs fractals on the planning of didactic-pedagogical activities. Among the results, it stands out that the fractal model of 3MPs contributed to the development of Thematic Investigation, enabling better structuring of its stages and dialogicity throughout the process; furthermore, it allowed the teacher to design an activity following the 3MPs structure, even without this dynamic being mentioned theoretically, highlighting the potential of this theoretical -methodological approach in implementing school praxis. Finally, the political-pedagogical actions carried out in the context of Science education indicated promising paths in promoting ongoing teacher training and understanding problems arising from students' reality, as well as their transposition into the classroom context, enabling critical education. [ABSTRACT FROM AUTHOR]

The purpose of the work presented here is to analyze the application of the SSM methodology in the management of PROAP resources, taking the year 2022 as a sample, in order to assist fund managers. SSM is a mechanism that seeks to apply flexible solutions to certain problems. PROAP, in turn, consists of a specific amount allocated by the MEC to public higher education institutions, with the purpose of improving the quality of stricto sensu postgraduate courses. The justification for the present study is due to the finding of a significant return of the afore mentioned funds, in the 2022 financial year, at the Federal University of Alagoas. In effect, there was a return of almost 15% of the amount received by the institution that year, without this portion of the resource having received any allocation. The methodology consists of a brief literature review regarding SSM, and a practical exposition of the application of the model, in order to seek alternatives to implement improvements and remedy, or at least minimize, the consequences of the problem of nonfulfillment. In conclusion, it was possible to find good ideas so that this significant return does not happen again. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this article we present a study on difficulties in the process of learning the definition of the limit of a sequence. It is a qualitative study whose aim was to analyze the actions of a subject when dealing with a situation involving this definition. To this end, we discussed the concepts involved in the conceptual field of this definition, together with the analysis of a proposed situation. The data was produced through written and oral production, collected from the activity resolution sheets and audio and video produced during the session. The analyses show the difficulty in disengaging from graphic representations used to deal with particular situations, in the case of sequences that converge, even when the subject is confronted with a study of the conceptual elements involved in the formal definition. [ABSTRACT FROM AUTHOR]

This text was written to disseminate a proposal of the Study Group on Calculus in Secondary and Higher Education, headed by researchers Dr. Pierre Job (ICHEBrussels Management School-Belgium) and Dr. Luiz Márcio Santos Farias (UFBA-Brazil), whose objective is to create a joint work Brazil-Belgium in search of a reference epistemological model for calculus and analysis teaching. In 2023, at the Integrated Studies Seminar-Calculus in Secondary and Higher Education at PUC/SP, Professor Job presented aspects of the research carried out in Belgium based on a reference epistemological model, the theory of didactical situations and the anthropological theory of the didactic regarding the limit concept. To motivate calculus teachers to engage in this research, it summarizes the events of two of the three-day seminars. The first part reports the questions proposed on the first day, followed by a reflection on some. Those questions served as a model for the initial survey of difficulties that could provide answers to three open questions: Are the premises used in Belgium valid in the Brazilian context? Is it possible to build a shared theoretical framework that allows us to question the status of epistemological obstacles and the main difficulty encountered in teaching the concepts of limits, derivatives, and integrals? What kind of experiment can we plan to test this model? The second part summarizes Prof. Job's presentation on the second day about the research carried out in Belgium. [ABSTRACT FROM AUTHOR]

Statistics show that dropouts in higher education have increased every year and this is a phenomenon that affects several programs and universities. The objective of this research is to understand student dropout from an undergraduate Business Administration program at a public state university based on student and faculty perceptions. In order to achieve this result, qualitative research was carried out, with data collection through semi-structured interviews with twelve participants, namely dropout students and professors, on which content analysis was carried out to understand the reasons for evasion. The main results show that failure to meet students' expectations was the main motivation that made them leave the course, in addition to other factors. It is important to highlight, however, that the majority of dropouts was before halfway through the course and, for this reason, they had more experience with subjects of a more general training nature and not necessarily in the area of administration. Professors point out different opinions from students regarding what induces students to drop out of higher education, which reveals the need for a better understanding of these reasons, to help students stay on the course. [ABSTRACT FROM AUTHOR]

Higher education has been in constant evolution, and despite the increase in offerings, filling vacancies and ensuring the financial sustainability of private higher education institutions represent a constant challenge. This reality is no different at the Centro Universitário Serra dos Órgãos -- Unifeso, a private and philanthropic educational institution located in the city of Teresópolis, in the interior of the state of Rio de Janeiro. Thus, this study aimed to understand the distinctive benefits of Unifeso to enhance the institution's value proposition, aiming for institutional sustainability. The study is an applied research with a qualitative approach, using in-depth interview procedures with students and graduates of the standard courses at the same University Center. The analysis was conducted using content analysis technique. Based on the results, the following factors emerged as distinctive benefits that led to the choice of Unifeso: infrastructure, location, reputation, and teaching-learning. [ABSTRACT FROM AUTHOR]

The thematic focus of this article is the inclusion of students with disabilities in higher education. The objective, through this work, is to verify the factors that can include and strengthen the permanence and learning of students with disabilities from their insertion with access to enrollment, their maintenance and permanence. The intervention proposal is through action research, of a descriptive type, as a means of enabling this group to participate in joint action in the training workshops. A process was carried out with the aim of transforming social reality through the educational process in higher education from the first-person perspective of students with disabilities and their experiences. During the process of preparing offices that can be applied to other universities that aim for inclusion and accessibility, even in the midst of architectural and attitudinal barriers that need to be resolved in the midst of recognizing the dignity of the human person inherent to everyone, subject as a subject of rights. [ABSTRACT FROM AUTHOR]

Copyright of Revista Ciência & Saúde Coletiva is the property of Associacao Brasileira de Pos-Graduacao em Saude Coletiva and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Gestão & Tecnologia is the property of Revista Gestao & Tecnologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Espacios is the property of Talleres de Impresos Oma and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Espacios is the property of Talleres de Impresos Oma and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Meta: Avaliação is the property of Revista Meta: Avaliacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Meta: Avaliação is the property of Revista Meta: Avaliacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Álabe is the property of Alabe and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Lusofona de Educacao is the property of Universidade Lusofona de Humanidades e Tecnologias, CEIEF and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Lusofona de Educacao is the property of Universidade Lusofona de Humanidades e Tecnologias, CEIEF and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ensaio: Avaliação e Políticas Públicas em Educação is the property of Ensaio: Avaliacao e Politicas Publicas em Educacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Assessment co-creation is emerging with increasing frequency in co-designing learning practices in technology-enhanced learning environments in higher education. Thus, the objective of this study is to analyse whether these practices are related to students’ self-regulation and agency. Therefore, a qualitative multi-case study from a phenomenology perspective was conducted. To collect data, six professors were interviewed (four female and two males) following a semi-structured approach in order to gain their perceptions of their experiences in the assessment co-creation process and their views on the relationship of this process to students’ self-regulation and agency. To analyse the data, a deductive coding method was followed using the data analysis tool Atlas.ti. The findings show that from the professors’ points of view various relationships exist between the assessment co-creation mediated by technologies and students’ self-regulation and agency. Interviewees perceived that assessment co-creation activated both students’ agency and their self-regulation skills. From the results, it is suggested that assessment co-creation can enhance students’ self-regulation in all its phases but mainly in terms of forethought. Similarly, students’ agency seems to be boosted by the co-design process, highlighting the effect on the individual dimension. Accordingly, and related to the more developed areas of students’ self-regulation and agency, motivation seems to increase while co-creating.

Abstract There are some instruments in the literature to measure job insecurity, including the Job Insecurity Scale (JIS). The article's objective is to present the JIS psychometric properties and the validation of the scale for the Brazilian and Portuguese populations in higher education. 335 workers from public universities participated, 171 of which were technicians and 164 were professors. Confirmatory analysis, group comparisons, and reliability estimates were used. The results indicate an acceptable fit for the JIS and prove that Portuguese and Brazilian workers have statistically significant differences in the quantitative dimension of the JIS. The instrument is a valid measure for assessing the perception of insecurity among workers at public universities but requires care when using it in comparative studies between countries.

Primary Health Care (PHC) is considered a privileged space for the inclusion of students in the Unified Health System (UHS), which is most desirable the pedagogical scenario for the health course graduate education profile. However, its new financing model induces a neoselectivity that may mischaracterize UHS principles in primary care. This study is a qualitative meta-synthesis to understand the challenges of teaching practice scenarios in PHC, identified in the research, in order to discuss them in light of the limits imposed by the neoselectivity, induced by the Previne Brasil Program (Prevent Brazil Program). A search was conducted on the Virtual Health Library (VHL) portal. The search strategy was designed using the following keywords: ‘practice scenarios in higher education’ (object), ‘challenges’ (qualifier) and ‘PHC’ (amplitude/limit). The selection of publications was carried out using the PRISMA protocol by two independent reviewers, and data analysis was performed in the thematic modality. The quality analysis of the articles was based on the CASP protocol and the internal validation of the excerpts was done by a third evaluator. From the 17 articles included in the review, it was possible to extract 5 analytical dimensions of the scenarios' challenges, which are related to: ‘care’, ‘teaching’, ‘management’, ‘health professionals' attitude’, ‘community attitude’. All dimensions presented several sub-themes, except for 'community attitude'. Given the existing challenges, the neoselectivity induced in PHC tends to intensify most of the problems. It is assumed that the impacts on PHC settings may, in the future, place it as a non-viable practice scenario.

ABSTRACT: This article discusses the literacy practices and experiences of four students from migrant backgrounds who entered a federal public university in Brazil through a public call specifically designed for this group. In the field of Critical Applied Linguistics, we take a decolonial stance on internationalization and academic literacies. Research data were generated using tools such as questionnaires, semi-structured interviews, and WhatsApp. The analysis focused on three main aspects: (i) ‘mismatches’ between the participants’ expectations and the curricular structure of their undergraduate courses; (ii) the opacity of certain aspects of academic literacy and curricular organization; (iii) issues related to identity in interaction with peers. The research findings point to the ways in which language education policies can be developed with a view to promoting inclusion in higher education for students from migrant backgrounds.

Abstract Objective To examine evidence of convergent-divergent validity evidence based on the relationship with external variables for the Teacher Self-Efficacy Scale for the use of Active Methodologies. Method This exploratory cross-sectional study investigated correlations between Teacher Self-Efficacy Scale for the use of Active Methodologies and factors from two other instruments: Well-Being at Work Scale and Maslach Burnout Inventory. A total of 317 professors from different public and private Brazilian universities who use active methodologies participated in this study. Results Teacher self-efficacy was found to be positively correlated with positive affect, achievement/expressiveness and professional achievement and it was negatively correlated with negative affect and emotional exhaustion, showing a significant but weak correlation. According to the path analysis model, personal and professional achievement was predictive of teachers´ self-efficacy to foster active learning. Conclusion The scale is considered to have adequate validity evidence based on the relationship with external variables, and can be used in research in the Brazilian framework.

Researchers from four countries conducted comparative research on the remote Education experience of Higher Education students during the Covid-19 pandemic and their return to face-to-face Education. Based on other research projects, we applied self-report questionnaires to convenience samples. This article focuses on the results for Portugal and Russia in relation to gender. Despite the differences between both countries, the findings point to the statistical predominance of women as well as their more positive attitudes toward remote Education. Factor analysis revealed that three factors converge to explain most of the variance: 1. Positive attitude in relation to remote Education, 2. Technical, psychological, and educational problems, 3. Positive attitude regarding the return to face-to-face Education. Although women have more access to Higher Education, they have lower occupational and income achievements than men. Higher Education, Pandemic, Remote Education, Gender, Rights,

Introduction: Every year, thousands of students enter higher education, often facing personal and academic challenges. This new phase in their lives involves adapting to increased autonomy, a new routine and a new academic environment, which can result in emotional changes. The feelings experienced in this transition phase can have an impact on their quality of life, their adaptation and their academic success. Objectives: The aim of this study is to identify the emotional states present in the perceptions of first-year undergraduate students, in relation to the period of transition and academic adaptation to higher education. Methodology: This is an exploratory, qualitative study, carried out using a focus group, with content analysis using Nvivo 14 software. The group consisted of nine public higher education students. At the time of data collection, the participants were enrolled in their first year of undergraduate studies in different schools and scientific areas at the same Portuguese institution. Results: The preliminary data shows that the students interviewed tend to characterize their first contact with higher education as a shock. They also described situations of stress, demotivation and doubt associated with not knowing their peers, leaving their parents' home and the new academic reality. On the other hand, emotions of optimism, security and resilience are identified when a favorable relationship is established with teachers and the student is satisfied with the course. Final Considerations: Although negative emotional states were manifested, these tended to dissipate with integration into the institution, support from teachers, the formation of new friendships, and adaptation to new academic demands. [ABSTRACT FROM AUTHOR]

Increasingly, faculties of Theology have received so-called "digital natives" as students. These are the ones born in a context in which there is full availability of information through the Internet. Traditional teaching methodologies have not proven to be as effective for their learning in the context of higher theological education. In this way, active methodologies are presented as a solution to this problem. However, its application raises a question: what are the challenges and advantages of using active methodologies in theological higher education and how is it possible to apply them in this context? Seeking to answer this question, a bibliographic research was presented in this article, using the deductive method, carried out predominantly in journal articles. It was concluded that it is possible to apply active methodologies in the theological educational context at a higher level, although there are some challenges to consider, such as the fact that they require an adaptation by the teacher and that they come from humanist philosophies. In addition, an outline was briefly presented of how the methodology of projects could be applied in teaching the exegesis of the New Testament text through the historical-grammatical method. [ABSTRACT FROM AUTHOR]

Copyright of Meta: Avaliação is the property of Revista Meta: Avaliacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)