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The article discloses the essence of such notions as competency, professional competency, technology; it is proved that improvement of professional competency in pedagogic workers in the course of their qualification improvement occurs due to a technology, the constituents of which are lectures, seminar classes and trainings. The authors have determined considerable differences in methodologies on conducting laboratory and practical classes in nature sciences and humanities and sociology disciplines to attain the main goals of training, as well as the methodology of teaching juridical disciplines at higher education institutions. The importance of the attained knowledge in rendering socio-psychological and corrective services to students with special learning needs and its practical application in the higher education institutions’ practices has been researched; also, the efficiency of the described technology for the qualification improvement courses attendees in their further pedagogic activities has been proved., В статье раскрыта суть таких понятий, как “компетентность”, “профессиональная компетентность”, “технология”; доказано, что совершенствование профессиональной компетентности педагогических работников во время повышения квалификации происходит с помощью технологии, составляющими которой являються лекционные, семинарские занятия, тренинги; определены существенные различия методики проведения лабораторных и практических занятий по естественным дисциплинам, методики проведения гуманитарных и общественных дисциплин в достижении основных учебных целей и методики преподавания юридических дисциплин в заведениях высшего образования; раскрыта важность приобретенных знаний по предоставлению социально-психологических и коррекционных услуг студентам с особыми образовательными потребностями и практического их применения в практике высших учебных заведений; доказана эффективность выбранной технологии для слушателей курсов повышения квалификации в их дальнейшей педагогической деятельности., У статті розкрито суть таких понять, як “компетентність”, “професійна компетентність”, “технологія”; доведено, що удосконалення професійної компетентності педагогічних працівників під час підвищення кваліфікації відбувається за допомогою технології, складовими якої виступають лекційні, семінарські заняття, тренінги; визначено суттєві відмінності методики проведення лабораторних і практичних занять із природничих дисциплін, методики проведення гуманітарних та суспільних дисциплін у досягненні основних навчальних цілей та методики викладання юридичних дисциплін у закладах вищої освіти; розкрито важливість набутих знань із надання соціально-психологічних та корекційних послуг студентам з особливими освітніми потребами та практичного їх застосування у практиці закладів вищої освіти; доведено ефективність обраної технології для слухачів курсів підвищення кваліфікації у їх подальшій педагогічній діяльності.

Dieser Beitrag exemplifiziert anhand des Seminars Gofex-II1 die bewusste Konfrontation von Studierenden mit ihrem eigenen Lernprozess bzw. ihrer eigenen Lernbiografie. Die studentischen Reflexionsarbeiten des Seminars zeigen die Unsicherheiten der Studierenden auf, die Lösungsstrategien, die sie entwickelt haben, und die Tatsache, dass sie am Ende die erlebte Offenheit des Seminars konstruktiv nutzen konnten, um durch ihren eigenen Lernprozess etwas über ihren eigenen Lernprozess zu lernen. Der Entwicklung des eigenen Rollenverständnisses wird hierbei eine wichtige Bedeutung für die eigene Profession beigemessen, um dem Spannungsfeld und den damit einhergehenden Irritationen gewinnbringend zu begegnen. (DIPF/Orig.)

QfI - Qualifizierung für Inklusion 3 (2021) 2, Teilhabemöglichkeiten können durch mangelnde Barrierefreiheit eingeschränkt sein, dies gilt im Kontext des Sportunterrichts auch für den Lernort Sporthalle. Mit dem Hochschulseminar ‚Eine Halle für alle – den Lernort Sporthalle barrierefrei gestalten‘ wird das Ziel verfolgt, angehende Sportlehrer*innen in die Lage zu versetzen, materiell-räumliche Barrierepotenziale am Lernort Sporthalle zu identifizieren und sie im Umgang mit diesen zu stärken. Das Seminarkonzept strebt eine Theorie-Praxis-Verknüpfung an und orientiert sich hierfür an Merkmalen des situierten Lernens. Eine qualitative Interviewstudie zum Seminarkonzept dient der formativen Evaluation, setzt an der Perspektive der Studierenden an und legt den Schwerpunkt zum einen auf die Umsetzung der Merkmale des situierten Lernens und zum anderen auf den Lerngegenstand ‚Der Lernort Sporthalle unter besonderer Berücksichtigung der Barrierefreiheit‘. In diesem Beitrag werden das Seminarkonzept und die Evaluationsergebnisse dargestellt. (DIPF/Verlag), Lack of accessibility can limit participation. In the context of physical education (PE), this also applies to the sports hall as a part of the learning environment. The higher education seminar ‚Eine Halle für alle – den Lernort Sporthalle barrierefrei gestalten‘ aims to enable pre-service PE teachers to identify potential barriers in the sports hall and to strengthen them in dealing with them. The seminar concept aims to bridge theory and practice and is based on the characteristics of situated learning. It was evaluated through a qualitative interview study. The evaluation was based on the perspective of the students and focuses on the one hand on the implementation of the characteristics of situated learning and on the other hand on the learning object 'The barrier-free sports hall'. In this article, the seminar concept and evaluation results are presented.

У статті розкрито суть таких понять, як “компетентність”, “професійна компетентність”, “технологія”; доведено, що удосконалення професійної компетентності педагогічних працівників під час підвищення кваліфікації відбувається за допомогою технології, складовими якої виступають лекційні, семінарські заняття, тренінги; визначено суттєві відмінності методики проведення лабораторних і практичних занять із природничих дисциплін, методики проведення гуманітарних та суспільних дисциплін у досягненні основних навчальних цілей та методики викладання юридичних дисциплін у закладах вищої освіти; розкрито важливість набутих знань із надання соціально-психологічних та корекційних послуг студентам з особливими освітніми потребами та практичного їх застосування у практиці закладів вищої освіти; доведено ефективність обраної технології для слухачів курсів підвищення кваліфікації у їх подальшій педагогічній діяльності. The article discloses the essence of such notions as competency, professional competency, technology; it is proved that improvement of professional competency in pedagogic workers in the course of their qualification improvement occurs due to a technology, the constituents of which are lectures, seminar classes and trainings. The authors have determined considerable differences in methodologies on conducting laboratory and practical classes in nature sciences and humanities and sociology disciplines to attain the main goals of training, as well as the methodology of teaching juridical disciplines at higher education institutions. The importance of the attained knowledge in rendering socio-psychological and corrective services to students with special learning needs and its practical application in the higher education institutions` practices has been researched; also, the efficiency of the described technology for the qualification improvement courses attendees in their further pedagogic activities has been proved.

The Covid-19 pandemic caused many sudden social changes, including a shift to remote education in many countries. In Finland, remote education also concerns crafts as a standard school subject, combining aspects of art, design, textile, and technology in basic education. Accordingly, Finnish craft teachers faced the unprecedented situation of teaching remotely a subject, which often involves hands-on activities with tangible tools and materials. The present study explores how craft pedagogy has been adapted to remote education by looking at the opportunities and challenges it faces and the effects on classroom interaction. The data consist of the output of two webinars (i.e. 27 group assignments from 123 participants) organised in the autumn of 2020 and targeted at craft teachers and student craft teachers at various levels of the education system. The qualitative, data-driven content analysis reveals that remote teaching provides beneficial opportunities for involving students’ everyday lives and families in craft education. However, challenges exist relating to the unequal distribution of materials, as well as technical and social resources at different levels of education and in various contexts. Our study also finds that remote teaching is more teacher-centred and task-oriented than classroom interaction. Online teaching facilities allow teachers to provide students with more individual feedback but make maintaining students’ peer interaction difficult. Although remote craft education was considered very challenging at first, teachers have managed to create useful pedagogical practices to be utilised in and beyond the era of the Covid-19 pandemic. (DIPF/Orig.)

Review of the workshop ‘Culture & Propaganda’ at the New Year’s seminar in Zagreb, January 2020 ‘Others in History: Images and Propaganda’.

Sabine Reh und Joachim Scholz untersuchen das Seminar als spezifische Form der Lehrerbildung, die wissenschaftliches Wissen und pädagogische Praxis verbindet. Dieses habe eine moderne Unterrichtsform vorbereitet, in der der Gegenstand in kommunikativer Interaktion erschlossen werde. (DIPF/Orig.)

Die Debatte um Schul- und Berufspraktische Studien adressiert vor allem die Frage nach der gegenstandsbezogenen bzw. disziplinären (Selbst-)Positionierung und (Selbst-)Vergewisserung. Der 6. Band der IGSP-Publikationsreihe will diese Zentrierung auf Selbstreferenz überschreiten. Die Beiträge sollen verdeutlichen, dass auch die mit Inter- und Transdisziplinarität gekennzeichneten Beziehungen innerhalb der akademischen Institutionen der Lehrer*innenbildung bzw. in das Professionsfeld hinein der vertieften Diskussion und Analyse bedürfen. In der Professionalisierungsdebatte wird diese Diskussion zurzeit mit Bezug auf den normativen Anspruch an eine „kohärente Lehrer*innenbildung“ geführt. Im Fokus dieses Bandes stehen Beiträge, welche die Frage nach dem Anspruch an eine Förderung von Kohärenz in der Lehrer*innenbildung aufgreifen. Sie eröffnen damit einen vielfältigen Blick auf den Umgang mit dem Kohärenzanspruch in schulpraktischen bzw. praxisbezogenen Settings der Lehrer*innenbildung und auf die sich auf verschiedene Weisen herausbildenden alternativen Qualifizierungsformen der nicht grundständigen Lehrer*innenbildung. Die Beiträge bedienen sich unterschiedlicher theoretischer und forschungsmethodischer Zugänge und leuchten damit Angebote im Zusammenspiel zwischen Universität, Studienseminar und Schulen aus. (DIPF/Orig.)

Alle norsklærere er pålagt gjennom læreplanen å undervise i litteratur. I takt med at et økende antall elever begynner på privatskoler, kan det være viktig for norsklærere å ha noen kunnskaper om hvordan litteraturundervisningen foregår på disse skolene, blant annet i montessoriskolen, som bare dekker grunnskolen. Målet med denne studien er derfor å undersøke litteraturundervisningen ved én montessoriskole, og hovedproblemstillingen til oppgaven er: Hva karakteriserer litteraturundervisningen på ungdomstrinnet ved en montessoriskole? Problemstillingen besvares ved hjelp av kvalitative data samlet inn gjennom fem uker, ved bruk av to metoder: semistrukturert lærerintervju, og observasjon. Intervjuene analyseres gjennom konvensjonell innholdsanalyse, mens feltnotatene analyseres i lys av intervjuene. Hovedfunnene i studien viser at litteraturundervisningen ved den skolen jeg besøkte, karakteriseres av montessoripedagogikkens mål om at elevene gradvis skal bli selvstendige. Dette gir seg utslag i spesielt to fenomener. Norsklæreren tar spesielle grep i undervisningen for å engasjere elevene både for at de ikke skal kjede seg, og for at de skal få lyst til å utforske nye temaer innen litteratur på egenhånd, uten lærerens innblanding. Videre er elevenes arbeid med litterære tekster i stor grad elevstyrt, og dette er også ment å forberede dem på voksenlivet, gjennom en frigjøring fra lærerens tolkning av den teksten de diskuterer. Denne masteroppgavens didaktiske implikasjoner antyder at ulike og varierte introduksjoner til litteratur og litteraturhistoriske temaer, kan bidra til at elevene får lyst til å utforske temaet videre. Det antydes også at elevstyrte litterære samtaler kan utgjøre gode læringssituasjoner, både for å utforske litteratur og for å utvikle gode samtalepraksiser, men dette fordrer at elevene får god nok trening i det. I montessoriskolen bidrar aldersblandede klasser til at elevene lærer dette av hverandre, men på skoler som ikke praktiserer aldersblanding, er det opp til læreren å legge til rette for denne treningen.

В статье рассматриваются положительные и отрицательные моменты использования дистанционного образования у студентов инженерных специальностей при изучении дисциплины сопротивление материалов. The article discusses the positive and negative aspects of using distance learning among students of engineering specialties when studying the discipline of the strength of materials.

The Corona Virus Disease 2019 (COVID-19) pandemic has rapidly spread in Africa, with a total of 474,592 confirmed cases by 11thJuly 2020. Consequently, all policy makers and health workers urgently need to be trained and to access the most credible information to contain and mitigate its impact. While the need for rapid training and information dissemination has increased, most of Africa is implementing public health social and physical distancing measures. Responding to this context requires broad partnerships and innovative virtual approaches to disseminate new insights, share best practices, and create networked communities of practice for all teach, and all learn. The World Health Organization (WHO)-Africa region, in collaboration with the Extension for Community Health Outcome (ECHO) Institute at the University of New Mexico Health Sciences Center (UNM HSC), the West Africa college of nurses and the East Central and Southern Africa college of physicians, private professional associations, academia and other partners has embarked on a virtual training programme to support the containment of COVID-19. Between 1stApril 2020 and 10thJuly 2020, about 7,500 diverse health professionals from 172 locations in 58 countries were trained in 15 sessions. Participants were from diverse institutions including: central ministries of health, WHO country offices, provincial and district hospitals and private medical practitioners. A range of critical COVID-19 preparedness and response interventions have been reviewed and discussed. There is a high demand for credible information from credible sources about COVID-19. To mitigate the“epidemic of misinformation”partnerships for virtual trainings and information dissemination leveraging existing learning platforms and networks across Africa will augment preparedness and response to COVID-19.

The study intends to report the experience of inserting the Imposition of Hands – Frequencies of Brilliance in a health training activity. This is a pedagogical didactic report about a Seminar carried out by a curricular activity in community and in society, in the discipline format, offered by the Federal University of Bahia. The event’s organizing team was composed for teachers, technical-administrative staff and undergraduate enrolled in the first semester of 2019. The Seminar had the participation of 141 people (students, employees of the University and external public) and 8 guests. There were three activities: 1. National (Brazil) and State (Bahia) Policy on Integrative and Complementary Health Practices; 2. Manna - energetic nutritional food of Frequencies of Brilliance; 3. Frequencies of Brilliance - an energy healing system with a theoretical and experiential approach. The Seminar’s experience enabled the understanding of the Frequencies of Brilliance and demonstrated that through integration students can be protagonists in their teaching-learning processes. El estudio tiene como objetivo reportar la experiencia de insertar la Imposición de Manos - Frecuencias de Brillo en una actividad de formación en salud. Se trata de un relato didáctico-pedagógico sobre un Seminario realizado por una actividad curricular en comunidad y sociedad, en forma de disciplina, ofrecida por la Universidad Federal de Bahía. El equipo organizador del evento estuvo compuesto por docentes, técnico administrativos y alumnos matriculados en el primer semestre de 2019. El Seminario contó con la participación de 141 personas (estudiantes, trabajadores de la Universidad y público externo) y 8 invitados. Se realizaron tres actividades: 1. Política nacional (Brasil) y estatal (Bahia) de Prácticas Integradoras y Complementarias en Salud; 2. Maná - alimento nutritivo energético de Frecuencias de Brillo; 3. Frecuencias de brillo: un sistema de sanación energética con enfoque teórico y experimental. La experiencia del Seminario favoreció la comprensión de las Frecuencias de Brillo y demostró que a través de la integración los estudiantes pueden ser protagonistas en sus procesos de enseñanza-aprendizaje. O estudo objetiva relatar a experiência de inserção da Imposição de Mãos - Frequências de Brilho em uma atividade de formação em saúde. Trata-se de um relato didático-pedagógico sobre um Seminário realizado por uma atividade curricular em comunidade e em sociedade, no formato de disciplina, ofertada pela Universidade Federal da Bahia. A equipe de organização do evento foi composta por docentes, técnico-administrativos e os discentes matriculados no primeiro semestre de 2019. O Seminário teve a participação de 141 pessoas (estudantes, servidores da Universidade e público externo) e 8 convidados. Ocorreram três atividades: 1. Política nacional (Brasil) e estadual (Bahia) de Práticas Integrativas e Complementares em Saúde; 2. Maná - alimento energético nutricional de Frequências de Brilho; 3. Frequências de Brilho - um sistema energético de cura com abordagem teórica e vivencial. A experiência do Seminário favoreceu o entendimento sobre as Frequências de Brilho e demonstrou que por meio da integração os estudantes podem ser protagonistas em seus processos de ensino-aprendizagem.

This is the PDF of a seminar in a course on open science, first delivered as part of the Innovative Training Network Lidar Knowledge Europe(ITN-LIKE). This seminar provides an introduction toopen science in the context of the SARS-CoV-2 pandemic. For more information see theseminar notes on Github.

Hochschule und Weiterbildung (2014) 2, S. 50-56, Der vorliegende Beitrag beschäftigt sich mit der Seminarentwicklung im Bereich wissenschaftlicher Weiterbildung für Berufserfahrene. Es wird dafür ein handlungssystematisches Vorgehen beschrieben, welches die Integration des Lernens in realen Situationen in den Seminarablauf als zielgruppengerechte Methode vorsieht. Dabei wird deutlich, welchen Beitrag Hochschulen zur Entwicklung beruflicher Handlungskompetenz leisten können. (DIPF/Orig.)

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2023-01-10T17:25:30Z No. of bitstreams: 1 2020 - Karine Cabral de Faria de Moraes.pdf: 4805284 bytes, checksum: 39c464866bb97eb93304c8a88c4f373c (MD5) Made available in DSpace on 2023-01-10T17:25:30Z (GMT). No. of bitstreams: 1 2020 - Karine Cabral de Faria de Moraes.pdf: 4805284 bytes, checksum: 39c464866bb97eb93304c8a88c4f373c (MD5) Previous issue date: 2020-05-27 CAPES - Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior The oral gender approach in the classroom enables students to develop skills that will be useful to them in real events, in different situations of interaction. Having oral language as an important tool in the communication process and the hypothesis that systematic work with oral genders can provide a better performance of the students' communicative competence, the present study has as a general objective to work the gender seminar as a teaching object through a didactic sequence, based on (SCHNEUWLY; DOLZ, 2004). The specific objectives are: to investigate the teaching of oral modality orality in the didactic material; to exercise skills and practices in structuring, organizing and presenting seminars; to apply activities that develop communicative competence with a focus on the linguistic and non-linguistic means pertinent to the gender seminar; to identify and know the discursive markers, their functions within the text and their importance in an oral presentation and to produce a folder as a product of the research for the dissemination, among students and teachers of the school, of the stages, organization and structuring of the seminar. The research was conducted in a ninth grade class of the Teodoro Sampaio Municipal School, located in the city of Rio de Janeiro, and followed the methodological orientation of the research-action in which the subjects are also builders (active) of the research (THIOLLENT, 1997). Translated with www.DeepL.com/Translator (free version) Authors such as Maciel (2013), Veiga (1998), Dell?Isola (2016), Schneuwly end Dolz (2004), Marcuschi (2007), among others, have as theoretical contribution. In addition, a survey has been made of official teaching documents and teaching materials to see how the topic is addressed in these sources. A proposal for an intervention was therefore applied with the intention of making the students able to work on the structure of the seminar, taking into account linguistic and non-linguistic means, their communicative function, their linguistic suitability, especially for the use of discursive markers. Through the corpus of seminars produced, initial production, diagnosis, and final production in the application of the didactic sequence, it was possible to see advances in the development of students' linguistic competence, in the organization and presentation of seminars when applying their knowledge in relation to linguistic and non-linguistic media, there were also advances in relation to linguistic elements such as the use of discursive markers, however, there were difficulties in terms of time. For an even better result, it would be necessary to deepen the linguistic elements relevant to gender, which would require more time. With this result, it is hoped that the problems initially demonstrated by students can be minimized by adopting a systematic teaching approach, involving formal oral gender teaching in the classroom. A abordagem dos g?neros orais em sala de aula possibilita que os alunos desenvolvam habilidades que lhes ser?o ?teis em eventos reais, em diferentes situa??es de intera??o. Tendo a linguagem oral como um importante instrumento no processo de comunica??o e a hip?tese de que o trabalho sistem?tico com os g?neros orais pode propiciar um melhor desempenho da compet?ncia comunicativa dos alunos, o presente estudo tem como objetivo geral trabalhar o g?nero semin?rio como objeto de ensino por meio de uma sequ?ncia did?tica, com base em (SCHNEUWLY; DOLZ, 2004). Os objetivos espec?ficos s?o: investigar o ensino da modalidade oral no material did?tico; exercitar habilidades e pr?ticas de estrutura??o, organiza??o e apresenta??o de semin?rios; aplicar atividades que desenvolvam a compet?ncia comunicativa com foco nos meios lingu?sticos e n?o-lingu?sticos pertinentes ao g?nero semin?rio; identificar e conhecer os marcadores discursivos, suas fun??es dentro do texto e sua import?ncia numa exposi??o oral e produzir um folder como produto da pesquisa para divulga??o, entre alunos e professores da escola, das etapas, da organiza??o e da estrutura??o do semin?rio. A pesquisa foi realizada numa turma de nono ano do ensino fundamental da Escola Municipal Teodoro Sampaio, localizada no munic?pio do Rio de Janeiro, e seguiu a orienta??o metodol?gica da pesquisa-a??o em que os sujeitos tamb?m s?o construtores (ativos) da pesquisa (THIOLLENT, 1997). T?m-se como aporte te?rico, autores como Maciel (2013), Veiga (1998), Dell?Isola (2016), Schneuwly e Dolz (2004), Marcuschi (2007), dentre outros. Al?m disso, foi feito um levantamento nos documentos oficiais de ensino e nos materiais did?ticos para verificar como o tema ? abordado nessas fontes. Foi, portanto, aplicada uma proposta de interven??o com a inten??o de tornar os alunos aptos a trabalhar a estrutura do g?nero semin?rio, levando em conta os meios lingu?sticos e n?o-lingu?sticos, a fun??o comunicativa, a adequa??o lingu?stica e o uso dos marcadores discursivos referentes ao g?nero semin?rio. Atrav?s do corpus constitu?do pelos semin?rios produzidos, produ??o inicial, na diagnose, e produ??o final na aplica??o da sequ?ncia did?tica, foi poss?vel constatar avan?os no desenvolvimento da compet?ncia comunicativa dos alunos, na organiza??o e na apresenta??o de semin?rios ao aplicarem seus conhecimentos em rela??o aos meios lingu?sticos e n?o-lingu?sticos, houve avan?os, ainda, em rela??o aos elementos lingu?sticos como o uso dos marcadores discursivos, no entanto, houve dificuldade em rela??o ao pouco tempo para a realiza??o das atividades, pois para um resultado ainda melhor, seria necess?rio um aprofundamento em rela??o aos elementos lingu?sticos pertinentes ao g?nero o que demandaria disponibilidade de mais tempo. Com esse resultado, espera-se que os problemas demonstrados inicialmente pelos alunos possam ser minimizados pela ado??o de uma abordagem de ensino sistem?tica, envolvendo o ensino do g?nero semin?rio em sala de aula.

The editorial of “Science and Defence” offers to get acquainted with the main results of scientific conferences held at the National Defence University of Ukraine named after Ivan Cherniakhovskyi in 2019. Also, the readers are aware of the announcements of the university's activities for 2020.In addition, this digest of scientific and technical information contains a list of activities of the International Exhibition Centre that address a wide range of issues concerning defence and security. The issues are included in the journal subjects and are regularly covered in the journal publications. The National Defence University of Ukraine named after Ivan Cherniakhovskyi has been participating in the annual international specialized exhibition "ARMS AND SECURITY" for several years presenting its achievements in testing the personal and collective protective equipment., Редакція журналу "Наука і оборона" пропонує ознайомитися з основними результатами науково-практичних конференцій, які відбулися в Національному університеті оборони України імені Івана Черняховського у 2019 році. Також до уваги читачів – анонси заходів, які сплановані в університеті на 2020 рік.Крім того, у цій добірці науково-технічній інформації – перелік заходів Міжнародного виставкового центру, які стосуються широкого кола питань безпеки та технологій захисту. Ці питання входять до тематичної проблематики журналу і регулярно висвітлюються на його сторінках. Національний університет оборони України імені Івана Черняховського вже кілька років поспіль бере участь у щорічній міжнародній спеціалізованій виставці «ЗБРОЯ ТА БЕЗПЕКА», представляючи свої досягнення у сфері випробувань засобів індивідуального та колективного захисту.

Парадигма представляет собой модель, основание выбора, образец, необходимый для решения научных задач и проблем. Образовательной парадигмой является совокупность теоретических предпосылок, которые определяют варианты подходов к построению процесса образования и непосредственно образовательную практику (разработку педагогических заданий, стилей взаимодействия между участниками). На первый взгляд, она является частью научной парадигмы, но не стоит забывать, что образовательная парадигма отражает непосредственно личную философию педагога, создающего процесс образования., A paradigm can be defined as the basis of choice for solving scientific problems, a model, and an example of solving scientific problems. The educational paradigm is a set of theoretical prerequisites that determine the approaches to building the educational process and the educational practice itself (the development of pedagogical tasks, styles of interaction of the educational process participants, etc.). The educational paradigm, at first glance, is part of the scientific paradigm, but the fact that it reflects the personal philosophy of the teacher who creates the educational process should not be ignored.

Il est important d´explorer la cavité utérine dans le bilan d´une infertilité, car de nombreuses lésions intra-utérines peuvent être retrouvées. L´échographie endovaginale (EEV) est un examen de première intention dans le bilan d´une infertilité féminine. Elle permet une évaluation de la cavité utérine à la recherche d´anomalie responsable du trouble de la fertilité et aussi de mettre en évidence des lésions pouvant entraîner des échecs de transfert ou d´implantation. Il s´agit d´un examen facilement réalisable, et reproductible. Notre objectif est de détailler les lésions endométriale détectable par EEV pour préciser la place de l´EEV dans le bilan d´infertilité.

Objectives/Interrogation: Microsurgery is defined as the type of surgical operation performed with the assistance of microscope. It has been proven that training in microsurgical techniques can improve the abilities of the residents mostly, after the attendance of at least 8 weeks intense seminars,[for full text, please go to the a.m. URL], 14th Triennial Congress of the International Federation of Societies for Surgery of the Hand (IFSSH), 11th Triennial Congress of the International Federation of Societies for Hand Therapy (IFSHT), 11th Triennial Congress of the International Federation of Societies for Hand Therapy (IFSHT)

Der Beitrag fokussiert die Situation der Allgemeinen Didaktik am Institut Sekundarstufe I der Pädagogischen Hochschule Bern und erörtert zu Beginn, weshalb an Pädagogischen Hochschulen so unterschiedlich mit der Allgemeinen Didaktik umgegangen wird. Um die Situation im Studiengang Sekundarstufe I zu verdeutlichen, werden zwei allgemeindidaktisch ausgerichtete Veranstaltungen näher vorgestellt. Der Beitrag schließt mit einem Ausblick zum künftigen Stellenwert von Allgemeiner Didaktik und ihrem Verhältnis zur Fachdidaktik.

Im Folgenden wird ein Modellprojekt eines online-basierten Hochschulseminars aus japanischer Perspektive vorgestellt. Im Seminar geht es um den Kompetenzerwerb deutscher und japanischer Studierender im Umgang mit Globalisierung und Digitalisierung. Die auf Deutsch durchgeführte Lehrveranstaltung fungierte für die japanischen Studierenden als ein kleines Auslandsstudium zu Hause. (DIPF/Orig.), The following article describes a project of an online-based seminar from a Japanese viewpoint. It is very important for students in Germany and Japan to develop their competence in the seminar especially focusing on globalization and digitalization. This seminar provided a small experience of studying at a foreign university to Japanese students without going abroad. (DIPF/Orig.)

Introduction. This study presents an experience developed with PhD students aimed to analyze the extent to which career self-management should be approached along with entrepreneurship issues to promote students’ career development.Method. An intervention group who attended a Career Self-Management Seminar (EG1), a comparison group who attended the CSMS followed by a Seminar on Entrepreneurship (EG2), and a control group (CG) were compared, in three different moments (pre-test, post-test, and follow-up).Results. Results at an intra and inter-group level indicate that the EG1 and the EG2 significantly increased the extent of self-exploration, the intended-systematic exploration, and the amount of acquired information over time, and also their concerns related to holding and up-dating their careers. According to the longitudinal research plan, the EG1 participants benefited most of this career intervention.Discussion and Conclusion. The results suggest the effectiveness of the career seminar in most of the career development measures, particularly in comparison with the non-intervention. Implications are drawn to the development of career services and interventions that promote a reflection about entrepreneurship as a career path