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Abdulfattah S Mashat - One of the best experts on this subject based on the ideXlab platform.
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cataloging teaching units resources Evaluation and collaboration
Federated Conference on Computer Science and Information Systems, 2012Co-Authors: Antonio Paules Cipres, Habib M Fardoun, Abdulfattah S MashatAbstract:The teaching unit is a way to plan the teaching/ learning process about a content item that becomes the focus of a specific educative process, bringing consistency and significance. This way of organizing knowledge and experience should consider the diversity of elements that contextualize the process (level of student development, social background, family and market, Project Curriculum, available resources), to regulate the practice of the contents, to select the basic objectives intended to achieve, the methodological guidelines with which they work and finally the teaching/learning experiences necessary to perfect the process. In this research work we present a system that allow the Organization of a set of teaching and learning activities and meets, at its highest level of detail all the elements that compose the curriculum: setting goals and content, design and development of activities and Evaluation, Organization of space and time, and providing the necessary resources.
Antonio Paules Cipres - One of the best experts on this subject based on the ideXlab platform.
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cataloging teaching units resources Evaluation and collaboration
Federated Conference on Computer Science and Information Systems, 2012Co-Authors: Antonio Paules Cipres, Habib M Fardoun, Abdulfattah S MashatAbstract:The teaching unit is a way to plan the teaching/ learning process about a content item that becomes the focus of a specific educative process, bringing consistency and significance. This way of organizing knowledge and experience should consider the diversity of elements that contextualize the process (level of student development, social background, family and market, Project Curriculum, available resources), to regulate the practice of the contents, to select the basic objectives intended to achieve, the methodological guidelines with which they work and finally the teaching/learning experiences necessary to perfect the process. In this research work we present a system that allow the Organization of a set of teaching and learning activities and meets, at its highest level of detail all the elements that compose the curriculum: setting goals and content, design and development of activities and Evaluation, Organization of space and time, and providing the necessary resources.
Habib M Fardoun - One of the best experts on this subject based on the ideXlab platform.
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cataloging teaching units resources Evaluation and collaboration
Federated Conference on Computer Science and Information Systems, 2012Co-Authors: Antonio Paules Cipres, Habib M Fardoun, Abdulfattah S MashatAbstract:The teaching unit is a way to plan the teaching/ learning process about a content item that becomes the focus of a specific educative process, bringing consistency and significance. This way of organizing knowledge and experience should consider the diversity of elements that contextualize the process (level of student development, social background, family and market, Project Curriculum, available resources), to regulate the practice of the contents, to select the basic objectives intended to achieve, the methodological guidelines with which they work and finally the teaching/learning experiences necessary to perfect the process. In this research work we present a system that allow the Organization of a set of teaching and learning activities and meets, at its highest level of detail all the elements that compose the curriculum: setting goals and content, design and development of activities and Evaluation, Organization of space and time, and providing the necessary resources.
Ferreira, Layne Vitória - One of the best experts on this subject based on the ideXlab platform.
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The teaching internship and the pedagogical training in the accounting area
Programa de Pós-graduação em Ciências Contábeis, 2019Co-Authors: Ferreira, Layne VitóriaAbstract:Higher education in Brazil has undergone a process of expansion in recent years, reflecting a higher demand for university professors. What is perceived is that, when they take up teaching in higher education, these teachers are not always prepared to deal with the challenges and responsibilities intrinsic to the teaching career. The legislation foresees that the preparation for teaching in higher education should occur, as a priority, in stricto sensu post-graduate courses. However, researches that investigate teacher education reveal that these programs have prioritized the training of researchers to the detriment of pedagogical training, necessary for the teaching of higher education. Among the few didacticpedagogical components that are offered in stricto sensu post-graduation, focused on teacher education, the teaching internship stands out. The present study aimed to identify and analyze, in the perception of the students of the stricto sensu post-graduation programs of the accounting area in Brazil, what competencies are developed in the teaching internship for the qualification of the teacher. Therefore, a qualitative-quantitative research was developed. The qualitative stage was accomplished by means of the realization of two focal groups, with the participation of postgraduates who attended the teaching internship between the period of 2013 to 2017. In the quantitative stage, the data survey was used and the sample was composed of 296 respondents, linked to the stricto sensu post-graduate programs in the accounting area (PPGCCs) of Brazil. The documentary analysis revealed that there is a low supply of compulsory subjects for teacher training, which indicates the focus of PPGCCs in the training of researchers. The results of the focus group showed that the completion of the teaching internship contributes to the didactic-pedagogical training of students with and without teaching experience, as well as the development of teaching skills. In the factorial exploratory analysis, the identified factors explained 71.41% of the total data variation, which suggests a high degree of agreement among postgraduates in relation to the development of teaching competencies in the teaching internship. Three factors were identified, the first one being named "Competencies on Reflection, Research, Planning and Communication in teaching"; the 2nd called "Competencies of Planning, Content Preparation and Application of New Technologies"; and the 3rd called "Competencies in the Process of Evaluation, Organization and Elaboration of Teaching Methodologies". The means difference test revealed that the means of the group of postgraduate students with no experience with teaching for factors 1, 2 and 3 were higher than the means of the group with experience in teaching, which shows that the first group has a higher grade of agreement in relation to the development of teaching competencies in the teaching internship. Regarding the compulsory teaching internship in the PPGCCs, the averages of the ranking of students who consider that the teaching internship should be compulsory in the post-graduate course was superior for all the factors, if compared to the averages of the ranking of those who considered that it should not be compulsory.FAPEMIG - Fundação de Amparo a Pesquisa do Estado de Minas GeraisDissertação (Mestrado)O ensino superior no Brasil tem passado por um processo de expansão nos últimos anos, refletindo em uma maior demanda por professores universitários. O que se percebe é que, ao assumirem a docência no ensino superior, esses professores nem sempre estão preparados para lidar com os desafios e responsabilidades intrínsecos à carreira docente. A legislação prevê que a preparação para o exercício da docência no ensino superior deve ocorrer, prioritariamente, nos cursos de pós-graduação stricto sensu. Contudo, pesquisas que investigam a formação docente revelam que esses programas têm priorizado a formação de pesquisadores em detrimento à formação pedagógica, necessária para o exercício da docência em nível de ensino superior. Dentre os poucos componentes didático-pedagógicos que são oferecidos na pós-graduação stricto sensu, voltados para a formação docente, destaca-se o estágio docência. O presente estudo teve como objetivo identificar e analisar, na percepção dos discentes dos programas de pós-graduação stricto sensu da área contábil no Brasil, quais competências são desenvolvidas no estágio docência para a qualificação docente. Por isso, desenvolveu-se uma pesquisa com abordagem quali-quanti. A etapa qualitativa foi realizada por meio da realização de dois grupos focais, com a participação de pós-graduandos que cursaram o estágio docência entre o período de 2013 a 2017. Na etapa quantitativa, utilizou-se o levantamento e a amostra foi composta por 296 respondentes, vinculados aos programas de pós-graduação stricto sensu da área contábil (PPGCCs) do Brasil. A análise documental revelou que há uma baixa oferta de disciplinas em caráter obrigatório voltadas para a formação docente, o que indica o foco dos PPGCCs na formação de pesquisadores. Os resultados do grupo focal evidenciaram que a realização do estágio docência contribui para a formação didático-pedagógica de alunos com e sem experiência na docência, bem como para o desenvolvimento de competências docentes. Na análise fatorial exploratória, os fatores identificados explicaram 71,41% da variação total dos dados, o que sugere alto grau de concordância dos pós-graduandos em relação ao desenvolvimento de competências docentes no estágio docência. Foram identificados três fatores, sendo o Fator 1 nomeado como “Competências sobre Reflexão, Investigação, Planejamento e Comunicação no ensino”; o Fator 2 denominado “Competências de Planejamento, Preparação de Conteúdo e Aplicação de Novas Tecnologias”; e o Fator 3 chamado de “Competências no Processo de Avaliação, Organização e Elaboração das Metodologias de Ensino”. O teste de diferença de médias revelou que as médias do grupo de pós-graduandos sem experiência com a docência para os fatores 1, 2 e 3 foram superiores às médias do grupo com experiência na docência, o que evidencia que o primeiro grupo tem maior grau de concordância em relação ao desenvolvimento de competências docentes no estágio docência. Sobre a obrigatoriedade do estágio docência nos PPGCCs, as médias do ranking dos discentes que consideram que o estágio docência deve ser obrigatório na pós-graduação foi superior para todos os fatores, se comparada às médias do ranking daqueles que consideraram que ele não deve ser obrigatório
Linda C Smith - One of the best experts on this subject based on the ideXlab platform.
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who what and how commentary on cheney f n 1963 the teaching of reference in american library schools
Journal of Education for Library and Information Science, 2015Co-Authors: Linda C SmithAbstract:Cheney's paper was the first major article on this subject (Gleaves & Tucker, 1983, p. x). Its author, Frances Neel Cheney, had been teaching at the Peabody School of Library Science in Nashville since 1945. As a past president of the Association of American Library Schools (1956-1957) and the Reference Services Division of the American Library Association (1960-1961), she was well positioned to address three questions:1. Who is teaching reference?2. What is being taught?3. How is it being taught? (Cheney, 1963, p. 188)The paper was based on a presentation made June 21, 1962, as part of a session on the training of reference librarians at the American Library Association Annual Conference in Miami Beach (Armstrong, 1963). As such, the paper reads more like a conference talk than a formal journal article.As Richardson (1992), himself a student of Cheney, documented in a thorough analysis of the first hundred years of reference instruction from 1890-1990, reference has long been a core course in library school curricula. The questions used to frame Cheney's discussion remain relevant today. What has changed is the pervasive impact of technology that has affected who is teaching, what is taught, and how it is taught. Cheney (1963, p. 188) observed that "I am not scared of automation, I am grateful for it. For one thing, what would we do without the telephone?" Of course, in 1963 libraries were only beginning to explore the potential of computers (for example, the first Clinic on Library Applications of Data Processing was held at the University of Illinois in spring 1963). But even though Cheney continued to teach until 1975, Gleaves (1983) reports that "Most of her work came before the computer revolution and she was never enamored of technology. She neither taught, spoke, nor wrote about the more technical aspects of librarianship, and certainly she did not stray into the emerging high technology of library automation or computerbased information systems" (p. 13).So how has the teaching of reference changed in the more than 50 years since Cheney offered her assessment of the state of the field in 1963? She focused on the 32 library schools with ALA-accredited programs; that number has grown to 58, several of which also identify as Information Schools ("iSchools").Who is teaching reference?Cheney noted that those teaching reference included both full-time and part-time faculty and more men than women. She also noted the increase of doctoral degree holders among those holding full-time faculty positions. While aggregated data profiling who is currently teaching reference are not available, the teaching of courses in the traditional core has certainly been impacted by overall trends in the composition of faculty. Tenure-track positions are reserved for those holding the Ph.D. in a growing variety of disciplines; other fulltime faculty may have titles such as lecturer, clinical faculty, or professors of practice with a focus on teaching. As student enrollments have outpaced increases in full-time faculty, more part-time/adjunct faculty have been hired. With the growth in online education, those part-time faculty can be located anywhere, so efforts must be made to coordinate instruction by a distributed group of faculty teaching reference.What is being taught?Cheney focused on both the basic course, an introduction to reference materials and services, and the proliferating range of more specialized courses dealing with particular subject fields (e.g., science and technology, humanities, social sciences, law, medicine) or publication types (e.g., government publications). The basic reference course included coverage of reference materials-their content, Evaluation, Organization, and use. There was a consensus on types (e.g., dictionaries, encyclopedias, handbooks) but not specific titles to be taught. The course also considered the kinds of reference service and reference questions. …
