Academic literature on the topic 'Identity lecturer'

This article aims to find out how the performance of lecturers in designing, implementing and evaluating learning language proficiency courses. This article uses a descriptive qualitative approach. data collection through interviews, observation, and documentation. Data collected using snowball sampling techniques and data collected were analyzed through the steps of data reduction, data presentation, and drawing conclusions. The findings of this article are: performance of Arabic education lecturers faculty of Tarbiyah in devotion of language learning that lecturer has not maximized the potential in giving lectures, coupled with the preparation of SAP courses that are lacking this is seen in 1) the design of learning made by lecturers listening and reading in the form of SAP, only briefly explains about several components, namely the identity of the course, learning outcome indicators, lecture method, assessment, and bibliography, mentions several reading sources used in the listening learning process and reading, 2) the implementation of learning include: preliminary activities, core activities, and closing activities, 3) the evaluation of learning outcomes is an activity of measuring the level of success and ability of students in the learning process.

Focusing on William Wells Brown's one published play. The Escape; or, A Leap for Freedom (1858), I address Brown's decision to supplement his antislavery lectures with dramatic readings of original plays. In this effort to challenge the terms of a representative identity as a black antislavery lecturer, Brown presented a conception of social life grounded in what I term multiply contingent identity. By this formulation, one's social identity is always contingent and is always in danger of being undermined as one's performance of selfhood awaits verifying responses in the form of reciprocal performances in the field of social relations. In The Escape, Brown turned his own performance of identity on the antislavery lecture circuit into a commentary on performance itself, especially on performances both shaped and veiled by the ideology of race. In this way. Brown attempted to reposition white northern antislavery sentiment, reconstructing whiteness by emphasizing its contingent relation to a reconfigured vision of African American identity.

This paper presents a Self-Study of my quest for a personal pedagogy as a HE lecturer in my first year of teaching. I experimented with the application of Inquiry Based Learning as a teaching method of active learning pedagogy. The influence of the experiences of choice and implementation of Inquiry Based Learning on the development of my academic identity are explored. The paper is theoretically grounded in accounts of academic identity formation put forth by Jenkins (1996), Danielewicz and Yem (2014) and King et al. (2014). Themes of identity, arising from experiences of pedagogical choice and teaching practice, were a need for conformity versus a desire for individualism, theoretical knowledge and paradigm adherence, pragmatic constraints and student – lecturer relationship and confidence. These themes are discussed in relation to existing Inquiry Based Learning research literature. With the publication of the first Teaching Excellence Framework (TEF) published in 2017, the paper makes a timely addition to the discourse of new lecturer’s experiences and the often-challenging process of initial academic identity formation. It also offers research into the effects of Inquiry Based Learning for the lecturer, whereas the outcomes for students have been mostly examined by previous literature.

Introduction The contemporary factors of neoliberalism and evidence-based practice have implications for professional autonomy and values, education and training, ways of working and construction of knowledge. Occupational therapy lecturers are at the interface between student education and professional practice and therefore have unique insights into the way in which these factors are shaping their professional identity and that of the profession. Method Nine narrative inquiry focused interviews of occupational therapy lecturers from two universities were carried out. Data was interpreted through a Bourdieusian lens of professional habitus, and analysed thematically. Findings The main factors influencing occupational therapy lecturer identity were noted to be relationships between professional identity and artistry; the professional body of knowledge and language; evidencing practice, neoliberalism and changes to teaching and learning. Conclusion The structural factors of neoliberalism, evidence-based practice and associated policies are influencing the occupational therapy professional habitus and, in turn, occupational therapy lecturers’ professional identity. An effective critique of these structural factors is required to maintain the profession’s values and artistry and the knowledge upon which occupational therapy lecturers’ identity is formed and their approaches to teaching and learning are based.

The practice of giving evaluations from students to lecturers is often the moment when the halo effect occurs. Sex and age as individual attributes contribute to positive or negative evaluations of teaching evaluations. The purpose of this study is whether the attributes of age and sex interact with the halo effect in giving evaluations from students to lecturers. This research uses a one-shot case study with an online between-subjects design. One hundred twenty participants were divided into four groups. Each group evaluates 1 of 4 different photos (young men, older men, young women, and older women) labeled with the identity as a lecturer. The results of multiple linear regression analysis show: (1) The sex of the lecturer has no effect on student evaluation (F=0.730, p=0.395); (2) Lecturer age has no effect on student evaluation (F=0.587, p=0.445); (3) The interaction of sex and age has no effect on student evaluation (F=0.649, p=0.525). The sex and age of the lecturer do not affect the evaluation by students. The halo effect did not occur in the students in this study.


 
 
 This article explores issues of student identity and identification through a third-space theory lens. In addition, it positions this use of third-space theory as contributory to Students-as-Partners (SaP) approaches to teaching and learning. Naturally, this research was constructed as a SaP project, and research was undertaken as a collaboration between two undergraduate students and their lecturer. The literature review and student interviews presented here were conducted by the student co-researchers and interviews involved their BSc Cyber Security Management peers. These interviews unpacked constructions of student identity, student-lecturer relationships, and professional experiences. Thematic analysis of these interviews is presented reflectively with reference to student and lecturer perspectives. Finally, this article argues that for SaP to be successful it is necessary to critically examine the “student” identifier.
 
 

Empowering the community is one of a series of activities that must be carried out by a lecturer at Binus University. This empowerment program has been implemented in various cities and regions in Indonesia, including in the Krapyak, Pekalongan City. This program involves lecturers from various programs at Binus University, such as from the Architecture department, interior design department, hotel management department, tourism department, management department, marketing communication department and also visual communication design department. There are a variety of training materials designed to develop the mindset and economic independence activities of the PKK and Karang Taruna groups in the Krapyak area, Pekalongan City. Empowerment is summarized in the establishment of Kedai Omah Jlamprang, an integrated shop offering culinary specialties of Pekalongan City, batik and various Pekalongan City handicraft products, providing a place to gather in developing the creative ideas of the community, and various activities that support the creation of Krapayak people's economic independence, so as to be able to advance this area in an integrated manner. Support by the department of visual communication design provided in the form of training in recognizing and implementing branding programs for Kedai Omah Jlamprang so that it has a strong visual identity. Aimed at the store manager consisting of the PKK group and Karang Taruna youth group, Krapyak, Pekalongan City.

State Islamic University Syarif Hidayatullah Jakarta as rapidly growing university toward world-class research university placed in the edge of Jakarta has academic information centre running by Pustipanda (The Center of Information Technology and Database). The acadmic information system (AIS) has been used for recording an academic activity in university for almost a decade, this information system has a functionality for detecting the lecturer attandancity, but the attendance system needs to be input by admin. In this research, the system to detect attendancity from lecturer is build and synchronize to universisty academic information system. Internet of Things, based on ITU-T 2015, some objects are able to transmit data among object by using Internet connection. It means by this technology the Internet used has been widely changed, from human to machine communication now also become machine-to-machine communications. By using this technology a small object or device is able to implement into electrical system to detect an activity occured in the room. Things implemented in the room are able to monitor which electronic device is active and motion of moving objects, also the position of objects. The communication connection between smart phones and acces point in the class room is also monitored in order to identify the lecturer identity.

As the discourses of the “technological imperative” and student-centred learning have gained momentum in university teaching and learning, one way for the lecturer to signal excellence has been to adopt the flexible, student-centred practices of online teaching. This thesis investigates academics’ insights and experiences about their changing teacher identities in the context of being, or becoming, a facilitator of online student learning. This was an empirical research project, a collective case study that explored the teaching experiences of twelve university lecturers in two Australian universities who taught online, or were making the move online. Primary research data were drawn from semi-structured conversations with the lecturers, online teaching artefacts and email communications. The interpretative analysis was organised according to three overlapping lecturer identities: the teaching metaphors of performance, care and creative direction. From the perspective of each metaphor position, the move to becoming a facilitator of blended learning was uneasy. The performer/carer/director lecturer struggled to entertain, care and intervene in familiar ways in asynchronous, computer-mediated communication. Online, the performing/caring/directing lecturer was ignored by students, and became instead a helpless and highly reflexive bystander to students’ learning. The findings suggest that the teaching values and practices of the performing/caring/directing lecturer, in particular lecturer-student responsiveness and reciprocity, do not adapt to online pedagogies. Indeed, blended learning establishes the conditions for a new moral order in university education, with the move to online facilitation best understood as a move to management-centred regulation of teaching and student learning. And so, overlooked in higher education policy and research, and ignored by her students online, the performing/caring/directing lecturer is under erasure, at the same time as the work of the facilitator is being archived.

The purpose of this study was to determine fourth-year pre-service teachers’ perceptions of the influence of mentor lecturers on their Professional Teacher Identity (PTI) while on teaching practice. The problem underpinning this study was that the students may not be able to mediate the merging of the academic world with the world of work if the influence of the mentor lecturer is lacking. The significance of this study lies in the student perceptions of the mentor lecturers’ role. The data were collected through the Fourth Years Initiative for Research in Education (FIRE) project. Students reflected in groups on the development of their PTI and the role their mentor lecturers played in this development. In this qualitative, descriptive case study, a document analysis was conducted on transcriptions of the posters that the students created in workshops. The conceptual framework combined a mentorship and a PTI model. The results showed that in PTI development, the mentor lecturers’ influence ranked sixth out of nine. The students felt misunderstood and unsupported. The findings indicate either that the role of the mentor lecturer is a redundant feature of the BEd programme, the mentor lecturer is not meeting the students’ needs, requiring revisitation of the programme, or this millennial generation sample is not open to critical self-reflection and critique. Similar studies may access the mentor lecturers’ perceptions of their own PTI and their influence on their mentees’ PTI development, and why passion for a subject is not a statistically significant influencer of PTI.<br>Dissertation (MEd)--University of Pretoria, 2020.<br>Humanities Education<br>MEd<br>Unrestricted

A travers une approche multidisciplinaire qui s’appuie sur l’analyse littéraire, sur la philosophie et l’anthropologie, l'auteur de ce travail part de l’œuvre de Italo Calvino pour ouvrir une réflexion sur des thèmes extrêmement actuels tels que la narration, la construction identitaire, l'interprétation... Le mythe postmoderne sur la dissolution de |'identité et le pouvoir émancipateur des technologies digitales se révèle auj0urd'hui comme un faux mythe et des questions qui semblaient enterrées réapparaissent dans toute leur urgence. En refusant |'interprétation qui fait d’ltaIo Calvino l’un des apôtres du postmodernisme, la lecture de ses écrits devient ainsi l’occasion pour articuler une réflexion critique sur la réalité contemporaine.La première partie du travail est une réflexion théorique qui propose une conception générale sur la fonction anthropologique du récit et sur le rôle social des savoirs littéraires. La deuxième partie relie ce discours à l’œuvre de Calvino et à sa vision de la littérature comme un instrument pour remettre en discussion les idées passivement reçues et pour avoir une attitude critique face au monde<br>Through a multidisciplinary approach that draws on literary analysis, on philosophy and anthropology, the author of this thesis reed the texts by Italo Calvino with the aim to open a debate on highly topical themes such as storytelling, identity construction, interpretation. The postmodern myth about the dissolution of identity and emancipatory power of digital technologies is revealed today as a false myth and issues that seemed buried reappear in all their urgency. By refusing the interpretation that makes Italo Calvino one of the apostles of postmodernism, the reading of his writings is the opportunity to articulate a critical reflection on contemporary reality. The first part of the work is a theoretical reflection that proposes a general design on the anthropological function of the narrative and the social role of literary knowledge. The second part relates this reflection to the work of Calvino and his vision of literature as a tool to put into question the ideas passively received and to build a critical attitude towards the world

Ce travail de recherche propose une lecture de l’œuvre littéraire de l’écrivain sarde Sergio Atzeni selon une perspective postcoloniale. Sergio Atzeni étant une personnalité novatrice dans le panorama littéraire de la Sardaigne contemporaine, nous l’avons choisi du fait que sa production – narrative, poétique et critique – se prête bien à une analyse utilisant les critères des études postcoloniales. Nous avons ainsi développé notre discours autour de trois parties : la première est consacrée à repérer, au sein des Postcolonial Studies, une série de concepts-clés qui nous ont paru les plus pertinents pour notre étude. Ces thèmes sont repris et explorés lors de la deuxième partie, qui constitue le centre de notre travail et qui porte sur une étude approfondie de la postcolonialité thématique de notre auteur. Notre but a été de montrer qu’un certain nombre de questions et de motifs qu’Atzeni aborde dans ses textes littéraires et critiques sont éclairés par une lecture de type postcolonial. La troisième et dernière partie porte sur la traduction, Atzeni ayant été également un traducteur. Nous nous sommes penchée sur la conception de l’écriture de l’auteur, avant même d’examiner sa position traductive. Après ces réflexions initiales d’ordre théorique, nous avons analysé un premier cas de traduction : celui du roman Texaco, de Patrick Chamoiseau, qu’Atzeni a traduit en 1994. Notre travail de recherche se termine par une analyse des traductions françaises des ouvrages d’Atzeni<br>Our research tries to read the literary work of the Sardinian writer Sergio Atzeni according to a postcolonial perspective. Sergio Atzeni was a pioneer personality in the panorama of Sardinian contemporary literature and we have chosen him because his narrative, poetic and critical work can be analyzed following the approach of the Postcolonial Studies movement. Our study is divided into 3 parts: the first one aims at analysing in the Postcolonial Studies a series of questions appearing relevant for our research. We can mention some topics, such as opposition to dominant power, the concept of Subalternity, Transnationalism, Hybridity, Migration, female representations, and many others. These topics have been examined in the second part, which is the core of our research, dedicated to an extensive study of Atzeni’s thematic Postcoloniality. Our purpose was to show that some questions Atzeni talks about in his literary and critical works lend itself to a Postcolonial reading. The third and last part of our thesis focuses on translation, as Atzeni was also a translator. We looked into his linguistic conceptions, before analyzing his thought concerning his translation activity. After these theoretical considerations, we have analyzed a first translation case, that of Texaco, Patrick Chamoiseau’s novel, translated by Atzeni in 1994. The last part of our research focuses on Atzeni’s French translations

This study explores the identity of Higher Education Lecturers in UK Further Education Colleges [HE in FE]. This sector accounts for 8-10% of HE and offers cheaper, local options to students than traditional HE, supporting successive governments’ targets to Widen Participation [WP] and increase skills (Simmons and Lea, 2013). The HE White Paper (DBIS, 2016) suggests continued growth in this area. However, HE in FE may be perpetuating macro-level inequality (Avis and Orr, 2016) and there are calls for HE in FE to be re-defined and raised in profile (Bathmaker, 2016). Lecturer identity is considered to be significant for emergent student identity (Ashwin, 2009), yet little is known about the background and identity of HE in FE lecturers (Kadi-Hanifi and Elliott, 2016). This research contributes to original knowledge by revealing experiences in background, practices, and relationships, in relation to identity, and it considers potential links to pedagogy. The qualitative methodology is informed by phenomenology (Smith et al. 2009) and a ‘diagram’ for teacher identity work (Clarke, 2009). Social-constructionist arguments that teachers engage in struggles and create discourses which become realities are central. Thirteen lecturers, from five institutions in North-West England, participated in in-depth, semi-structured interviews and questionnaires. A methodological contribution of this study is the development of a new framework, offering a structured approach for lecturer identity studies. This study finds participants are fulfilled by working with WP FE students, which these lecturers once were. The lecturers are complicit in creating demanding students, despite struggles with the subsequent workload. There is little motivation to engage in research activity, because it is not rewarded in the FE environment. However, lecturers develop confidence, gain autonomy, and position themselves in order to maintain their coveted degree of freedom. They challenge traditional academic stereotypes, broadening the scope for academic identity (Clegg, 2008).

Cette thèse porte sur l'héritage reçu par les générations suivant l'arrivée des premiers migrants venus du Maghreb et plus largement du monde islamique. L'immigré est un exilé du ventre, des conditions de vie difficile l'ont conduit à aller chercher ailleurs, à s'exiler. Arrivé sur les côtes de l'occident son monde est remis en cause. Notamment par l'apparition de l'objet « a » bien souvent caché sous un voile sur les terres d'Islam. Le désir et les tentations engendrent un traumatisme du fait d'un bouleversement du discours de l'Autre en soi...La parole de l'Autre tombe comme une prédestination. Pour l'héritier de l'exil cette question s'accentue encore, comme le dira Lacan « L'inconscient c'est le désir de l'Autre », quelque chose se transmet au-delà du message…la déchirure de l'exil se transmet et l'exil physique vient recouvrir l'exil du langage<br>This thesis deals with the legacy inherited from the generations after the arrival of the first migrants from the Maghreb and more broadly from the Islamic world. The immigrant is an exile of the womb, difficult living conditions led him to go and seek elsewhere, to go into exile. Once on the coasts of the Occident his world is called into question. Particularly with the emergence of the object « a » frequently hidden under a veil on the lands of Islam. Desire and temptations lead to a trauma due to the turmoil in the speech of the Other in oneself...The word of the Other befalls as a predestination. For the heir to the exile this question becomes more marked, as Lacan says « the unconscious is the desire of the Other », something is imparted beyond the message… the wrench of the exile is transmitted and the physical exile comes and covers the exile of the language

Originally conceived as Regional Technical Colleges and located in regions across Ireland, the Institutes of Technology (IoT) have evolved as a major sector of the binary system of higher education in Ireland. The Institutes of Technology are identified as focussed on teaching however recent years have also seen increasing focus on research. Following convergence in the sector, recent policy measures and changes signal a 'future higher education landscape' which opens the possibility of technological university status to Institutes of Technology who merge as part of the process for recognition as technological universities. The traditional orientation to practical, vocationally focussed teaching in Institutes of Technology is now challenged by the potential changes being driven at policy level and it is in the context of this changing higher education system that this study examines IoT lecturers' negotiation of professional identity. The research uses narrative enquiry to access the stories and narratives of lecturers working in a number of the institutes located in the Dublin region. Through an in depth qualitative study of eight lecturers in four IoTs, the study, in line with the research questions, identifies three major themes that underpin the professional identities of the sample - discipline; professional development; and external influences and policy decisions. Associated with these three themes are six constructs - Discipline; Professional Practice; Teaching; Development; Community Orientated Values; and Research - that resonate with this changing and volatile higher education environment and that intersect in different ways for individuals in the study to produce varying 'portraits' of professional identity. An analysis of how these identity portraits emerge is facilitated by a theoretical framework proposed by Paul Gee (2000) that gives appropriate insights into the dialogic process of the negotiation of professional identity. The study, through a synthesis of data generated themes and constructs and a theoretical identity perspective proposed by Gee (2000), contributes to knowledge in the field by creating a proposed framework for facilitating a generative analysis of the location and negotiation of professional identity. Such a framework enables, for example, explanations for both the strong links in the data between academic identity and subject discipline and yet also evidence of the fragmentation of an academic identity and an associated emphasis on practice-based experience. Given the way the framework allows for a multiplicity of factors to be combined in particular ways that reflect both structure and agency in individual lecturer's negotiation of professional identities, an argument is made for its application in the design and implementation of development structures at the level of the individual and the organisation - one that recognises that a Higher Education professional development model based on a "one size fits all" approach will not work. Instead the temporal nature of the impact of policy decisions and external influences is highlighted with a call for more focus on discourses on higher education, the associated importance of lecturer autonomy and the nature of professionalism and professional identity.

This study starts from the historical, political and educational context of Special Education in the Maceió municipal school system, with the objective of the understanding the process of constitution of professional identity of Special Education Teachers, based on their own oral narratives. The questions that guided the research have priority in the formation of professional identity of these teachers, from the knowledge mobilized in and work, in view of the tensions incited by the process of initial and continuing education and the teaching profession. The methodology involved a qualitative emphasis to thematic oral history, focusing on the biographical method, adopting as technical narrative interviews. We analyzed the oral reports of three Special Education teachers, considered references among their peers and representatives of three distinct moments of Special Education in the city of Maceio: special classes, resource rooms (SR) and Multifunction Resource Rooms (SRM). In the analysis of the narratives, we tried to establish a comprehensive dialogue with the studies and research relating to the construction of inclusive educational systems and teaching identity. They were also analyzed the documents of the Municipal Education (SEMED) of Maceió for the context of deployment and implementation of the special education in public schools, involving action reports, plans of the Special Education Department and data related to the implementation and expansion of special classes, resource rooms and Multifunction Resource Rooms in the public schools of basic education in recent years. The theoretical framework allowed the understanding of the narrative faculty, and is based upon the discussions and studies on professional identity, nature of the Educational Service Specialist (ESA) and the Special Education teacher training. The narratives have shown, in the broader context, the identity constitution professor of special education results in a learning process that strengthens the teaching conversion process and, in some cases in the Special Education teacher deprofessionalization arising from educational policies of neoliberal reforms, precariousness and the initial and continuing education policy. In more specific level, the knowledge that constitute the professional identity of teachers-narrators are from personal and professional experiences. he training model assumed by SEMED, despite being considered significant and foundational, just turned professional practice, which remains influenced by clinical concepts, therapeutic and welfare. The Special Class modification to SR was more significant for having reflected on the need for a new school organization; since the transformation of SR for SRM did not respond to expectations, regarding inclusion and guarantee learning, implying only in infrastructure changes in the school environment and in the thematic training with the intention of adapting these professionals the new demands of Education inclusive. Understanding, in oral narratives, the establishment of movement of teacher’s identities allowed to understand how teachers are autonomies "teachers" and "teachers of Special Education", considering that identify moments, questioning, self-define and confrontations resulting from troubled the context of implementation of inclusive educational systems and teacher retraining requirements that derive the teaching deprofessionalization.<br>Este estudio del contexto histórico, político y educativo de la educación especial en la escuela municipal de Maceió, con el fin de comprender el proceso de formación de la identidad profesional de los maestros de educación especial de sus propias narrativas orales. Las preguntas que guiaron la investigación tienen prioridad en la formación de la identidad profesional estos maestros, a partir del conocimiento movilizó en el trabajo y, a la vista de las tensiones incitados por el proceso de formación inicial y continua y la profesión docente. La metodología consistió en un enfoque cualitativo a la historia oral temática, centrándose en el método biográfico, adoptando como entrevistas narrativas. Informes orales de tres maestros de educación especial se analizaron como referencias entre sus pares y representantes de tres momentos distintos de la educación especial en la ciudad de Maceió: clases especiales, salones de recursos (SR) y salas de recursos multifunción (SRM). En el análisis de las narrativas, hemos tratado de establecer un diálogo global con los estudios y la investigación relacionada con la construcción de sistemas educativos inclusivos y la identidad docente. También se analizaron los documentos de la Educación Municipal (SEMED) de Maceió para el contexto de la creación e implementación de la educación especial en las escuelas públicas, que implica un reporte de acciones, planes de educación continua del Departamento de Educación Especial y los datos relacionados con la aplicación y la expansión de las clases especiales, SR y SRM en las escuelas públicas de educación básica en los últimos años. El marco teórico que permitió la comprensión de la facultad narrativa, y se basa en los debates y estudios sobre la identidad profesional, la naturaleza de la Especialista en Educación de Servicio (ESA) y la formación de profesores de educación especial. Los relatos han demonstrado, en el contexto más amplio, el profesor constitución identidad de los resultados de educación especial en un proceso de aprendizaje que fortalece el proceso de conversión de la enseñanza y, en algunos casos en el impuesto sobre la desprofesionalización docente de educación especial derivados de políticas educativas de las reformas neoliberales, de la precariedad y de políticas inicial y la formación continua. En el nivel más específico, el conocimiento que constituyen la identidad profesional de los profesores-narradores son de las experiencias personales y profesionales. El modelo de formación asumido por SEMED, a pesar de ser considerada significativa y fundamental, acaba de cumplir la práctica profesional, que queda influenciado por conceptos clínicos, terapéuticos y de bienestar. La modificación de Clase Especial de SR fue más significativa por haber reflexionado sobre la necesidad de una nueva organización escolar; ya que la transformación de la SR para SRM no respondió a las expectativas, con respecto a la inclusión y el aprendizaje de garantía, lo que implica solamente en los cambios de infraestructura en el entorno escolar y en la formación temática con la intención de adaptar estos profesionales las nuevas exigencias de la Educación inclusive. La comprensión, en las narrativas orales, la creación del movimiento de los maestros identidades permitió entender cómo los profesores son autonomeiam "maestros" y "maestros de Educación Especial", teniendo en cuenta que identifican momentos, cuestionando, auto definir y confrontaciones que resultan de turbado el contexto de la implementación de sistemas educativos inclusivos y requisitos de reentrenamiento maestro que se derivan de la desprofesionalización docente.<br>Este estudo parte do contexto histórico-político-educacional da Educação Especial na rede municipal de ensino de Maceió, com o objetivo de compreender o processo de constituição da identidade profissional de professores de Educação Especial, a partir de suas próprias narrativas orais. As questões que orientaram a investigação deram prioridade na constituição da identidade profissional destes professores, dos saberes mobilizados no e pelo trabalho, tendo em vista as tensões instigadas pelo processo de formação inicial e continuada e o exercício da docência. A metodologia utilizada envolveu a abordagem qualitativa da história oral temática, com ênfase no método biográfico, adotando como técnica a entrevista narrativa. Foram analisados os relatos orais de três professoras de Educação Especial, consideradas referências entre seus pares e representantes de três momentos distintos da Educação Especial no Município de Maceió: Classes Especiais, Sala de Recursos (SR) e Salas de Recursos Multifuncionais (SRM). Na análise das narrativas, procurou-se estabelecer um diálogo compreensivo com os estudos e as pesquisas referentes à construção de sistemas educacionais inclusivos e à identidade docente. Foram também analisados os documentos da Secretaria Municipal de Educação (SEMED) de Maceió relativos ao contexto de implantação e implementação da Educação Especial na rede municipal, envolvendo os relatórios de ação, planos de formação continuada do Departamento de Educação Especial e dados referentes à implantação e expansão das classes especiais, Salas de Recursos e Salas de Recursos Multifuncionais nas escolas públicas municipais de Educação Básica nos últimos anos. O referencial teórico utilizado permitiu a compreensão das narrativas docentes, tendo como fundamento as discussões e os estudos sobre identidade profissional, natureza do Atendimento Educacional Especializado (AEE) e formação de professores de Educação Especial. As narrativas demonstraram, no âmbito mais geral, que a identidades profissional do professor de Educação Especial resulta num processo formativo que fortalece o processo de reconversão docente e, em alguns casos, na desprofissionalização do professor de Educação Especial decorrente de políticas educacionais oriundas das reformas neoliberais, da precarização e da política de formação inicial e continuada. Em âmbito mais específico, os saberes que constituem a identidade profissional das professoras-narradoras são oriundos de experiências pessoais e profissionais. O modelo formativo assumido pela SEMED, apesar de ser considerado significativo e fundante, pouco transformou o exercício profissional, que permanece influenciado por concepções clínicas, terapêuticas e assistencialistas. A modificação de Classe Especial para SR foi mais significativa por ter repercutido na necessidade de uma nova organização escolar; já a transformação de SR para SRM não atendeu ao esperado, no que se refere à inclusão e à garantia de aprendizagem, implicando apenas em mudanças de infraestrutura no ambiente escolar e nas temáticas de formação com a pretensão de adequar estes profissionais as novas demandas da Educação Inclusiva. A compreensão, nas narrativas orais, do movimento de constituição das identidades docentes permitiu entender como docentes se autonomeiam “professores” e “professores de Educação Especial”, considerando os momentos que se identificam, se questionam, se auto definem e os enfrentamentos resultantes de um contexto conturbado de implantação de sistemas educacionais inclusivos e das exigências de reconversão docente, que derivam na desprofissionalização docente.

Dégager le sens des actions mises en place en Guadeloupe depuis les années 1940 dans le secteur de la lecture publique par les collectivités locales, constitue l'objet de la recherche. Deux acteurs sont privilégiés, le Département et les communes. La lecture est appréhendée dans sa fonction identitaire, L'identité est posée comme système de significations, et il s'agit de décoder les représentations sociales de la lecture pour la situer dans la construction identitaire, Deux hypothèses conduisent la réflexion. La lecture n'est pas un enjeu identitaire fort et ne fait pas débat, cela parce que l'activité conserve une fonction fortement instrumentalisée déterminée par le contexte guadeloupéen. Les réponses sont cherchées dans l'histoire et l'analyse des actions publiques, elles aussi porteuses de significations. L'analyse de discours entreprise se réalise autour de quatre thématiques: la lecture, le livre, le lecteur, la bibliothèque. Ce travail retrace d'abord la genèse du secteur du livre et de la lecture en Guadeloupe dans les lieux et les pratiques. Puis il propose un panorama historique des actions. Enfin, une analyse des actions et des représentations est développée. L'irrégularité et la disparité de l'action publique locale, le discours très consensuel qui ressortent, plaident pour l'inexistence de politiques de lecture et d'enjeux véritables. Pourtant, lecture, livre et bibliothèque se montrent auréolés de prestige, vecteurs de savoir et de culture lettrée, relais de l'école. Ce paradoxe apparent illustre la problématique encore conflictuelle entre culture écrite et tradition orale en Guadeloupe, et la défiance traditionnelle envers l'écrit<br>Understand the meaning underlying the initiatives led in the field of reading by public local authorities in Guadeloupe since 1940, is the object ofthis research. Two local authorities are particularly studied, the "Departement" and the towns and villages. Reading is taken here in an identity function. Identity is defmed her7as a system of significations, and the point is to understand which social representations reading conveys, and thus determine its place in the identity building process. The research is carried on around two hypotheses : reading is not an issue of much importance, nor a matter of political debate ; and this because it is thought of and used as a mere tool, due to the Guadeloupe context. Answers are searched by tracing the history and analyzing the public actions, which, too, convey meanings. A speech analysis is done around four subjects : reading, books, readers, Iibraries, This work describes the making of the field in Guadeloupe, through the history of reading places and practices, Then it presents the history of the actions themselves. Last, an analysis ofthe initiatives and the social representations underlying are developed. The public local action appears to be irregular and unequal, and the positions very consensual, both aspects speaking for an absence of true policies and real questioning about reading. Though, reading, books, libraries, are wrapped up in an aura of prestige, thought ofas vectors ofknowledge and culture, complementary to school. This apparent paradox is an example ofthe still remaining conflict between written and oral traditions in Guadeloupe, an expression of a longrooted distrust towards writing

The learning process is affected by various elements in the classroom. An enhanced learning experience can maximize students’ positive emotional states, and therefore, students’ learning achievements. Thus, identifying lectures that provide a superior learning experience is critical to improving students’ attention during classroom activities. In this paper, the authors propose a methodology that quantifies students’ emotional states in order to identify lectures that provide enhanced learning experiences. An attitudinal survey considering relevant emotional states in a classroom setting such as engagement, delight, interest, boredom, frustration, and confusion was used to evaluate students’ emotions and their intensities. Correlation analysis indicated that positive and negative emotions were strongly positively correlated (r &gt; 0.6) and moderately positively correlated (r &gt; 0.4) among them respectively. Confusion was found to be the emotional state with lowest correlation coefficients. On the other hand, engagement and boredom were strongly negatively related with a correlation coefficient of −0.74. Additionally, perceived teaching style was at least moderately correlated to each one of the students’ emotional states. Unexpectedly, perceived teaching style was not correlated to perceived difficulty of the lecture (r = −0.01). Finally, the authors demonstrated that the use of Value Path Graph (VPG) is useful to identify lectures that provide an enhanced learning experience on various dimensions.

It has been observed that huge amount of information received from teachers can create a feeling of overload for students. Selection of modern teaching methods do not always help to solve this issue. To identify the link between information overload at various study course organization models (regular, advanced and super-advanced), various lecturer types have been described. These include apathetic, formal, teacher-centred egoist, student-centred chaotic lecturer and activist. The results demonstrated that course organization in engineering studies is closely linked to the personality of the lecturer. Successful course organization is based on good time management, selection of appropriate amount of information. In advanced and super-advanced courses regular communication between lecturers and experts in practice is favoured. At the same time selection of adequate amount of study material based on the general knowledge level of the students is required. To achieve the goal, each lecturer should evaluate the level of information required and the overall interest level of students in the course topic on a regular basis before the beginning of the course.

This paper presents a new approach to the design of undergraduate measurement and instrumentation courses. Measurement and instrumentation courses are typically taught as a combination of lab procedures and measurement technology, with a bit of statistics thrown in. These courses are typically structured as a laboratory supporting a lecture course. A new approach to this course has been developed and implemented. In this new approach, a combination of lectures and independent research support independent laboratory experiments coupled with rigorous technical writing assignments. The new instructional design consists of a series of lectures conducted during the first half of the course. These lectures cover general topics needed for most of the laboratories. Students are given reading/research and homework assignments throughout the course to cover the “technology” of sensors and measurement systems. These lectures and assignments support the conducting of 11 open ended labs and a term project: each requiring an extensive lab report. This new approach is proving to be very effective. The interest level of the students has improved greatly. Instead of simply applying a known sensor to a given problem, the students are now able to identify a measurement problem, determine and research appropriate sensors, design an experimental system, document results and prepare a technical argument. A detailed discussion of this approach is included. Student feedback and anecdotal evidence are also included.

The prevalence of student response systems (hereafter SRS) in higher education has grown significantly in the last few years. Student classroom participation and student’s assessment of performance particularly in larger classes, has often been regarded as problematic in pedagogical research (Black and Wiliam, 1998; Fies and Marshall, 2006). Growth in technology, coupled with popularity of handheld devices has led to the development in SRS with the intention of increasing classroom participation and engaging students in the lecture setting (Denker, 2013). Studies identify benefits to students participating in the classroom using SRS including increased student involvement, attendance, learning and engagement (Heaslip et al., 2014; Van Daele et al., 2017). This research seeks to examine the effects of a SRS on student participation and engagement in large undergraduate economics modules at both an Irish and UK university during the academic year of 2018/19. We compare a control period (no SRS in place) with a trial period (SRS in place). The results show that the use of the SRS significantly increased student’s interaction with the lecturer and their ability to perform self-assessment in absolute terms and relative to their peers.

The relevance of this research is based on the standpoint of the epistemological methodology focusing on the quality of the profession cognition. Therefore, it is presumed that the quality of vocational education is determined by the variable personality traits of teachers (extraversion, openness towards experience and innovation, consciousness, agreeableness, neuroticism). The research object of the current study is the correlation between the personality traits of university of applied sciences teachers and vocational teachers and the curriculum components. The research aims at identifying the correlation between the motives of vocational school and university of applied sciences teacher activities, educational technologies they use, professional roles and their personality traits, as well as identifying the essential differences of the mentioned variables. The quantitative and qualitative research strategies were employed allowing the researchers to perceive and assess the parameters of the correlation between the professional identity of teachers, meaningfulness in pedagogical work, motivation and educational content. The research results revealed that the social, extrinsic, introjected and identified regulation motivation in vocational schools and universities of applied sciences vary considerably; in universities of applied sciences social and identified regulation motivations manifest themselves, whereas in vocational schools a lot of demotivating factors related to the problems of vocational student identity, career prestige of a vocational teacher and external motivation, are observed. The role of vocational school and university of applied sciences teachers in the didactic process also varies: university of applied sciences lecturers identify themselves in the position of the teacher-andragogue, whereas vocational school teachers see their role as a professional (expert). Moreover, the principles of social constructivism in pedagogy and andragogy are more effective among university of applied sciences lecturers, while vocational school teachers often have to rely on the behaviouristic principles of pedagogy for educational assessment and the enhancement of student motivation.