Academic literature on the topic 'Lecturer Identity'
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Journal articles on the topic "Lecturer Identity"
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Moncada-Comas, Balbina. "The Role of the L1 in EMI classroom practices." CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education 5, no. 2 (2022): 23–36. http://dx.doi.org/10.5565/rev/clil.84.
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English-medium instruction (EMI) affects lecturers’ classroom practices as they face a new teaching scenario where language(s) can be used to construct lecturers’ identities. Therefore, lecturers can take up different identities because their language-choice acts depend on their communicative and identification purposes. Employing Membership-Categorisation Analysis (MCA) to examine classroom interaction, this paper examines the classroom practices of one EMI lecturer to explore how the orientation towards one language over the others implies a specific function associated with a particular identity. The alternation between languages reveals to what extent EMI lecturers accept or challenge the English-only policy and how lecturers position themselves as English-only or as translanguaging lecturers. This study documents lecturer’s teaching behaviour, particularly how L1-choice acts can be more effective for certain purposes. Studying how lecturers draw from both their EMI-lecturer identity and their L1-lecturer identity, this paper shows how multilingual practices unfold in EMI and highlights the pedagogical value of the L1, hence advocating that the use of languages other than English has, after all, a particular purpose.
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B. Erdős, Márta, Rebeka Jávor, and József Madácsy. "Lecturer Identity." Szociális Szemle 15, no. 1 (2022): 36–38. http://dx.doi.org/10.15170/socrev.2022.15.01.06.
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Qodri, Muhammad. "PERFORMANCE OF ARABIC EDUCATION LECTURERS IN DEVOTION OF LANGUAGE LEARNING." Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban 6, no. 2 (2019): 272–87. http://dx.doi.org/10.15408/a.v6i2.12310.
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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.
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Kurniawansyah, Kevin, Noneng Marthiawati. H, and Anita Puspita Sari. "Analysis and Design of Information Systems for Lecturer Performance Reports at Jambi Muhammadiyah University." Jurnal CoreIT: Jurnal Hasil Penelitian Ilmu Komputer dan Teknologi Informasi 8, no. 2 (2022): 69. http://dx.doi.org/10.24014/coreit.v8i2.19874.
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In a tertiary institution, the existence of lecturers is needed to carry out the tridharma activities of higher education and it is the responsibility of the lecturers themselves. Higher Education Tridharma covers Education, Research and Service. There are several problems that researchers see related to the performance of lecturers, especially for the University of Muhammadiyah Jambi Higher Education. So far, the processing of lecturer performance data at the University of Muhammadiyah Jambi is carried out conventionally, namely inputting data into Microsoft Excel by the admin on duty and additional files that have been submitted by each lecturer are simply stored on the computer without a data center or centralized data storage. . The purpose of this study is to analyze and design a lecturer performance report information system that is able to simplify business processes, use lecturer performance reports according to needs and process lecturer performance data which includes identity data, lecturer tridharma data, and other supporting data more effectively and efficiently by system prototyping method that produces a web-based lecturer performance report information system at the Muhammadiyah University of Jambi to overcome existing problems
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Zizanatin Nur Lailia and Ada Marie Mascarinas. "Exploring the Experience of Novice ELT Lecturers to build their Professional Identity Based on Tri Dharma Perguruan Tinggi." Journal of Applied Linguistics and English Education 1, no. 1 (2023): 28–38. http://dx.doi.org/10.36456/jalle.v1i1.7320.
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 Tri Dharma Perguruan Tinggi comprises Education, Teaching, Research, and Community Service. Every institution lecturer must carry out the Tri Dharma Perguruan Tinggi, especially for novice ELT lecturers who are incoming in new cultural education in English Language and don’t have lecturer certification. This research aims to explore the novice ELT lecturers’ experience in fulfilling the three pillars of Tri Dharma Perguruan Tinggi to build their professional identity. Accordingly, the objectives were to find out how the experience of novice ELT lecturers builds their professional identity based on the Tri Dharma Perguruan Tinggi. Qualitative research in the form of a narrative is used as a research approach. The data were analyzed using thematic analysis. Data were collected through an interview with the study participants: the four novices ELT lecturers in English Education Department at PGRI Adi Buana University Surabaya. The findings show that there is a learning system and teaching material from pillar one. In pillar two, there is research and publication, and pillar three finds their experience in a group of community service.
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Safriyani, Rizka, Pratiwi Retnaningdyah, Ahmad Munir, and Mohammad Romadhoni. "Exploring the Professional Identity Development of English Lecturers as Tech-Savvy Educators." IJORER : International Journal of Recent Educational Research 5, no. 6 (2024): 1474–91. https://doi.org/10.46245/ijorer.v5i6.717.
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Objective: The professional identity of lecturers evolved because of the complexity of professional activities and policies. This study aims to discover how English Literature Lecturers cultivate their professional identity as Techno Savvy. Method: This qualitative case study is an endeavor to address how English literature lecturers'' cultivate their professional identity as tech-savvy lecturers. Four English lecturers voluntarily participated in this study. Semi-structured interviews and observations were done to learn how English Literature Lecturers cultivate their identity. Thematic analysis was used, and methodological triangulation was chosen to ensure objectivity. Results: The result indicates that English LLecturers'' cultivated their identity as a technology-savvy lecturer through their learning media and learning activities used in the classroom. Joining technology professional development sessions and the Technology Enhanced Language Learning Association becomes the external motivation that socially constructs their identity. Novelty: The study found that the type of professional activities, university policy, and social identification influenced Professional Identity Development.
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Ernest, John. "The Reconstruction of Whiteness: William Wells Brown's The Escape; or, A Leap for Freedom." PMLA/Publications of the Modern Language Association of America 113, no. 5 (1998): 1108–21. http://dx.doi.org/10.2307/463245.
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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.
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Siahaan, Sry Mora Yuni, and Adaninggar Septi Subekti. "Pre-Service English Teachers’ Professional Identity Development: A Case Study." Metathesis: Journal of English Language, Literature, and Teaching 5, no. 2 (2021): 198. http://dx.doi.org/10.31002/metathesis.v5i2.4231.
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<p>The present study was conducted to investigate the development of the professional identity of Indonesian pre-service teachers of English as they served as lecturer assistants through a qualitative case study. The participants of the study were five lecturer assistants and five students taught by the lecturer assistants at an English Education major in the first semester of the 2020/2021 academic year. The method employed was conducting online semi-structured interviews. Through Thematic Analysis, the study found that the lecturer assistant participants trained their communication skills with their students by experiencing teaching firsthand. It was also found that the experience of being lecturer assistants facilitated the assistant participants to realise the importance of building rapport with their students and have more insights into the teaching profession. In a similar vein, the student participants also agreed that their lecturer assistant had successfully, albeit gradually, built rapport with them. The assistant participants were also reported to have better classroom management as the semester progressed. Based on the findings, possible implications and contributions were stated with possible limitations and suggested directions for future studies in the field of teacher professional identity development.</p>
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Sewell, Alexandra Louise. "In search of a personal pedagogy: A Self-Study narrative on the use of Inquiry Based Learning by an early career lecturer." Journal of Perspectives in Applied Academic Practice 8, no. 1 (2020): 85–93. http://dx.doi.org/10.14297/jpaap.v8i1.424.
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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.
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O’Shea, John, and Simon McGrath. "Contemporary factors shaping the professional identity of occupational therapy lecturers." British Journal of Occupational Therapy 82, no. 3 (2018): 186–94. http://dx.doi.org/10.1177/0308022618796777.
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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.
Dissertations / Theses on the topic "Lecturer Identity"
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McShane, Kim. "Technologies transforming academics : academic identity and online teaching." University of Technology, Sydney. Faculty of Education, 2006. http://hdl.handle.net/2100/391.
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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.
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Van, Putten Jessica K. "The influence of the mentor lecturer on pre-service professional teacher identity." Diss., University of Pretoria, 2002. http://hdl.handle.net/2263/78500.
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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
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Siregar, Yuniar Dwi Ansari. "An ecological and transdisciplinary ethnographic study of Indonesian TESOL returnee lecturer identity." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2024. https://ro.ecu.edu.au/theses/2793.
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This research explores the identity negotiation of TESOL academic returnee lecturers who returned to their home country, Indonesia, after finishing their Master or PhD study at several universities in western countries. The returnee lecturers had all been teaching English before being awarded an Indonesian government scholarship to study overseas. When they returned to Indonesia, they all became lecturers at Indonesian higher education institutions. Studies on transnational academic mobility and language teacher identity exist but those that particularly focus on the identity of language teachers as academic returnees remain limited. In addition to this, language teachers and/or mobile academics from Indonesia are under investigated. The goal of this ecological and transdisciplinary study was to investigate the ways academic returnee lecturers negotiate their identities and to identify the underpinning ideologies of their identity negotiation within the context of their working places.
Using an ethnographic approach, data were gathered from six Indonesian academic returnee lecturers who were working in three different higher education institutions on the island of Java. Interviews, digital observations and participants’ social media posts were used as sources of data, collected online, because of the Covid 19 pandemic. Interactional sociolinguistics analysis and critical discourse analysis were carried out on the data. Data were interpreted in the light of the ecological and transdisciplinary framework of language teacher identity, which is complemented with the concepts of indexicality, polycentricity, and moral behavioural script. Findings showed that participants negotiated their identities through various discursive practices: (1) the bifurcated lens, in order to make sense of their struggle in feeling morally incompatible with the academic culture in Indonesian higher education institutions; (2) enabling or disabling the possibility of hybrid identity; and (3) enacting a different aspect of their identity, which was the identity of being a good Muslim. The two strongest ideologies that underpinned participants’ identity negotiation were neoliberalism and Javanese filial piety and harmony.
The study makes several contributions to knowledge. One, it makes methodological contributions towards the research fields of transnational academic mobility and language teacher identity using a digital ethnographic approach, especially collecting participants’ social media posts, which has not yet been incorporated in many studies. Second, it makes iv theoretical contributions to transnational academic mobility research by placing identity as the core of the research framework and identifying neoliberalism as one of the core underpinning ideologies in the returnees’ reintegration process. This thesis also contributes to the field of language teacher identity research by incorporating the concepts of indexicality, polycentricity and moral behavioural scripts when exploring teachers’ identity negotiation or identity work. In addition, this research highlights how teachers’ religious identity and the challenges of a home country’s social structure are significant in the process of returnee lecturer reintegration. The study identifies implications for future Indonesian academic returnees, Indonesian government scholarship institutions, the executives in Indonesian higher education institutions, and the Human Resource Department in these institutions. These institutions could support returnee lecturers by providing programs, which includes debriefing sessions and continuous peer support and mentorship.
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Normand, Carey. "Policy and pedagogy in the further education sector : an emerging professional identity." Thesis, University of Dundee, 2013. https://discovery.dundee.ac.uk/en/studentTheses/d4febffc-a37a-4e08-9624-a7ee47537ae0.
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Sei, Mario. "Italo Calvino : la narration, l’identité et l’écriture-lecture du monde." Thesis, Paris 10, 2015. http://www.theses.fr/2015PA100054/document.
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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
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Onnis, Ramona Iolanda. "Une lecture postcoloniale de l'oeuvre de l'écrivain sarde Sergio Atzeni." Thesis, Paris 10, 2014. http://www.theses.fr/2014PA100036.
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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
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McGhie, Linda. "The identity of Higher Education lecturers in Further Education Colleges." Thesis, Keele University, 2017. http://eprints.keele.ac.uk/4183/.
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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).
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Toubal, Sherif. "L'Héritage d'exil : Lecture psychanalytique des figurations identitaires et subjectives, en situation d'exil à partir de références islamiques -" Il était une foi(s)"." Thesis, Montpellier 3, 2014. http://www.theses.fr/2014MON30095/document.
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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
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Mercado, Elisangela Leal de Oliveira. "Identidades do professor de educação especial no contexto de Maceió-Alagoas." Universidade Federal de Alagoas, 2016. http://www.repositorio.ufal.br/handle/riufal/1593.
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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.
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O'Connor, Pat. "The negotiation of professional identity of lecturers in Institutes of Technology in Ireland." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/the-negotiation-of-professional-identity-of-lecturers-in-institutes-of-technology-in-ireland(999eb77b-c8d6-4011-bd7c-a51b05adcce2).html.
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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.
Books on the topic "Lecturer Identity"
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1925-, Harris Henry, ed. Identity: Essays based on Herbert Spencer lectures given in the University of Oxford. Clarendon Press, 1995.
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Śekhara, Bandyopādhyāẏa, and Stout Research Centre for New Zealand Studies. Treaty of Waitangi Research Unit, eds. Empire, identity and control: Two inaugural lectures. Treaty of Waitangi Research Unit, Victoria University of Wellington, 2007.
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Braidotti, Rosi. Gender, identity, and multiculturalism in Europe: Lecture. European University Institute, Robert Schuman Centre for Advanced Studies, 2002.
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Masaryk, T. G. Kroměříž lectures: Problem of a small nation = problém malého národa. Nakladatelstvi Trigon, 2010.
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Martine, Chaudron, Singly François de, and Albert Jean-Pierre, eds. Identité, lecture, écriture. Centre Georges Pompidou, Bibliothèque publique d'information, 1993.
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Sen, Amartya Kumar. "Identity and justice": Fifteenth Dr. Eric Williams memorial lecture. Central Bank of Trinidad and Tobago, 2001.
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Zanussi, Krzysztof. Cultural identity versus European demands: Sources of inspiration lecture. Sources, 1993.
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Sen, Amartya Kumar. "Identity and justice": Fifteenth Dr. Eric Williams memorial lecture. Central Bank of Trinidad and Tobago, 2001.
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Casado, Elisa. Lecturas de orientación. Comisión de Estudios de Postgrado, Facultad de Humanidades y Educación, Universidad Central de Venezuela, 1999.
Find full textBook chapters on the topic "Lecturer Identity"
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Teng, (Mark) Feng. "To Be or not to Be an ‘Old English Lecturer’: A Social Identity Theory Perspective." In Autonomy, Agency, and Identity in Teaching and Learning English as a Foreign Language. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0728-7_7.
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Han, Jinghe. "When Structuralism and Post-structuralism Collide: EMI Lecturers’ Monolingual Ideology and Translanguaging Practice." In SpringerBriefs in Education. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-19904-2_7.
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AbstractThis Chapter activated a post-structuralist translanguaging perspective to investigate the Chinese EMI lecturers’ position and practice as bilingual educators. Data reveal that there was an observed distinction between the Chinese EMI lecturers’ ideology of language and pedagogical practices. In the mainstream the lecturers were not confident with their English capabilities and presented as monolingual advocates evident in their support for English imperialism. Evidence of actioning their translanguaging resources indicated a survival strategy to counter the delays in their cognitive thinking to control the language flow during their lectures. Translanguaging conflicted with their aspirations to be EMI lecturers with ‘native like’ English. The EMI lecturers viewed their own translanguaging behavior as exemplifying deficiencies and inaccuracies. A small group of the lecturers who were fluent in English were open and receptive to translanguaging practices. This group of lecturers, whilst in the minority, drew positively on translanguaging in their EMI teaching to enhance students’ learning and engagement. They confirmed their comfort and confidence integrating both languages in EMI teaching, demonstrating a positive bilingual translanguaging identity. The argument proposed is that translanguaging as a theoretically advanced and politically correct concept is yet to be positively accepted and extensively practiced in EMI programs.
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Furia, Paolo. "Identity." In Lecture Notes in Morphogenesis. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-51324-5_59.
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Brown, Ken A., and Ken R. Goodearl. "Polynomial Identity Algebras." In Lectures on Algebraic Quantum Groups. Birkhäuser Basel, 2002. http://dx.doi.org/10.1007/978-3-0348-8205-7_13.
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Mumford, David. "Fay’s Trisecant Identity." In Tata Lectures on Theta II. Birkhäuser Boston, 2007. http://dx.doi.org/10.1007/978-0-8176-4578-6_14.
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Rizomiliotis, Panagiotis, and Maristel Hairetaki. "Decentralized Identity Management and the European Identity Reform." In Lecture Notes in Computer Science. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-66708-4_11.
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Lewis, Clayton. "Action and Identity." In Synthesis Lectures on Human-Centered Informatics. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-76646-6_19.
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Mumford, David. "Corollaries of the identity." In Tata Lectures on Theta II. Birkhäuser Boston, 2007. http://dx.doi.org/10.1007/978-0-8176-4578-6_15.
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Sahai, Amit, and Brent Waters. "Fuzzy Identity-Based Encryption." In Lecture Notes in Computer Science. Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/11426639_27.
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Mantu, Radu, Mihai Chiroiu, and Costin Raiciu. "Process Identity-Based Firewalling." In Lecture Notes in Computer Science. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-70890-9_11.
Full textConference papers on the topic "Lecturer Identity"
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Svansson, Einar. "THE BEAUTY OF GARBAGE_ART OF PHOTOGRAPHY MEETS ENVIRONMENTALISM." In 11th SWS International Scientific Conferences on ART and HUMANITIES - ISCAH 2024. SGEM WORLD SCIENCE, 2024. https://doi.org/10.35603/sws.iscah.2024/vs10.21.
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Artists and university professors face an increasingly complex environment. There is access to abundance of information and the AI revolution helps everyone to deliver more detailed and structured knowledge. This is an opportunity to try new methods and novel combinations in the artistic and learning processes and use more diverse ideas and methods. We want to highlight the development in recent years in our personal life in Iceland in the use of photography in this context. It all started in the Covid-19 pandemic crisis with lockout and exile at home. The parents of the university professor found old black & white film negatives from his youth. This ignited a lost hobby in the author who found his old passion again. He had never processed most of these photos so this was now promptly scanned into digital form. This opened a new world of memories and extreme nostalgia. These photos were around 50 years old, so the first idea was to duplicate some of the scenes and compositions in the same locations and even with the original people as possible. This idea is in progress and an exhibition is planned in the next 2-3 years when this project has produced enough material with good enough duplicates. Another idea is a work in progress. The common trend in photography is to either focus on the technical perfection or the artistic aesthetics of the composition. These two can of course be combined in great work of art. The title of this abstract is to play with these opposite themes of art and perfection. The garbage is a role model for imperfection and the circular economy is very methodical and scientific in the recycling processes. The author has been going around in circles around the island of Iceland to get beautiful photographs of garbage in all diverse forms and colours. The plan is to open an exhibition soon with this theme and collection of garbage photos. In the future it is on the plan case to utilize old and new photographs in the teaching with pre-recorded audio and/or YouTube -like lectures with both audio and visual appearance. The focus is to connect personal art to lectures in practice. The author likes this teaching method and adds passion and enthusiasm to the lecture recording sessions. Personal photographs are rare in higher education in lecture work but can add a powerful dimension the lectures and will probably increase interest from the students. But personally made photographs used in university lectures are interesting to explore. This is part of the author?s journey to identify himself as a photographer, an artist.
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Kusumajati, Dian Anggraini, and Rina Patriana Chairiyani. "Enhancing Digital Literacy to Strengthen National Identity Among University Lecturers Through Technological Innovation." In 2024 3rd International Conference on Creative Communication and Innovative Technology (ICCIT). IEEE, 2024. http://dx.doi.org/10.1109/iccit62134.2024.10701262.
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Munoz, David A., and Conrad S. Tucker. "Assessing Students’ Emotional States: An Approach to Identify Lectures That Provide an Enhanced Learning Experience." In ASME 2014 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/detc2014-34782.
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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 > 0.6) and moderately positively correlated (r > 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.
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Tihomirova, Kristina, and Linda Mezule. "Information overload and lecturer mistakes during engineering course organization." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11190.
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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.
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SOLDATENKO, O. I. "Use of lectures-excursions in the training of culture and art specialistsin universities." In International Congress "Research – Innovation – Innovative Entrepreneurship". Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.17-18-05-2024.p118-124.
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The article examines the advantages and significance of lecture-excursions in the education of culture and art specialists, from direct acquaintance with cultural objects and professionals to the promotion of interdisciplinary learning and critical thinking skills. The author emphasizes that lectures-excursions are popular in art education due to their compliance with modern educational principles, their role in preserving and popularizing culture, and promoting global awareness of students. Their use in the universities of Ukraine is extremely relevant for the preservation of cultural heritage, education of national identity, development of cultural diplomacy, stimulation of economic development, support of education reform and promotion of European integration. The author cites examples of how lectures-excursions are included in the educational process at T.H. Shevchenko National University «Chernihiv Colehium» in the preparation of specialists in the following specialties: Musical art; Fine art, decorative art, restoration; Socio-cultural event managers.
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Lauderbaugh Saunders, L. Ken. "A Novel Structure for Measurement and Instrumentation Courses." In ASME 2002 International Mechanical Engineering Congress and Exposition. ASMEDC, 2002. http://dx.doi.org/10.1115/imece2002-32074.
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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.
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Gouvard, Jean-Michel. "Mille secrets mille dangers d’Alain Farah. Fictions, identités, protocoles." In Lectures sur le fil. Fabula, 2023. http://dx.doi.org/10.58282/colloques.9100.
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Condoor, Sridhar S., and Jenna L. Gorlewicz. "An Experiential Design Thinking Course for Freshmen Mechanical Engineering Students." In ASME 2022 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2022. http://dx.doi.org/10.1115/imece2022-97098.
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Abstract Design is at the core of engineering. Therefore, exposing students to design helps them realize the purpose of engineering, motivates them to see the relevance of learning, and pushes them to higher achievement levels. In addition, experiential learning practices, and new design methods, including design thinking, are reshaping design courses. After carefully considering trends in design theory and practice, we restructured our first-year design experience for mechanical engineering students at Saint Louis University. The paper outlines the overall structure of this innovative course. The course is structured around projects, while activity-based lectures provide the necessary background to execute them. In these projects, students identify customer needs and create, develop, test, and refine innovative concepts with a win-win value proposition for the stakeholders. This paper details the projects and lecture topics to help others develop and implement similar courses. Further, based on the survey of students and external evaluators, the value proposition is the most challenging aspect to learn and incorporate into the project.
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Tsoy, Inna. "PAK KYONG-NI’S CREATIVE WORKSHOP (1926–2008): A LOOK AT LIFE AND LITERATURE." In 10th International Conference "Issues of Far Eastern Literatures (IFEL 2022)". St. Petersburg State University, 2023. http://dx.doi.org/10.21638/11701/9785288063770.39.
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This paper examines lecture notes of the Korean writer Pak Kyong-ni, the author of the multi-volume epic novel Land. This notebook of lectures has not been studied in Russia and has not been translated into Russian, but its contents are included in the elective course called Features of Pak Kyong-ni’s artistic worldview, which is read to senior students of the Department of Korean Studies at St. Petersburg State University. The writer outlined all the most important points for understanding her creative path and expressed her thoughts about the purpose of literature. From this point of view, it is interesting to examine the author’s views against the background of the historical and socio-cultural context of that period (early 90s of the last century) and to identify both the universal and author’s vision of literary creativity. The study is relevant due to the growth of scientific and public interest to modern South Korean literature and to the problems of intercultural communications.
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Lucey, Siobhán, Brendan McElroy, and Lauren McInally. "Teaching in the 21st century – Engaging students in active learning using student response systems." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.05.
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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.
Reports on the topic "Lecturer Identity"
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Лов’янова, І. В. Форми професійно спрямованого навчання математики у профільній школі. The Academy of Management and Administration in Opole, 2016. http://dx.doi.org/10.31812/0564/2355.
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Objective of the study presented in this article: identify forms of professionally directed teaching mathematics at profile schools. Identify the criteria of selection forms. Show features of the external forms by: lecture, seminar, game. The functions described lesson lectures aimed at professional training. Types of lectures in methodical system of professional training aimed. Show of the classification and choice of the seminar and games. Conclusions from the study indicate described the use of forms depending of level studies of mathematics.
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Lyzanchuk, Vasyl. STUDENTS EVALUATE THE TEACHING OF THE ACADEMIC SUBJECT. Ivan Franko National University of Lviv, 2024. http://dx.doi.org/10.30970/vjo.2024.54-55.12159.
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The article reveals and characterizes the methodological features of teaching the discipline «Intellectual and Psychological Foundations of Mass Media Functioning» on the third year of the Faculty of Journalism at Ivan Franko National University of Lviv. The focus is on the principles, functions, and standards of journalistic creativity during the full-scale war of the Russian Federation against Ukraine. As the Russian genocidal, terrorist, and ecocidal war has posed acute challenges to the education and upbringing of student youth. A young person is called not only to acquire knowledge but to receive them simultaneously with comprehensive national, civic, and moral-spiritual upbringing. Teaching and educating students, the future journalists, on Ukrainian-centric, nation-building principles ensure a sense of unity between current socio-political processes and historical past, and open an intellectual window to Ukraine’s future. The teaching of the course ‘Intellectual-Psychological Foundations of Mass Media Functioning’ (lectures and practical classes, creative written assignments) is grounded in the philosophy of national education and upbringing, aimed at shaping a citizen-patriot and a knight, as only such a citizen is capable of selfless service to their own people, heroic struggle for freedom, and the united Ukrainian national state. The article presents student creative works, the aim of which is to develop historical national memory in students, promote the ideals of spiritual unity and integrity of Ukrainian identity, nurture the life-sustaining values of the Ukrainian language and culture, perpetuate the symbols of statehood, and strengthen the moral dignity and greatness of Ukrainian heroism. A methodology for assessing students’ pedagogical-professional competence and the fairness of teachers who deliver lectures and conduct practical classes has been summarized. The survey questions allow students to express their attitudes towards the content, methods, and forms of the educational process, which involves the application of experience from European and American countries, but the main emphasis is on the application of Ukrainian ethnopedagogy. Its defining ideas are democracy, populism, and patriotism, enriched with a distinct nation-building potential, which instills among students a unique culture of genuine Ukrainian history, the Ukrainian language and literature, national culture, and high journalistic professionalism. Key words: educator, student, journalism, education, patriotism, competence, national consciousness, Russian-Ukrainian war, professionalism.
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Vlasenko, Kateryna V., Sergei V. Volkov, Daria A. Kovalenko, Iryna V. Sitak, Olena O. Chumak, and Alexander A. Kostikov. Web-based online course training higher school mathematics teachers. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3894.
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The article looks into the problem of theoretical aspects of using Web 2.0 technology in higher education. This paper describes answers of 87 respondents who have helped to identify the most required types of educational content for the integration to pages of the online course training higher school mathematics teachers. The authors carry out a theoretical analysis of researches and resources that consider the development of theoretical aspects of using web tools in higher education. The research presents the characteristics common to online courses, principles of providing a functioning and physical placement of online systems in webspace. The paper discusses the approaches of creating and using animated content in online systems. The authors describe the methods of publishing video content in web systems, in particular, the creation and use of video lectures, animation, presentations. This paper also discusses several of the existing options of integrating presentations on web pages and methods of integrating mathematical expressions in web content. It is reasonable to make a conclusion about the expediency of promoting online courses, the purpose of which is to get mathematics teachers acquainted with the technical capabilities of creating educational content developed on Web 2.0 technology.
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Kravtsov, Hennadiy M., та Olga O. Gnedkova. Методи використання хмарних сервісів у навчанні іноземної мови. [б. в.], 2018. http://dx.doi.org/10.31812/0564/2456.
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Research goals: determine particularities of using cloud services in English communicative competence forming process and develop the model of distance learning system (DLS) and cloud services interaction that improves the quality of the learning process. Research objectives: to identify, describe and develop methodological features of the model of distance learning system and cloud services interaction; consider on the examples the methods of use cloud services in DLS in foreign language training, aimed at English communicative competence forming process of students; experimentally investigate the level of using of cloud services in distance learning and identify ways of improving its use. Object of research: methodical system of foreign language students’ training of language faculties in high institutions. Subject of research: methodological model of the model of distance learning system and cloud services interaction in English communicative competence forming process. Research methods used: review and analysis of scientific publications, psychological, educational and instructional materials, modeling of complex systems, questionnaires, conducting pedagogical experiment. Results of the research. The model of distance learning system and cloud services interaction was developed and the methodological particularities of this interaction are defined. Methods of using cloud services on the example of the distance course “Practical English Course Upper Intermediate” describing the methods of doing the tasks in English communicative competence forming process of language faculties were considered. As a result of experiment it was found there is a low level of use of cloud technologies in distance learning is a consequence of a lack of awareness of teachers in the possibilities of its use. The main conclusions and recommendations: 1) the use of cloud technologies in distance learning of foreign language will improve the quality of training of students of language faculties of high institutions; 2) it is reasonable to conduct work in familiarization and training university lecturers using cloud services in professional and educational activities.
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Shalatska, Hanna M., Olena Yu Zotova-Sadylo, and Ivan O. Muzyka. Moodle course in teaching English language for specific purposes for masters in mechanical engineering. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3881.
Full textAbstract:
The central thesis of this paper is that e-learning courses can have a significant impact on English language for specific purposes (ESP) proficiency of mining mechanical engineering students. The purpose of this study is to assess the effectiveness of ESP Moodle-based course “English for Mining Mechanical Engineers” and to reveal the results of its experimental approbation. In order to identify the lectures’ and learners’ needs we have applied the survey research. The survey confirmed the greatest demand for Moodle courses that include all the elements of a coherent training manual to provide self-development of engineering students. The interview results contributed to design of author’s ESP course syllabus. The importance and originality of this study are that to approbate the course materials’ effectiveness two approaches have been adopted simultaneously. The first is blended learning method based on e-learning platform applied in the experimental group and the second one is classic in-class instructor-led studying used in a control group. Students’ progress in ESP proficiency has been assessed using the cross assessment method. The experiment has validated the initial hypothesis that the special online courses focused on honing foreign language skills and integrated in the domain of specific professional knowledge have a beneficial effect on students’ communicative competencies in general. There were identified the advantages of self-tuition based on Moodle platform. The Moodle course lets the teachers save considerable in-class time to focus more on communicative assignments. The findings of this study have a number of practical implications in ESP online courses development.