Academic literature on the topic 'Teaching initiation'
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Journal articles on the topic "Teaching initiation"
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Pop, Mirela Cristina. "Technical translation teaching and learning at initiation level: Methodological considerations." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 1 (August 26, 2017): 291–96. http://dx.doi.org/10.18844/prosoc.v4i1.2268.
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Head, Fay A. "Student Teaching as Initiation into the Teaching Profession." Anthropology & Education Quarterly 23, no. 2 (June 1992): 89–107. http://dx.doi.org/10.1525/aeq.1992.23.2.05x1260l.
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Van Liew, H. D. "An initiation into teaching for graduate students." Advances in Physiology Education 257, no. 6 (December 1989): S3. http://dx.doi.org/10.1152/advances.1989.257.6.s3.
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The Physiology Department at State University of New York at Buffalo offers a one-credit course that is intended to improve communication skills and to foster a problem-solving approach to the teaching/learning process. In the course, students practice lecturing, prepare examination questions, and participate in discussions of various teaching problems.
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Haring, Thomas G., and Laurie Lovinger. "Promoting Social Interaction through Teaching Generalized Play Initiation Responses to Preschool Children with Autism." Journal of the Association for Persons with Severe Handicaps 14, no. 1 (March 1989): 58–67. http://dx.doi.org/10.1177/154079698901400107.
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Two experiments were conducted to investigate the effects of play initiation training on subsequent social interactions between students with severe disabilities and their nonhandicapped peers within play contexts. In both studies, five nonhandicapped peers were used as training confederates, and generalization probes were conducted within unstructured free-play situations with a larger number of peers who did not participate in training. In Experiment 1, a preschool student with autistic behaviors was integrated into a regular preschool The effects of two treatment conditions were compared: (a) providing an awareness activity plus rewards for the nonhandicapped peers who initiated interactions and (b) teaching initiations and play behaviors to the student with severe disabilities. The results indicated that although the awareness activity plus reward condition increased the frequency of peer initiations, peer responsivity to the initiations by the student with severe disabilities remained low. When the student with severe disabilities was taught to initiate interactions and play appropriately, the level of initiation by the student increased and the level of responsivity by the peers toward his initiations also increased. In Experiment 2, we replicated this effect with two students who were integrated into a kindergarten class. The effects of competent social interaction skills on shaping environments that are responsive to the social initiations of students with severe disabilities are discussed.
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Kim, Jeongyeon. "International teaching assistants’ initiation of negotiations in engineering labs." International Journal of Applied Linguistics 26, no. 3 (April 15, 2016): 420–36. http://dx.doi.org/10.1111/ijal.12140.
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Cañón Rodríguez, Ruth, Isabel Cantón Mayo, Ana Rosa Arias Gago, and Roberto Baelo Álvarez. "Initiation into Teaching from the Perspective of Primary School Teachers: Differences Between Newly Qualified and Experienced Teachers." Journal of New Approaches in Educational Research 6, no. 2 (July 15, 2017): 103–11. http://dx.doi.org/10.7821/naer.2017.7.202.
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This study consists of an investigation into the experiences of new teachers in primary education in the province of León, during their initiation into teaching. The objective was to explore how they experience this stage, and to recognize the training needs that exist along with the degree of motivation and satisfaction expressed with the measures designed for integration into teaching. The methodology used is descriptive and interpretive, ex-post-facto oriented towards a search for improvement.
Research finding reveals the existence of significant gaps in initial teacher training that bears a negative influence on the subsequent professional development of the teachers involved. In this sense, the training programs designed for teachers who are initiating their career, although valued positively by both novices and experienced teachers; do not overcome their initial shortcomings.
Despite the difficulties, however, new teachers show a general feeling of satisfaction with the stage in which they initiate their teaching.initiate their teaching.
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Corbett, Megan, Cynthia Arcieri, Emma Dann, Jeff Durney, Frances Fuller, Frances Leonard, Susan O’Connor, et al. "QIM19-118: Oral Anti-Cancer Therapy Initiation: A Standardized Approach for Patient Care and Education." Journal of the National Comprehensive Cancer Network 17, no. 3.5 (March 8, 2019): QIM19–118. http://dx.doi.org/10.6004/jnccn.2018.7113.
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Background: The availability and popularity of oral anti-cancer therapy has recently increased. In this shift of delivery, control over downstream steps in the process moves to patients, families, and the extended care team. Unique challenges have been identified including effective patient education, adherence, and monitoring. The purpose of this quality improvement project was to standardize the approach to initiating oral anti-cancer patient care. Methods: A quality improvement team developed and implemented a standard approach for before, during, and after initiation of oral anti-cancer therapy. Key components included ensuring completion of informed consent, electronic orders within an evidence-based treatment plan, and adherence monitoring with a specific emphasis on patient education. Education prior to initiating therapy was standardized through both an education folder and one-on-one teaching sessions with an oncology nurse. A voluntary, anonymous 4-question paper survey (deemed clinical quality improvement by the IRB) solicited feedback from patients to assess both the educational materials and teaching session. Questions included perceived acceptability of the content and whether materials guided conversation, provoked questions, and complimented the teaching. An opportunity for comments was provided. Results: A 3-month collection period yielded overwhelmingly positive results. 100% of patients (n=18) felt the education materials provided were “just right” and provoked discussion with the care team. 94% of patients felt the educational materials and teaching session were complimentary. Conclusions: As oral anti-cancer therapy becomes more common, it is vital to form a collaborative partnership with the patient, family, and the extended care team to ensure overall success. Standardized educational content supports the transfer of expert knowledge to ensure adherence, management, and patient safety, ultimately improving patient outcomes. A standard approach that includes informed consent, orders within a treatment plan, adherence monitoring, and patient education prior to initiating oral anti-cancer therapy is one way to ensure quality, comprehensive patient care.
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Malapati, Sindhu, Sunny R. K. Singh, Rohit Kumar, Jason Mouabbi, and Tarik Hadid. "Plasma Exchange in Thrombotic Microangiopathy: Is It Time Sensitive?" Blood 134, Supplement_1 (November 13, 2019): 2353. http://dx.doi.org/10.1182/blood-2019-129375.
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Background: Thrombotic microangiopathy (TMA) has myriad causes with only subtle differences at presentation. Thrombotic thrombocytopenic purpura is one of the etiologies, and traditional teaching is that initiation of treatment with plasmapheresis (PLEX) is time sensitive allowing mitigation of the otherwise high morbidity and mortality of this condition. If TTP is suspected, PLEX is frequently initiated prior to availability of confirmatory lab tests. In contradiction to this, a recent publication by Liu et al (Blood 2017) found that early initiation of PLEX was not associated with improved inpatient mortality. We aim to study inpatient outcomes and predictors of early initiation of PLEX in this population. Methods: This is a retrospective cohort analysis of NIS database (year 2016). Our cohort of interest was adult patients with TMA who underwent plasmapheresis and we identified them by selecting those ≥18 years of age, with ICD-10-CM diagnosis code of TMA and procedure code for PLEX. Early PLEX was defined as initiation of PLEX within 24 hrs of admission and late PLEX as beyond 24 hrs. Primary outcome was inpatient mortality and secondary outcomes were length of stay (LOS), predictors of early initiation of PLEX and mean total charge (TOTCHG). Associated factors were analyzed using a multivariate regression model. We used STATA for statistical analysis. Results: A total of 2064 admissions with thrombotic microangiopathies (TMA) were identified in 2016, of which 1200 (58.1%) received PLEX. Death in the same admission occurred in 120 (5.8%) of all TMA patients, but only in 45 (3.75%) of those who underwent PLEX. Among those who received PLEX for TMA, mean age was 49.2 years, 71.25% (n=855) had early PLEX, 70.4% were female, 38.75% Caucasian and 38.3% African American. The mean time to initiation of PLEX was 2.01 days. Within the cohort of those who received PLEX, inpatient mortality was lower in those with early initiation of PLEX (OR 0.13, p 0.005) and higher with increasing age (OR 1.10, p 0.006) after adjusting for gender and all hospital characteristics (geographical location, urban or rural location of hospital, hospital teaching status, size). LOS was shorter in early PLEX vs late PLEX (by 5.25 days, p 0.0001) and was longer in those admitted to a teaching hospital vs non teaching hospital (by 3.08 days, p 0.038) keeping income quartile of patient's address, gender, Charlson Comorbidity Index (CCI) and other hospital characteristics constant. Likelihood of receiving PLEX within 24 hours of admission was lower in those who were admitted over the weekend (OR 0.36, p 0.006) after adjusting for other factors. There was no association of early initiation of PLEX with age, gender, race, CCI, mean income quartile for patient's address, insurance status, hospital region, urban or rural location of hospital, hospital teaching status. Total charge was approximately $54,759 higher (with a trend to significance, p=0.054) for those receiving late PLEX versus early PLEX after adjusting for patient demographics and hospital characteristics. Conclusion: Among patients admitted with TMA, inpatient mortality, length of stay and mean total charge for hospitalization was lower in those who had initiation of plasmapheresis within 24 hours of admission. Admissions over weekends were associated with lower likelihood of early initiation of PLEX. Given the better inpatient outcomes with early initiation of PLEX, this should be an area of quality improvement interventions in the future. Table Disclosures No relevant conflicts of interest to declare.
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Tongun, Justin Bruno, James K. Tumwine, Grace Ndeezi, Mohamedi Boy Sebit, David Mukunya, Jolly Nankunda, and Thorkild Tylleskar. "The Effect of Health Worker Training on Early Initiation of Breastfeeding in South Sudan: A Hospital-based before and after Study." International Journal of Environmental Research and Public Health 16, no. 20 (October 15, 2019): 3917. http://dx.doi.org/10.3390/ijerph16203917.
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Globally, suboptimal breastfeeding contributes to more than 800,000 child deaths annually. In South Sudan, few women breastfeed early. We assessed the effect of a Baby-Friendly Hospital Initiative training on early initiation of breastfeeding at Juba Teaching Hospital in South Sudan. We carried out the training for health workers after a baseline survey. We recruited 806 mothers both before and four to six months after training. We used a modified Poisson model to assess the effect of training. The prevalence of early initiation of breastfeeding increased from 48% (388/806) before to 91% (732/806) after training. Similarly, early initiation of breastfeeding increased from 3% (3/97) before to 60% (12/20) after training among women who delivered by caesarean section. About 8% (67/806) of mothers discarded colostrum before compared to 3% (24/806) after training. Further, 17% (134/806) of mothers used pre-lacteal feeds before compared to only 2% (15/806) after training. Regardless of the mode of birth, the intervention was effective in increasing early initiation of breastfeeding [adjusted prevalence ratio (APR) 1.69, 95% confidence interval CI (1.57-1.82)]. These findings suggest an urgent need to roll out the training to other hospitals in South Sudan. This will result in improved breastfeeding practices, maternal, and infant health.
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Harris, Chris, Refik Saskin, and Karen EA Burns. "Noninvasive Ventilation Initiation in Clinical Practice: A Six-Year Prospective, Observational Study." Canadian Respiratory Journal 17, no. 3 (2010): 123–31. http://dx.doi.org/10.1155/2010/842543.
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BACKGROUND: Despite evidence supporting the role of noninvasive ventilation (NIV) in diverse populations, few publications describe how NIV is used in clinical practice.OBJECTIVE: To describe NIV initiation in a teaching hospital that has a guideline, and to characterize temporal changes in NIV initiation over time.METHODS: A prospective, observational study of continuous positive airway pressure ventilation (CPAP) or bilevel NIV initiation from January 2000 to December 2005 was conducted. Registered respiratory therapists completed a one-page data collection form at NIV initiation.RESULTS: Over a six-year period, NIV was initiated in 623 unique patients (531 bilevel NIV, 92 CPAP). Compared with bilevel NIV, CPAP was initiated more often using a nasal interface, with a machine owned by the patient, and for chronic conditions, especially obstructive sleep apnea. Whereas CPAP was frequently initiated and continued on the wards, bilevel NIV was most frequently initiated and continued in the emergency department, intensive care unit and the coronary care unit. Patients initiated on bilevel NIV were more likely to be female (OR 1.8, 95% CI 1.08 to 2.85; P=0.02) and to have an acute indication compared with CPAP initiations (OR 7.5, 95% CI 1.61 to 34.41; P=0.01). Bilevel NIV was initiated more often in the emergency department than in the intensive care unit (OR 5.8, 95% CI 0.89 to 38.17; P=0.07). Bilevel NIV initiation increased from 2000 to 2005.CONCLUSIONS: The present study illustrates how NIV is used in clinical practice and confirms that NIV initiation has increased over time.
Dissertations / Theses on the topic "Teaching initiation"
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Cordeiro, Bárbara Osório. "Relatório da prática de ensino supervisionada realizada no Conservatório Regional de Castelo Branco: métodos de ensino na iniciação à aprendizagem do violino." Master's thesis, Universidade de Évora, 2021. http://hdl.handle.net/10174/29169.
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O presente trabalho insere-se no âmbito da unidade curricular da prática de ensino supervisionada
do Mestrado de Ensino da Música da Universidade de Évora, relativo ao ano letivo 2019/2020.
Na primeira parte do trabalho é realizada uma descrição e análise da Prática de Ensino
Supervisionada (PES), assim como uma contextualização, tanto da cidade como do
estabelecimento acolhedor, o Conservatório Regional de Castelo Branco. É também facultada uma
caracterização dos alunos acompanhados no decorrer do estágio, bem como uma breve
abordagem sobre a professora cooperante. Ainda nesta primeira secção é realizada uma pesquisa
relativamente às ofertas educativas e aos docentes e não docentes integrantes do CRCB. A
segunda parte aborda os métodos de ensino na iniciação à aprendizagem do violino, quais os mais
utilizados e quais os mais eficazes. A presente investigação tem também como objetivo encorajar
a reflexão sobre o uso dos diferentes métodos que podem ou não influenciar a aprendizagem dos
alunos que se iniciam nesta arte, assim como, o papel do professor na utilização e adaptação dos
mesmos. É um trabalho destinado aos professores e aos que exercem uma atividade violinística
performativa; Report on Supervised Teaching Practice held at Conservatório Regional de Castelo Branco:
Methods of teaching to initiate the learning of violin
Abstract:
This work is part of the supervised teaching practice unit of the Music Teaching Master's Degree
of the University of Évora, for the academic year 2019/2020. In the first part of the work a
description and analysis of the Supervised Teaching Practice (PES) is performed, as well as a
contextualization, both of the city and the welcoming establishment, the Conservatório Regional de
Castelo Branco. A characterization of the students accompanied during the internship is also
provided, as well as a brief approach about the cooperating teacher. Also in this first section a
survey is carried out regarding the educational offers and the teachers and non-teaching staff
members of the CRCB. The second part deals with teaching methods in the initiation of violin
learning, which are the most used and which are the most effective. This research also aims to
encourage reflection on the use of different methods that may or may not influence the learning of
students who initiate in this art, as well as the role of the teacher in their use and adaptation. It is
a work intended for teachers and for those who carry out a performing violinistic activity.
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COCK, JULIANA CRISTINA ARAUJO DO N. "REVIEW STUDY OF THE INSTITUTIONAL ARRANGEMENT OF POLICIES: THE CASE OF THE SCHOLARSHIP INSTITUTIONAL PROGRAM FOR INITIATION TO TEACHING (PIBID)." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2018. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=35552@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
Estudo de Revisão do Arranjo Institucional de Implementação de Política: o Caso do Programa Institucional de Bolsa de Iniciação à Docência (Pibid), apresenta um estudo de revisão do campo de estudos de Políticas Públicas e principalmente do subcampo de implementação de políticas. Com base nas referências teóricas e metodológicas de tradição na área, oriundas da Ciência Política, Administração Pública e Sociologia Política, foi realizada uma análise do arranjo institucional de implementação de uma política educacional, o Pibid. Esse programa faz parte de um conjunto de políticas públicas recentes do MEC e da Capes direcionadas aos cursos de licenciatura com foco sobre a formação inicial docente. Trata-se de uma pesquisa qualitativa desenvolvida mediante análise de conteúdo temática de dados bibliográficos e documentais, além da utilização de dados secundários. O objeto da pesquisa consiste em compreender as especificidades do Pibid no histórico das políticas públicas voltadas à formação inicial docente no Brasil a partir de uma análise do arranjo institucional da sua implementação. Os objetivos específicos são compreender i) a articulação de políticas educacionais no contexto de formulação do programa; ii) como está estruturado o seu desenho mediante os regimes de colaboração entre os entes federativos, os níveis de ensino e as instituições de ensino superior e básica, e iii) os papéis desempenhados pelos atores desde a formulação até a implementação. A reflexão proposta também visa contribuir para o campo de implementação de políticas ao expandir o escopo analítico incorporando o conceito de escala, em interface com a Geografia, para uma perspectiva socioespacial.
This research presents a review study of the Public Policies field, mainly the subfield of Policy Implementation. Based on established theoretical and methodological references from Political Science, Public Administration and Political Sociology, we analysed the institutional arrangement for the implementation of specific educational policy, Programa Institucional de Bolsas de Iniciação à Docência (Pibid), the Brazilian Scholarship Institutional Program for Initiation to Teaching. This program is part of a set of recent public policies of the Ministry of Education and Capes – the coordination for higher education staff development –, directed to undergraduate courses focusing on initial teacher training. We developed qualitative research through the analysis of the thematic content of bibliographic and documentary data, together with secondary sets of data. The purpose of the research was to understand the specificities of Pibid in the history of public policies for initial teacher training in Brazil throughout the analysis of the institutional arrangement of its implementation. The specific objectives were to understand i) the articulation of educational policies in the context of the program formulation; ii) the structure of the policy design through collaboration schemes between federative entities, educational levels and institutions both of higher and K-12 education, and iii) the roles played by the actors from the formulation to the implementation. The prospective reflection aims to further contribute to the Policy Implementation field by expanding the analytical scope, incorporating the concept of scale in an interface with Geography, within the lights of a socio-spatial perspective.
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Gomes, Catarina Vieira. "Relatório de prática de ensino supervisionada realizada no Orfeão de Leiria - Conservatório de Artes: guia prático para a aprendizagem inicial do clarinete." Master's thesis, Universidade de Évora, 2019. http://hdl.handle.net/10174/27639.
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O objeto de estudo do presente trabalho é a criação do primeiro método de iniciação
ao clarinete em português com melodias tradicionais e populares portuguesa.
Este trabalho pretende dar um contributo para o ensino do clarinete em Portugal, bem
como criar uma ferramenta didática de apoio ao discente de clarinete.
O relatório encontra-se organizado em duas partes distintas, sendo a primeira referente
à Prática de Ensino Supervisionada realizada na Escola de Música do Orfeão de Leiria –
Conservatório de Artes, com o professor cooperante Luís Casalinho, e a segunda, à
investigação sobre o tema anteriormente referido; Abstract - Supervised Teaching Report held at Orfeão de
Leiria – Conservatório de Artes: Pratical guide for the initial
learning of the clarinet
The object of study in the present work is the creation of the first method in Portuguese
for the initiation to the clarinet, with excerpts from Portuguese traditional and popular
music.
This work aims to contribute to the teaching of the clarinet in Portugal, as well as to
create a didactic tool to support the clarinet student.
This report is organized in two distinct parts, the first one referring to the supervised
teaching practise held at Orfeão de Leiria – Conservatório de Artes with the cooperating
advisor Luís Casalinho, and the second, to the research on the subject previously
mentioned.
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Silva, Eliene Maria da. "A iniciação à docência no processo da aprendizagem docente: um estudo no Programa Institucional de Bolsa de Iniciação à Docência Pibid / Capes na Universidade do Estado da Bahia - UNEB." Faculdade de Educação, 2016. http://repositorio.ufba.br/ri/handle/ri/21822.
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PAC/UNEB
O presente estudo aborda a iniciação à docência no processo da aprendizagem docente. Para isso, tomou o Programa Institucional de Bolsa de Iniciação à Docência-PIBID na Universidade do Estado da Bahia-UNEB, como lócus de investigação e com o objetivo de compreender como a iniciação à docência se relaciona no processo da aprendizagem da docência a partir da experiência do Programa na instituição. Partindo do argumento de que a aprendizagem da docência é um processo itinerante e nômade, que ocorre em diversos espaços de aprendizagem (FRÓES, 2000) foi desenvolvida uma pesquisa qualitativa em 04 (quatro) Departamentos da UNEB a partir de seus subprojetos vinculados ao Projeto Institucional da UNEB. A pesquisa de base qualitativa e natureza fenomenológica, contou com a colaboração de dez bolsistas de iniciação à docência do PIBID da Universidade do Estado da Bahia – BA. As fontes de análise foram selecionadas com base no objetivo do estudo e consideraram a aprendizagem, a formação e a licenciatura como elementos estruturantes para a realização da pesquisa. Como dispositivos de pesquisa foram realizadas as análises de documentos, entrevistas semiestruturadas e grupos focais. As análises partiram das proposições que fundamentam o trabalho investigativo e foram feitas a partir de um movimento de alternância entre o campo empírico e a teoria, numa estreita relação com as atividades acadêmicas dos Cursos de Licenciatura da UNEB e com a organização do trabalho pedagógico das escolas da Educação Básica. Assim, tais análises se articularam em quatro eixos: a identificação progressiva do licenciando com a profissão, docente, a co-existencia entre PIBID e Estágio: um entre-lugar da formação, ser e não ser professor: entre a discência e a docência e a iniciação (com) partilhada.
ABSTRACT This present study addresses the initiation in teaching on the process of docent apprenticeship. For this, it took the Institutional Grant Program Teaching Initiation-PIBID at the State University of Bahia-UNEB as investigation locus. Starting from the argument that the docent apprenticeship is an itinerant and nomadic process that occurs in several learning spaces (BURNHAM, 2000), it was developed a qualitative research in 04(four) different departments of UNEB with Initiation scholarship holders to the various subprojects teaching linked to the Program. The qualitative research base, phenomenological nature, was assisted by the collaboration of ten scholarship holders of the initiation in teaching PIBID State University of Bahia - BA. The analysis sources were selected based on the study's goals and considering the apprenticeship, education and licensure as structural elements for the research. As research devices were carried out a document analysis, semi-structured interviews and focus groups. The analyses set off from the propositions that base the investigative work in agreement with some principles of hermeneutics from an alternating movement between all the empirical field and theory, in a close relationship with the academic activities of the degree of UNEB lecturing courses and the organization of Basic School Pedagogical Work. Thus, such analyses are articulated around four axes: the progressive identification of the licensed under docent education, the shared initiation, the transition from student into faculty and the relationships of coexistence between PIBID and Internship.
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Nascimento, Wilson Elmer 1986. "Professores supervisores do PIBID : um estudo sobre o desenvolvimento profissional." [s.n.], 2014. http://repositorio.unicamp.br/jspui/handle/REPOSIP/254166.
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Orientador: Elisabeth BarolliDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: Este estudo, de cunho qualitativo, teve como objetivo compreender e caracterizar a influência de subprojetos do Programa Institucional de Bolsas de Iniciação à Docência (PIBID) da área de Ciências na rotina profissional dos professores supervisores, bem como o efeito dessa participação no PIBID para o desenvolvimento profissional. O presente estudo configura-se como Estudo de Caso e envolve quatro supervisores do PIBID de subprojetos vinculados a diferentes Instituições de Ensino Superior do Estado de São Paulo. Para o levantamento dos dados optamos pelo uso de entrevistas semiestruturadas, que apresenta um esquema por nós elaborado que sintetiza as características mais importantes do desenvolvimento profissional de professores de acordo com a literatura. Ao percebermos que os dados nos permitiam reconstruir as histórias dos supervisores no PIBID em uma perspectiva diacrônica durante o projeto, lançamos mão de uma análise narrativa procurando, nesse primeiro momento, apontar para as práticas realizadas no programa e os principais impactos nas rotinas dos professores. Para a compreensão dos modos como os supervisores interagiram com seus subprojetos, recorremos ao ferramental teórico em torno do conceito de disposições conforme proposto pelo sociólogo Bernard Lahire. O segundo patamar de análise nos permitiu apreender algumas disposições dos supervisores interpretadas como motores de suas ações nos subprojetos e, ao mesmo tempo, relacionadas com possibilidades de desenvolvimento profissional. Diante de uma perspectiva teórica multireferencial para o desenvolvimento profissional dos professores, em que tem subjacente uma dinâmica muito dependente do sujeito e do contexto, as principais disposições inferidas na análise nos revelaram seus efeitos diante do desenvolvimento do professor. A compreensão daquilo que os impulsionam a agir em contextos específicos e o porquê de acionarem determinadas práticas e mecanismos, se tornou muito importante para o nosso estudo, à medida que nos possibilitou encontrar indicadores de desenvolvimento profissional. Como resultados, identificamos disposições que, atualizadas durante a participação no PIBID, mobilizaram ações que nos indicaram processos de desenvolvimento profissional em alguns dos supervisores sujeitos da pesquisa. Dos indicadores de desenvolvimento profissional destacamos: (i) os professores como agentes de mudanças, comprometimento e satisfação pessoal; (ii) práticas de reflexão e de investigação; (iii) práticas colaborativas e de trabalho em equipe; e (iv) atualização contínua de repertórios pedagógicos e científicos. Nossos resultados sinalizaram, ainda, para a importância do modo como os subprojetos PIBID são conduzidos e a maneira como o próprio supervisor encara o programa para que processos de desenvolvimento profissional se desencadeiem
Abstract: This research, qualitative nature, aimed to comprise and characterize the influence of subprojects of "Programa Institucional de Bolsas de Iniciação à Docência" in the field of Science in the daily tasks of the supervisors teaching practicers, as well as the effect of participation in referred program for professional their growth. For this research was used as objetct a case studying involving four PIBID supervisors which work on subprojects team into different Institutions of Higher Education of the State of São Paulo. For mapping the information necessary for this research was chosen as main method semi-structured interviews, which presents a scheme developed by the authors of this article which summarizes the most important features of teacher¿s professional development in accordance with literature. To conclude that the obtained information allowed us to reconstruct the histories of supervisors in PIBID in a diachronic perspective during the project, was used a narrative analysis, which looked at at first moment point out the practices at in the program and the main impacts on the routines of teachers. To understand the ways in which supervisors interacted with their subprojects, we resorted to the theoretical tooling around the concept of dispositions as proposed by sociologist Bernard Lahire. The second level of analysis allowed us to apprehend certain provisions of supervisors interpreted as motor of their actions in the subprojects and, at the same time, related to the opportunities for professional development. Considering the mentioned multi-referential theoretical perspective for the teachers¿ professional development, based on a dependent dynamics of subject and context, the main provisions revealed the effects on the teachers¿ development. Reaching what timulates them to act in specific contexts and why they adopt certain practices and mechanisms was a important issue for this study, as well as contributed to find professional development indicators. As a result, were identified dispositions that, updated during participation in PIBID, mobilized actions indicated in the process of professional development in some of supervisors which had participated of this research. According author¿s oppinion, the main developments are: (i) teachers as change agents, commitment and personal satisfaction; (ii) reflection and research practices; (iii) collaborative and teamwork practices; and (iv) continuous updating of scientific and pedagogical repertoires. The results also shows the importance of how PIBID subprojects are conducted and the way supervisors face the PIBID for their professional development process
Mestrado
Ensino de Ciencias e Matematica
Mestre em Multiunidades em Ensino de Ciências e Matemática
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Cosmo, Thaís. "Escritas de licenciandos em matemática, quanto à docência, no contexto do PIBID." Universidade Federal de São Carlos, 2015. https://repositorio.ufscar.br/handle/ufscar/8463.
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This research, of qualitative approach, aims to analyze the writings of future Mathematics teachers about teaching while they are inserted in the context of the Institutional Program of Initiation to Teaching Scholarship (PIBID). It was conducted by the following research question: How is teaching expressed in the writings of future Mathematics teachers while they are inserted in PIBID? To contextualize the research, a historical survey on teacher training in Brazil was made, and a brief PIBID history was also presented. The research relied on theoretical contributions on the importance of practice in the teacher training process and also on the issue collaborative partnership between school and University. As the focus of the research was to analyze the writings of future teachers, the instrument used for data collection was the portfolio, prepared by PIBID undergraduates. Thus, the literature on the importance of writing in the teacher training process was consulted and the concept of portfolios and their purpose in the initial training process of teachers were studied. Therefore, thirteen portfolios were selected for pre-analysis, from which six, related to three undergraduates, were analyzed through categories within four axes of analysis: (1) of personal character; (2) related to classroom; (3) related to students; and (4) related to school and/or to education. As a result, it is inferred that future teachers have a broad understanding of teaching while they are inserted in PIBID, extensively expressing teaching in their writings through the four axes of analysis, highlighting the following categories: pedagogical knowledge; experience; planning, adaptation and improvisation; socialization; contextualization; use of resources and technologies; adversities; student learning; evaluation of learning; discipline; lack of resources; and intention of education.
Esta pesquisa, de caráter qualitativo, tem como objetivo analisar as escritas de futuros professores de matemática, quanto à docência, enquanto inseridos no contexto do Programa Institucional de Bolsa de Iniciação à Docência (PIBID). Foi conduzida pela seguinte questão de pesquisa: De que modo a docência é expressa nas escritas de futuros professores de matemática, enquanto estão inseridos no PIBID? Ao contextualizar a pesquisa, fizemos um levantamento histórico da formação de professores no Brasil e apresentamos, também, um breve histórico do PIBID. Fundamentamo-nos em aportes teóricos que dizem respeito à importância da prática no processo de formação do professor e consultamos também estudos sobre a temática parceria colaborativa entre escola e universidade. Como o foco da pesquisa era analisar as escritas dos futuros professores, o instrumento utilizado para a coleta de dados foi o portfólio, elaborado pelos licenciandos no âmbito do PIBID. Desta forma, recorremos à literatura sobre a importância da escrita no processo de formação docente e procuramos ainda entender o que são portfólios e qual a sua finalidade no processo de formação inicial de professores. Selecionamos, portanto, treze portfólios para pré-análise, dos quais analisamos seis, referentes a três licenciandos, através de categorias inscritas em quatro eixos de análise: (1) de caráter pessoal; (2) relacionadas à sala de aula; (3) relacionadas aos alunos; e (4) relacionadas à escola e/ou à educação. Como resultado, podemos inferir que os futuros professores apresentam uma ampla compreensão sobre o trabalho docente quando inseridos no PIBID, expressando a docência extensivamente em suas escritas por meio dos quatro eixos de análise, com destaque às seguintes categorias: conhecimentos pedagógicos; experiência; planejamento, adaptação e improvisação; socialização; contextualização; uso de materiais e tecnologias; adversidades; aprendizagem dos alunos; avaliação da aprendizagem; disciplina; falta de recursos; e intenção da educação.
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Zaqueu-Xavier, Ana Claudia Molina. "Narrativas na formação de professores : possibilidades junto ao Pibid da UFSCar /." Rio Claro, 2019. http://hdl.handle.net/11449/181137.
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Orientador: Heloisa da SilvaResumo: Elaborar compreensões sobre a mobilização de narrativas na formação de professores no âmbito do Programa Institucional de Bolsas de Iniciação à Docência (Pibid) da Universidade Federal de São Carlos, UFSCar, foi o objetivo desta pesquisa. A escolha por este espaço de formação deu-se a partir de conversas informais com uma das ex-coordenadoras institucionais e de leituras de produções vinculadas a ele e do seu regimento interno, que indicaram a obrigatoriedade do trabalho com portfólios, diários e relatórios. A metodologia esteve pautada nos pressupostos da História Oral praticada no interior do Grupo História Oral Educação Matemática, Ghoem. As compreensões elaboradas tiveram apoio no estudo de dez narrativas produzidas a partir de momentos de entrevistas com oito coordenadores de área de subprojetos e com dois coordenadores institucionais, bem como de documentos do Pibid da UFSCar. Os estudos e produções de entrevistas deram-se junto aos subprojetos da Biologia, Interdisciplinar, Letras, Pedagogia e Química, perpassando os três campi da instituição, quais sejam, Araras, São Carlos e Sorocaba. Os resultados apontam para uma pluralidade de compreensões e mobilizações das narrativas e seus usos, os quais parecem estar intimamente relacionados a aspectos da formação acadêmica, dos referenciais teóricos e do modo como o Programa é entendido por quem as mobiliza. O portfólio é instituído como o instrumento principal de formação e avaliação, embora outros instrumentos e estratégias... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: To elaborate understandings about the mobilization of narratives in the teacher’s formation in the Institutional Scholarship Program for Teaching Initiation (Pibid) of Federal University of São Carlos, UFSCar, was the objective of this research. The choice for this formation space was based on informal conversations with one of the former institutional coordinators and of readings of productions linked to it and it internal regulation, which indicated the obligation to work with portfolios, diaries and reports. The methodology assumed of the Oral History practiced inside the Group Oral History Mathematics Education, Ghoem. The elaborated understandings had support in the study of ten narratives produced from moments of interviews with eight coordinators of subprojects area and with two institutional coordinators, as well as of documents of the Pibid of UFSCar. The studies and productions of interviews took place with the subprojects of Biology, Interdisciplinary, Letters, Pedagogy and Chemistry, going through the three campuses of the institution, which are, Araras, São Carlos and Sorocaba. The results point to a plurality of understandings and mobilizations of narratives and their uses, which seem to be closely related to aspects of academic formation, of the theoretical references and how the Program is understood by those who mobilize them. The portfolio is established as the main tool for formation and evaluation, although other instruments and strategies with the narrati... (Complete abstract click electronic access below)
Doutor
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Corrêa, André Luiz da Costa. "Rolando dados, criando histórias, aprendendo história : o uso do RPG como instrumento de iniciação científica no ensino de história." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/168963.
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A presente pesquisa aborda a temática do uso de jogos na educação básica. Especificamente, trata dos RPGs (role-playing games), jogos de interpretação de personagem, como um recurso para estimular a iniciação científica no ensino de história. A partir da prática do RPG, buscou-se evidenciar momentos de pesquisa a partir de situações-problema apresentadas durante as sessões, bem como a partir da imersão dentro do cenário de jogo. Ao permitir uma simulação, que também é uma imaginação, do passado e articulando saberes prévios com a formação de conceitos formais do conhecimento histórico, o RPG se torna um mecanismo útil para as aprendizagens significativas em história – dentre as quais se destacam a concepção de agência histórica e o aprendizado de situações históricas: contextos, estruturas e conjunturas. As práticas foram conduzidas com alunos e alunas do sétimo ano do ensino fundamental da EMEF Paulo VI – Canoas-RS, a partir da formação de um grupo focal cujos encontros se deram dentro do espaço escolar no turno contrário às aulas regulares.This research addresses the use of role-playing games as a resource to stimulate a scientific initation on the learning process of the history teaching action. From the practical use of RPGs and the student immersion in the game scenery, one seeks to shine a light upon research moments within the roleplaying sessions. Through simulation and creation upon the thematic past of the sessions and articulations with previous knowledge of the student and the formal learnings of historiographic concepts, RPG becomes an useful mechanism for meaningful History experiences - for example, learning the historic agency concept or the historical situations framework: context, structure and conjuncture. The practical applications of our theory were experimented with students of the seventh grade of brazilian elementary school at EMEF Paulo VI - Canoas-RS, who formed a focal group whose meetings took place within the school space after the regular class' shift.
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Ferreira, Henrique Barcelos. "Pedagogia do esporte : estrutura pedagógica para o processo de iniciação esportiva na ótica de especialistas na temática." [s.n.], 2015. http://repositorio.unicamp.br/jspui/handle/REPOSIP/274684.
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Orientador: Roberto Rodrigues PaesTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação Física
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Resumo: A partir de reflexões e proposições balizadas pelas tendências atuais em Pedagogia do Esporte, este estudo teve como objetivo geral descrever elementos pedagógicos potencializadores das possibilidades educativas presentes no processo de iniciação esportiva. A pesquisa se constituiu da articulação entre escopo teórico e o que pensam 5 especialistas no campo de investigação delimitado. Na metodologia da pesquisa descritiva, de caráter qualitativo, realizamos uma pesquisa de campo, composta por um roteiro de 7 perguntas, que permitiu coletar e analisar as ideias de doutores sobre a temática no país. Para interpretação dos dados, dentre o conjunto de técnicas da análise de conteúdo, utilizamos a categorial. Os resultados obtidos possibilitaram a proposição do "Hexágono da Pedagogia do Esporte", estrutura pedagógica composta de 6 elementos, que pode contribuir na mediação e gestão de processos educativos esportivos intencionais e, no contexto da iniciação esportiva para crianças, pode favorecer que o esporte seja compreendido em sua pluralidade, complexidade e seja tratado numa perspectiva reflexiva, ética, inclusiva, plural e transformadora
Abstract: Having as a starting point reflections and propositions delimited by current trends in Sport Pedagogy, this study aimed to describe pedagogical elements enhancers of educational opportunities present in sportive initiation process. The research was based on the articulation between theoretical scope and what think five recognised experts in the defined field of investigation. In the methodology of descriptive research, qualitative, we have conducted a field survey, consisting of a roadmap of seven questions, which allowed collecting and analysing the ideas of leading PHD in the subject in the country. To interpret the data, considering the existent techniques of content analysis, we have used the Categorial. The results enabled the proposition of the "Hexagon of Sports Pedagogy", pedagogical structure, consists of six elements, that can contribute to the mediation and management of intentional educational sportive processes and in the context of sports initiation for children, can promote the sport to be understood in its plurality, complexity and be treated in a reflexive, ethical, inclusive, plural and transformative perspective
Doutorado
Biodinamica do Movimento e Esporte
Doutor em Educação Física
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Bezerra, Josy Kelly Abreu. "Monitoria de iniciaÃÃo à docÃncia no contexto da Universidade Federal do CearÃ: aspectos legais e sua aplicabilidade." Universidade Federal do CearÃ, 2012. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=8724.
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nÃo hÃEste estudo analisa a relaÃÃo entre a legislaÃÃo e a prÃtica da monitoria de iniciaÃÃo à docÃncia, nos cursos de graduaÃÃo da Universidade Federal do CearÃ, sob a Ãptica dos monitores. Diversos fatores influenciaram a necessidade de aprofundamento deste tema, tais como: carÃter dinÃmico da monitoria; por tratar-se de uma polÃtica institucional, comprometida com o desenvolvimento profissional dos futuros docentes; configurar-se como atividade presente hà muitos anos na UFC; inserir-se no processo de formaÃÃo dos estudantes de graduaÃÃo e pela experiÃncia profissional da investigadora. Diante da complexidade do assunto, surgiu a seguinte questÃo a ser investigada: - de que forma o Programa de IniciaÃÃo à DocÃncia està sendo executado nos cursos de graduaÃÃo da Universidade Federal do Cearà e qual sua adequaÃÃo a legislaÃÃo pertinente? O objetivo desta pesquisa foi analisar a percepÃÃo dos monitores remunerados, do Programa de IniciaÃÃo à DocÃncia, da Universidade Federal do CearÃ, quanto à efetivaÃÃo dos objetivos previstos na ResoluÃÃo n 01/CEPE, de 04 de marÃo de 2005. Os objetivos especÃficos foram: Fazer um levantamento histÃrico da monitoria atà sua institucionalizaÃÃo na educaÃÃo superior; apresentar definiÃÃes de monitoria propostas pelas instituiÃÃes federais de ensino superior do Brasil; analisar a legislaÃÃo vigente voltada à monitoria do Programa de IniciaÃÃo à DocÃncia da Universidade Federal do CearÃ; descrever a monitoria do Programa de IniciaÃÃo à DocÃncia; relacionar os objetivos previstos na resoluÃÃo do Programa de IniciaÃÃo à DocÃncia com a prÃtica da monitoria nos cursos de graduaÃÃo. AtravÃs do levantamento do material necessÃrio para subsidiar a realidade estudada, optou-se por uma pesquisa descritiva. O universo da pesquisa foi composto pelos monitores remunerados do Programa de IniciaÃÃo à docÃncia da Universidade Federal do Cearà e que receberam remuneraÃÃo em dezembro 2011. Os dados foram coletados mediante a aplicaÃÃo de um questionÃrio composto por 12 perguntas, sendo 10 objetivas e 2 subjetivas. Compuseram a amostra 335 monitores remunerados do programa e que devolveram o questionÃrio no prazo determinado. Fundamentou-se a pesquisa nos estudos de LibÃneo (1994), Luckesi (2005), NatÃrio (2010), dentre outros considerados importantes para a elaboraÃÃo do referencial teÃrico da pesquisa e fundamentaÃÃo da anÃlise das respostas. ApÃs a coleta e anÃlise dos dados, conclui-se que, conforme a visÃo dos monitores que participaram da pesquisa, este programa alinha-se ao compromisso da instituiÃÃo em promover a adequada utilizaÃÃo do conhecimento teÃrico Ãs mais diversas situaÃÃes encontradas no ambiente profissional, como tambÃm, favorece o desenvolvimento de habilidades relacionais, pelo fato de estar o monitor em constante interaÃÃo com outros estudantes; isso posto, à evidente que a atividade de monitoria à importante passo em direÃÃo à atividade de docÃncia.
This study examines the relationship between law and practice of monitoring of initiation to teaching in the graduation courses of Federal University of Ceara (known as UFC), in terms of the monitors. Several factors influenced the need to deepen this theme, such as: dynamic character of monitoring, because it is an institutional policy committed to the professional development of future teachers; set up as this activity for many years at UFC; insert itself in the process of training of graduate students and by the experience of the researcher. Given the complexity of the subject, came the next question to be investigated: - how the Initiation Program to Teaching is running in the graduation courses of Federal University of Ceara and what it is its suitability relevant legislation? The aim of this study was to analyze the perception of monitors paid in the Initiation Program to Teaching of Federal University of Ceara, regarding the realization of the goals set out in Resolution n 01/CEPE of March 4, 2005. The specific objectives were: Making a historical survey of the monitoring up to its institutionalization in university education; present definitions of monitoring proposed by federal institutions of university education in Brazil; analyze current legislation aimed at monitoring the Initiation Program to Teaching of Federal University of Ceara; describe the monitoring of the Initiation Program to Teaching; relate the goals set forth in Resolution of the Initiation Program to Teaching with monitoring practice in undergraduate. Based on the material needed to support the reality studied, we chose a descriptive research. The research consisted of the paid monitors of the Initiation Program to Teaching of Federal University of Ceara that received compensation in December 2011. Data were collected by a questionnaire consisting of 12 questions, with 10 objective and 2 subjective. The sample consisted of 335 paid monitors program that returned the questionnaire within the prescribed period. The research was based on the studies of LibÃneo (1994), Luckesi (2005), NatÃrio (2010), among others considered important for the development of theoretical research and support of the analysis of the responses. After collecting and analyzing data, it was concluded that, according of the vision of monitors that participated in the survey, this program fits the institution's commitment to promote the appropriate use of theoretical knowledge to various situations encountered in the workplace, but also favors the development of relational skills, because the monitor being in constant interaction with other students; that said, it is evident that the activity monitoring is an important step toward the activity of teaching.
Books on the topic "Teaching initiation"
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Ratsoy, Eugene W. Evaluation of the initiation to teaching project: Summary report. [Edmonton, Alberta]: Alberta Education, 1987.
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Ratsoy, Eugene W. Evaluation of the initiation to teaching project: Final report. [Edmonton, Alberta]: Alberta Education, 1987.
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Ratsoy, Eugene W. Evaluation of the initiation to teaching project: Technical report. [Edmonton, Alberta]: Alberta Education, 1987.
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Ratsoy, Eugene W. Evaluation of the initiation to teaching project: Technical report. [Edmonton, Alberta]: Alberta Education, 1987.
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Ratsoy, Eugene W. Evaluation of the initiation to teaching project: Final report. Edmonton, Alta: Alberta Education, 1987.
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Eluerd, Roland. Pour aborder la linguistique: Initiation information. 7th ed. Paris: ESF éditeur, 1993.
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Eluerd, Roland. Pour aborder la linguistique: Initiation recyclage. 6th ed. Paris: ESF éditeur, 1991.
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Duplantie, Monique. Initiation au voyage: Unité d'enseignement pilote. [Winnipeg]: Association canadienne des professeurs de langues secondes = Canadian Association of Second Language Teachers, 1986.
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Peck, David R. Novels of initiation: A guidebook for teaching literature to adolescents. New York: Teachers College Press, 1989.
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Ratsoy, Eugene W. Evaluation of the Initiation to Teaching Project : technical report, volume 1. Edmonton, Alta: Alberta Education, 1987.
Find full textBook chapters on the topic "Teaching initiation"
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Kemmis, Stephen, Jane Wilkinson, Christine Edwards-Groves, Ian Hardy, Peter Grootenboer, and Laurette Bristol. "Teaching: Initiation Into Practices." In Changing Practices, Changing Education, 93–126. Singapore: Springer Singapore, 2013. http://dx.doi.org/10.1007/978-981-4560-47-4_5.
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Kidman, Gillian, and Niranjan Casinader. "Pebbles in a Pond: The Initiation of Inquiry." In Inquiry-Based Teaching and Learning across Disciplines, 75–88. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-53463-7_5.
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Dolan, Rose. "Initiation and Implementation: Changes to Teacher Education in Ireland." In Competencies in Teaching, Learning and Educational Leadership in the Digital Age, 33–46. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-30295-9_3.
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Brunetti, Maria Teresa, Silvia Peruccacci, Michela Rosa Palladino, Alessia Viero, and Fausto Guzzetti. "TXT-tool 2.039-1.2: Rainfall Thresholds for the Possible Initiation of Landslides in the Italian Alps." In Landslide Dynamics: ISDR-ICL Landslide Interactive Teaching Tools, 361–69. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-57774-6_26.
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Röhl, Sebastian, Hannah Bijlsma, and Wolfram Rollett. "The Process Model of Student Feedback on Teaching (SFT): A Theoretical Framework and Introductory Remarks." In Student Feedback on Teaching in Schools, 1–11. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75150-0_1.
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AbstractStudent feedback on teaching in schools, conceptualized as information on student perceptions of teaching, is described by many scholars as an effective instrument for the developmental use of teachers and teaching. Beyond that, various studies show that the productive use of this method is a very complex process in which a variety of aspects must be considered. As an introduction to this volume, this chapter presents a model based on findings from different research areas of feedback and school research, called Process Model of Student Feedback on Teaching (SFT). This model follows the steps of the student feedback process, starting with student perceptions of teaching, which must be professionally collected or measured. Subsequently, the teacher perceives and interprets this feedback information, which is linked to cognitive and affective reactions and processes. This can lead to an enhancement of teachers’ knowledge about their own teaching and to the initiation of improvement-oriented actions, finally resulting in improved teaching and development of the teachers’ professional competence. Thereby, characteristics of the organization, the students, and classes as well as the teachers need to be considered. This model serves as a framework for the subsequent overview of the contributions in this volume.
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Huy, Loi Doan, Kyoji Sassa, Hiroshi Fukuoka, Yuji Sato, Kaoru Takara, Hendy Setiawan, Tien Pham, and Khang Dang. "TXT-tool 3.081-1.4: Initiation Mechanism of Rapid and Long Run-Out Landslide and Simulation of Hiroshima Landslide Disasters Using the Integrated Simulation Model (LS-RAPID)." In Landslide Dynamics: ISDR-ICL Landslide Interactive Teaching Tools, 149–68. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57777-7_6.
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Hauser, Eric. "6. Handling Unprepared-for Contingencies in an Interactional Language Test: Student Initiation of Correction as a Collaborative Accomplishment." In Conversation Analytic Perspectives on English Language Learning, Teaching and Testing in Global Contexts, edited by Hanh thi Nguyen and Taiane Malabarba, 132–58. Bristol, Blue Ridge Summit: Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788922890-008.
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Van Tien, Pham, Kyoji Sassa, and Khang Dang. "TXT-tool 3.081-1.1: An Integrated Model Simulating the Initiation and Motion of Earthquake and Rain-Induced Rapid Landslides and Its Application to the 2006 Leyte Landslide." In Landslide Dynamics: ISDR-ICL Landslide Interactive Teaching Tools, 83–100. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57777-7_2.
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Parras-Burgos, Dolores, Daniel G. Fernández-Pacheco, Francisco Cavas-Martínez, José Nieto, and Francisco J. F. Cañavate. "Initiation to Reverse Engineering by Using Activities Based on Photogrammetry as New Teaching Method in University Technical Studies." In Lecture Notes in Computer Science, 159–76. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23560-4_12.
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Trede, Franziska, Lina Markauskaite, Celina McEwen, and Susie Macfarlane. "Initiating Dialogue." In Understanding Teaching-Learning Practice, 111–23. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-7410-4_8.
Full textConference papers on the topic "Teaching initiation"
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Bouscayrol, A., A. Bruyere, P. Delarue, F. Giraud, B. Lemaire-Semail, Y. Le Menach, W. Lhomme, and F. Locment. "Teaching drive control using Energetic Macroscopic Representation - initiation level." In 2007 European Conference on Power Electronics and Applications. IEEE, 2007. http://dx.doi.org/10.1109/epe.2007.4417635.
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Brandão, Ana Carolina de Laurentiis. "(RE)CONSTRUCTING PERSONAL TEACHING METAPHORS IN A BRAZILIAN TEACHER INITIATION PROJECT." In International Conference on Education and New Developments. inScience Press, 2019. http://dx.doi.org/10.36315/2019v1end005.
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Grunewald Nichele, Aline, Márcia Bundchen, Kênya Silva dos Santos Moraes, Marcelo Diedrich de Souza, Victória Einsfeld, Raquel Callegari Pacheco, and Leonara Dall'onder. "CREATING TEACHING MATERIALS FOR SCIENCE, CHEMISTRY AND BIOLOGY IN THE CONTEXT OF A TEACHING INITIATION PROJECT." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.2311.
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Flora, João, Nuno Silva, Valter Silva, and Ciro Martins. "REINVENTING THE METHODOLOGY OF INITIATION TO THE TRUMPET'S TEACHING: PROPOSAL OF AN ICT BASED PLATFORM." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1942.
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Benlloch-Dualde, José V., Javier Oliver Villarroya, Amparo García Carbonell, Amparo Fernández March, Eloina García Félix, and Pilar Bonet Espinosa. "How to introduce the research in the university teaching: a training experience in the Universitat Politècnica de València [Teacher Hub]." In CARPE Conference 2019: Horizon Europe and beyond. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/carpe2019.2019.10539.
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In this work we present the project of initiation to the Educational Research-Action (INED), within the pedagogical training program for university teachers organized by the Institute of Education Sciences (ICE), of the Universitat Politècnica de València (UPV). This project responds to a need for a group of teachers that starts with a professional background and requires training to advance the process of professionalization of teaching, aligned with the concept of scholarship and the movement generated around it. The proposal is formulated as an action research to promote the improvement of teacher training models in higher education. Therefore, it involves a methodology close to the learning communities, so that both the design and implementation involve professors from the university with a background in educational research (6 mentors), pedagogical advisors and experts in different subject areas related to research in higher education. In this first edition of INED, 25 professors participate and have been selected according to criteria of teaching experience, participation in educational innovation projects and pedagogical training received in different formats.
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Turian, Emma, and Lidia Filus. "Initiating a Translational Bio-Mathematics Research Seminar for Undergraduate Students." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8199.
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The aim of this paper is to illustrate the benefits and the drawbacks of an experimental process on how to develop and teach an interdisciplinary applied math course. The analysis comes from our experience gained during the development and teaching of a temporary seminar called: Mathematical Modeling for Cancer Risk Assessment, implemented at our University. The need for the initiation of such an interdisciplinary course came from an increasing national effort started by Mathematical Association of America’s “Curriculum Foundations Project: Voices of the Partner Disciplines”. Their study found that research in biology and health-related fields has become more quantitatively oriented than in the past, therefore mathematical curricula should incorporate interdisciplinary modulation. Our seminar instruction included: writing and mathematical software skills, content lecture, project development and presentation. Results showed that students best interact with each other if work is performed during class time; mainly if a large project with possible variations is developed in class, so students or groups of students follow using the same pace. Implementing such interdisciplinary course that provided students with appropriate tools and methodologies, contributed to student retention, and increased students’ enthusiasm towards future research programs, carriers, and graduate schools.
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Azzouz, M. Salim, and Jan Brink. "Twists and Turns of a Senior Design Project." In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-66194.
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Teaching senior design courses and labs has not been an easy task for the two authors. It has been rather a daunting working task associated with great learning experiences. It was decided early on from the initiation of the mechanical engineering program at the McCoy School of Engineering at Midwestern State University that the senior design project within the senior design class is a testing and enriching experience for senior mechanical engineering students as well as the teaching faculty. The senior design course and labs are conducted as a research experience for undergraduate students and their assigned faculty. The proposed senior project spans over two semesters, fall and spring, where the students experience a full mechanical engineering related project from the inception phase, through the design and construction phases, and finishing with the testing and analysis phases. The inception phase stands essentially for the brainstorming phase where the students are required to come-up with a set of diverse solutions to their assigned project problem. The design and construction phases stand for choosing an optimal particular solution for their problem according to a set of defined criteria. Then, the students start the preliminary design phase with related cost estimation, and then finalize the design with a set of final drawings. After the design phase, the students start building a machine, an apparatus, a prototype or putting together the elements of a process. In this period they work intensely, with their faculty, the purchasing department, and mostly the department machinist, or the surrounding town machine shops. The testing and analysis phase stands for designing an experimental set-up, writing a testing procedure, and obtaining real time recorded data and proceeding with its analysis. In this technical paper, the authors talk about the requirements for a senior project known as the deliverables, the teaching tools used throughout the class work and labs, the students’ partial and final PowerPoints presentations and weekly and final reports. The authors describe the students overall achievements, and the archiving of the projects. Additionally, the authors talk about the twists and turns encountered during a senior project, with students, other faculty, the machinist, the lab technician, the secretary, and suppliers, and other difficulties experienced in running a full project with real final products. Finally, the authors talk about the aftermath of a senior project, eventual publications related to the project, and what is the view point of the American Board of Engineering and Technology (ABET) on these senior projects.
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García-Cárceles, Belén, Elena Badal-Valero, María Victoria Román Lara, Francisco Gabriel Morillas Jurado, Bernardí Cabrer Borràs, and Jose Manuel Pavía Miralles. "AIRQSTAT TEACHING INNOVATION INITIATIVE IN ECONOMETRICS AND QUANTITATIVE METHODS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1179.
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Clark, Greg. "Freshman Research Initiative: Teaching plant cell signaling through undergraduate research." In ASPB PLANT BIOLOGY 2020. USA: ASPB, 2020. http://dx.doi.org/10.46678/pb.20.240869.
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Zhong, Chuanzhi. "Theoretical Study of Student’s Subjective Initiative in Vocal Music Teaching." In 2015 International Conference on Management, Education, Information and Control. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/meici-15.2015.173.
Full textReports on the topic "Teaching initiation"
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Burri, Margaret, Joshua Everett, Heidi Herr, and Jessica Keyes. Library Impact Practice Brief: Freshman Fellows: Implementing and Assessing a First-Year Primary-Source Research Program. Association of Research Libraries, July 2021. http://dx.doi.org/10.29242/brief.jhu2021.
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This practice brief describes the assessment project undertaken by the Sheridan Libraries at Johns Hopkins University as part of the library’s participation in ARL’s Research Library Impact Framework initiative to address the question “(How) do the library’s special collections specifically support and promote teaching, learning, and research?” The research team investigated how the Freshman Fellows experience impacted the fellows’ studies and co-curricular activities at the university. Freshmen Fellows, established in 2016, is a signature opportunity to expose students to primary-source collections early in their college career by pairing four fellows with four curators on individual research projects. The program graduated its first cohort of fellows in spring 2020. The brief includes a semi-structured interview guide, program guidelines, and a primary research rubric.
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Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili, and Daniel Suryadarma. Systemic Constraints Facing Teacher Professional Development in a Middle-Income Country: Indonesia’s Experience Over Four Decades. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/054.
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Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB programme has not targeted teachers based on years of experience, has not followed up teachers with post-training activities, has not incorporated teaching practice through lesson enactment, and has not built upon teacher existing practice. Second, our analysis demonstrates that PKB's weaknesses have existed in Indonesia's previous TPD initiatives as far back as four decades ago. This indicates that the long-term problem of TPD’s ineffectiveness is driven by different elements of the education system beyond the TPD’s technical and operational aspects. Our system-level analysis points out that merely improving the technical aspects of TPD would be insufficient given the Indonesian education system’s lack of coherence surrounding teacher quality. The problems surrounding the provision of effective TPD is more complex than simply a matter of replacing the “old” with the “new” initiative. The change requires a reorientation of the education system to produce high-quality teachers.
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Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili, and Daniel Suryadarma. Systemic Constraints Facing Teacher Professional Developmentin a Middle-Income Country: Indonesia’s Experience Over Four Decades. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsgrisewp_2020/054.
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Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB programme has not targeted teachers based on years of experience, has not followed up teachers with post-training activities, has not incorporated teaching practice through lesson enactment, and has not built upon teacher existing practice. Second, our analysis demonstrates that PKB's weaknesses have existed in Indonesia's previous TPD initiatives as far back as four decades ago. This indicates that the long-term problem of TPD’s ineffectiveness is driven by different elements of the education system beyond the TPD’s technical and operational aspects. Our system-level analysis points out that merely improving the technical aspects of TPD would be insufficient given the Indonesian education system’s lack of coherence surrounding teacher quality. The problems surrounding the provision of effective TPD is more complex than simply a matter of replacing the “old” with the “new” initiative. The change requires a reorientation of the education system to produce high-quality teachers.
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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, July 2020. http://dx.doi.org/10.52012/tyob9090.
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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.