bluuebunny/crossref_metadata_2025 huggingface dataset:
VIEW OF SECONDARY TECHNICAL SCHOOL STUDENTS ON THE PATHS AND BARRIERS TO THEIR PROFESSIONAL DEVELOPMENT
Authors:   University of Ostrava, Vicherková Dana ,   Faculty of Education, Department of Pedagogy and Andragogy (Czech Republic), Malach Josef
Published: July 2021

Students in the Czech Republic are increasingly interested in secondary school studies with a universal technical focus providing job security and a swift path to retraining according to existing labour market requirements. The aim of the paper is to find out how Czech students of secondary technical schools evaluate their professional development in the course of their secondary school studies. Qualitatively oriented research is focused on the quality of development of the secondary school studies as regarded by the secondary technical school students in the Moravian-Silesian Region of the Czech Republic. The research outputs provide suggestions for students to improve their professional development throughout the secondary school studies, as well as suggestions for procedures that may help remove the occurrence of barriers in their educational paths to a technically oriented profession. A partial output of the research questionnaire survey is to describe, characterise and evaluate the idea of secondary technical schools’ students about their future profession and the level of their motivation to study at Czech technical secondary schools. Students consider the low number of teaching hours per week for teaching new modern technologies and computer-controlled machines to be a critical external barrier in their professional development. They admit low motivation to learn a large amount of theoretical information, without linking theory with practice. Practical work in workshops belongs among popular subjects.
ANALYSING LESSON-BASED INTERVIEWS USING THE LESSON ACTIVITIES MAP (LAMAP) AS A VISUAL TOOL
Authors:   Department of Arts Education, Schwyz University for Teacher Education & University of Zurich (Switzerland), Savona Annamaria
Published: July 2021

During training as generalists, some teachers find it complex and challenging to teach songs and lead class singing. The Song Leading research project longitudinally examines case studies of 16 trainees to explore how they acquire and develop the knowledge and skills to conduct a class singing lesson. The data corpus consists of video-recorded lessons, audio-recorded lesson-based interviews and personalised open-ended questionnaires. In this paper some phases of the interview analysis are presented. As each interview is conducted while watching the video-recorded lesson, its analysis should not be separated from the lesson content. The central question guiding this analysis is: How can the analysis of a lesson-based interview be combined with the video analysis of the lesson itself? We present a visual system to combine the analysis of interviews and videos. This system involves the use of the Lesson Activities Map (LAMap) – the transcript of the class singing lesson – based on the methodology developed in the Song Leading project. During the thematic analysis of the interviews, the LAMap is a visual tool that allows the researchers to systematically describe the lesson moments that were the starting points of the teachers' reflections. In addition, LAMap is a visual tool for collecting initial codes and identifying relationships between potential interview themes. The implications of the use of a visualisation system for lesson-based interview analysis are an added value for the coherence of case study interpretation. The paper contributes to research in education by providing concrete examples of how to make a qualitative analysis process explicit.
PRE-SERVICE TEACHERS’ CRITICAL REFLECTION ON THE KNOWLEDGE AND SKILLS LEARNED IN LIFE SCIENCES METHODOLOGY MODULE
Authors:   Department of Science and Technology Education, University of Johannesburg (South Africa), Mavuru Lydia
Published: July 2021

The complex roles teacher educators and teachers face require their ability to critically reflect on their practices. The question is on whether teachers are trained to make critical reflections of learning experiences for them to be able to critically reflect on their teaching practices. Based on constructivist approach, teacher educators continuously reflect on their practices in order to modify and improve their modules. It is however imperative that pre-service teachers who are the recipients, be given an opportunity to critically reflect on the services they receive and at the same time develop critical reflection skills. By creating reflective teaching and learning environments in the Life Sciences Methodology and Practicum module at the beginning of the academic year, 77 Bachelor of Education students specialising in Life Sciences and in their last year of study at a South African University, were purposefully selected to participate in a qualitative study. The study sought to answer the research questions: 1. What are pre-service teachers’ reflections on the knowledge and skills learned in their last year of study? and 2. What pedagogical and content knowledge aspects can be drawn from pre-service teachers’ critical reflection for the improvement of the module Life Sciences Methodology and Practicum? In collecting data, each pre-service teacher was tasked to compile a critical reflection report which they submitted towards the end of the year, and was analysed through content analysis. The findings showed important knowledge and skills learned which included the contextualization of teaching to ensure learners comprehend abstract concepts such as immunity. Amongst the teaching approaches and strategies covered in the module, argumentation as a social constructivist strategy stood out particularly when teaching controversial topics embedded with socioscientific issues e.g. genetics and evolution. The pre-service teachers indicated that the way practical work was taught, equipped them with knowledge and skills on how inquiry-based approaches can be implemented in the classrooms. Suggestions to improve the module included the provision of pre-service teachers with opportunities to conduct virtual micro lessons in light of COVID-19 pandemic; that the testing of Life Sciences concepts should include the assessment of pre-service teachers’ capabilities to teach the same concepts in the classrooms. The pre-service teachers’ argument is that since they are in their final year, the focus of the module should be on the development and assessment of their pedagogical content knowledge (PCK) and TPACK. The findings of the study have implications for teacher professional development.
A QUESTIONNAIRE FOR EVALUATING PUPILS’ COGNITIVE PATH ABOUT SYMMETRY AT PRIMARY SCHOOL
Authors:   School of Science and Technology, University of Camerino (Italy), Brasili Simone , Piergallini Riccardo
Published: July 2021

The fundamental role of symmetry has to be more closely enhanced in the interplay between mathematics and physics to foster the teaching of the Nature of Science. In our presentation, we explore the positive effect of introducing the modern concept of symmetry viewed as “sameness within change”. A teaching-learning sequence (TLS) was conducted to test the challenges of an interdisciplinary approach based on symmetry and invariance in the educational context, namely at the primary school level. In the design of this sequence, solving the game of closing special cardboard boxes provides a fundamental role. The study evaluates how the specific teaching action makes the modern concept of symmetry in principle appropriate for primary school students through manipulative games. We investigate the students’ cognitive paths about symmetry during the sequence by analysing pre- and post-sequence questionnaires. The questionnaire comprises four questions with dichotomous choice, items text, narrative text, and open justification. It is structured mainly in three domains devoted to cognitive, affective, and psychomotor dimensions. The analysis is composed of a mixed method approach. The investigations incorporate qualitative data with Text Analytics and Natural Language Processing (NLP) statistics to identify and extract information from pupils’ written reflections. Our study also explores whether the emotion experienced by students plays a role in the TLS. Results show that educational activities induce the increasing knowledge and skills of students. In particular, most students interpreted the lessons as experiences rich in stimuli and insights on symmetry and mathematics in general. The findings also bring important suggestions and contents of reflection that teachers can consider for exploiting the potential learning path on symmetry and invariance.
TEACHERS EXPERIENCE WITH INTRODUCING PROGRAMMING IN DIFFERENT COURSES FOR NON-COMPUTER SCIENCE STUDENTS
Authors:   Faculty of Humanities and Education, Volda University College (Norway), Fojcik Martyna K. , Fojcik Marcin ,   Department of Electrical Engineering, Western Norwegian University of Applied Sciences (Norway)
Published: July 2021

Digital literacy has become more and more important in the last decade, and many people predict that in the future, the need for digital skills will be even more crucial than it is today. The dynamic development and use of technology are becoming increasingly common in all areas of life, changing demands of modern life and the labor market, which makes it necessary to educate students from many different study-programs on how to use different digital tools and how to program. Depending on different professions, there are different requirements on what it means to have digital literacy. For some it is most important to know how technologies are created or to use the product effectively, for others it is the security of data transfer that is essential. The different professions have different needs for digital literacy and different use for programming skills. Teaching computer programming can be particularly difficult in the case of introducing programming for non-computer scientists. While computer science itself (programming) is relatively well described in the subject’s literature, the use of programming in other professions is not well defined. There are different suggestions, recommendations according to the level of education (primary, secondary, higher) or the study-programs the students take. There is no definition of what digital literacy is in different professions, what it means to know computer programming in different professions, and to what extend the students from non-computer science courses should master digital literacy and programming. That can cause challenges for the teachers and students in non-computer science professions that are required to know computer programming for their future jobs. There is no doubt that academic computer science skills for non-programmers can mean/contain different knowledge depending on course curriculum, teachers' experience, chosen literature, but the level of obtaining digital skills should be comparable, adequate, and relevant for the modern citizen. This article presents requirements, some descriptions/cases of introduction to programming for non-computer scientists from a teacher’s perspective. An adaptation of the general programming knowledge into the specific need of different subjects. The data is collected from higher education teachers that have different backgrounds and are teaching at different study-programs to get various views and experiences. The analysis of the findings uses SOLO-taxonomy to compare to what extend the different courses introduce programming to students.
THE FACTORS INFLUENCING THE PEDAGOGICAL ORIENTATIONS OF THE FINAL YEAR PHYSICAL SCIENCES PRE-SERVICE TEACHERS
Authors:   University of Johannesburg (South Africa), Sondlo Aviwe , Ramnarain Umesh
Published: July 2021

Almost all pre-service teachers enter the profession of education with a strong belief that their efforts will make a positive contribution to society and the lives of individual learners. The statement above can be achieved or not achieved depending on different factors influencing pre-service teachers’ pedagogies. The purpose of this study was to establish and explain factors influencing Physical Sciences pre-service teachers’ pedagogical orientations. ‘Orientation’ refers to teachers’ knowledge and beliefs about teaching sciences. There are various classifications of pedagogical orientations and they can be classified into Direct Didactic, Direct Active, Guided Inquiry and Open Inquiry. A qualitative approach was adopted to establish factors influencing the Physical Sciences pre-service teachers’ pedagogical orientations. The data was collected through an existing instrument called the Pedagogy of Science Teaching Test (POSTT) and interviews. A POSTT was administered to final year undergraduate secondary school Physical Sciences pre-service teachers and is comprised of five items portraying an actual teaching scenario for a particular Physical Sciences topic. When responding to the POSTT, pre-service teachers were requested to select the most appropriate and the most inappropriate pedagogical orientation from the four options given and justify their selected option. Eight Physical Sciences pre-service teachers were purposefully selected for interviews. The interviews were part of the study to give pre-service teachers a chance to elaborate on their POSTT responses. The findings of this study revealed that the Physical Sciences preservice teachers’ pedagogical orientations were influenced by the following factors: time constraints, availability of resources, and curriculum goals to mention a few.
EDUCATIONAL UTILIZATION OF NARRATIVE MEDICINE IN KOREAN MEDICAL SCHOOLS
Authors:   Department of Multicultural Education, Inha University (South Korea), Oh Youngsub
Published: July 2021

The purpose of this study is to explore current status and future task of educational utilization of medical humanities, focusing on narrative medicine in Korea. For this end, firstly, this study reviewed Korean research literatures on medical humanities. Second, this study reviewed the educational utilization of narrative medicine in medical education and humanities education in Korea. Lastly, this study provided the implication and future task for education and research. This study is expected to be a useful reference for developing teaching and learning model to nurture medical professionals, counselors and therapists, and researchers.
THE TEACHER TRAINING DURING COVID-19 PANDEMIC: AN EXPLORATORY STUDY ABOUT ONLINE LABORATORIES QUALITY
Authors:   Department of Human, Philosophy and Education Sciences (DISUFF), University of Salerno (Italy), Tammaro Rosanna , Iannotta Iolanda Sara , Ferrantino Concetta
Published: July 2021

The spread of novel Corona Virus and the resulting Covid-19 Pandemic has had a profound impact in our lives and most of daily activities have been upset. Negative effects crushed education and all around the world schools, universities and tertiary institutions had to shut down moving to Distance Learning. Distance Learning was in fact the global answer to continue educational activities and preserve students’ right to education. The United Nations Organization for Culture and Education (UNESCO) reports that ten months after rising pandemic, more than 331 million students worldwide are affected by the Pandemic and in 28 countries the schools are still closed (updated 09.12.2020). During the months of the first contagion curve, only 15% of teaching activities were delivered remotely, globally, thanks to Distance Learning. More than 1.5 billion students worldwide are or have been touched by the closure of schools and universities due to the Covid-19 Pandemic. Teachers and instructors world-wide had to find the best solution to fix the pedagogical challenge. For this reason, teaching strategies, methods and materials have been adapted to the online learning environment. Distance Learning refers to an electronic learning environment; generally, it is used if time and/or geographic conditions do not allow a direct contact between educators and students (King, Young, Drivere-Richmond & Schrader, 2001). UNESCO (2002) asserts that Distance Learning includes learning process carried out separately in time and space, through artificial electronic or print media; this holds also for a part of the educational process. Distance Learning requires specific evaluation procedures throughout qualitative and quantitative methodologies, focusing the performance assessment and the learning process (Benigno & Trentin, 1999). This article is a part of a wider research that wants to investigate the students’ experience about online Laboratory classes during Pandemic crisis. Based on a quantitative, non- experimental and ex-post-facto research, this article specifically investigates the strategies used during remote Labs students attended during the sanitary emergency. Data was collected through a no-tested research survey administered with an online free app. A voluntary response sample from 749 Single-cycle Primary Teacher Education students, from first year course to the fifth, attending university in one of the most important athenaeums in Southern Italy, at the end of their last second semester. Results from the closed-response questions show the use of a variety of strategies whose effectiveness should be assessed based on empirical evidence.
MOTIVATION IN FOREIGN LANGUAGE LEARNING: THE DYNAMIC INTERACTIONS OF MANY FACTORS
Authors:   Glendon college, York University, Toronto (Canada), Besnard Christine
Published: July 2021

As all educators know so well, motivation is one of the most, if not the most, challenging aspect of language learning and teaching that they must deal with in their classes. We are therefore presenting a review of the last 10 years’ literature on the major constituents of motivation, and on the intrinsic factors (anxiety, emotions, attitude, etc.) that have a deep impact on L2 learners’ motivation.
TEACHING SETSWANA PROVERBS AT THE INSTITUTION OF HIGHER LEARNING IN SOUTH AFRICA
Authors:   Department of Languages and Social Sciences, Central University of Technology (South Africa), Mangwegape Bridget
Published: July 2021

The paper sought to investigate how first year University student’s-teachers understand and instil appreciation of the beauty of Setswana language. Since the proverbs are carriers of cultural values, practices, rituals, and traditional poetry, they are rich in meaning, they can be used to teach moral values for the sake of teaching character building among the students and teaching Setswana at the same time. Proverbs contain values of wisdom, discipline, fairness, preparedness, destiny, happiness, and efforts. Proverbs are short sayings that contain some wisdom or observation about life and or role-play and to use a few of the proverbs to reinforce the meaning, using proverbs as a pedagogical strategy, the researcher has observed that student teachers find it difficult to learn and teach learners at school. Students-teacher’s think and feel about how they conceptualize proverbs, how they define their knowledge and use of Setswana proverbs. The lecturer observed how the nature of proverbs are linked to the culture embedded in the language. In Setswana language there is a proverb that says, “Ngwana sejo o a tlhakanelwa” (A child is a food around which we all gather) which implies that the upbringing of a child is a communal responsibility and not an individual responsibility. Put in simple terms, a child is a child to all parents or adults, since a child’s success is not a family’s success but the success of the community. In doing so, the paper will explore on how student-teachers could make use of proverbs to keep the class interested in learning Setswana proverbs. As a means of gathering qualitative data, a questionnaire was designed and administered to student-teachers and semi-structured interviews were conducted with student teachers. The findings revealed that despite those students-teachers’ positive attitudes towards proverb instruction, they did not view their knowledge of Setswana proverbs as well as the teaching of proverbs. The paper displays that proverbs constitute an important repository of valid materials that can provide student-teachers with new instructional ideas and strategies in teaching Setswana proverbs and to teach different content, which includes Ubuntu and vocabulary and good behaviour. Proverbs must be taught and used by teachers and learners in their daily communication in class and outside the classroom in order to improve their language proficiency.
THE IMPACT OF COVID-19 ON RESIDENTIAL CARE SERVICES FOR CHILDREN: A CALL FOR FAMILY-BASED APPROACH IN ALTERNATIVE CARE
Authors:   ", Carriera Lucia ,   Riccardo Massa",   Department of Human Sciences for Education, University of Milano-Bicocca (Italy), Montà Chiara Carla , Bianchi Daniela
Published: July 2021

Children’s rights and needs are at the center of the United Nations 2030 Agenda for Sustainable Development, where education is viewed as crucial for providing the opportunities for sustainable, peaceful and equitable coexistence in a changing world. Alternative care settings are educational contexts (Tibollo, 2015) that deal with children in vulnerable conditions (UN General Assembly, 2010). For this reason, they can be considered as a sort of “field test” or “magnifying glass” on how the progress in striving to the implementation of the goals is proceeding – no one must be left behind. The 2020 global pandemic provoked an external shock to current socio-economic dimensions of sustainability. Education has been one of the most struck systems – let’s think of the 1,6 billion learners that have been affected by school closures (UNESCO, 2020). With this global framework in mind, the contribution aims at offering a pedagogical reflection on the impact the Covid-19 pandemic is having on children living in residential care centers (RCC). Worldwide, many RCCs, following the ongoing global pandemic, have been closed with the consequent return of children to their families of origin (CRIN, 2020). This process of deinstitutionalization, however, has not been overseen by rigorous monitoring, leading to increased risks of violence for children. This urges authorities to take carefully planned measures with respect to deinstitutionalisation in light of the COVID-19 pandemic (Goldman, et al., 2020). But Covid-19 is not only a health risk for children in RCCs. Because of the complex impact that the pandemic has had on the lives of children, on one side care responses are required, and on the other psycho-social and educational ones are also crucial (SOS Villaggi dei Bambini Onlus Italy; Save The Children, 2020). In Italy, for example, special guidelines have been drawn up to mitigate the spread of the virus within residential structures, that sometimes are overcrowded (Istituto superiore di sanità; SOS Villaggi dei Bambini Onlus Italia, 2020). In addition, tools have been provided to support the mental health of the children and adolescents that are deprived of opportunities for socialization given the closure of schools. In some cases they are isolated within the services themselves to mitigate the risk of the spread, causing a limitation in the possibility of seeing people outside the institution as their parents. Covid-19 underlines the urgency of promoting family-based alternative care for children. In particular, this paper aims to read through a pedagogical lens, the European scenario of residential services for children, to explore the impact of Covid-19 in these services; and to promote a family-based approach in alternative care preventing the risk of institutionalization in children welcomed.
ENABLING TRANSFORMATIVE INCLUSIVE LEARNING PEDAGOGIES OF PRESERVICE TEACHERS IN MULTICULTURAL HIGHER LEARNING CONTEXTS
Authors:   Postgraduate Studies in Education, Central University of Technology, Free State (South Africa), Palmer June , Kgothule Rantsie ,   School of Education Studies, University of the Free State (South Africa), Alexander Gregg ,   Postgraduate Studies in Education, Central University of Technology, Free State (South Africa), de Klerk Edwin ,   School of Education, Sol Plaatje University (South Africa)
Published: July 2021

Several studies echo the role of participation and interaction in learning activities as crucial to valorise all students equally. Inclusive pedagogy should recognize the disputed nature of inclusive education and the subsequent unpredictability in teaching practices as a means of identifying students requiring additional learning support particularly amid the COVID-19 pandemic. Such variability raises significant questions about the nature and value of educational provision, around the globe, but particularly in the South African multicultural higher learning context. Having applied a transformative learning methodology this paper explores the influence of inclusive learning pedagogies in shaping preservice teachers’ repertoires in multicultural higher learning contexts. The findings suggest that transformative learning promotes specific practices such as trusting relationships within the learning context and an appreciation for diversity and inclusivity, opportunities for critical reflection, shared and collective learning, and transformative leadership development. Ultimately, when circumstances permit, transformative preservice teachers move toward a frame of reference that is more self-reflective, integrative and inclusive of experience. In conclusion we suggest that stakeholders in higher education contexts consider creating institutional spaces for preservice teachers to change their frame of reference in approaching their own teaching and learning repertoires in transformative and inclusive ways.
BRANDING IN PRIVATE UNIVERSITIES AT EL SALVADOR: BRANDS THAT THE PUBLIC FALL IN LOVE WITH
Authors:   Department of Marketing, Valencian International University / Valencia (Spain), Casanoves-Boix Javier , Cruz-García Ana ,   Department of Marketing, Munster Technological University / Cork (Ireland), Pinazo-Dallenbach Pablo ,   Department of Marketing, Valencian International University / Valencia (Spain), Flores-Pérez José Ricardo ,   Department of Marketing, José Simeón Cañas Central American University / San Salvador (El Salvador)
Published: July 2021

This research was carried out to examine the role of educational brand capital applied to private universities in El Salvador. For this purpose, the main contributions of the literature related to the study of brand capital and its application in the educational sector were analyzed, identifying which variables determine brand capital in the higher education sector. Once a suitable model was established, an empirical study was realized through a questionnaire in digital format, using a sample of 381 valid responses from undergraduate students from a private university in San Salvador (El Salvador). In order to validate the proposed construct, structural equation modeling will be applied, using SPSS v.19 and EQS 6.2 as working tools. The results obtained will show the repercussion of each variable of the brand capital relative to the determining variables, which are: brand awareness, brand image, perceived quality, and brand loyalty.
THE LEARNINGS OF THE BASIC EDUCATION TEACHER
Authors:   Programa de Pós-Graduação, Centro Universitário Uninter (Brazil), Romanowski Joana Paulin
Published: July 2021

The research has as object of study the learning of basic education teachers in order to identify the learning of basic education teachers in their professional performance that contribute to their teacher education. The survey was conducted through a questionnaire using the Lickert scale answered on the google forms platform. 370 teachers from all regions of Brazil participated in the research. The study references are based Zeichner (2008), Martins (2009, 2016). In the analysis of the answers, the highest index of the scale was considered for the indication of the percentages. None of the answers obtained a 100% indication of the highest index on the scale. The responses with the highest number of responses were grouped into the following categories: teachers learn in (i) collective teaching practice and management in the school space; (ii) in their own teaching practice; (iii) with the reflection of its practice; (iv) in courses, lectures and (v) by conducting individual studies. The responses with the lowest index refer to learning: in informal spaces, on the internet and with the parents of their students. The most valued responses refer to learning: sharing problems; of ideas and opinions about education; planning classes in collaboration with school teachers; teaching together with another teacher in the same class; insertion of new teaching methods and innovations; they participate in school coordination councils where new possibilities are discussed and in many situations they read, consult; they prepare and develop workshops at the school to support teachers at the school and other schools. Teachers emphasize as a strong possibility of reflection and investigation their practice in the act of teaching and learning by reviewing the experiences: contradictions between the ideas about teaching and how they are put into teaching practice; when the teacher describes his practice to other people. By examining his experiences in practice, observing the strengths and weaknesses, and in reflections on his own beliefs and conceptions about teaching, the teacher has the opportunity to change his practice. The conclusions indicate that the teacher's practice contributes to his education.
INTERDISCIPLINARY AND INTERSECTORAL DOCTORAL EDUCATION DESIGNED TO IMPROVE GRADUATE EMPLOYABILITY
Authors:   School of Public Health, Physiotherapy and Sports Science, University College Dublin, (Ireland), Cusack Tara , Mountford Nicola ,   School of Business, Maynooth University (Ireland), Isomursu Minna ,   University of Oulu (Finland), Garcia Guido Giunti ,   University of Oulu (Finland), Filos Dimitris ,   Laboratory of Computing, Medical Informatics and Biomedical Imaging Technologies, School of Medicine, Aristotle University of Thessaloniki, (Greece), Chouvarda Ioanna ,   Laboratory of Computing, Medical Informatics and Biomedical Imaging Technologies, School of Medicine, Aristotle University of Thessaloniki, (Greece)
Published: July 2021

Typically, less than half of doctoral graduates will be employed in academia immediately after graduation, with less than 10%-15% achieving a long-term academic career. This leaves 85-90% of PhD graduates seeking employment outside the academic setting, for example in industry and government. The objective of the CHAMELEONS study (CHampioning A Multi-sectoral Education and Learning Experience to Open New pathways for doctoral Students) is to develop innovative educational interventions that shape more adaptable, entrepreneurial, and employable graduates, ready to meet the challenges of the future. Stakeholders from the connected health industry, clinical care, charities, patients, patient representatives, government, recent doctoral graduates, and academics were invited to participate in a “World Café” participatory method for collecting qualitative data. Owing to the COVID-19 health situation this took place via Zoom. Analysis of the results revealed 4 key learning objectives for doctoral graduates to: 1. Develop networking and communication skills. 2. Understand user centred research design. 3. Market research capacity and research skills. 4. Build an understanding of themselves and others. This led to the development of three bespoke doctoral modules: 1. Forging relationships: Building and Sustaining your Doctoral Network; 2. Managing the Project: Keeping on Track with an Eye to the future; Module 3: Starting your Career: Future Proofing your Career and Getting a Job. These modules are available to doctoral students across five European Universities.
BLUEPRINTS FOR CHANGE: WHAT MULTICULTURAL EXPERIENCE OFFERS INSTRUCTORS OF PRE-SERVICE EARLY EDUCATION TEACHERS
Authors:   Department of Human Care, Nagoya University of Arts and Sciences (Japan), Morrone Michelle Henault , Matsuyama Yumi ,   Nihon Fukushi University (Japan)
Published: July 2021

This research is part of a long-term study focused on the redesign of pre-service early teacher education based on observations of schools that use a multicultural inclusive model. The Swedish school highlighted in this research provides a case study in how international standards are appraised by education stakeholders (researchers, educators, the local community, etc.) and then transformed into curricula in local practice. The key to this Swedish approach is the emphasis on democratic values in education. This gives the educators at the preschool in question a traditional “Swedish” basis for their progressive efforts to rise to the challenges presented by their multicultural student body, challenges they meet by creating a warm and welcoming atmosphere for all members of the school community, students, teachers, and parents alike. The goal is to make each person feel valued and included in the educational process. The emphasis is on inclusivity for all, whatever their background, religion or socio-economic status. The approach of the Ringmuren Forskolan is presented as a potential model for institutions that have the responsibility of preparing pre-service teachers for their work in an increasingly multicultural world.
A MOTOR INTERVENTION TO PREPARE LEARNING TO WRITE
Authors:   Department of Education, University of Quebec in Rimouski (Canada), Lavoie Natalie , Lebel Émile ,   Kinesiologist, Rimouski (Canada)
Published: July 2021

Writing is a complex activity that requires the automation of graphomotor skills. Unfortunately, 10 to 30% of primary school students have difficulty at this level, which impairs the development of writing skills. It therefore seems judicious to intervene in kindergarten to support motor precision as well as visuomotor capacities, considered as prerequisites for writing by many researchers. The purpose of this study was to investigate the effect of motor training on visuomotor integration, motor precision and handwriting performance (speed and readability) in 5-year-old children. According to a quasi-experimental design (pretest, post-test with control group), 34 children participated in an intervention in subgroups, twice a week for 6 weeks. The mean and standard deviation were calculated for each of the tasks performed. Statistical tests (t test) were then carried out. The results show that the children in the experimental group improved their motor precision as well as their graphomotor skills compared to those in the control group. This project provides new insights into the benefits of working on basic skills in preparation for learning to write and will equip teachers on how to guide and support graphomotor skills before entering first grade.
ORGAN DONATION: AN EDUCATIONAL PACK FOR HIGH SCHOOL STUDENTS
Authors:   Department of Biological Applications and Technologies, University of Ioannina (Greece), Kapsali Styliani , Sapountzi Vasiliki , Nestora Alexandra , Andreou Lefkothea-Vasiliki
Published: July 2021

Blood, bone marrow and organ donation is a major issue that concerns all of us. Even though 18 is the age of eligibility to become a donor, awareness should be raised earlier through education. To this end, and given that this issue is marred by prejudice and misconceptions, we developed an educational pack, aimed at senior high school students, which may be delivered in the context of a biology or sociology course. The proposed teaching intervention follows a three-fold approach: (1) First, students are educated on monoclonal antibodies and relevant biotechnology tools and their role in organ transplantation via a board game, (2) Second, we promote empathy using a free writing exercise that employs art prompts and audiovisual material, (3) Third, we assign students with research projects that involve building questionnaires, collecting and analyzing data and producing a science poster to be posted on the school website. Importantly, the aim of this proposed intervention is to educate and to raise awareness while students build on their research, technology and writing skills.
PERSONAL PERSPECTIVES THAT MATTER
Authors:   Education Divsion, University of Hawaiʻi, West Oʻahu (USA), Kamai Stephanie
Published: July 2021

The purpose of this paper is to contribute to the existing literature about the theoretical and practical aspects of lesson study and its usefulness in preservice teacher reflectivity. Lesson study is a professional development model that began in Japan and is used in schools and universities among educators in many different parts of the world. Collaborative research lesson study, a variation of lesson study that maintains essential elements of lesson study used in Japan, has been used with preservice teachers at a small university in Hawaiʻi. This paper seeks to highlight the differences and suggests areas of study for further consideration.
RADICAL PRESENT AND REFLEXIVE CONNECTIONS. DIDACTICAL APPROACHES TO ALIENATED SPACES
Authors:   Fakultät für Erziehungswissenschaft, Psychologie und Bildungsforschung, Technische Universität Dortmund/Academic Councilor (Germany), Hosseini-Eckhardt Nushin , Valenzuela Retamal Leicy Esperanza ,   Theater Pedagogy (Germany- Chile)
Published: July 2021

Our starting position is the observation of disappearing public spaces and due to that an increasing alienation in social structures (the global pandemic situation having accelerated this). From two different fields of pedagogy (philosophy of education and performative arts) we aim to set up didactical approaches that give a counterbalance to those tendencies. Especially growing possibilities and challenges of digital formats lead us to a pedagogy of the “Radical Present“. On the basis of our previous theoretical research and practical work in schools and workshops we want to discuss and apply concepts and methods of “Reflexive Connections“ and „Whole-Body-Performances“ as ways of initiating experiences in pedagogical settings. Anyone who shares the interest of finding ways of connection as a joint democratic idea is welcome to participate e.g. teachers, graduate students, masters or doctoral students, researchers and others (8-12).
Las edificaciones tradicionales del artículo 40 de la Ley del suelo de Galicia: concepto, evolución y análisis
Authors: Carro Castro Francisco Javier
Published: July 2021

La regulación de las edificaciones tradicionales en la legislación urbanística de Galicia es un hecho consolidado en el tiempo, tras su contemplación en la anterior LOUGA y en la actual Ley del suelo de Galicia. No obstante, esta continuidad es más aparente que real, ya que los cambios introducidos con esta última norma son significativos.

Este trabajo constituye un análisis y una reflexión sobre los conceptos que integran la norma y los efectos que provocan los cambios introducidos en los últimos años, que marcan un cambio de tendencia.
Los municipios y las infraestructuras de la sociedad de la información
Authors: De la Torre Martínez Lourdes
Published: July 2021

La eliminación de barreras y la globalización han tenido incidencia, también, en el ámbito local. Buena muestra de ello es la creciente instalación de infraestructuras que permitan un desarrollo adecuado de servicios propios de la denominada sociedad de la información. En la actualidad han surgido algunas cuestiones controvertidas respecto de las ordenanzas reguladoras de esta materia, que imponen limitaciones a la citada instalación. Si bien la legislación sectorial y la jurisprudencia de los distintos tribunales han contribuido a su delimitación y aplicación, recientemente se plantean nuevos conflictos, pues tales restricciones pueden impedir el desarrollo de esta actividad económica.
MENYELISIK SASTRA MELAYU RENDAH (Finding Popular Literature Malay)
Authors: Bahtiar Ahmad , Waluyo Herman J , Suwandi Sarwiji , Setiawan Budhi
Published: July 2021

ABSTRAKPermasalahan  penting dalam penulisan sejarah sastra Indonesia  modern adalah menentukan masa awal sastra Indonesia lahir. Beberapa ahli berbeda argumen dalam  menjelaskan awal Sastra Indonesia Modern yang menjadi titik tolak perkembangan Sastra Indonesia Modern. Berdasarkan kajian pustaka, peneliti melihat kekurangcermatan pengumpulan data serta sikap dan pandangan penulis Sejarah Sastra Indonesia Modern. Mereka tidak memasukkan pengarang dan karyanya dalam penulisan tersebut. Para pengarang tersebut produktif dan signifikan dalam perkembangan Sastra Indonesia Modern. Dengan teori runtutan perkembangan sastra Wellek dan Warren serta metode tinjauan pustaka, peneliti  menafsirkan ulang masa awal sejarah Sastra Indonesia Modern dengan memasukkan  Sastra Melayu Rendah yang sebelumnya tidak tercatat dalam buku-buku tersebut. Berdasarkan hal itu, awal sejarah sastra Indonesia  hendaknya dimundurkan ke masa Sastra Melayu Rendah, yaitu sekitar 1850-an.Kata Kunci: sejarah sastra, sastra indonesia modern,  sastra melayu rendah, sastra melayu tionghoaABSTRACTAn important issue in writing the history of modern Indonesian literature is to explain the inception of Indonesian literature. Some experts have different opinions regarding the beginning of Modern Indonesian Literature which became the starting point of the history of Modern Indonesian Literature. Researchers see the inaccuracies and attitudes and views of these authors. They do not include the author and his work in writing. These writers were productive and significant in the development of Modern Indonesian Literature. Sequential theory and library research methods were used to reinterpret early history by including Popular Malay Literature which was not previously recorded in these books. Based on this, the beginning of the history of Indonesian literature should have started in the 1850s during the era of Popular Malay Literature.Keywords: literary history, Modern Indonesian Literature, Popular  Malay Literature, Chinese Malay Literature
INSTING PERILAKU PURPOSIF BERPENGARUH PADA CALON WAKIL RAKYAT MENGAMBIL KEPUTUSAN DALAM NOVEL NAMAKU SUBARDJO KARYA HAPSARI HANGGARINI
Authors: Chrysan Medita , Anggraini Purwati
Published: July 2021

ABSTRAKPenelitian ini bertujuan: (1) mendeskripsikan insting perilaku purposif tokoh dalam konteks keputusan menjadi seorang caleg, (2) mendeskripsikan dampak insting perilaku purposif tokoh terhadap diri tokoh mengambil keputusan novel Namaku Subardjo karya Hapsari Hanggarini. Metode yang digunakan deskriptif kualitatif. Teori yang digunakan penelitian ini teori psikologi sastra insting purposif McDougall. Sumber data secara eksplisit berupa dokumen, yaitu novel Namaku Subardjo karya Hapsari Hanggarini terbitan tahun 2015. Data penelitian berupa kalimat atau dialog, satuan cerita yang mengarah pada insting perilaku purposif yang dilakukan tokoh. Pemerolehan data menggunakan teknik membaca dan mencatat informasi terkait insting kutipan novel. Hasil penelitian dalam novel Namaku Subardj menunjukkan:  (1) bentuk perilaku insting purposif tokoh utama berupa insting menyelamatkan diri, insting penasaran, insting berkontruksi, insting penuntutan, dan insting tertawa dan (2) dampak perilaku dalam pengambilan keputusan, yakni insting perubahan perilaku purposif tokoh dengan lebih meningkatkan kualitas diri melalui literasi untuk menjadi caleg. Kata Kunci: insting, perilaku, psikologi, purposif   AbstractThe research aims to (1) describe the character’s purposive behavior instincts in the context of the decision to become a legislative candidate, (2) describe the impact of the character’s purposive behavior instincts in the novel Namaku Subardjo by Hapsari Hanggarini. The method used descriptive qualitative. The theory used research is McDougall’s purposive instinct pschology theory. The data source is explicity, the novel Namaku Subardjo by Hapsari Hanggarini published in 2015. The data of this research is in the form of sentence or dialogue, a story unit that leads to the character’s. The results of the research can be understood Namaku Subarjo’s Novel, (1) The form of purposive instinct behavior in the main character is the instict to save oneself, The curios instinct, the construct instict, the instict for prosecution and the laugh instinct, and (2) The impact of behavior in decision making is the instinct for purposive behavior. Keywords: behavior, instinct, psychology, pusposive
Sirenes de alarme para deslizamentos de encostas:
Authors: Abranches Abelheira Marcelo , Sodré Gomes Orlando , Soares de Aguiar Ivana , Gomes Ribeiro da Silva Filho Sergio
Published: July 2021

No primeiro semestre de 2011, foi instalado um Sistema de Alarme por Sirenes em comunidades da cidade do Rio de Janeiro, visando reduzir ou mesmo evitar a perda de vidas humanas decorrentes de deslizamentos de encostas causados pelas chuvas fortes e/ou prolongadas. Os recorrentes óbitos causados pelas chuvas ao longo da história da cidade, resultado de características geográficas e, principalmente, do uso inadequado do solo, justificavam uma ação mais incisiva visando alertar, sobre os riscos, os moradores de comunidades localizadas em encostas. Neste sentido, cabe ressaltar que o Sistema de Alarme por Sirenes tem foco nas pessoas. Este trabalho tem o objetivo de relatar a experiência da Defesa Civil Municipal do Rio de Janeiro na instalação e operação deste sistema, enfatizando que as “sirenes cariocas” representam uma iniciativa de grande relevância e sucesso, não apenas pelo equipamento de alarme em si, mas também por ter potencializado uma série de outras ações de percepção de risco e mobilização dos moradores, em especial pela realização de diversos exercícios simulados de desocupação. Portanto, até por ter sido um projeto inovador e ter estimulado a instalação deste tipo de sistema em várias outras localidades, pode ser considerado um marco nas ações de redução do risco de desastres em nosso país.
Mudando a forma de ver e pensar as inundações:
Authors: Antunes de Lima Edinei , Nobukuni Paulo
Published: July 2021

As inundações causam grandes transtornos para aqueles que são atingidos por elas, como falta de água e energia, bloqueio na comunicação via telefone e vias bloqueadas (FIGUEIREDO, 2003). O trabalho trata de uma nova forma de analisar as inundações, com o objetivo de reduzir o número de afetados através da disseminação da informação. O objetivo geral é fazer com que os afetados pelas inundações entendam o risco que estão correndo residindo nas áreas inundáveis. Para que isso seja possível construímos um modelo funcional de bacia hidrográfica dentro do Campus Cedeteg, da Universidade Estadual do Centro Oeste, onde buscamos demonstrar os riscos que essas pessoas correm residindo nestes locais. Os resultados encontrados são parciais, pois, tanto as análises, como os experimentos ainda não foram realizados na presença das pessoas atingidas por inundações, mas as apresentações feitas para outros acadêmicos e representantes de órgãos ligados à temática, como o Ceped, demonstraram que a hipótese da maquete ser a melhor maneira de trabalhar com inundações prova-se verdadeira, pois todas as pessoas que presenciaram a simulação concordaram que o perigo torna-se mais notável na medida em que vemos o processo ocorrendo, concluindo-se assim que a maquete cumpre com seu propósito, que é facilitar o entendimento sobre os riscos das inundações para residentes de áreas inundáveis.
Entrevista Prof. Dr. Cleverson Vitório Andreoli
Authors: Balan Kathya Pricyla Weiller , Arruda Filho Norman De Paula
Published: July 2021

Na última década, a abertura de novos cursos de mestrado profissional no Brasil cresceu vertiginosamente. Em 2007, a CAPES tinha registrado 184 cursos, em 2017 já havia 771. Regulamentado no Brasil há aproximadamente 20 anos, o mestrado profissional oferece ao aluno a possibilidade de realizar uma pesquisa, desenvolvida com o mesmo rigor teórico do mestrado acadêmico, e aplicá-la na prática em seu âmbito profissional. Neste contexto, o professor Dr. Cleverson Vitório Andreoli irá nos explicar sobre a dinâmica do mestrado profissional no Brasil.