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O papel dos engenheiros e matemáticos na história do ensino de Física no Pará (1931-1970); The engineers and mathematic´s role in the Physics teaching history in Pará (1931-1970)"

Almeida, Ruy Guilherme Castro de
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 29/09/2006 PT
Relevância na Pesquisa
36.32%
Este trabalho de pesquisa analisa o processo de difusão da Física, através do ensino em três instituições de ensino superior no Estado do Pará: A Escola de Engenharia, a Faculdade de Filosofia, Ciências e Letras e o Núcleo de Física e Matemática da Universidade do Pará, no período compreendido entre a criação da Escola, em 1931 até a implantação efetiva da Reforma Universitária, em 1970. Foram examinados os contextos históricos e políticos que motivaram a criação das instituições, a formação dos professores, os Programas de Ensino das disciplinas de Física que foram ministradas nos cursos de graduação daquelas unidades acadêmicas, os discursos de seus dirigentes, os depoimentos de antigos professores e alunos, os recursos e as metodologias que foram utilizadas no processo do ensino. Meu propósito foi mostrar como ocorreu a transição, no ensino da Física, dos engenheiros da Escola de Engenharia para os matemáticos da Faculdade de Filosofia e destes para os físicos, que se congregaram no Núcleo de Física e Matemática. Inicialmente tentei mostrar as mudanças dos temas de Física que se processaram nas disciplinas ministradas, comparando os propósitos a que se destinavam. Ora servindo como base conceitual para os engenheiros...

Experiences in Teaching Veterinary Public Health across Latin-America and Europe: the SAPUVETNET III Project

De Meneghi, Daniele; Cediel, Natalia; Vilhena, Manuela; Padre, Ludovina; Arroube, Sofia; Baltasar, Patricia; Villamil, Luis Carlos; Romero, Jaime; Sommerfelt, Irma; Keessen, Linny; Van Knapen, Frans; Rosenfeld, Carla; Leguia, Guillermo; Falcon, Nestor; To
Fonte: European College of Veterinary Public Health Publicador: European College of Veterinary Public Health
Tipo: Aula
POR
Relevância na Pesquisa
46.09%
Experiences in Teaching Veterinary Public Health across Latin-America and Europe: the SAPUVETNET III Project SAPUVETNET III (n. DCI-LA/2008/75) is the third phase of a series of projects, co-financed under the EU ALFA programme, aimed to support a VPH network constituted by Faculties of Veterinary Medicine of 12 Latin-american and 6 European countries in addition to various collaborating institutions/organizations both at national and international level (http://www.sapuvetnet.org). The project envisages the development and the implementation of a common VPH curriculum, through the use of innovative teaching methods, mainly based on problem solving approach. The authors present here some teaching material developed by the project as an example of new strategies/approach for teaching VPH: case studies, videos and self-learning programme on meat inspection/food hygiene, an Interactive Manual on VPH, as well as e-conferences on upcoming VPH issues. Project partners use a mail-list and distance learning platforms (e.g. Moodle, Colibri) to organize teaching activities. A Journal, “Una Salud/One Health/Uma Saúde”, is also published and distributed both as hard copy or .pdf through the web. Didactic tools produced by the SAPUVETNET projects have been and/or are being tested and used by the partner faculties and other teaching institutions...

A docência no Instituto de Biologia da Universidade Federal de Uberlândia: percorrendo caminhos e encontrando representações; The teaching practice in the biology institute of Federal University of Uberlândia: going through paths and finding representations

Brito, Talamira Taita Rodrigues
Fonte: Universidade Federal de Uberlândia Publicador: Universidade Federal de Uberlândia
Tipo: Dissertação
POR
Relevância na Pesquisa
46.22%
Essa pesquisa pretendeu aprofundar as discussões sobre a docência no Ensino Superior, buscando compreender como ela vem se estruturando frente às novas exigências da Universidade e como vem sendo trabalhada e representada no cotidiano dos professores. O presente estudo teve como objetivo levantar as representações sobre docência dos professores do Instituto de Biologia da Universidade Federal de Uberlândia. Foi ainda intenção da pesquisa: investigar como essas representações impactam na prática docente desses professores e, como essas práticas interferem na dinâmica dessas representações; desvelar como se deu a sua formação para a docência; delimitar as atividades entendidas como docência para esses profissionais, bem como suas afinidades em relação a elas, buscando singularidades para a docência universitária no grupo pesquisado. Para tanto nos valemos de três perguntas: quem sabe e de onde sabe? O que e como sabe? Sobre o que sabe e com que efeitos? Os dados foram coletados por meio de um questionário aplicado a todos os professores do Instituto e ainda de uma entrevista realizada com oito professores, inseridos nas quatro áreas da referida unidade acadêmica. O referencial teórico/metodológico selecionado para a condução da pesquisa e análise dos dados foi o das Representações Sociais. As representações encontradas entre os professores são diversificadas...

The Role of Community College Faculty in Teaching and Learning for Sustainable Development

Rachelson, Anouchka
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Relevância na Pesquisa
36.35%
The purpose of this study was to explore the attitudes, beliefs, and practices of community college professors regarding education for sustainable development (ESD). In-depth interviews with 14 professors from different disciplines were conducted. The participants taught at Miami Dade College, Florida, a Talloires Declaration signatory since 2006, and all had attended Green Studies professional development workshops. Written documents such as assignments and samples of student work were used for triangulation. The annual report of the college’s Earth Ethics Institute and its Web site served as additional sources. The interviews were recorded, transcribed, and analyzed for common themes. The Talloires Declaration’s 10-point action plan and the key characteristics of ESD (UN DESD, 2006) served as the conceptual framework. The study found that the professors considered ESD an essential issue. The majority discussed the economic and social aspects of ESD; however, the environmental aspect was mentioned most frequently. The professors’ conceptualizations of ESD were influenced by their experiences and evidenced by the metaphors they used. Although their engagement with ESD differed, the professors expressed optimism toward ESD related teaching and learning. They regarded ESD as compatible with their subjects...

Reading Form for Student Assignment for Panama Silver, Asian Gold : Migration, Money, and the Making of the Modern Caribbean ( Digital Humanities Course )

Rosenberg, Leah; Cobham-Sander, Rhonda; Black Studies Department, Amherst College
Fonte: Black Studies Department, Amherst College; Department of English, University of Florida; Black Studies Department, Amherst College ( Amherst, MA ); Department of English, University of Florida ( Gainesville, FL ) Publicador: Black Studies Department, Amherst College; Department of English, University of Florida; Black Studies Department, Amherst College ( Amherst, MA ); Department of English, University of Florida ( Gainesville, FL )
Tipo: mixed material Formato: Course work materials
Publicado em // ENGLISH
Relevância na Pesquisa
45.97%
Based on the reading form for BLST 111 from the Black Studies Department, Amherst College.

The choice not to use computers: A case study of community college faculty who do not use computers in teaching

Stocker, Bradford R
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
EN
Relevância na Pesquisa
36.26%
The primary purpose of this investigation is to study the motives of community college faculty who decide not to use computers in teaching. In spite of the fact that many of the environmental blocks that would otherwise inhibit the use of the computers have been eliminated at many institutions, many faculty do not use a computer beyond its word-processing function. For the purpose of the study non-adoption of computers in teaching is defined as not using computers for more than word-processing. ^ The issues in the literature focus on resistance and assume a pro-innovation and pro-adoption bias. Previous research on the questions is primarily surveys with narrowly focused assumptions. This qualitative research directly asks the participants about their feelings, beliefs, attitudes, experiences, and behaviors in regard to computers in teaching. Through the interview process a number of other correlated issues emerge. ^ The investigation was conducted at Miami-Dade Community College, a large urban multicampus institution, in Miami-Dade, Florida. It was conducted through a series of in-depth phenomenological interviews. There were nine interviews; eight within the profile; two were pilots; and one was an extreme opposite of the profile. Each participant was interviewed three times for about 45 minutes. ^ The results indicate that the computer conflicts with the participants' values in regard to their teaching and their beliefs in regard to the nature of knowledge...

Transforming Indonesia's Teaching Force : Executive Summary; Mentransformasi tenaga pendidikan Indonesia

World Bank
Fonte: World Bank Publicador: World Bank
Tipo: Economic & Sector Work :: Education Sector Review
ENGLISH
Relevância na Pesquisa
36.3%
The report on the transforming Indonesia's teaching force is divided in two volumes. The executive summary is the first volume of a two-volume comprehensive report on teacher management in Indonesia. This volume summarizes the key findings of the detailed technical analysis in volume two, but with much greater focus on the key areas where policy reforms will likely generate a large impact in Indonesia. While volume two is aimed at public policy researchers and technical staff of the Government of Indonesia, this shorter volume provides policy makers and the general public a condensed version of the larger report's analysis, results, and recommended policy reforms for developing a better teaching force in Indonesia. This report not only can assist the government in setting up a future reform agenda, but also add value to ongoing educational reform in Indonesia, in terms of improving the effectiveness of reform and ensuring its institutional and fiscal sustainability.

Transforming Indonesia's Teaching Force : From Pre-service Training to Retirement - Producing and Maintaining a High-quality, Efficient, and Motivated Workforce; Mentransformasi tenaga pendidikan Indonesia

World Bank
Fonte: World Bank Publicador: World Bank
Tipo: Economic & Sector Work :: Education Sector Review
ENGLISH
Relevância na Pesquisa
36.29%
The report on the transforming Indonesia's teaching force is divided in two volumes. The executive summary is the first volume of a two-volume comprehensive report on teacher management in Indonesia. This volume summarizes the key findings of the detailed technical analysis in volume two, but with much greater focus on the key areas where policy reforms will likely generate a large impact in Indonesia. While volume two is aimed at public policy researchers and technical staff of the Government of Indonesia, this shorter volume provides policy makers and the general public a condensed version of the larger report's analysis, results, and recommended policy reforms for developing a better teaching force in Indonesia. This report not only can assist the government in setting up a future reform agenda, but also add value to ongoing educational reform in Indonesia, in terms of improving the effectiveness of reform and ensuring its institutional and fiscal sustainability.

The association of faculty's teaching philosophy and teaching behaviour, and critical thinking and self- direction in learning

Kreber, Carolin.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
46.12%
The intent in this study was to investigate in what ways teachers· beliefs about education and teaching are expressed in the specific teaching behaviours they employ, and whether teaching behaviours, as perceived by their students, are correlated with students· critical thinking and self-directed learning. To this end the relationships studied were: among faCUlty members· philosophy of teaching, locus of control orientation, psychological type, and observed teaching behaviour; and among students· psychological type, perceptions of teaching behaviour, self-directed learning readiness, and critical thinking. The overall purpose of the study was to investigate whether the implicit goals of higher education, critical thinking and self-direction, were actually accounted for in the university classroom. The research was set within the context of path-goal theory, adapted from the leadership literature. Within this framework, Mezirow·s work on transformative learning, including the influences of Habermas· writings, was integrated to develop a theoretical perspective upon which to base the research methodology. Both qualitative and quantitative methodologies were incorporated. Four faCUlty and a total of 142 students participated in the study. Philosophy of teaching was described through faCUlty interviews and completion of a repertory grid. Faculty completed a descriptive locus of control scale...

A study of Chinese college English teachers in China - their beliefs and conceptual change.

Han, Han
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado Formato: 707783 bytes; application/pdf
EN; EN
Relevância na Pesquisa
36.37%
This research explored Chinese college English teachers’ beliefs and conceptual change in relation to the government-mandated shift from the traditional grammar-based approaches to language teaching to communicative language teaching (CLT). This study employed an ethnographic approach and was conducted at a university in China. Six Chinese college English teachers agreed to participate in a three-month study during which their classroom teaching was observed and they were interviewed about their teaching experiences, understanding of the new teaching methods, and interpretations of the curriculum change. Three patterns of conceptual change were found in their beliefs about language teaching and learning: (a) change in teaching methods but no significant change in conceptions and beliefs, (b) change in both teaching methods and conceptions accompanied by painful conceptual conflict, and (c) change in both teaching methods and beliefs and an acquisition of broader curriculum perspectives. The stories and experiences of the participants indicate the complex, non-linear nature of conceptual development in their beliefs about language teaching. They struggled to expand their conceptual space by dwelling in the Zone of Between—between Chinese and Western educational traditions...

The Joyful Entry and Irresistible Advancement of Skills in College; La alegre entrada y el irresistible ascenso de las competencias en la universidad; Entrada triunfal e ascensão irresistível das competências na universidade

Gómez-Mendoza, Miguel Ángel; Universidad Tecnológica de Pereira; Alzate-Piedrahíta, María Victoria; Universidad Tecnológica de Pereira
Fonte: Universidad de la Sabana Publicador: Universidad de la Sabana
Tipo: Artigo de Revista Científica
SPA
Relevância na Pesquisa
46.14%
This article outlines a set of arguments that responds to some of the aspects associated with the so-called “skills-based approach”: a) The sources of what now appears to be an “irresistible advancement” of skills-based logic in the field of education and particularly in higher education. b) The advantages of that approach, specifically its point of view and the opportunities that should not be wasted. c) Its dangers, given the limitations and potential risks with any new teaching approach, which must be identified to lessen their effects. Based on the foregoing points, the article proposes an “intellectual skills-based approach” to college teaching and learning.; Este documento expone un conjunto de argumentos que responden a algunos aspectos asociados al denominado “enfoque por competencias”: a) Las fuentes de lo que parece ahora como un “irresistible ascenso” de la lógica de competencias en el campo de la educación, y en particular en la educación superior o universitaria. b) Las ventajas de tal enfoque, es decir, los puntos de vista del enfoque, las oportunidades que no se deberían desperdiciar. c) Sus peligros, porque como todo nuevo enfoque pedagógico, la lógica de las competencias implica un cierto número de límites y de riesgos potenciales...

Modeling teacher-student confidence in college teaching; Modelado de la relación de confianza profesor-estudiante en la docencia universitaria; Modelação da relação de confiança professor-aluno na docência universitária

Zapata J., Carlos Mario; Universidad Nacional de Colombia; Rojas L., Miguel David; Universidad Nacional de Colombia; Gómez A., María Clara; Tecnológico de Antioquia
Fonte: Universidad de la Sabana Publicador: Universidad de la Sabana
Tipo: Artigo de Revista Científica
SPA
Relevância na Pesquisa
56.11%
The problem posed by a lack of representation of the factors involved in the confidence college teachers inspire in their students is addressed in this article. The objective is to represent that bond of confidence, based on its intervening factors. A qualitative method was used, with information gathered through teacher assessment surveys at several institutions to determine the factors that have the most impact on building confidence in teachers. The conclusion is that course content, command of the subject and communication skills are the factors that contribute the most to this relationship.; En este artículo se aborda el problema de la carencia de representación de los factores que intervienen en la confianza que generan los profesores universitarios en sus estudiantes. Se plantea como objetivo lograr la representación de esa relación de confianza, partiendo de los factores básicos que en ella intervienen. Se emplea una metodología cualitativa basada en la recolección de información de las encuestas de evaluación docente en varias instituciones, para determinar los factores que más inciden en la construcción de confianza en los profesores. Como conclusión, se encuentra que los factores que más contribuyen a esta relación son: el cumplimiento del contenido del curso...

Proposal for Measuring the Impact of ICT on College Teaching; Propuesta para la medición del impacto de las TIC en la enseñanza universitaria; Proposta para medir o impacto das TICs no ensino universitário

Ávila-Fajardo, Gloria Patricia; Universidad del Valle, Facultad de Ciencias de la Administración; Riascos-Erazo, Sandra Cristina; Universidad del Valle, Facultad de Ciencias de la Administración
Fonte: Universidad de la Sabana Publicador: Universidad de la Sabana
Tipo: Artigo de Revista Científica
SPA
Relevância na Pesquisa
45.98%
The general objective of this article is to define at an appropriate method for measuring the impact of ICT on teaching-learning processes in higher education (IMPACTIC). In terms of its context, the study is centered on faculties in the area of humanities.The construction of IMPACTIC is related to the basics, particularly an analysis of teaching models, processes for incorporating ICT into educational contexts, and the impact of technology on the educational environment.; El objetivo general de este artículo es establecer una metodología apropiada que permita medir el impacto de las TIC en los procesos de enseñanza-aprendizaje en la educación superior (Impactic).El contexto de la investigación se centra en facultades de corte humanístico. La construcción de Impactic se encuentra relacionada con la fundamentación, especialmente en el análisis de los modelos pedagógicos, el proceso de inclusión de las TIC en el contexto educativo y el impacto de la tecnología en el ambiente educativo.; Este trabalho desenvolve o objetivo geral de estabelecer uma metodologia adequada para medir o impacto das TICs no ensino-aprendizagem no ensino superior (IMPACTIC).O contexto da pesquisa centra-se em faculdades de tipo humanista. A construção de IMPACTIC fundamenta-se na análise de modelos pedagógicos...

La importancia de la evaluación por competencias en contextos clínicos dentro de la docencia universitaria en Salud; The importance of evaluation in clinical competence in the presence of college teaching in Health; A importância da avaliação de competência clínica na presença de ensino colégio em Saúde

Correa-Bautista, Jorge Enrique
Fonte: Universidade do Rosário Publicador: Universidade do Rosário
Tipo: Artigo de Revista Científica Formato: application/pdf; application/pdf; application/pdf; application/pdf; application/pdf
Publicado em 30/04/2012 SPA
Relevância na Pesquisa
45.98%
La evaluación por competencias (ExC) ha renovado la manera de determinar el desempeño clínico de los profesionales en Salud. Para tal efecto, el docente universitario requiere del dominio conceptual y metodológico de las distintas técnicas de evaluación formativa. Este artículo da cuenta de las principales técnicas de evaluación por competencias en escenarios clínicos, concibiéndola como una competencia fundamental para la docencia universitaria en Salud.; Competency assessment (CA) has renewed the way to determine the clinical performance of health professionals. To this end, the university teaching requires conceptual and methodological domain on the various techniques of formative assessment. This article reports the main technical competency assessment in clinical settings, considering it as a core competency for university teaching in health.; Competência de avaliação (CA) renovou a maneira de determinar o desempenho clínico dos profissionais de saúde. Para o efeito, o ensino universitário requer domínio conceitual e metodológica sobre as várias técnicas de avaliação formativa. Este artigo relata a avaliação da competência técnica principal na prática clínica, considerando-a como uma competência essencial para o ensino universitário em saúde.

A behavioral perspective on college teaching

Michael, Jack
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em //1991 EN
Relevância na Pesquisa
46.07%
Much of the subject matter learned in college, particularly during the first two years, is taught in relatively large classes with text and lecture as the primary source of the information being learned. If students make effective and prolonged contact with these sources, they can acquire extensive verbal repertoires in many areas of knowledge. Unfortunately there are many other activities that compete for the typical student's study time. Several factors are often cited as variables that will support study behavior in competition with other activities, but the only powerful one available to the teacher is the exam grade, as it is related to the course grade. However, unless exams are clearly related to appropriate study behavior, require through and extensive coverage of the subject matter, occur frequently (preferably no less often than once a week), and are also clearly related to the course grade, even this factor will not generate prolonged and effective study behavior. Effective college teaching is essentially a form of aversive control, but if done properly the aversiveness is quite mild, and such aversive control can be responsible for the development of large and valuable intellectual repertoires.

University teaching: professional commitment and quality of education in undergraduate; Docência na universidade: compromisso profissional e qualidade de ensino na graduação

Vasconcellos, Maura Maria Morita; Universidade Estadual de Londrina; Oliveira, Cláudia Chueire de; Universidade Estadual de Londrina
Fonte: Universidade Federal de Santa Maria Publicador: Universidade Federal de Santa Maria
Tipo: info:eu-repo/semantics/article; "Avaliados por pares"; info:eu-repo/semantics/publishedVersion Formato: application/pdf
Publicado em 07/09/2011 POR
Relevância na Pesquisa
45.98%
The article analyzes results of research on teaching and teacher training, in which one of the objectives was to identify students and teachers’ perceptions of the quality of teaching in undergraduate courses at a public university. The methodology was based on a qualitative, explorative-descriptive research. The questionnaire was the instrument for collecting data from teachers and students of undergraduate courses. Questionnaires were answered by 715 students and 64 teachers. As a result we identified problems related to the following: teacher performance, students’ behavior, course organization and the institution. In regards to teacher’s performance, emphasized on the text, problems related to competence and commitment were mentioned, which goes back to the issue of teacher development. Highlights the need for universities to look into its problems and deficiencies more critically, improving its social relations and trying to consolidate itself as an institution dedicated to education and the construction of human society.; O artigo analisa resultado de pesquisa relativa à docência e formação pedagógica na qual um dos objetivos foi conhecer percepções de estudantes e docentes a respeito da qualidade do ensino de graduação numa universidade pública. A opção metodológica pautou-se na abordagem de cunho qualitativo...

A rubric for scoring teaching philosophy statements

O'Loughlin, Valerie Dean; Braun, Mark; Subino Sullivan, Carol; Kearns, Katherine D.
Fonte: Journal on Excellence in College Teaching Publicador: Journal on Excellence in College Teaching
Tipo: Artigo de Revista Científica
EN_US
Relevância na Pesquisa
56.06%
This is Appendix B, which is available only online and is not included in the print version of the Kearns et al. (2010) article.; The authors created a valid and reliable teaching statement scoring rubric to investigate and document the progression of graduate student instructors as scholarly teachers. Using the rubric, they detected significant positive changes between students’ draft and final teaching statements, particularly in criteria related to describing teaching methods and student assessment methods and in explaining those methods with respect to learning goals. However, student writing about teaching assessment methods remained unchanged. Unlike self-assessment writing tools, this rubric can be useful for faculty mentors and instructional consultants who wish to quantify the scholarly progression of writers and modify mentoring practice accordingly.

Assessing instructional strategies at Barbados Community College hospitality institute in a dynamic global environment

Young-Lovell, Juiann
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Tese de Doutorado
EN_US
Relevância na Pesquisa
36.27%
Today, there are educational institutions whose offerings highlight the value of a blended learning experience. Such organizations design their curricula to enhance students' knowledge, skills and attitudes. These institutions integrate several elements into the learning experience. The subject mater is taught, provision is made for students to practice and this all takes place in the traditional or virtual classroom or in a real world setting. Instructional practice is the bridge between the student and the teacher. At the Barbados Community College Hospitality Institute (BCCHI), there is no evidence that the faculty has conducted formal assessment of the organisation's instructional practices and no evidence of the existence of a review and improvement system of their instructional practice. This document examines one element of the learning environment - instructional strategies- at the (BCCHI) and seeks to present how best it facilities student learning. This study has the distinct aim of acquiring a better understanding of instructional practice at BCCHI and its influences on student learning. To this end a survey was conducted among 65 students, 21 instructors and the administration of the Institute. Findings of the study show that a coherent approach to instructional practice exists. Teachers are aware of the general knowledge...

Information literacy at Cecil College: establishing the context

Gutierrez, Michael A.
Fonte: University of Delaware Publicador: University of Delaware
Tipo: Tese de Doutorado
Relevância na Pesquisa
36.35%
Hofstetter, Fred T.; Information literacy is an essential skill set individuals need to locate, retrieve, evaluate, and effectively use information in an effort to assemble and create new knowledge. Information literacy is recognized by accreditation agencies, professional organizations, and academic institutions as vital to higher education. Information literacy programs, led primarily by librarians, have developed at institutes of higher education to instruct students on becoming information literate. Community colleges have increased their efforts to enhance information literacy instruction for students with the goal of creating lifelong learners who will use their skills to solve problems and make informed decisions. In the end, information literacy is about developing and producing critically thinking individuals. Unlike similar community colleges in surrounding counties and states, Cecil College continues to lack an information literacy program to instruct its rapidly growing student population in the knowledge and skills needed to become information literate. This Executive Position Paper investigates the perceptions teaching faculty have regarding information literacy, as well as which skills are being taught in the classroom by teaching faculty and which are being taught by librarians. A review of scholarly literature examines the information-seeking behavior of college students at community colleges and the collaborative efforts between teaching faculty and librarians...

An assessment of teaching strategies used by lecturers at a nursing college in Mpumalanga

Maunye,TJ; Meyer,SM; van Velden,CE
Fonte: Curationis Publicador: Curationis
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2009 EN
Relevância na Pesquisa
36.29%
The need for the utilization of various teaching strategies by lecturers when facilitating learning cannot be overemphasized. The aim of this study was to establish if lecturers at a Nursing College in Mpumalanga were using teaching strategies that could facilitate the personal development of nursing learners. A quantitative approach was followed for this studv. The participants of the study were all lecturers at a Nursing College in Mpumalanga. Data was gathered by means of a questionnaire. Descriptive statistics were used to describe and summarize data regarding the type of teaching strategies used and the recommendations that could enhance the utilization of various teaching strategies. The data revealed that the teaching strategies mostly utilized required active participation of the learners namely: formal/informal writing of assignments; learner-led class presentation; group sessions; clinical case studies; role-playing and clinical rounds. Inclusion of certain strategies such as problem-based learning, structured accompaniment and computer literacy for learners could enhance the personal development of nursing learners. Although lecturers did use some of the teaching strategies that could enhance the personal development of nursing learners...