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Native English Speakers in Madrid’s Classrooms: Difficulties Reported by Assistants / Hablantes nativos de inglés en las aulas de Madrid: Dificultades señaladas por auxiliares
No full textThis article examines difficulties encountered by 40 native English-speaking language assistants working in classrooms in the Madrid region, as reported in their teaching portfolios, a requirement of the Master’s degree programs they completed during the same period. The 187 comments obtained were analyzed by sorting them according to theme; the findings confirm those of prior studies while bringing to light challenges not mentioned to date in research. Some aspects discussed by the native English speakers were differences in classroom methodology and discipline, the need for increased communication with local teachers, the policy to use only English at the schools, an inability to help students with special needs effectively, and responsibilities that go beyond those of a language assistant.
Abstract
This article examines difficulties encountered by 40 native English-speaking language assistants working in classrooms in the Madrid region, as reported in their teaching portfolios, a requirement of the Master’s degree programs they completed during the same period. The 187 comments obtained were analyzed by sorting them according to theme; the findings confirm those of prior studies while bringing to light challenges not mentioned to date in research. Some aspects discussed by the native English speakers were differences in classroom methodology and discipline, the need for increased communication with local teachers, the policy to use only English at the schools, an inability to help students with special needs effectively, and responsibilities that go beyond those of a language assistant.
Keywords: Bilingual Education; Teacher Aides; English (Foreign Language); Native Speakers
Flipping the classroom for higher education learners to improve productive and receptive skills / Invertir la clase con estudiantes universitarios para mejorar las destrezas productivas y receptivas
No full textEste estudio examina la capacidad de los estudiantes de Turismo para abordar las quejas de clientes utilizando el enfoque de aula invertida combinado con la implementación del programa en línea VoiceThread. El estudio se llevó a cabo con un grupo de 49 estudiantes ILE en el Grado de Turismo en la Universidad Complutense de Madrid. El estudio se llevó a cabo en 3 fases: (1) a los estudiantes se les proporcionó material en Campus Virtual con expresiones útiles relacionadas con las quejas de clientes, que los estudiantes debían consultar antes de la siguiente clase. (2) En el laboratorio de idiomas, los estudiantes debían escuchar una queja de un cliente y darle una respuesta satisfactoria mediante grabación de su propia voz. (3) Para recabar información sobre la opinión que tenían de esta actividad experimental, a los estudiantes se les pidió que cumplimentaran un cuestionario Google. En general, los resultados del estudio han demostrado el impacto positivo de este método en el proceso de enseñanza/aprendizaje en las clases de ILE para los estudiantes de turismo, contribuyendo a su motivación y al desarrollo de sus habilidades profesionales.
Abstract
This study examines the ability of Tourism students to deal with customer complaints by using the flipped classroom approach combined with the implementation of the online VoiceThread programme. The study was carried out with a group of 49 EFL students in the Degree of Tourism at the University Complutense of Madrid. The study was carried out in 3 phases: (1) students were provided with audio material containing some useful expressions related to customers’ complaints. This material was made available on the Virtual Platform (Campus Virtual) so students could consult it as they needed before the following class. (2) In the computing room, students were asked to listen to a customer complaint and to give a solution by recording their own voices. (3) In order to gather students’ opinions about this experimental activity, students were asked to fill in a Google form questionnaire. Overall, the results of the study have shown the positive impact of this method on the teaching/learning process in the EFL classes for Tourism students, contributing to their motivation and development of their professional skills
Keywords: flipped classroom; EFL; tourism; customer complaints; professional skillsEste estudio examina la capacidad de los estudiantes de Turismo para abordar las quejas de clientes utilizando el enfoque de aula invertida combinado con la implementación del programa en línea VoiceThread. El estudio se llevó a cabo con un grupo de 49 estudiantes ILE en el Grado de Turismo en la Universidad Complutense de Madrid. El estudio se llevó a cabo en 3 fases: (1) a los estudiantes se les proporcionó material en Campus Virtual con expresiones útiles relacionadas con las quejas de clientes, que los estudiantes debían consultar antes de la siguiente clase. (2) En el laboratorio de idiomas, los estudiantes debían escuchar una queja de un cliente y darle una respuesta satisfactoria mediante grabación de su propia voz. (3) Para recabar información sobre la opinión que tenían de esta actividad experimental, a los estudiantes se les pidió que cumplimentaran un cuestionario Google. En general, los resultados del estudio han demostrado el impacto positivo de este método en el proceso de enseñanza/aprendizaje en las clases de ILE para los estudiantes de turismo, contribuyendo a su motivación y al desarrollo de sus habilidades profesionales.
Abstract
This study examines the ability of Tourism students to deal with customer complaints by using the flipped classroom approach combined with the implementation of the online VoiceThread programme. The study was carried out with a group of 49 EFL students in the Degree of Tourism at the University Complutense of Madrid. The study was carried out in 3 phases: (1) students were provided with audio material containing some useful expressions related to customers’ complaints. This material was made available on the Virtual Platform (Campus Virtual) so students could consult it as they needed before the following class. (2) In the computing room, students were asked to listen to a customer complaint and to give a solution by recording their own voices. (3) In order to gather students’ opinions about this experimental activity, students were asked to fill in a Google form questionnaire. Overall, the results of the study have shown the positive impact of this method on the teaching/learning process in the EFL classes for Tourism students, contributing to their motivation and development of their professional skills
Keywords: flipped classroom; EFL; tourism; customer complaints; professional skil
Implementing Polylingual Space into the Process of Training Future Primary School Teachers
No full textAbstract
The relevance of the problem under research is due to a new social order of the society, reflected in the Concept for the Development of Foreign Language Education of the Republic of Kazakhstan, where the formation of a polylingual personality is determined as the final qualitative result of studying a foreign language and culture. In these conditions, the problem of training the respective pedagogical staff primary school teachers, is being actualized for constructing a new type of education in a polylingual environment at the modern stage of the modernization of education, including the issues of developing its theoretical and technological support. Improving the quality of education, being a key problem of pedagogy, in the modern conditions of expanding the areas of international cooperation and the tendencies of forming a unified global community, comes into sharp focus. The aim of the article is to develop the content of an experimental curriculum on polylingual space and to test the formation of language competence of future primary school teachers in the process of higher education, as well as to study the specifics of their training for working with students in the multicultural educational space of modern Kazakhstan. The leading method of studying this problem is the analysis, which allows to identify the language needs of students. The study analyzed a series of surveys of 115 students and undergraduates, as well as university teachers of various disciplines. Moreover, implementing in the study such methods as analysis, synthesis, generalization, survey, diagnostics and carrying out various practical works, conditions to optimize the development of curricula and special courses and to remove obstacles in the implementation of trilingual education were determined. The analysis of works on improving the system of training primary school teachers in the conditions of polylingual space and the requirements for the personality of a teacher shows that the following areas of its implementation can be emphasized: the development of a teacher’s communicative abilities; the organization of experimental sites of different levels for teaching students in three languages; the development of integrative learning; the use of innovative learning technologies. As a result of the experimental work, the program of the discipline “Polylingual space: Theory and Practice” was developed in three languages for undergraduates of the specialty 6M010200 - Pedagogy and Methodology of Primary Education, a textbook with the same title and texts in three languages was published, tested, and implemented in the educational process. The materials of this article can be useful for primary school teachers, working in a polylingual environment, as well as for students, undergraduates and PhD students of the above-mentioned specialty.
Keywords: Polylingual Space; Training Primary School Teachers; Trilingual Education; Intercultural Communication; Linguistic PersonalityThe relevance of the problem under research is due to a new social order of the society, reflected in the Concept for the Development of Foreign Language Education of the Republic of Kazakhstan, where the formation of a polylingual personality is determined as the final qualitative result of studying a foreign language and culture. In these conditions, the problem of training the respective pedagogical staff primary school teachers, is being actualized for constructing a new type of education in a polylingual environment at the modern stage of the modernization of education, including the issues of developing its theoretical and technological support. Improving the quality of education, being a key problem of pedagogy, in the modern conditions of expanding the areas of international cooperation and the tendencies of forming a unified global community, comes into sharp focus. The aim of the article is to develop the content of an experimental curriculum on polylingual space and to test the formation of language competence of future primary school teachers in the process of higher education, as well as to study the specifics of their training for working with students in the multicultural educational space of modern Kazakhstan. The leading method of studying this problem is the analysis, which allows to identify the language needs of students. The study analyzed a series of surveys of 115 students and undergraduates, as well as university teachers of various disciplines. Moreover, implementing in the study such methods as analysis, synthesis, generalization, survey, diagnostics and carrying out various practical works, conditions to optimize the development of curricula and special courses and to remove obstacles in the implementation of trilingual education were determined. The analysis of works on improving the system of training primary school teachers in the conditions of polylingual space and the requirements for the personality of a teacher shows that the following areas of its implementation can be emphasized: the development of a teacher’s communicative abilities; the organization of experimental sites of different levels for teaching students in three languages; the development of integrative learning; the use of innovative learning technologies. As a result of the experimental work, the program of the discipline “Polylingual space: Theory and Practice” was developed in three languages for undergraduates of the specialty 6M010200 - Pedagogy and Methodology of Primary Education, a textbook with the same title and texts in three languages was published, tested, and implemented in the educational process. The materials of this article can be useful for primary school teachers, working in a polylingual environment, as well as for students, undergraduates and PhD students of the above-mentioned specialty.
Keywords: Polylingual Space; Training Primary School Teachers; Trilingual Education; Intercultural Communication; Linguistic Personalit
El origen de los Estudios Sociales en Estados Unidos
No full textHistorians link the origin of Social Studies with the publication of the Report of the Social Studies Committee (CSS) of the National Education Association (NEA), which Ravitch calls "birth certificate of the field of social studies" (1987, 348). Since its publication in 1916, the origins of Social Studies have been much discussed, but the historiography of the Area has hardly deepened the events that occurred prior to the Report. Our work analyzes these initial moments and their transfer to the national curriculum, in the context of the changes that took place in that country in the transition from the 19th to the 20th centuries. Pay special attention to the racial issue, integration and education of former slaves underlining the role of Thomas Jesse Jones, a sociologist who had worked with African-American and Native American students at the Hampton Institute of Virginia and who would chair the Committee for Social Studies, influencing to include in the Report the postulates developed at the Hampton Institute.Los historiadores vinculan el origen de los Estudios Sociales con la publicación del Informe del Comité de Estudios Sociales (CSS) de la Asociación Nacional de Educación (NEA), que Ravitch denomina «certificado de nacimiento del campo de los estudios sociales» (1987, 348). Desde su publicación en 1916, los orígenes de los Estudios Sociales han sido muy discutidos, pero en la historiografía del Área apenas se ha profundizado en lo acontecido previamente al Informe. Nuestro trabajo analiza esos momentos iniciales y su traslado al currículo nacional, en el contexto de los cambios acontecidos en ese país en el tránsito de los siglos XIX al XX. Presta especial atención a la cuestión racial, la integración y educación de los antiguos esclavos, subrayando el papel de Thomas Jesse Jones, un sociólogo que había trabajado con estudiantes afroamericanos y nativos americanos en el Instituto Hampton de Virginia y que, al presidir el Comité de Estudios Sociales, influyó decisivamente para incluir en el Informe los postulados desarrollados en el Instituto Hampton
Duduney, G.; Hochly, N.; Pegrum, M. (2016). Letramentos digitais. São Paulo: Parábola Editorial
No full textEn el campo de los estudios de los lenguajes y de las tecnologías en Brasil, el libro Letramentos digitais - traducido por el editor Marcos Marcionilo - trae innumerables contribuciones al aprendizaje lingüístico mediado por nuevas habilidades y nuevas estrategias de cómo trabajar pedagógicamente no sólo los conceptos de las teorías, pero también la aplicación / integración de presupuestos teóricos a las prácticas de enseñanza de lenguas y tecnologías actualmente; que conectan profesores y estudiantes, posibilitando no sólo asimilar los aportes teóricos mencionados, hacer que los profesores, sobre todo de la educación básica puedan apropiarse de una taxonomía y de una explicación reflexiva acerca de los letramentos digitales
Repositories of digital musical materials of open character in Portugal
No full textA temática da multiplicidade de conteúdos que integram os repositórios de recursos educativos digitais faz destes um material simultaneamente estimulante e enriquecedor. De facto deveriam constituir-se num apoio incontestável às diferenças individuais dos alunos e serem uma fonte efetiva de propostas didáticas a utilizar em contexto de sala de aula, funcionando como um auxílio para a aprendizagem e para o desenvolvimento pessoal integral dos alunos. A presente investigação centra-se na análise dos repositórios de materiais digitais musicais de Educação Musical em contexto português. Como objetivo principal deste estudo definiu-se descobrir que portais da web de caráter aberto apresentam materiais didáticos digitais para a Educação Musical e se estes expõem aspetos que potencializam o seu uso em sala de aula. Por meio de uma metodologia qualitativa e recorrendo à técnica de análise de conteúdo foi analisado em profundidade a constituição dos repositórios disponíveis. Como objetivo específico pretende-se descobrir se os materiais didáticos digitais para a Educação Musical existentes nos repositórios de caráter aberto são em quantidade e qualidade que potencie a sua utilização como recurso a ser aplicado em contexto de sala de aula. Cabe referir que as principais conclusões apontam para a escassa existência de repositórios assim como de recursos didáticos digitais disponibilizados para a área da Educação Musical.La temática de la multiplicidad de contenidos que integran los repositorios de recursos educativos digitales los convierte simultáneamente en material estimulante y enriquecedor. De hecho, deberían ser un apoyo indiscutible para las diferencias individuales de los estudiantes y ser una fuente efectiva de propuestas didácticas para su uso en el contexto del aula, actuando como una ayuda para el aprendizaje y el desarrollo personal integral de los estudiantes. Esta investigación se centra en el análisis de los repositorios de materiales musicales digitales de Music Education en el contexto portugués. El objetivo principal de este estudio fue descubrir que los portales web abiertos presentan materiales didácticos digitales para la educación musical y si exponen aspectos que mejoran su uso en el aula. Mediante una metodología cualitativa y utilizando la técnica de análisis de contenido se analizó en profundidad la constitución de repositorios disponibles. El objetivo específico es averiguar si los materiales didácticos digitales para la educación musical en los repositorios de personajes abiertos son en cantidad y calidad que potencian su uso como un recurso para ser aplicado en el contexto del aula. Cabe señalar que las principales conclusiones apuntan a la escasa existencia de repositorios, así como a los recursos didácticos digitales disponibles para el área de Educación Musical.The contents multiplicity theme that integrates the repositories of digital educational resources makes these a simultaneously stimulating and enriching didactic material. In fact, they should constitute an undeniable support for the individual differences of students and be an effective source of didactic proposals to be used in the classroom context, acting as an aid to learning and students integral personal development. The present research focuses on the analysis of the repositories of digital musical materials of Musical Education in Portuguese context. The main goal of this study was to find out that open-web portals present digital didactic materials for Music Education and if these expose aspects that enhance its use in the classroom. Through a qualitative methodology and using the technique of content analysis, the contents of the available repositories were in depth analyzed. As a specific goal is to find out if the digital didactic materials for Music Education existing in the open repositories are in quantity and quality that potentiate its use as a resource to be applied in the classroom context. It should be noted that the main conclusions point to the scarce presentation of repositories as well as digital didactic resources made available to the field of Music Education.
 
PROYECTO SINE QUA NON. MENTORES DE LECTURA EN LA FACULTAD DE MAGISTERI DE LA UNIVERSITAT DE VALENCIA
Get PDFRecent studies have shown that students´s literary competence in the Spanish Pre-Service Teacher´s Faculties is weak. As this competence is basic for their future work, proposals in teaching innovation are necessary to reinforce the curricula. The present project was designed in 2015-2016 by a team of teachers who works for the Department of Language and Literature Teaching (University of Valencia, Spain) and it was funded by the “Servei de Formació Permanent i Innovació Educativa” of the same University (proyect code: UV-SFPIE_RMD15-377169). These teachers, acting as reading mentors in different subjects and languages, have as a primary aim to develop in the students the conviction that reading is conditio sine qua non for being teachers.Estudios recientes han demostrado que la competencia lectoliteraria de los estudiantes de las facultades de Magisterio es débil. Dado que dicha competencia es básica en el ejercicio de su futura labor, es necesario ofrecer desde el espacio de la innovación docente propuestas que refuercen los planes de estudio. En este sentido, presentamos aquí el proyecto de un equipo de profesores del Departament de Didàctica de la Llengua i la Literatura de la Universitat de València, avalado por el Servei de Formació Permanent i Innovació Educativa y puesto en marcha en el curso 2015-2016 (código del proyecto: UV-SFPIE_RMD15-377169). Desde diferentes materias y lenguas, estos profesores, ejerciendo una labor de “mentores” de lectura, tienen como objetivo desarrollar en los alumnos la convicción de que la lectura es conditio sine qua non para ejercer el magisterio
PROPOSTA DE AVALIAÇÃO COLETIVA DE MATERIAIS EDUCATIVOS EM MESTRADOS PROFISSIONAIS NA ÁREA DE ENSINO
Get PDFThe article presents a proposal of collective evaluation of educational material produced in a brazilian Professional Master's in the Teaching Area. It discusses history, legal aspects and texts related to the compulsory systematization and the relevance of educational products in this modality of stricto sensu postgraduate course. Describes a conceptual-methodological proposal based on Latin American authors, adapting them to the context of investigations that elaborate textual materials for teachers. It concludes that it is necessary to ensure that the educational materials created are produced and evaluated collectively, taking into account the specificities of the target audience; be guided by a methodology that includes communicational, pedagogical, theoretical and critical aspects; and are validated from axes and descriptors defined according to the characteristics of each textual material.El artículo presenta una propuesta de evaluación colectiva de material didáctico producido en Maestría Profesional brasileña en el Área de Enseñanza. Discute la historia, aspectos jurídicos y textos relacionados con la obligación de la sistematización y con la pertinencia de los productos educativos de esta modalidad de postgrado stricto sensu. Describe la propuesta conceptual y metodológica sobre la base de autores latinoamericanos, adaptándolas al contexto de investigaciones que producen materiales textuales destinados a profesores. Se concluye que es necesario garantizar que los materiales educativos creados sean producidos y evaluados en forma colectiva, tiendo en cuenta las especificidades de la audiencia a a la que va dirigida; se orienten por metodología que contemple aspectos comunicacionales, pedagógicos, teóricos y críticos; y sean validados desde ejes y descriptores de acuerdo con las características de cada material textual.O artigo apresenta uma proposta de avaliação coletiva de material educativo produzido em Mestrado Profissional brasileiro na Área de Ensino. Discorre sobre histórico, aspectos legais e textos relacionados com a obrigatoriedade da sistematização e com a relevância dos produtos educacionais nessa modalidade de pós-graduação stricto sensu. Descreve proposta conceitual-metodológica embasada em autores latino-americanos, adaptando-os ao contexto de investigações que elaboram materiais textuais destinados a professores. Conclui ser necessário assegurar que os materiais educativos criados sejam produzidos e avaliados de modo coletivo, considerando as especificidades do público a que se destinam; orientem-se por metodologia que contemple aspectos comunicacionais, pedagógicos, teóricos e críticos; e sejam validados a partir de eixos e descritores definidos de acordo com as características de cada material textual
INVESTIGACIÓN CUALITATIVA “BASADA EN EVIDENCIA”: ANÁLISIS DE DISERTACIONES DE MAESTRÍA EN PSICOLOGÍA DE LA EDUCACIÓN
Get PDFO objetivo deste estudo é analisar como a metodologia qualitativa tem sido aceite e reconhecida na área da Psicologia. Especificamente, pretende-se analisar as dissertações de mestrado realizadas num curso de mestrado em Psicologia da Educação, entre os anos 2010 e 2018, numa universidade pública portuguesa, e que estavam disponíveis online, no repositório digital institucional. A busca no repositório decorreu em duas fases, em fevereiro e em dezembro de 2018, mediante os descritores definidos. Encontraram-se 82 dissertações de mestrado, sendo 63 (77%) estudos quantitativos e 19 (23%) estudos com recurso a metodologia qualitativa [8 (10%) estudos qualitativos e 11 (13%) estudos mistos]. Nos estudos qualitativos verificou-se diversidade em termos de temática e de paradigmas adotados. Nos estudos mistos, vários eram caracterizados como estudos de caso e combinavam formas distintas de recolha de dados. Os dados permitem verificar um predomínio do recurso à metodologia quantitativa nas dissertações de mestrado produzidasThe purpose of this paper is to analyse how qualitative research has been accepted and recognised in the area of Psychology. Specifically, is intended to analyse the master's dissertations carried out under a master's degree course in Educational Psychology, between 2010 and 2018, in a Portuguese public university, which were available online, in the institutional digital repository. The search in the repository was carried out in two phases, using the defined descriptors, in February and in December of 2018. There were 82 master's dissertations, 63 (77%) were quantitative studies and 19 (23%) were studies using qualitative methodology [8 (10%) qualitative studies and 11 (13%) mixed studies]. In the qualitative studies there was diversity in the themes and paradigms adopted. In the mixed studies, several of them were characterised as case studies and combined distinct forms of data collection. The data allow to verify a predominance of the quantitative methodology in the master’s dissertations produced.El objetivo de este estudio es analizar cómo la metodología cualitativa ha sido aceptada y reconocida en el área de la Psicología. Específicamente, se pretende analizar las disertaciones de maestría realizadas en un curso de Maestría en Psicología de la Educación, entre los años 2010 y 2018, en una universidad pública portuguesa, y que estaban disponibles online, en el repositorio digital institucional. La búsqueda en el repositorio se desarrolló en dos fases, en febrero y en diciembre de 2018, mediante los descriptores definidos. Se han encontrado 82 disertaciones de maestría, siendo 63 (77%) estudios cuantitativos y 19 (23%) estudios con recurso a metodología cualitativa [8 (10%) estudios cualitativos y 11 (13%) estudios mixtos]. En los estudios cualitativos se verificó diversidad en la temática y en los paradigmas adoptados. En los estudios mixtos, varios se caracterizaban como estudios de caso y combinaban formas distintas de recogida de datos. Los datos permiten verificar un predominio del recurso a la metodología cuantitativa en las disertaciones de maestría producidas