Component Of Faculty Research Articles

Initial education evaluation of a Physical Education program: Perceptions of graduates from a public university in the state of Santa Catarina

This mixed-methods study investigated the perceptions of Physical Education (PE) graduates on their education obtained at a public university in the state of Santa Catarina, Brazil. An online questionnaire was applied to collect information regarding the initial education of 94 graduates (50 bachelors and 44 teachers) trained under the new curricular proposal implemented in 2008 at the institution. Extension (8.35±1.51) and research activities (8.24±1.66) achieved the highest scores, with emphasis on the diversity of structures and options offered. The graduates’ classmates (7.45±1.73), due to the lack of dedication and commitment to the program, and the curricular structure (7.64±1.59), due to the problems in the courses’ semiannual organization, received the lowest ratings. Teachers evaluated their course higher than the bachelors, especially in the components of faculty (T = 8.55±1.02; B = 7.28±1.37), classmates (T = 7.91±1.60; B = 7.04±1.76), physical infrastructure (T = 8.30±1.69; B = 7.64±1.34), supervised internships (T = 8.61±1.45; B = 7.72±1.73), and overall program evaluation (T = 8.64±1.10; B = 7.82±1.35). Factors such as supervised internships, curricular structure, faculty, and extension activities explained 59.0% of the variance of the overall program evaluation. Considering these results, those responsible for structuring the PE program can consolidate the practices and components that have been well evaluated, as well as think of alternatives to reduce the weaknesses and negative aspects perceived by the graduates.

Crossing the Boundaries: Solidarity, Identity, and Mutual Learning in a K‐20 Partnership

ABSTRACTThis study investigates possibilities for faculty members and teachers to overcome status and professional culture barriers as they engage in partnership work aimed at promoting inquiry‐based instruction. It compares the processes and outcomes of several types of professional learning opportunities within a Math and Science Partnership based on how well they facilitated productive communication, student‐centered instructional practices, and knowledge negotiation. It discusses conflicts as components of faculty member/teacher interactions, regardless of the setting. However, when laboratory materials provide a relevant context for collaborative learning, and when there are opportunities for the development of microlevel interactional solidarity, conflicts can lead to knowledge negotiation rather than disengagement. Furthermore, these settings can reduce faculty members’ use of lecture‐based approaches, mitigate status differences, and facilitate the development of reform‐minded identities. This study suggests that while a focus on mutual learning is preferable to transmission in K‐20 partnerships, it is important to consider that mutual learning may be a negotiated product emerging from conflict and dialogue rather than an unproblematic exchange of information. In addition, it suggests that K‐20 partnerships should intentionally create opportunities that foster the establishment of goal‐oriented temporary communities, as these can support persistence through conflicts, reform‐minded teaching identities, and inquiry‐based instruction.