Education Degree Course Research Articles

EDUCAÇÃO DIFERENCIADA NAS ESCOLAS DO CAMPO: O CURRÍCULO E O PROJETO PEDAGÓGICO EM DEBATE

The curricular organization and the pedagogical project are discussed as a strategy for the concreteness of a differentiated education in rural schools. We investigated how the rural school can organize its practices from the pedagogical project in the perspective of differentiated education with the intention of meeting the real educational, sociocultural and identity needs of studants in the countryside? How and teachers think about curricular actions that can have an impact on improving the quality of education offered in rural schools? It aims to identify how the curriculum based on respect for diversity can support the production of a pedagogical project as the central axis of differentiated educational practices in rural schools in the Municipality of Gurupá, State of Pará. The research approach is qualitative and was supported by experiences in schools and dialogues with head teachers of rural schools during the supervision activities of Supervised Internships I and IIV of the Rural Education Degree Course. In the reflections elaborated, we highlight the pedagogical project as an identity document for rural schools that needs to be better discussed in the collective of rural communities in Gurupá-PA; regarding the perceptions of education professionals, the necessary relationship they establish between the pedagogical project and the quality of teaching was notorious, as they understand that it is indispensable in the organization of educational actions based on the peasant reality, in order to embody the directions for education of the countryside that forms the value of the subject of the countryside, its traditional knowledge and its place as an educational territory.

Physiotherapists' training in oncology rehabilitation from entry-level to advanced education: A qualitative study.

Physiotherapy is gaining a central role in oncology. However, the training and competencies needed by physiotherapists in oncology rehabilitation are still unclear. This study aims to articulate the training trajectory of physiotherapists in oncology rehabilitation from entry-level education to advanced education degrees. Qualitative focus group study following a 'Reflexive Thematic Analysis' for data analysis. Participants were Italian physiotherapists with expertise in Oncology Rehabilitation (either clinically or academically) and Physiotherapy Bachelor of Science (BSc) course leaders, selected through purposive sampling. Two focus groups were conducted with 14 participants. Six themes were developed: 1. 'Entry-Level Education in Oncology Rehabilitation: Let's Have a Taste', as the BSc introduces oncology rehabilitation. 2. 'Basic Knowledge: Building up the Library' as students acquire basic knowledge on oncology rehabilitation during their BSc; 3. 'Learning by Experience: The Relevance of the Placement' to answer the question "Is this the right road for me?"; 4. 'Clinical Reasoning and Competencies in Oncology Rehabilitation Embedded in Uncertainty' because oncology physiotherapists need to deal with the uncertainty of their patients' status; 5. 'Advanced Education Degree Skills: from Appetiser to the Main Course', as advanced education degree courses allow for becoming an expert in the field; 6. 'A Call to Action for Physiotherapists: Prevention-Diagnosis-Survivorship & End of Life', to realise their critical role in all the phases of the oncology path. The BSc in Physiotherapy provides a foundation for future physiotherapists to understand oncology rehabilitation, but advanced education is necessary for expertise. The findings of this study have important implications for creating a shared physiotherapy curriculum in oncology rehabilitation. This study has significant implications for improving physiotherapy curricula in oncology rehabilitation, positively impacting the skills and competencies of practitioners in this paramount field.

Preservice Physical Education teachers´ attitudes towards teaching in Foreign Languages. Expectations and training needs

Spanish education authorities are promoting multilingualism through bilingual and multilingual programmes, with an increasing focus on teaching Physical Education (PE) through the use of Content and Language Integrated Learning (CLIL) in schools. Although there have been several studies exploring the effects of this interaction, most focus on the perceptions of practising teachers or on the evaluation of bilingual programmes, leaving a gap in relation to initial teacher training. The aim of this quantitative study is to understand prospective PE teachers' perceptions of their training needs and their readiness to teach PE through a FL. For this purpose, a cross-sectional, descriptive and correlational design was used involving 160 students in their third and fourth year of the degree course in Primary Education with a specialisation in PE at the University of A Coruña. Data were collected through a quantitative questionnaire. The results of the study indicate that students do not feel competent in the use of a FL and consider that they do not receive sufficient training to use it as a vehicle for instruction in PE. Despite this lack of competence, students do not demand further training in CLIL due to their low perceived proficiency in a FL.

Designing embedded assessment in Higher Education workshops: A pilot study with pre-service teachers

Assessment is one of the most controversial and difficult topics to deal with in the context of Higher Education. The following contribution aims to present the proposal of Embedded Assessment within the Didactics workshops included in the Degree Course in Primary Education, which are configured as a mediating activity between Courses and Apprenticeship. Starting from the framework of Pellerey's (2004) trifocal perspective, the trajectories of observation and monitoring of the workshop have been rethought based on the triangulated system of objective, subjective and intersubjective dimensions of assessment. From this point of view, our assessment shows the objectives to be achieved and suggests which strategies and operational proposals to put in place to enable students to orchestrate a series of skills and competences and knowledge necessary for the achievement of the envisaged objectives. When this formative focus translates into the constant effort to turn every teaching activity into an opportunity for assessment, we enter the logic of assessment as learning.

Gamification and Controversial Heritage: Trainee Teachers’ Conceptions

Heritage education is configured as an ideal framework for the treatment of socio-environmental problems relevant to modern society. To this end, it is essential that teachers can develop proposals in the classroom that promote critical thinking and the eco-social education of their students, based on innovative and experiential methodologies. For this reason, initial teacher training must ensure that future teachers acquire these innovative tools. Thus, the aim of this work is to identify the conceptions of student teachers in initial teacher training regarding gamification as a teaching methodology to address controversial heritage. To achieve this, a questionnaire has been designed with questions about heritage, controversy, and educational gamification, which was given to 235 students (M = 60; F = 175) taking their primary education degrees at different Spanish universities. To guide the design of the research instrument and analyze the results, a system of categories was developed and the SPSS data processing program was used. The first results show that, even though students in initial teacher training think that they do have a predisposition to use gamification to work around controversial heritage in class, they lack the knowledge of methodological strategies and gamified educational activities, which suggests a dearth of training on these issues in the primary education degree courses.

Use of Instagram as a Resource for the Adoption of Behaviors Related to Health and Well-Being of Young College Students: Associations between Use Profile and Sociodemographic Variables—A Cross-Sectional Study

The use of Instagram and content from digital influencers to gain information and adopt behaviors related to health and well-being may be associated with sociodemographic variables. Few studies have been conducted in different contexts regarding the use of Instagram to obtain information about health and well-being and its relationship with sociodemographic variables. A descriptive cross-sectional study was performed with a convenience sample of the population of students attending a degree course in physical education, in the northeast region of Brazil, to assess the prevalence of Instagram use as a resource for the adoption of behaviors related to health and well-being, as well as to understand the associations between use profiles and sociodemographic variables. An online validated questionnaire was completed by 162 students from March to June 2021. Descriptive statistics and analysis of artificial networks were used. Results indicate the profile of using Instagram to obtain information about health and well-being is impacted by sociodemographic variables such as gender, age, monthly income, and the semester the student is attending. Specifically, although men adopt health and well-being behaviors more frequently, the relationship between variables such as age and monthly income and the variables of the Instagram use profile is stronger among women. However, the adoption of behaviors and the belief in their contribution to self-care establish a strong relationship among both genders. It is concluded that sociodemographic variables can contribute to a better understanding of the use of Instagram to adopt behaviors related to health and well-being.

Play in an inclusive key. A case study

It was investigated, through an empirical case study, the value of educational play and its inclusive value, by using the focus group as an educational research tool. A sample of students attending the Early Childhood Education laboratory of the three-year degree course in Education and Training Sciences of the University of Catania, participated in the study.

A learning design framework based on UDL principles to develop maker projects for pre-service teacher and educator training

During pre-service teacher and educator training it is essential that future teachers and educators learn how to design a learning module or a curriculum and that they master an approach of learning design, considering also inclusion and equity issues to increase participation and learning of all the students, embracing their diversities and addressing their different needs. The aim of this study is to describe an encompassing approach of learning design infused of Universal Design for Learning (UDL) that was developed and adopted within a Faculty’s Laboratory on educational technology targeted at future primary school teachers and within a Course on Maker Education for the future educators of the Degree Course in Education. This Framework is the result of the experimentation of various previous versions of it during the last two academic years and appears to promote the creation of accessible, engaging and inclusive maker education projects that meet the needs of each learner.

Physical Activity Regulates the Symptoms of Psychological Distress in Graduates During the COVID-19 Pandemic

Background: The COVID-19 pandemic caused a worldwide increase in mental health problems such as anxiety and depression. Objective: Investigate the impact of physical activity on symptoms of anxiety and depression in university students of physical education during the COVID-19 pandemic. Methods: 121 students of the physical education degree course were evaluated in the short and medium term. The students answered the Hospital Anxiety and Depression Scale (HADS) and State-Trait Anxiety Inventory (STAI) questionnaires to measure the levels of symptoms of anxiety and depression; the physical activity level (PAL) was also verified with use of International Physical Activity Questionnaire (IPAQ). The evaluations were made in two moments: 30 to 40 days or Short Term (ST) and 120 to 130 days or Medium Term (MT) after the beginning of social distance. Results: About 52.9% and 59.5% of the students did not show anxiety symptoms at ST and MT, respectively. Most graduates, 74.4% and 66.9% had no symptoms of depression at ST and MT, respectively. More than 50% of students were able to maintain PAL at both times. Conclusion: The maintenance of mental health during the pandemic can be preserved with regular practice of physical activity.

Effects of University Adult Learners' Individual Background, Understanding, Value, and Attitude of Participation about happiness of lifelong learning

This study was conducted to find out how the individual background, understanding, value, and participation attitude of adult learners participating in the university lifelong curriculum affect perceived happiness through lifelong education. The perceived happiness of adult learners, the dependent variable of this study, was measured mainly in four areas: improving self-esteem, satisfaction of internal growth, decreasing negative effect, and improving the searching for meaning. To achieve the purpose of the study, a self-report online survey was conducted on adult learners participating in the lifelong education degree course at C University in Chungcheong Province, and 189 people who agreed to participate in the survey and responded without missing data were used for analysis. As for the analysis method, descriptive statistics, correlation analysis, and multiple regression analysis were applied. As a result of the analysis, first, intrinsic values, individual satisfaction-oriented attitudes, and social activity participation-oriented attitudes of adult learners influenced 'improving self-esteem'. Second, the attitude toward self-satisfaction and the attitude toward leisure influenced 'satisfaction with internal growth'. Third, grade, intrinsic value, social activity participation-oriented attitude, and leisure-oriented attitude influenced 'reduction of negative emotions'. Fourth, intrinsic value, extrinsic value, and leisure-oriented attitude had a statistically significant effect on 'improving the pursuit of meaning'. Based on the results of this study, implications that can enhance perceived happiness as an educational outcome in the affective aspect of adult learners participating in lifelong education were derived.

Development and consensus of entrustable professional activities for final-year medical students in anaesthesiology

BackgroundThe transfer of classic concepts of competency-based medical education into clinical practice has been proven to be difficult in the past, being described as partially fragmented, misleading and inadequate. At the beginning of training, novice doctors commonly feel overwhelmed, overloaded and exposed to extreme time pressure. The discrepancy between expected and actual clinical competence of doctors at the start of their speciality training jeopardizes patient safety. The framework of Entrustable Professional Activities (EPAs) is a promising instrument to effectively integrate competency-based training into clinical practice and may help to close this gap and consequently to improve patient safety.MethodsFor anaesthesiology, we developed 5 EPAs for final-year medical students. The EPAs comprised the following seven categories: 1. Title, 2. Specifications, 3. Limitations, 4. Competency domains, 5. Knowledge, abilities and skills, professional attitudes, 6. Assessment and 7. Entrustment. Based on a modified, online-based Delphi study, we further developed and refined these EPAs. Education experts were recruited from the alumni network of the Master of Medical Education (MME) degree course from the University of Heidelberg, Germany.Results28 data sets were evaluated in three Delphi rounds. 82% of study participants had previous experience with EPAs. Qualitative and quantitative data formed the basis during the iterative process and resulted in complete descriptions of 5 EPAs for final-year medical students in anaesthesiology.ConclusionsOur study including the associated description of 5 EPAs represent a further step and starting point for EPA-based curricula in medical training in Germany linking undergraduate training, to residency training and continuous medical education.

Passos e descompassos: a dança nos currículos de formação inicial em educação física

Abstract This study aims to describe the offer of subjects in the Area of Dance in the curricular structures of the bachelor's and licentiate degree courses in Physical Education of Brazilian federal and state universities. This is a research of quantitative approach, of documentary type, in which its source is from the "e-MEC" database of Ministry of Education. Evidence has revealed the predominance of the offer of only one subject, of a mandatory nature, regardless of the course and geographic region. Rethinking curricular structures is recommended to leverage the application and expand the possibilities of theoretical-practical transposition in the Area of Dance in the initial training in Physical Education.

Il coding nei percorsi di tirocinio degli studenti di Scienze dell’educazione e della formazione. Uno studio di caso

The rapid changes that characterize the world of work ask school and university to critically rethink the way to facilitate creative skills. The coding and the development of computational thinking are declined in this context as facilitators of these skills in everyday life and in working contexts. The contribution presents a case study that describes peer tutoring laboratory activities focused on learning coding skills that involved students, enrolled in the Degree Course in Education and Training Sciences of the University of Siena, as a form of alternative curricular internship during the lockdown period. The study shows how students approached this form of internship, how they designed peer tutoring sessions and the gains in terms of learning and professional development.

Digitalizing a New Higher Education Degree Course to Best Satisfy Students: A Proposal of Best Practices

Digitalization is a complex challenge for many higher education institutions worldwide given that the new trend for best performance is to draw on ICTs to provide quality, interactive teaching to promote the highest student satisfaction. In this sense, most universities, in their digitalization processes, have opted for the Moodle learning platform, as it allows them to manage different digitized content (text, videos, evaluations, etc.), thus providing staff with a powerful tool to successfully implement the teaching-learning process. The purpose of this study is to determine, from the student perspective, the aspects universities should focus on when making the decision to digitalize a new degree course. To this end, qualitative interviews and quantitative surveys were administered to a representative sample of students to gather information on the current state of digitalization of the degree course they were studying (a Degree in Tourism recently included among the courses offered by a Spanish University).

Plan CEIBAL and the Incorporation of Digital Tools and Platforms in the Teaching of Mathematics According to the Teachers’ Perceptions

This article is based on research in which the three authors participated. The main objective is to identify, describe and analyze the practices of using digital tools and platforms for teaching mathematics in lower secondary education. Framed within a set of ICT policies promoted since 2007 by Plan CEIBAL in Uruguay, a mixed study was conducted, 176 teachers participated in a digital survey, and 15 of the participants were interviewed. Among the study’s main results, it is worth mentioning that mathematics teachers reported a low-frequency use of digital tools and platforms, and mainly an instrumental use of digital technology. It is necessary to foster and boost the development of best practices on the use of digital tools with pedagogical meaning in the context of teacher education degree courses through more prescriptive proposals that give meaning to innovation.

You’ve Got Mail! – Written Communication and Feedback in Mathematics

This paper describes a study that aims to understand and characterize the written communication of future teachers through a pen pal experience with elementary education students, in particular the nature of their feedback. To carry out this investigation we followed a qualitative methodology and collected data through observation, interviews and written productions. The participants were seven pre-service teachers that attended a Master’s Degree Course in Primary Education (6-12 years old) who interacted through letter correspondence with 3rd grade students. Results show that the pre-service teachers valued this experience, considering it useful and effective in the development of written communication. They also had the opportunity to identify the importance of more general aspects, such as the adequacy of the discourse, the need to acknowledge the curricular guidelines and the features of the educational context. The type of feedback given in the written commentaries was diversified, trying to meet the main characteristics of evaluative writing, being intentional, personalized and identifying aspects to improve through self-regulation.

Oficina de ginástica da Universidade Aberta à Terceira Idade: Relatos e vivências

Este estudo tem como objetivo relatar a experiência oriunda do projeto de extensão “Oficina de Ginástica da Universidade Aberta à Terceira Idade”, conduzido por discentes do curso de Licenciatura em Educação Física da Universidade do Estado da Bahia, Campus X. Trata-se de estudo descritivo qualitativo, realizado por meio da análise de conteúdo. A presente investigação foi realizada entre março e dezembro de 2018. As aulas do projeto foram subdivididas em três momentos, incluindo atividade inicial, atividade principal e “volta à calma”. Trinta idosas participaram das atividades da oficina de ginástica, as quais relataram que sua participação no projeto de extensão contribuiu para a melhora na qualidade de vida em aspectos relacionados à saúde física, mental, social e afetiva. Foi possível constatar o contentamento das idosas ao redescobrir o prazer ao realizar tarefas que envolviam danças, brincadeiras, diálogos e reflexões. Observou-se, ainda, que é necessário sensibilizar os homens idosos acerca da importância da prática de atividade física para a melhoria da saúde. A experiência obtida pelas monitoras possibilitou maior proximidade entre docente e discentes, fortalecendo os laços existentes, culminando na construção da presente pesquisa. A produção do conhecimento em questão reforça o papel da Universidade Pública de propiciar aos seus educandos atividades de ensino, pesquisa e extensão, de forma articulada, a fim de contribuir para a formação de profissionais autônomos e capazes de intervir positivamente na sociedade à qual estão inseridos.

Possibilities of using interactive resources in special education degree programmes

Introduction. The article studies the development of special education degree courses based on modern multimedia technologies. The purpose of the research is to reveal the possibilities of using interactive resources in the context of special education degree programmes. Materials and Methods. The study utilized a systematic approach to understanding the concept of special education and employed retrospective and comparative analyses. An online questionnaire was used to collect empirical data in order to clarify the possibilities of using interactive technologies in special education degree courses. The study involved 156 university students pursuing their undergraduate degrees in the field of Special education (Deaf education), as well as 60 teachers from special education settings for deaf, hearing-impaired and late-deaf children. The study was conducted at Herzen University (Herzen Russian State Pedagogical University), special boarding schools №1 and №31 for deaf children, and special boarding schools №33 and №20 for hearing impaired and late-deaf children in St. Petersburg. Results. The study has revealed the possibilities and areas of using interactive resources and clarified the role of multimedia technologies in special education degree programmes. The authors have identified the most convenient and informative types of hyperlinks for special education. The research findings suggest that special education teachers working with deaf and hard-to-hearing students need interactive resources for the purpose of self-education and professional development. Conclusions. In conclusion, the main possibilities of using interactive resources in the context of special education degrees are summarized. The results obtained indicate the need for increasing the number of multimedia resources in the field of special education, which can be used in a blended learning environment.

Representação dos licenciandos sobre estágio curricular supervisionado na licenciatura em Educação Física

A pesquisa teve como objetivo analisar as representações de licenciandos sobre as contribuições do Estágio Curricular Supervisionado (ECS) no curso de Licenciatura em Educação Física (EF). Os dados apresentados aqui são parte de uma pesquisa que acompanhou o ECS da Licenciatura em EF por dois anos em uma instituição de ensino superior. Este recorte analisa os dados coletados no segundo semestre de 2018. Baseado na abordagem qualitativa interpretativa, realizou-se um estudo de caso, e as técnicas utilizadas foram a análise documental e a entrevista. Constatou-se que, na disciplina ECS, prevalece um caráter burocrático, com a ausência de momentos de reflexões sobre as vivências, o que aponta para um distanciamento entre a instituição de ensino superior formadora e a escola. Entretanto, os licenciandos reconhecem as contribuições do ECS na formação inicial, apesar das fragilidades e dos problemas apresentados.

O fenômeno corpo/corporeidade na compreensão de concluintes de licenciatura em Educação Física

Este artigo teve por objetivo analisar o discurso sobre o entendimento do fenômeno corpo/corporeidade de alunos concluintes de licenciatura em Educação Física. Pesquisa qualitativa, de cunho descritivo, foi realizada em campi universitários na região do Triângulo Mineiro, Minas Gerais, junto a duas licenciaturas em Educação Física. O instrumento de pesquisa foi a entrevista com questões abertas. A Análise de Conteúdo: técnica de elaboração e análise de unidades de significado foi a empregada para a construção dos resultados. Participaram 41 concluintes (13 mulheres e 28 homens) de cursos de Licenciatura em Educação Física. As respostas obtidas confirmaram uma visão de corpo voltada para a parte biológica, ignorando que somos seres corpóreos e que o corpo deve ser trabalhado como um todo, ao contrário de uma máquina. Tal asserção nos leva a confirmar a concepção dualista de corpo/mente, apresentada nos pontos de convergência e/ou de divergência estabelecidos pelos objetivos do estudo.