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Embedding a civic engagement dimension within the higher education curriculum : a study of policy, process and practice in IrelandBoland, Josephine Anne January 2008 (has links)
As the civic role of higher education attracts renewed critical attention, the idea of engagement has come to the fore. Civic engagement, as espoused in many institutional missions, encompasses a diversity of goals, strategies and activities. Latterly, these have included particular approaches to teaching and learning. This research examines the process of embedding a civic engagement dimension within the higher education curriculum in Ireland. I use the term ‘pedagogy for civic engagement’as a generic term for a range of academic practices –variously referred to as ‘service learning’or ‘community based learning’–which share an explicit civic focus. Academic practice serves as the central focus with attention to pertinent aspects of the prevailing context. Using a multi-site case study conducted in the spirit of naturalistic enquiry, I examine four cases of this curriculum innovation, drawn from the university and institute of technology sectors in Ireland, with unstructured interviews and documents as the main sources of data. I interrogate the underpinning rationale for ‘pedagogy for civic engagement’–as gleaned from the literature, the policy context and the case studies –exploring implicit conceptions in relation to knowledge, curriculum, civil society, community and the purpose of higher education. The study draws its empirical data from those responsible for implementing this pedagogy –the ‘embedders’–and a range of other actors. Interviews were carried out with academic staff, project directors, educational developers, academic managers and leaders. Key actors from the national policy context and from the international field of civic engagement also participated in the study. Four orientations to civic engagement are identified, revealing the multifaceted rationale. I explore the process of operationalising the pedagogy and the factors impacting on academics’capacity and willingness to embed it. While the study does not directly examine the experience of students and community partners their role within the process, as perceived by academic staff and others, is problematised. The implications of the putative unresolved epistemology of this pedagogy are explored in light of how participants conceive of and practice it. Academics’ambivalence about the place of values in higher education emerges as a theme and the issue of agency recurs. I explore how the pedagogy may be conceived of in terms of the teaching, research and service roles of academics and consider how it may be positioned within an institution. Opportunities for alignment are identified at a number of levels from constructive alignment within the curriculum to alignment with national strategic priorities. I explore the unrealised potential of the Irish National Framework of Qualifications –specifically the ‘insight’dimension –as a means of enabling and legitimising the pedagogy, in light of the prominence afforded to the principle of subsidiarity in Irish higher education policy. The localised way in which these practices have been adopted and adapted underlines the significance of context and culture. ‘Pedagogy for civic engagement’as a concept and as a practice challenges a range of assumptions and traditional practices, raising fundamental questions regarding the role and purpose of higher education –and not just in contemporary Ireland.
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Desenvolvimento profissional e inovação curricular na licenciatura em ciências da UFPR litoral. / Professional development and curriculum innovation in the course of initial training of Science teachers in UFPR Litoral.Joucoski, Emerson 06 April 2015 (has links)
Apresenta-se e analisa-se o desenvolvimento da inovação curricular no curso de Licenciatura em Ciências (LC) da UFPR Litoral. É um Estudo de Caso que descreve o contexto da fundação do curso e as práticas realizadas pelos docentes e licenciandos durante as seis primeiras coordenações, reconstruídas a partir de entrevistas semiestruturadas, análises documentais e vivências do autor desta tese. O objetivo foi descrever e analisar o desenvolvimento profissional dos sujeitos envolvidos no curso de LC no contexto dos processos de fundação, concepção e implantação do curso. Também se descrevem os processos de criação, manutenção, rupturas e antagonismos, com suas respectivas tensões, dos projetos Pedagógico do Curso (PPC) e do Político-Pedagógico (PPP) da instituição. Interpreta-se o desenvolvimento grupal dos docentes envolvidos usando alguns conceitos psicanalíticos e destacam-se os desenvolvimentos profissionais dos sujeitos do curso focalizando sua adesão à proposta educacional, seu saber específico, seus saberes experienciais, sua gestão do ensino, suas atividades grupais e sua participação na formação contínua. Os resultados apontam que os docentes do curso inicialmente tinham uma competência muito limitada para desenvolver a inovação curricular proposta pelo diretor-fundador, porém a maioria conseguiu construir um conjunto de saberes profissionais, que permitiram conseguir o reconhecimento oficial da proposta e, até o momento, sua sustentação, resistindo às pressões externas e internas que visavam esvaziá-la, tornando-a semelhante à formação inicial tradicional vigente na UFPR matriz. Este estudo permitiu também delinear dificuldades e falhas na maneira de conduzir a formação dos licenciandos com base principalmente no ensino por projetos e na interdisciplinaridade. Dessa forma consideramos que o estudo contribuiu para as pesquisas na área de formação de professores destacando o papel dos saberes específicos, os aspectos da formação para o desenvolvimento profissional e as dificuldades e os desgastes na promoção e sustentação de mudanças significativas e ousadas nos licenciandos dentro de uma universidade bastante tradicional. / It presents and analyzes the development of curriculum innovation course of initial training of Science teachers (Licenciatura em Ciências - LC) in UFPR Litoral. It is a case study describing the course of the foundation of the context and the practices carried out by teachers and student teachers during the first six coordinators, reconstructed from semi-structured interviews, document analysis and experiences of the author of this thesis. The objective was to describe and analyze the professional development of those involved in the LC of course in the context of the foundation processes, design and implementation of the course. Also described the processes of creation, maintenance, ruptures and antagonisms, with their tensions, of the projects Pedagogical Course (Projeto Pedagógico do Curso - PPC) and the Political and Pedagogical (Projeto Político-Pedagógico - PPP) of the institution. The group development of the involved teachers is interpreted using some psychoanalytic concepts and stand out profissionalis developments of the subjects of the course focusing its accession to the educational proposal, their specific knowledge, their experiential knowledge, management of teaching, their group activities and participation continuing training. The results show that the course teachers initially had very limited competence to develop curriculum innovation proposed by founding director (diretor-fundador), but most managed to build a set of professional knowledge, which allowed achieve official recognition of the proposal and, to date, their support, resisting external and internal pressures aimed empty it, making it similar to traditional current initial training at UFPR matrix. This study also allowed outlining difficulties and failures in the way of conducting the training of undergraduates (the students in the course of LC) based primarily on education by projects and interdisciplinarity. Thus we believe that the study contributed to research in teacher training area highlighting the role of specific knowledge, aspects of training for professional development and the difficulties and wear in promoting and sustaining of significant changes and bold in student teachers within a very traditional university.
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Desenvolvimento profissional e inovação curricular na licenciatura em ciências da UFPR litoral. / Professional development and curriculum innovation in the course of initial training of Science teachers in UFPR Litoral.Emerson Joucoski 06 April 2015 (has links)
Apresenta-se e analisa-se o desenvolvimento da inovação curricular no curso de Licenciatura em Ciências (LC) da UFPR Litoral. É um Estudo de Caso que descreve o contexto da fundação do curso e as práticas realizadas pelos docentes e licenciandos durante as seis primeiras coordenações, reconstruídas a partir de entrevistas semiestruturadas, análises documentais e vivências do autor desta tese. O objetivo foi descrever e analisar o desenvolvimento profissional dos sujeitos envolvidos no curso de LC no contexto dos processos de fundação, concepção e implantação do curso. Também se descrevem os processos de criação, manutenção, rupturas e antagonismos, com suas respectivas tensões, dos projetos Pedagógico do Curso (PPC) e do Político-Pedagógico (PPP) da instituição. Interpreta-se o desenvolvimento grupal dos docentes envolvidos usando alguns conceitos psicanalíticos e destacam-se os desenvolvimentos profissionais dos sujeitos do curso focalizando sua adesão à proposta educacional, seu saber específico, seus saberes experienciais, sua gestão do ensino, suas atividades grupais e sua participação na formação contínua. Os resultados apontam que os docentes do curso inicialmente tinham uma competência muito limitada para desenvolver a inovação curricular proposta pelo diretor-fundador, porém a maioria conseguiu construir um conjunto de saberes profissionais, que permitiram conseguir o reconhecimento oficial da proposta e, até o momento, sua sustentação, resistindo às pressões externas e internas que visavam esvaziá-la, tornando-a semelhante à formação inicial tradicional vigente na UFPR matriz. Este estudo permitiu também delinear dificuldades e falhas na maneira de conduzir a formação dos licenciandos com base principalmente no ensino por projetos e na interdisciplinaridade. Dessa forma consideramos que o estudo contribuiu para as pesquisas na área de formação de professores destacando o papel dos saberes específicos, os aspectos da formação para o desenvolvimento profissional e as dificuldades e os desgastes na promoção e sustentação de mudanças significativas e ousadas nos licenciandos dentro de uma universidade bastante tradicional. / It presents and analyzes the development of curriculum innovation course of initial training of Science teachers (Licenciatura em Ciências - LC) in UFPR Litoral. It is a case study describing the course of the foundation of the context and the practices carried out by teachers and student teachers during the first six coordinators, reconstructed from semi-structured interviews, document analysis and experiences of the author of this thesis. The objective was to describe and analyze the professional development of those involved in the LC of course in the context of the foundation processes, design and implementation of the course. Also described the processes of creation, maintenance, ruptures and antagonisms, with their tensions, of the projects Pedagogical Course (Projeto Pedagógico do Curso - PPC) and the Political and Pedagogical (Projeto Político-Pedagógico - PPP) of the institution. The group development of the involved teachers is interpreted using some psychoanalytic concepts and stand out profissionalis developments of the subjects of the course focusing its accession to the educational proposal, their specific knowledge, their experiential knowledge, management of teaching, their group activities and participation continuing training. The results show that the course teachers initially had very limited competence to develop curriculum innovation proposed by founding director (diretor-fundador), but most managed to build a set of professional knowledge, which allowed achieve official recognition of the proposal and, to date, their support, resisting external and internal pressures aimed empty it, making it similar to traditional current initial training at UFPR matrix. This study also allowed outlining difficulties and failures in the way of conducting the training of undergraduates (the students in the course of LC) based primarily on education by projects and interdisciplinarity. Thus we believe that the study contributed to research in teacher training area highlighting the role of specific knowledge, aspects of training for professional development and the difficulties and wear in promoting and sustaining of significant changes and bold in student teachers within a very traditional university.
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An?lise dos marcos te?ricos e estruturais do curr?culo de gradua??o em enfermagem no Rio Grande do Norte / Analysis of theoretical and structural milestone of the graduation nursing curriculum in Rio Grande do NorteValen?a, Cec?lia Nogueira 26 April 2013 (has links)
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Previous issue date: 2013-04-26 / This research had as its guiding question: what theoretical and structural milestone of
graduation nursing curriculum of public universities in the State of Rio Grande do
Norte? The objectives of this study were: Analyze theoretical and structural
milestones of graduation nursing curriculum of public universities in the State of Rio
Grande do Norte; Identify the theoretical milestone and training models that guide the
structural milestones of nursing curriculum courses of public universities studied;
Analyze the training concepts of curriculums from the voices of the coordinators of
the courses. This is a qualitative study, analytical, with discussions of the
documentary and empirical research. Ten teachers participated who act as
coordinators of the graduation courses in nursing or academic advisors, in UFRNCentral
Campus in Natal and Health Sciences College (Facisa), in Santa Cruz-and
on UERN -Campus Caic?, Mossor? and Pau dos Ferros. The information collected
by interview was analyzed by sociology or symbolic cartography of Boaventura de
Sousa Santos. The research was approved by the Research Ethics Committee of the
UERN by the CAAE: 03610912.7.0000.5294. All the participants signed the Free
Consent and clarified Term The results and discussion were presented in four
scientific articles. The first article, titled the Pedagogical projects in nursing analysis
in the light of the symbolic cartography, features the use of cartographic method in
the researches and in the study of nursing curriculums. In the article The Analysis of
theoretical-philosophical, structural and referential milestones in nursing curriculums,
these milestones are renowned in curriculums of UERN and UFRN. The main
challenges faced in the implementation of supervised internship in nursing provide a
reflection on the difficulties that the internship supervisors present, especially with the
relationship between education/service and the articulation theory/practice. In the last
article are discussed the changes in nursing training from the former student profile,
who won a boost from the curricular changes proposed by the national curriculum
guidelines. The study concluded, by the analysis of theoretical and structural
milestones of nursing curriculum courses of public universities of Rio Grande do
Norte, that there is an explicit intention to train nurses for the health system and a
search on innovative teaching projects in accordance with the national curriculum
guidelines for the area of nursing. The thesis defended in this investigation was that
the curriculum of public institutions of higher education in nursing in the State of Rio
Grande do Norte advanced from a training focusing on biologicist model, flexneriana
guidelines, for teaching able to articulate the health with the social, political and
cultural issues / Esta pesquisa teve como quest?o norteadora: Quais os marcos te?ricos e estruturais
do curr?culo de gradua??o em enfermagem das universidades p?blicas no estado do
Rio Grande do Norte? Assim, foram objetivos deste estudo: Analisar os marcos
te?ricos e estruturais do curr?culo de gradua??o em enfermagem das universidades
p?blicas no estado do Rio Grande do Norte; Identificar os marcos te?ricos e os
modelos de forma??o que orientam os marcos estruturais dos curr?culos dos cursos
de enfermagem das universidades p?blicas estudadas; Analisar as concep??es de
forma??o dos curr?culos a partir das vozes dos coordenadores de cursos. Trata-se
de um estudo qualitativo, anal?tico, comportando as discuss?es da pesquisa
documental e emp?rica. Participaram dez docentes que atuam como coordenadores
dos cursos de gradua??o em enfermagem ou orientadores acad?micos, na UFRN
Campus Central em Natal e Faculdade de Ci?ncias da Sa?de (Facisa), em Santa
Cruz e na UERN Campi Caic?, Mossor? e Pau dos Ferros. As informa??es
coletadas por entrevista foram analisadas atrav?s da sociologia cartogr?fica ou
cartografia simb?lica de Boaventura de Sousa Santos. A pesquisa foi aprovada pelo
Comit? de ?tica em Pesquisa da UERN, mediante o CAAE: 03610912.7.0000.5294.
Todos os participantes assinaram o Termo de Consentimento Livre e Esclarecido.
Os resultados e discuss?o foram apresentados em quatro artigos cient?ficos. O
primeiro artigo, intitulado A an?lise de projetos pedag?gicos em enfermagem ? luz
da cartografia simb?lica, apresenta a utiliza??o do m?todo cartogr?fico nas
pesquisas e no estudo dos curr?culos de enfermagem. No artigo An?lise dos marcos
te?rico-filos?fico, estrutural e referencial nos curr?culos de enfermagem, esses
marcos s?o conceituados nos curr?culos da UERN e da UFRN. Os principais
desafios enfrentados na realiza??o do est?gio curricular supervisionado em
enfermagem estabelecem uma reflex?o sobre as dificuldades que os supervisores
de est?gio apresentam, principalmente, no tocante ? rela??o ensino/servi?o e ?
articula??o teoria/pr?tica. No ?ltimo artigo s?o discutidas as Mudan?as na forma??o
em enfermagem a partir do perfil do egresso, que ganharam um impulso a partir das
reformula??es curriculares propostas pelas diretrizes curriculares nacionais. O
estudo concluiu, pela an?lise dos marcos te?ricos e estruturais dos curr?culos dos
cursos de enfermagem das universidades p?blicas do Rio Grande do Norte, que
existe uma inten??o expl?cita em formar enfermeiros voltados para o sistema ?nico
de sa?de e uma busca em elaborar inovadores projetos pedag?gicos de curso
conforme as diretrizes curriculares nacionais para a ?rea de enfermagem. A tese
defendida nesta investiga??o foi que os curr?culos das institui??es p?blicas de
ensino superior de enfermagem no estado do Rio Grande do Norte avan?aram de
uma forma??o centrada no modelo biologicista, de orienta??o flexneriana, para o
ensino capaz de articular a sa?de com as quest?es sociais, pol?ticas e culturais
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Towards an improvement of LIS graduates ICT skills and employability needs in KuwaitBuarki, Hanadi J. January 2010 (has links)
The aim of this research was to explore the ICT skills of LIS students in Kuwaiti HE that are potentially defined by the job market. These skills are deemed essential for the employment of LIS graduates in different job market sectors. As a result, the ICT skills of current LIS students, the needs of employers, and the LIS curriculum in Kuwait were all investigated. In addition the factors that had an impact on students ICT skills were also investigated. To fulfil the research aim and objectives, mixed research methods were employed. The research subjects were employers, LIS students, and teaching staff. Their views were sought through qualitative and quantitative methods that included: 54 semistructured interviews; 225 self-administered questionnaires; these were supplemented by three focus groups; and content analysis of relevant web sites, reports, and LIS syllabus to provide further documentation and analysis. The main findings of the research were: (1) overall the students had knowledge and basic ICT skills, but they lacked advanced searching and internet navigation skills. 85% of the students did not have enough ICT skills; their ICT skills level was selfrated as intermediate or beginner ; (2) the research investigated negative factors such as: unsuitable teaching and learning environment, negative attitudes, social influences, and lack of resources; (3) the students most preferred teaching and training method was group training ; (4) the employers identified further ICT skills and non-ICT skills that LIS graduates should possess for employability; (5) gaps were found in the curriculum and in teaching and training the ICT courses such as: course content was inconsistent; did not reflect the needs of the job market and were outdated; an imbalance between theory and practical training, courses had different outline and little use of the English language hindered the students ICT skills improvement and ICT use. In addition, work placement needed careful consideration. Recommendations based on the research findings and conclusions were made to the DLIS in Kuwait and stakeholders. Future ideas were identified for further research.
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