The article reviews the approaches to innovation in university teaching, recounts the Teachers’ Academic Management’s experience with the First University Teaching Innovation Fund (Primer Fondo de Innovacion para la docencia universitaria) and shows the preliminary results, gathered from interviews with the participating teachers. / El artículo presenta una revisión sobre los enfoquesde innovación en  la  docencia universitaria, describe la experiencia de la convocatoria lanzada desde la Dirección Académica del Profesorado al Primer Fondo de Innovación para la docencia universitaria, y concluye con los resultados preliminares, basados en entrevistasa los profesores participantes.

Submitted by William Paiva (williampaiva17@hotmail.com) on 2015-04-10T16:20:59Z No. of bitstreams: 1 Daniele Simões Borges.pdf: 1416481 bytes, checksum: 8bf554e8471ed6f231008136ca11385c (MD5) / Approved for entry into archive by Vitor de Carvalho (vitor_carvalho_im@hotmail.com) on 2015-04-10T18:25:53Z (GMT) No. of bitstreams: 1 Daniele Simões Borges.pdf: 1416481 bytes, checksum: 8bf554e8471ed6f231008136ca11385c (MD5) / Made available in DSpace on 2015-04-10T18:25:53Z (GMT). No. of bitstreams: 1 Daniele Simões Borges.pdf: 1416481 bytes, checksum: 8bf554e8471ed6f231008136ca11385c (MD5) Previous issue date: 2013 / Nesta dissertação, investigamos as inovações no ensino e a organização do ensino inovador no contexto da Universidade Federal do Rio Grande-FURG. A pesquisa, de natureza qualitativa, epistemologicamente fundamentada na complexidade, objetivou: a) investigar e analisar os processos de indução à inovação do ensino universitário, bem como as atividades didático-pedagógicas propostas nos projetos de ensino da Universidade Federal do Rio Grande-FURG; b) investigar as vivências e as percepções dos alunos, dos cursos de licenciatura, vinculados ao ensino das ciências da natureza, sobre as inovações no ensino universitário, destacando os docentes que evidenciaram esta perspectiva em seu processo formativo; c) investigar e compreender as concepções e as experiências didáticas inovadoras dos professores atuantes nos cursos de licenciatura vinculados ao ensino das ciências da natureza; d) analisar as potencialidades das inovações no ensino para a reestruturação permanente dos fundamentos epistemológicos da docência universitária, com vistas à organização do ensino inovador. A metodologia desta pesquisa, construída estrategicamente em consonância com a própria construção do nosso conhecimento acerca da temática (MORIN, 2011), foi estruturada a partir de três movimentos: primeiramente, foi realizado um estudo documental, por meio da Análise de Conteúdo (BARDIN,1977; FRANCO, 2008), de 163 projetos de ensino, inscritos em um edital específico da Universidade Federal do Rio Grande, no ano de 2011. Deste estudo, emergiram três grandes eixos de práticas de ensino inovadoras: a) atividades práticas; b) novas tecnologias e c) metodologias inovadoras. Em continuidade ao estudo, foi realizado o segundo movimento, de cunho exploratório-descritivo (TRIVIÑOS, 1987), junto aos cursos de licenciatura em Pedagogia, Química, Física e Ciências Biológicas da universidade. Nesse momento, participaram da produção dos dados da pesquisa quarenta estudantes do último ano dos referidos cursos. Foi utilizado como recurso metodológico um questionário composto por questões abertas e fechadas, no qual os estudantes deveriam elencar elementos e atividades do sistema didático que percebem como inovações e indicar os docentes considerados inovadores, bem como os motivos que conferiram a esse tal reconhecimento. Após, foi realizada a análise, também balisada pela Análise de Conteúdo. Os estudantes anunciaram como inovações no ensino a relação teoria-prática, o domínio dos conteúdos, o ensino de procedimentos, as diferentes metodologias, a contextualização, a problematização, a interdisciplinaridade, a pesquisa e as relações interpessoais. Ainda a partir da análise dos questionários, foram indicados seis professores considerados inovadores. Esta indicação dos sujeitos da pesquisa direcionou o terceiro movimento que se ancora, metodologicamente, na investigação narrativa (CONNELLY e CLANDININ, 2000; LARROSA, 1996), realizada com seis professores. As narrativas revelaram um esforço para a mudança do ensino universitário, manifestando emergências que subsidiaram a criação de quatro princípios de um ensino inovador: a interação e a religação, o planejamento, a ação estratégica e a auto-hetero-avaliação. A partir dessa produção e análise dos dados, elegemos quatro eixos que, complementarmente, expressam as emergências desse estudo: sistema didático inovador, interação e conhecimento, programa e estratégia, RE da reorganização e da reforma do pensamento. Estas emergências procuram colocar em relevo nossas compreensões organizadas a partir das interações entre as partes (os dados) e o todo (a dissertação). / In this paper, we investigate the innovations in teaching and the innovative teaching organization in the context of the Federal University of Rio Grande – FURG. The research, which is qualitative, epistemologically grounded in complexity, aimed: A) to investigate and analyze the processes leading to innovation of university education, as well as didactic and pedagogical activities offered on education projects at the Federal University of Rio Grande – FURG. B) To investigate the experiences and perceptions of students, from the graduation courses, linked to the teaching of natural sciences, about the innovations in university education, highlighting the teachers who showed this perspective in their formation process; C) To investigate and understand the conceptions and the innovative didactic experiences of the active teachers on the graduation courses related to the natural sciences teaching; D) To analyze the potential of innovations in teaching for the permanent restructuring of the epistemological foundations of university teaching, with a view to the organization of innovative teaching. The methodology of this research, built strategically in line with the actual construction of our knowledge about the theme (MORIN, 2011) was structured from three movements: first, a documentary study was made, through content analysis (BARDIN, 1977; FRANCO, 2008), 163 projects education, enrolled in a specific call from the Federal University of Rio Grande in 2011. This study revealed three major center lines of innovative teaching practices: a) practical activities, b) new technologies and c) innovative methodologies. Continuing the study, it was made the second movement, which was exploratory-descriptive (TRIVIÑOS, 1987), together with the degree courses in Pedagogy, Chemistry, Physics and Biological Sciences of the university. At that time, forty final year students of these courses took part in the production of research data. It was used as a methodological resource a survey composed by open and closed questions, in which students were expected to list elements and activities of the educational system they perceive as innovations and indicate teachers considered innovative, as well as the reasons that gave them such recognition. Then, an analysis was performed also grounded by Content Analysis. Students announced as innovations in teaching the theory-practice, mastering of content, the teaching of procedures, the different methodologies, contextualization, the questioning, interdisciplinarity, the research and interpersonal relationships. Still from the surveys, were indicated six teachers considered to be innovative. This indication of the research subjects directed the third movement that is grounded, methodologically, in narrative inquiry (CLANDININ and CONNELLY, 2000; LARROSA, 1996), conducted with six teachers. The narratives revealed an effort to change the university education, demonstrating emergencies that supported the creation of four principles of innovative education: interaction and reattachment, planning, strategic action and self-hetero- evaluation. From this production and data analysis, we chose four areas that, complementarily, express the emergencies of this study: innovative didactic system, knowledge and interaction, program and strategy, RE of the reorganization and reform of thought. These emergencies try to contrast our organized understandings from the interactions between the parties (the data) and the whole (the dissertation).

Introduction: This work responds to the need of developing digital skills in teachers, who can take advantage of the different potentialities of technological resources in order to achieve better learning in their students. Objective: To determine the differences between the dimensions of the digital competence of teachers of the School of Health Sciences of a private university in Lima, Peru, according to sociodemographic variables. Methods: A comparative descriptive design was used. It should also be noted that a total population composed of 40 teachers was considered, of which 34 agreed to collaborate in the research. The instrument used to collect information was an adaptation of the Teaching Digital Competence Questionnaire, prepared by Javier Tourón, Deborah Martín, Enrique Navarro, Silvia Pradas and Victoria Íñigo in 2018. In addition, a sociodemographic record was addressed to teachers. Subsequently, statistical analysis was performed using the SPSS 25 software. Results: It was found that there were no significant differences between the dimensions of digital competence, according to the sociodemographic variables of sex, age, maximum level of study reached, and years of teaching experience. Even so, the differences evidenced in some of these variables could be subject of future studies. Conclusions: The dimension in which teachers have the greatest problems is security, while the one in which they have the least difficulties is problem solving. / Revisión por pares

Submitted by Ellen Freitas (ellen.freitas@fgv.br) on 2017-07-28T20:05:58Z No. of bitstreams: 1 Inovação em Educação e sua Influência nos Modelos Tradicionais de Ensino_Ellen Freitas.vs jun17.pdf: 1271272 bytes, checksum: 0576dd52fd5d4f0722cf1f534382c5b9 (MD5) / Approved for entry into archive by Pamela Beltran Tonsa (pamela.tonsa@fgv.br) on 2017-08-02T10:44:50Z (GMT) No. of bitstreams: 1 Inovação em Educação e sua Influência nos Modelos Tradicionais de Ensino_Ellen Freitas.vs jun17.pdf: 1271272 bytes, checksum: 0576dd52fd5d4f0722cf1f534382c5b9 (MD5) / Made available in DSpace on 2017-08-02T12:16:37Z (GMT). No. of bitstreams: 1 Inovação em Educação e sua Influência nos Modelos Tradicionais de Ensino_Ellen Freitas.vs jun17.pdf: 1271272 bytes, checksum: 0576dd52fd5d4f0722cf1f534382c5b9 (MD5) Previous issue date: 2017-06-30 / Este trabalho é resultado de uma pesquisa realizada com o objetivo de investigar a influência de startups de educação nos modelos tradicionais de ensino, especificamente em relação ao ensino superior e seu processo de inovação no ensino. Pretendeu-se prover uma visão processual do fenômeno de inovação na educação superior no país, significando aspectos e desafios inerentes tanto às startups quanto aos modelos tradicionais de ensino. Foram realizados levantamentos das principais práticas inovadoras que contemplam a atuação das startups, seus produtos e serviços oferecidos, bem como entrevistas com empreendedores do setor e educadores do Ensino Superior. Concluiu-se que há muito sendo feito em termos de inovação em ensino, mas que ainda existe uma lacuna entre o que é oferecido pelas startups e o que as Instituições de Ensino Superior (IES) enxergam como necessário. Ressalta-se que embora a tecnologia tenha papel fundamental na dinâmica de inovação existem ainda os desafios relativos à infraestrutura para colocar em prática as inovações desejadas. Verificou-se também que o processo de inovação em educação é multifacetado, com características peculiares à cada contexto educacional mas que, no entanto, existem questões comuns à formação de professores e apoio institucional. O estudo pretende contribuir com debates já existentes sobre inovação em educação e o fenômeno das startups, a fim de promover uma reflexão sobre os caminhos da inovação em ensino nos modelos tradicionais do Ensino Superior, a partir contexto dos avanços tecnológicos. / This study is the result of a research carried out with the objective of investigating the influence of education startups in traditional teaching models, specifically in relation to higher education and its process of innovation in education. It was intended to provide a procedural vision of the phenomenon of innovation in higher education in the country, meaning aspects and challenges inherent to both startups and traditional models of education. Surveys were carried out of the main innovative practices that include startups, their products, and services offered, as well as interviews with entrepreneurs in the sector and higher education educators. It has been concluded that much has been done in terms of innovation in education, but there is still a gap between what is offered by startups and what Higher Education Institutions (IES) see as necessary. It should be noted that while technology plays a key role in innovation dynamics, there are also infrastructure challenges to implement the desired innovations. It was also verified that the process of innovation in education is multifaceted, with characteristics peculiar to each educational context but, nevertheless, there are common issues to teacher training and institutional support. The study intends to contribute to existing debates on innovation in education and the phenomenon of startups, in order to promote a reflection on the paths of innovation in teaching in traditional models, from the context of technological advances.

[ES] La tesis doctoral que a continuación se expone, presenta una investigación de índole artística y didáctica bajo la propuesta de realización de un estudio dirigido a los alumnos que cursan estudios superiores de percusión. Esta investigación se centra en la práctica pedagógica de los recursos musicales, tanto técnicos como interpretativos, a partir de las primeras composiciones escritas para ensemble de percusión. Con la introducción de una temática totalmente novedosa en cuanto al objeto de estudio, esta tesis se ocupa principalmente de la aplicación de estudios exploratorios. Estudios que muestran inicialmente la situación actual del tema tratado y posteriormente conducen al logro de aspectos teóricos y documentales a través de la implementación y comparación de nuevas propuestas metodológicas experimentales. La adaptación e incorporación de estas aportaciones didácticas contribuye a la apertura de nuevos campos de investigación dentro de la didáctica musical, así como al desarrollo de una innovación metodológica necesaria que haga frente al todavía muy extendido uso de la metodología tradicional dentro de los estudios musicales superiores. Asimismo, la redacción de esta tesis doctoral secunda la creación de nuevo conocimiento científico que conforma, transmite y optimiza la difusión del proceso de enseñanza-aprendizaje de los estudios superiores de música, convirtiéndose en una herramienta de renovación educativa que interviene en la ampliación de la producción investigadora de los centros de enseñanza superior musical. / [CA] La tesi doctoral que a continuació s'exposa presenta una investigació d'índole artística i didàctica, sota la proposta de realització d'un estudi dirigit als alumnes que cursen estudis superiors de percussió. Aquesta investigació es centra en la pràctica pedagògica dels recursos musicals, tant tècnics com interpretatius, a partir de les primeres composicions escrites per a ensemble de percussió. Amb la introducció d'una temàtica totalment nova pel que fa a l'objecte d'estudi, aquesta tesi s'ocupa principalment de l'aplicació d'estudis exploratoris. Estudis que mostren inicialment la situació actual del tema tractat i posteriorment condueixen a la consecució d'aspectes teòrics i documentals a través de la implementació i comparació de noves propostes metodològiques experimentals. L'adaptació i incorporació d'aquestes aportacions didàctiques contribueix a l'obertura de nous camps d'investigació dins de la didàctica musical, així com al desenvolupament d'una innovació metodològica necessària que faça front a l'encara molt estès ús de la metodologia tradicional dins els estudis musicals superiors. Tanmateix, la redacció d'aquesta tesi doctoral secunda la creació de nou coneixement científic que conforma, transmet i optimitza la difusió del procés d'ensenyament-aprenentatge dels estudis superiors de música, convertint-se en una eina de renovació educativa que intervé en l'ampliació de la producció investigadora dels centres d'ensenyament superior musical. / [EN] The doctoral thesis that is exposed below, presents research on artistic and didactic proposal of carrying out a study aimed at students who are pursuing higher percussion studies focused on the didactic practice of musical resources, both technical and interpretive, from the first compositions written for percussion ensemble. By introducing a totally new object of study, this research deals mainly with the application of exploratory studies. These studies initially show the current situation of the topic and subsequently lead to the achievement of theoretical and documentary aspects through the implementation and comparison of new experimental methodological proposals. The adaptation and incorporation of these new didactic contributions provides new research fields within music didactics, as well as to the development of a necessary methodological innovation that addresses the still very widespread use of traditional methodology within higher musical studies. In addition, this doctoral thesis contributes to the creation of new scientific knowledge that shapes, conveys and optimizes the dissemination of the teaching-learning process of higher music studies, becoming a tool for educational renewal that intervenes in the expansion of research at higher music schools. / Marzal Raga, LM. (2022). Aprendizaje cooperativo y enseñanza performativa para ensemble de percusión en los estudios superiores de música de la Comunidad Valenciana [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/185776 / TESIS