No description available.

Yes / This paper offers a critical reflection on the experience of two former Graduate Teaching Assistants (GTAs) - the authors - who were tasked with creating a digital learning program during the first UK national lockdown in 2020. The program drew from an emerging body of literature that seeks to employ Freirian pedagogies in the digital classroom and was designed to equip both new and established members of faculty with the skills needed for online teaching. While taking on this challenge, however, the experienced GTAs found that their pedagogical instincts and practices were challenged by their positionalities as young Early Career Researchers (ECRs) from underrepresented groups in British Academia. The aim of this paper is thus to scrutinise the potential for online learning to democratise and shift perceived hierarchies within academia, not only for students, but for ECRs navigating the structures of university teaching in the current employment climate.

Esta pesquisa se desenvolve no âmbito do ensino de ciências, no que tange à formação continuada de professores de Ciências e sequências didáticas. Objetivando-se obter um levantamento palpável sobre as concepções dos professores de Ciências sobre Ciência e Tecnologia (C&T), foram utilizadas duas ferramentas de coletas de dados: Uma enquete e sequências didáticas (SD) desenvolvidas pelos professores cursistas participantes do Curso de Especialização em Ensino de Ciências da Faculdade de Educação da USP no Programa Rede de Formação Docente (EEC-FEUSP-REDEFOR) durante o segundo ano de oferecimento, 2011-2012. O foco principal do presente estudo é sistematizar as concepções sobre C&T dos professores cursistas e observar como estas permeiam o desenvolvimento de SD, para que se obtenham subsídios e reflexões sobre os objetivos da educação científica, da formação de professores e do entendimento dos professores de ciências sobre as questões sócio científicas (QSC). A análise dos dados se desenvolveu utilizando duas abordagens, quantitativa e qualitativa, de forma a se complementarem. As análises estatísticas nomeadas análise multifatorial e de cluster, e abordagem qualitativa descritiva documental dos resultados sustentam a análise como um todo, interpretando os resultados obtidos, trazendo assim uma visão ampla do objeto de estudo que aponta a presença de dez tipos de concepções, 8 tipos de perfis de concepções sobre C&T que se traduzem nas SD em categorias sintéticas como: conhecimento científico prediz, reverte e evita problemas ambientais; conhecimento científico explica e viabiliza melhoria de vida; C&T beneficiam sociedade e ambiente; homem prejudica e desperdiça; preocupação simplória com a degradação ambiental; conteudismo; aproximação CTS e consciência de bem social global; funcionalidade e acesso ao conhecimento científico; conhecimento científico e visões alternativas, e finalmente, impactos do desenvolvimento científico e tecnológico no meio ambiente. A importância de se reconhecer tais variações e sentidos das concepções mais comumente expressas se revela à medida que configuram tópicos de discussão relevantes aos cursos de formação inicial e continuada de professores e a observação da forma como estas SD poderiam sintetizar concepções mais ricas de possibilidades de discussões em sala de aula. / This research develops in the scope of science teaching, in what concerns to in service formation science teachers and didactic sequences. In order to obtain a palpable survey on the conceptions of the teachers on Science and Technology (S & T), two data collection tools were used: a survey and didactic sequences (DS) developed by the teachers participating in the Specialization Course in Science Teaching of the Faculty of Education of USP in the Program of Teacher Education (EEC-FEUSP-REDEFOR), along the second year (2011-2012). The main focus of the present study is to systematize the conceptions about Science and Technology of the teachers and to observe how they permeate the development of DS, to obtain subsidies and reflections on the objectives of scientific education, teacher training and teachers\' understanding Sciences on socio-scientific issues (SSI). The analysis of the data was developed using two approaches: quantitative and qualitative, in order to complement each other. The statistical analyses named multifactorial and cluster analysis, and qualitative documentary descriptive approach of the results support the analysis as a whole, interpreting the results obtained, thus bringing a broad view of the object of study that points out the presence of ten types of conceptions, 8 types of profiles of S & T conceptions that translate into DS in synthetic categories such as: Scientific knowledge predicts, reverses and avoids environmental problems; Scientific knowledge explains and enables improvement in life; Society and Environment; Man harms and wastes; Simplistic concern with environmental degradation; Content; CTS approach and global social welfare awareness; Functionality and access to scientific knowledge; Scientific knowledge and alternative visions, and finally, Impacts of scientific and technological development on the environment. The importance of recognizing such variations and meanings of the most commonly expressed conceptions is revealed by the fact that they configure topics of discussion relevant to the initial and in service formation courses and the observation of how these DS could synthesize richer conceptions of possibilities for discussion In the classroom.

Esta pesquisa se desenvolve no âmbito do ensino de ciências, no que tange à formação continuada de professores de Ciências e sequências didáticas. Objetivando-se obter um levantamento palpável sobre as concepções dos professores de Ciências sobre Ciência e Tecnologia (C&T), foram utilizadas duas ferramentas de coletas de dados: Uma enquete e sequências didáticas (SD) desenvolvidas pelos professores cursistas participantes do Curso de Especialização em Ensino de Ciências da Faculdade de Educação da USP no Programa Rede de Formação Docente (EEC-FEUSP-REDEFOR) durante o segundo ano de oferecimento, 2011-2012. O foco principal do presente estudo é sistematizar as concepções sobre C&T dos professores cursistas e observar como estas permeiam o desenvolvimento de SD, para que se obtenham subsídios e reflexões sobre os objetivos da educação científica, da formação de professores e do entendimento dos professores de ciências sobre as questões sócio científicas (QSC). A análise dos dados se desenvolveu utilizando duas abordagens, quantitativa e qualitativa, de forma a se complementarem. As análises estatísticas nomeadas análise multifatorial e de cluster, e abordagem qualitativa descritiva documental dos resultados sustentam a análise como um todo, interpretando os resultados obtidos, trazendo assim uma visão ampla do objeto de estudo que aponta a presença de dez tipos de concepções, 8 tipos de perfis de concepções sobre C&T que se traduzem nas SD em categorias sintéticas como: conhecimento científico prediz, reverte e evita problemas ambientais; conhecimento científico explica e viabiliza melhoria de vida; C&T beneficiam sociedade e ambiente; homem prejudica e desperdiça; preocupação simplória com a degradação ambiental; conteudismo; aproximação CTS e consciência de bem social global; funcionalidade e acesso ao conhecimento científico; conhecimento científico e visões alternativas, e finalmente, impactos do desenvolvimento científico e tecnológico no meio ambiente. A importância de se reconhecer tais variações e sentidos das concepções mais comumente expressas se revela à medida que configuram tópicos de discussão relevantes aos cursos de formação inicial e continuada de professores e a observação da forma como estas SD poderiam sintetizar concepções mais ricas de possibilidades de discussões em sala de aula. / This research develops in the scope of science teaching, in what concerns to in service formation science teachers and didactic sequences. In order to obtain a palpable survey on the conceptions of the teachers on Science and Technology (S & T), two data collection tools were used: a survey and didactic sequences (DS) developed by the teachers participating in the Specialization Course in Science Teaching of the Faculty of Education of USP in the Program of Teacher Education (EEC-FEUSP-REDEFOR), along the second year (2011-2012). The main focus of the present study is to systematize the conceptions about Science and Technology of the teachers and to observe how they permeate the development of DS, to obtain subsidies and reflections on the objectives of scientific education, teacher training and teachers\' understanding Sciences on socio-scientific issues (SSI). The analysis of the data was developed using two approaches: quantitative and qualitative, in order to complement each other. The statistical analyses named multifactorial and cluster analysis, and qualitative documentary descriptive approach of the results support the analysis as a whole, interpreting the results obtained, thus bringing a broad view of the object of study that points out the presence of ten types of conceptions, 8 types of profiles of S & T conceptions that translate into DS in synthetic categories such as: Scientific knowledge predicts, reverses and avoids environmental problems; Scientific knowledge explains and enables improvement in life; Society and Environment; Man harms and wastes; Simplistic concern with environmental degradation; Content; CTS approach and global social welfare awareness; Functionality and access to scientific knowledge; Scientific knowledge and alternative visions, and finally, Impacts of scientific and technological development on the environment. The importance of recognizing such variations and meanings of the most commonly expressed conceptions is revealed by the fact that they configure topics of discussion relevant to the initial and in service formation courses and the observation of how these DS could synthesize richer conceptions of possibilities for discussion In the classroom.

This thesis deals with providing feedback in Czech lessons as a second language in a distance environment. Using a descriptive analysis of the transcripts of four video recordings of Czech for foreigners, we focused our attention on the places where teachers provided feedback to students. The aim of this work was to find out what means teachers use for this. We were also interested in whether the online environment had any effect on the provision of feedback. A questionnaire was developed to assess teachers' views on providing feedback. Key words: Feedback, Czech as a foreign language, distance learning, online teaching, audiovisual context, nonverbal communication, e-learning.

No description available.

Studien syftar till att öka kunskapen om lärares digitala relationskompetens samt bidra till utveckling av praktik och teori inom relationell pedagogik i digitala lärmiljöer. I studien analyserades kvalitativa enkätsvar från 123 lärare och lärarstudenter i Sverige och Finland  angående hur de uppfattade att de kunde stödja relationer mellan lärare och elev i distansundervisning. Resultaten analyserades först fram induktivt i en reflexiv tematisk process. Därefter användes de som underlag i ett andra abduktivt analyssteg tillsammans med metoden perspektivskifte. Syftet var att undersöka i vilken utsträckning två relationella teorier som utgår från fysisk lärmiljö kan tillämpas för att förstå relationell lärarpraktik i digitala lärmiljöer. De teoretiska koncept som analyserades var Aspelins (2018) respektive Juul och Jensens (2003) modeller för lärares relationskompetens. Resultaten tematiserades i kategorierna kommunikation, närvaro och bemötande och visade att lärarens  kommunikativa kompetens är primär för relationsbygge i digitala lärmiljöer. Kompetensen omfattar förmågor som att lyhört hantera synlighet och bemötande, bemästra det digitala språket samt  skapa en känsla av närvaro, gemenskap och trygghet. Kommunikativ kompetens påverkar även inkludering och integritet. Mer forskning behövs för att förstå synlig och osynlig närvaro i digitala lärmiljöer ur både lärarens och elevens perspektiv.  Det framgick av resultaten att distanslärare lånar relationella bemötandehandlingar från fysiska lärmiljöer. Digital relationskompetens framträder därför inte som ett eget kompetensområde. Mer kunskap behövs om affordanser för relationsskapande i digitala lärmiljöer. Även undersökningar som visar vad som verkligen begränsar digitala lärmiljöer behövs, för att undvika att praktiken fastnar i allmänna antaganden som hindrar nyskapande och tillvaratagande av digitala lärmiljöers möjligheter. Analysen visade att de två teoretiska modellerna fungerade som övergripande, och delvis normerande stöd, för att förstå distanslärares relationella praktik. En vidareutveckling av teoretiskt stöd anpassat för relationskompetens i digitala lärmiljöer samt en kartläggning av kognitiva och emotionella behov hos olika kategorier av distanselever, kan underlätta för framtida forskning och utveckling av relationell praktik i digitala lärmiljöer.  Studiens övergripande upptäckt var att lärarna beskriver vad, snarare än hur, de gör för att stödja relationer mellan lärare och elev i distansundervisning. Slutsatsen är att det saknas en yrkesvokabulär för att uttrycka de relationella färdigheter som lärare använder i digitala lärmiljöer. Därför rekommenderas att en begreppsapparat utvecklas som sätter ord på lärares digitala relationskompetens. / The purpose of the study was to increase knowledge about teachers' digital relational competence and contribute to the development of practice and theory within relational pedagogy in digital learning environments. In the study, qualitative survey responses from 123 teachers and student teachers in Sweden and Finland were analysed regarding how they perceived that they could support teacher-student relations in distance education. The results were first analysed inductively in a reflexive thematic process. The results were then used in a second abductive analysis together with the perspective shift method. The aim was to investigate to what extent two relational theories based on physical learning environments can be applied to understand relational teacher practice in digital learning environments. The theoretical concepts used in the analysis were Aspelin's (2018) and Juul and Jensen's (2003) models for teachers' relational competence. The results were thematised into three categories: communication, presence and response, and showed that the teacher's communicative competence is primary for relationship building in digital learning environments. The competence includes abilities such as sensitively managing visibility and reception, mastering the digital language and creating a sense of presence, belonging  and security. Communicative competence also affects inclusion and integrity. More research is needed to understand visible and invisible presence in digital learning environments from both the teacher's and the student's perspective. The results showed that distance teachers borrow relational behaviour acts from physical learning environments. Digital relational competence therefore does not appear as a competence area on its own. More knowledge is needed about affordances for relationship building in digital learning environments. Research showing what really limits digital learning environments is also needed, to avoid practice being hampered by assumptions that hinder innovation and opportunities in digital learning environments. The analysis showed that the two theoretical models worked as overall, and partially normative, support for understanding distance teachers' relational practice. A further development of theoretical support adapted to relational competence in digital learning environments, as well as a mapping of cognitive and emotional needs of different categories of distance learners, can facilitate future research and development of relational practice in digital learning environments. Finally, the study's overall finding was that the teachers describe what, rather than how, they act to support teacher-student relations in distance learning. The conclusion is that a professional vocabulary to express teachers’ digital relational know-how seems to be missing. Therefore, it is recommended that such a conceptual vocabulary is developed in order to put words into teachers' digital relational competence.

No description available.

No description available.

In the context of continuing growth in online higher education in the United States, students are struggling to succeed, as evidenced by lower course outcomes and lower retention rates in online courses in comparison with face-to-face courses. The problem identified for investigation is how university instructors can ensure that effective teaching and learning is happening in their online courses. The research questions were: What are the best practices of effective online teaching in higher education according to current research? How do exemplary online instructors enact teaching presence in higher education? What are the best practices of effective online teaching in higher education? The purpose of this descriptive case study was to understand and describe the teaching practices of exemplary online faculty, and “exemplary” was defined as recognized with a national award for effective online teaching form a non-profit organization within the last five years. A purposeful sampling strategy identified four exemplary online instructors, who taught in different disciplines at different institutions in the United States. Data collection included a pre-interview written reflection, a semi-structured telephone interview, examination of a course syllabus and other course materials, and observation of a course. Data analysis included repeated close reading and coding of all data collected and then reducing the codes to a manageable number of themes. Two key themes emerged in the findings: human connection and organized structure. Exemplary online instructors seek to connect with students so students know and feel the care, support, and respect of the instructor. Exemplary online instructors also maintain a clearly structured environment that is logically organized, delivered in small chunks, and sufficiently repetitive to keep each student focused on the content. These results contribute to the body of knowledge by allowing online faculty to learn from the best online faculty. First-time online faculty as well as online faculty who seek to improve their online pedagogy may be able to enhance teaching and learning in their courses, which in turn will hopefully yield higher student satisfaction and lower attrition in online education.