Suchergebnisse

The Universitat Politècnica de Catalunya, UPC-BarcelonaTech (UPC), is currently doing significant steps towards the gender mainstreaming in teaching. Indeed, some years ago some teachers already started individually to introduce gender dimension in their teaching, but it is not until the pilot project named Gender Dimension in Teaching, when a cooperative approach was adopted to reach such mainstreaming in all Bachelor and Master degrees at UPC. Within this project a group of 35 lecturers worked during one semester focusing on the four pillars of teaching (i.e. contents, classroom management, methodology and assessment), which were revised from a gender perspective. Within each pillar, gender issues were identified according to the experienced perception of the project participants. However, uncertainties aroused concerning the reliability of such a perception. Indeed, teachers' perception might be influenced by stereotypes and prejudices that could alter the identification of gender issues. Hence, it became obvious that more reliable data concerning students' perceptions was needed. In order to assess this issue, a survey design, test and improvement process was carried out [1]. The first consensual version of the survey was answered by 548 students, 30% of which are women, from 3 Bachelor and 4 Master STEM degrees. The percentage of women was similar to that of the UPC students' community (27,2% in 2018-2019) but significantly higher than 20,70%, what corresponds to the women's proportion in the 7 studied degrees. This first comparison already makes evident the different degree of awareness related to gender issues, where women capture more biases than men. Indeed, these differences have been found in most of the survey's answers related to the students' observations on attitudes and facts in the frame of UPC degrees. Within the survey, different aspects such as teacher's gendered attitudes, gendered roles in the teamwork and male and female referents are analysed. Surprising results are found, such as the fact that 76% of students have frequently detected one of the following issues: different treatment by the teacher, use of sexist language, use of stereotyped images or a biased assessment. Also, the results regarding referents are interesting, showing a significant gender bias in both the number and type of referents. Indeed, despite the number of male referents is low (54%), the number of female referents is really scarce (24%) and, to our opinion, devoted actions to provide female referents are required. Moreover, women have more referents in the personal circle whereas men have more internationally known and actual referents. All these aspects have been analysed for each of the participant degrees providing valuable information to define degree specific actions to improve gender mainstreaming in teaching. Moreover, the detailed data analysis has allowed to identify the correct wording of the key questions and the type of available answers in order to build a new survey to assess students' perception all along UPC experience. ; This work has been carried out within the framework of the Gender Dimension in Teaching project, at UPC-BarcelonaTech, and GEECCO project that has received funding from the European Union's Horizon 2020 research and innovation programme under grant agreement No. 741128. The views and opinions expressed herein are those of the authors and do not necessarily reflect the official point of view of the UPC-BarcelonaTech nor the European Commission. ; Peer Reviewed ; Postprint (published version)

The quality of education in Indonesia is still far from being expected. It is different from Taiwan. The government and people realize that a strong commitment to build and develop a national education system is a key determinant of the success of the state to maintain students' achievement. The purpose of this study is to respond the correlation of teacher teaching experience (TTE) and instructional delivery on teacher's competence (TCC), classroom curriculum (CC), and personal competencies (PC) by examining teachers in the primary schools from Taiwan and Indonesia. This study explores the differences between Taiwan and Indonesia cohort in TCC, CC, PC and correlation between TTE and TCC, CC, PC to bring learners` achievement. The results shown that the TCC, CC, PC are different from Taiwan and Indonesia. Then, TEE is statistically significant on TCC, CC, and PC. The techno teaching of each country is compiled by the ministry of education, and then the primary school is given the authority to develop techno teaching or students' achievement in accordance with the conditions of each region and students' demand in Indonesia which includes a teacher's competencies that are supported to succeed the education especially in primary school.

Abstract
In this paper, the authors discuss specific methods and innovative trends in education. They analyse the conditions for effective teaching and focus on modern teaching practices. The primary method of foreign language education consists mainly of a communicative approach with a dominant orientation on cultural aspects. The authors are not only concerned with linguistic competences but also point out how they can be achieved. In the research part, they set as their primary goal the observation of the use of illustrative means in German language teaching in terms of the changes that can be brought about by teachers themselves through the simplest possible intervention - in our case, by pictures, under which one can imagine materials ranging from the most concrete to the more abstract representations of reality.

At head of title: The Dimensionality of Nations Project, Department of Political Science, University of Hawaii. ; Includes bibliographical references. ; Mode of access: Internet.

Introduction, justifying the rational of the research. Teaching health promotion (HP) to health professionals is essential for the comprehensive care of the health-disease process in individuals and collectivities. It is argued that the Universities beyond further support with the educational aid, could promote the health of their students.Objective. To explore the teaching of different health courses at a brazilian university and to reflect on teaching as a possibility for undergraduate students promote their own health.Methodology. Preliminary exploratory qualitative study structured from the documental analysis of the pedagogical political project (PPP) and the courses of eight disciplines of a brazilian university.Results. Health promotion appears heterogeneously in the eight pedagogical political projects. The courses approaches the subject from the perspective of the national health system and/or primary care takes place between the second and the fourth semester of disciplines for the possibility of interprofissional education.Discussion and conclusion of the results. Health promotion teaching opens possibilities for articulation between the courses, according to international recommendations on HP, and invites to extrapolating from teaching to personal care.

Content analysis is a valuable research tool for social scientists that unfortunately can prove challenging to teach to undergraduate students. Published classroom exercises designed to teach content analysis have thus far been predominantly envisioned as lengthy projects for upper-level courses. A brief and engaging exercise may be more beneficial for introductory social science courses in which less time can be allotted to any one topic, such as content analysis. With this in mind, this article presents a highly engaging and temporally compact classroom exercise designed to teach introductory social science students about content analysis. In the exercise, students are guided through a content analysis of the music in Harry Potter films. An evaluation study suggests that the exercise improves students' understanding of content analysis and that students find it both highly helpful and enjoyable.

This paper describes new opportunities for teaching qualitative research methods to undergraduates using software as a tool. The author recounts her own experiences and challenges using one such program, QSR NVivo. The account includes students' reflections on how technology advances the analysis process. Strengths and weaknesses of the software and presented and discussed.

AbstractIntegrating digital technologies to benefit teaching and learning has long been driving higher education. The uptake of technology has been supported by teacher training focused on developing teachers' capabilities to design for learning. However, in this paper, we raise the point of moving towards teaching-sensitive technology as a clear alternative to current strategies focusing on teachers' mental processes. To develop this point, the paper offers a qualitative study that explores teaching to identify critical features of technology supporting teachers' work. Analysing teaching from a hermeneutic perspective, we arrive at six fundamental dynamics within which teachers operate. Based on the factors identified, we present three principles to guide future design of technologies for teaching and two approaches to designing technology sensitive to teachers' values.