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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.

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.

This doctoral thesis describes the findings of a study which utilized a sociocultural perspective to explore the teaching expertise of three EFL tenth standard teachers employed in Marathi-medium government-sponsored schools in India. A synopsis of the literature on expertise is offered which spans several decades across several domains, including teaching. However, two distinct positions emerge from an analysis of the literature on teaching expertise, namely 'expertise as a state' and 'expertise as a process'. Given the relevance of the Secondary School Certificate (SSC) examination as a life-changing examination for tenth standard students, this study underscores the need for research which focuses on EFL teaching expertise in India where EFL teachers prepare students for high-stakes examinations. This study aims to shed light on EFL teacher expertise and highlights how teaching expertise is context and culture bound, given the specific sociocultural context within which teachers operate. The three participants in this research study are 10th standard EFL teachers who teach English as a third language in the secondary schools of the Pune community of Maharashtra, India. The qualitative research paradigm utilizes the tools of ethnography and case study methodology. The data sources include in-depth audio-recorded, semi-structured interviews with 10th standard teachers and video recordings of the teachers' lessons. Audio-recorded, semi-structured interviews were also conducted with school principals, B.Ed. college teacher trainers, 10th standard students and their parents. Other artifacts collected for this study include 10th standard teachers' lesson plans, teacher evaluation forms, syllabus, coursebook, general information survey results and researcher notes. A significant finding of the research is that tenth standard EFL teaching expertise evolves over time and supports Berliner's notion of adaptive expertise (Berliner, 2001). Secondly, the results indicate that EFL teacher expertise is dependent on the formation of the key construct namely, deep pedagogical content knowledge (PCK) which is a requirement of teaching expertise (Killen, 2009; Shulman, 1987). Thirdly, the research data support a dialectical view of human learning and development. Thus, the teachers' awareness of best teaching practices is modified through their interactions with their students, their communities of practice (Wenger, 1998) and the sociocultural context (Vygotsky, 1978) in which they live and work resulting in an ongoing transformation in the nature of their teaching practice and their professional identities as expert EFL teachers. ; published_or_final_version ; Education ; Doctoral ; Doctor of Education

This research work addresses the important issue of teaching learning and assessment practices in higher education institutions in the city of Bahawalpur. This study specifically focuses on the Bachelor of Science (B.S hereafter) level of study in selected institutions. Teaching learning in higher education is currently undergoing an important phase. They are facing challenges that are never faced before. This study is important to provide useful information for teaching learning and assessment, help the student to solve the problems faced by the student during learning and the purpose of the study is to investigate the effectiveness of teaching learning. The report was on an analysis of teaching learning and assessment practices among BS students in Bahawalpur. However, due to limited time and resources, it was difficult to access all the population of different regions of Bahawalpur city for a student at a masters level of 3 Government institutes: The Islamia University of Bahawalpur (IUB), Govt. Sadiq College Women University, Bahawalpur (GCWU) and SadiqEgerton (S. E) College, Bahawalpur. The majority of the respondent agreed with the statement that they are satisfied with the existing teaching practices.

Since the beginning of the COVID-19 outbreak in Spring 2020, universities around the world have quickly adopted online teaching as an emergency measure. Informed by activity theory, the present qualitative case study aims to better understand the nature of the rapid institutional transition and its impact on academics' pedagogical experiences during this period. A multiple set of qualitative data was collected in a national university in South Korea that rapidly made the online transition, following government directives in February 2020. This article provides useful accounts of the changes that occurred in interconnected teaching activity systems at the university while adopting online teaching, highlighting the complex factors underpinning individual academics' experiences. The sudden shift in institutional teaching activities and conditions created a range of contradictions that were experienced as dilemmas by academics, the main subject of the activity systems. The results demonstrate that two groups of university faculty, separately identified as novice online teachers and expert online teachers, faced different dilemmas and challenges. An essential lesson learned from this analysis is the need for a more holistic, realistic, and sensitive approach to emergency teaching scenarios that may enable educational institutions to better respond to such emergencies in the future.

Ethical considerations intersect with economics education on a number of planes. Nonetheless, in terms of curricula, only a handful of economics departments offer courses specifically focused on ethics. This chapter addresses the ways in which instructors can incorporate ethical components into teaching principles and field courses in order to broaden economic understanding and to enhance critical thinking. It examines three pedagogical issues: the artificial dichotomy between positive and normative analysis; the limiting scope of efficiency in outcomes analyses; and the incorporation of alternative ethical frameworks into public policy debates.

This research was aimed to investigate whether the English Textbook Contextual Teaching and Learning "Bahasa Inggris Sekolah Menengah Pertama" fulfilled the criteria of good textbook suggested by government and supporting the contextual teaching and learning. This research was designed in collaboration of descriptive qualitative and quantitative analysis. The object of this research was Textbook entitled "Bahasa Inggris Sekolah Menengah Pertama". Library research and analysis were used to collect the data, while the instruments used were analysis sheet and interview. The result of this research showed that the textbook met the criteria of good textbook with the score for content fulfilment was 84.86%. The lowest achievement was in the criteria of cooperative fulfilment, which only achieved 28.18%. The researcher suggested that teacher could be more flexible in delivering the material of the textbook. For supplementing cooperative activity, teacher could arrange the activities that give students opportunity to collaborate in pairs.

This paper explores the situated nature of the epistemological values of a social science discipline as it finds expression in a particular department. Although it explores Becher and Trowler's anthropological conception of disciplinary 'territories' and 'tribes' ([1989]/2001) it finds deeper resonances in Trowler's more recent notion of 'teaching and learning regimes' (2009). It begins to identify some of the regimes that characterise one Political Science department but discovers that these are unstable and diverse, suggesting that, in practice, there are very few unifying 'tribal' values or uncontested 'territorial' practices at work in this context.The study offers these observations on the basis of an ethnographic account of one intellectual community doing the work of inducting first-year students into a new discipline. It has a particular focus on lecturers' perceptions of the resources and capabilities of beginning students, describing some of the lecturers' frustrations with early students' literacy practices. These are metaphorically represented by the idea of 'taxi rank analysis', that is, many new students' tendency to emotive opinions based in experiential, local knowledge rather than the more guarded, grounded analyses of academic Political Science. Finally, the study considers some of the implications these descriptions could have for more responsive teaching and learning regimes in the social sciences. Some examples are offered in the departmental narratives recorded in this study.

Background: Scarcity of plastic surgeons, financial burden, social taboo, negligence and glory of plastic surgery forbids a common man to consult a plastic surgeon! Shri Bhausaheb Hire Government Medical collegeDhule is a government tertiary care referral centre in the north Maharashtra. Aim and objectives:The aim of this study was to characterize the spectrum of disease, operative procedures, understand the challenges and contextual relevance for training at a government teaching hospital.Methods: We analyzed the data of the patients requiring plastic surgery expertise in the department of surgery from 1st October 2019 to 31st March 2021.Evaluation of patients biodata, procedures, complications and outcomes was carried out.Results:Resources like equipments,personnel,perioperative services and infrastructure were insufficient. This resource gap makes the situation a "checkmate"The most common diagnoses for the 397 patients evaluated were burns (57.17%). Congenital abnormalities were noted in 1% of the patients. Of the 232 procedures performed, the majority were skin excisions (62), skin grafts (25) and major debridement for burns (24). Other plastic surgeries were soft tissue repairs in major trauma (17), cosmetic surgery (13),tendon repairs(6),major flap surgeries(12),malignancy surgeries (5), A-V fistula for dialysis(2),vascular repair (1) syndyctaly (2), cleft lip (2),brachial plexus injury (1) and post dog bite facial wounds management (3). Out of 227 burns patients 28 died due to sepsis from burns (12.33%).Conclusion: We observed a large burden of burns and plastic surgery procedures at district level. General surgeons should lead this to meet the escalating society demands. Basic techniques and art of plastic surgery should be a part in training of general surgery residents so that our minimum services should be universally available to anyone, anytime and anywhere.

A review of the opposing arguments with regard to the practices of assessment teaching/learning and the ideal of holistic teaching/learning in education leads to hypothesize that higher test scores in assessment learning also reflect the quality of learning and personalities that holistic education ideology advocates. The acquisition of holistic ideals is a qualitative phenomenon that is identifiable only through the behavior of an individual since the holistic concept involves the knowledge, skills and values required for citizens in making decisions that are responsible and democratic (Badjanova & Iliško 2015). In an effort to find out the extent to which 'scores in tests' in assessment learning reflect the quality of the behavior that holistic learning advocates, a study is taken up at an English Language Center (ELC) of a university with the participants from five different batches of students that attended English language programs of different levels and courses. A purposive sample of students that is divided into two groups, with 130 students in each, is taken up for the study. Group A contains the students that scored 70% and more in the previous summative tests and group B carries the students that scored between 50%-70% in the tests. A questionnaire that forms a Likert Scale was prepared in light of the holistic ideals delivered by Krishnamurti (1974; 1989) on education. The questionnaire was distributed to the groups of participants followed by personal interviews with them. The quantitative data analysis of the responses was done using SPSS and ANOVA soft wares to establish the study hypothesis, and a positive correlation between scores in assessment learning and holistic ideals is established.

A review of the opposing arguments with regard to the practices of assessment teaching/learning and the ideal of holistic teaching/learning in education leads to hypothesize that higher test scores in assessment learning also reflect the quality of learning and personalities that holistic education ideology advocates. The acquisition of holistic ideals is a qualitative phenomenon that is identifiable only through the behavior of an individual since the holistic concept involves the knowledge, skills and values required for citizens in making decisions that are responsible and democratic (Badjanova & Iliško 2015). In an effort to find out the extent to which 'scores in tests' in assessment learning reflect the quality of the behavior that holistic learning advocates, a study is taken up at an English Language Center (ELC) of a university with the participants from five different batches of students that attended English language programs of different levels and courses. A purposive sample of students that is divided into two groups, with 130 students in each, is taken up for the study. Group A contains the students that scored 70% and more in the previous summative tests and group B carries the students that scored between 50%-70% in the tests. A questionnaire that forms a Likert Scale was prepared in light of the holistic ideals delivered by Krishnamurti (1974; 1989) on education. The questionnaire was distributed to the groups of participants followed by personal interviews with them. The quantitative data analysis of the responses was done using SPSS and ANOVA soft wares to establish the study hypothesis, and a positive correlation between scores in assessment learning and holistic ideals is established. Article visualizations:

Our work consists of a comparative sociolinguistic analysis of the contexts, methods of integration and implementation of Berber language teaching in Algeria (from 1995 to 2015) and Morocco (from 2003 to 2015) following changes to institutional linguistic policies.These changes were brought in, over quite a short period of time (a decade), to regulate and/or anticipate social pressure in favour of the introduction of Berber in state schools. The examination of each of the three contexts consists of : A descriptive angle: Departing from the empirical observation of the existence of points of convergence and divergence between the two countries in this "new Berber education policy". We describe the structuration of teaching, the choices in relation to which language to teach, its standardisation, its graphic codification, as well as the objectives and didactic techniques implemented. This description confirms and discerns the continuities and discontinuities between the two states' experiences.An analytical angle: Our objective has been to seek out a sociolinguistic signification to this differentiated education. Diverse sources and materials resulting from fieldwork in the two countries are analysed with the aim of creating a transdisciplinary evaluation in light of conceptual work developed in the field of Berber studies, namely "peripheral" sociolinguistics, « language planning » and institutional tools. The interrogation of synchronic and diachronic data allows us to identify the essential points of convergence and divergence between the two States and to affirm the institutionalised nature of the minoration of the Berber language. ; Notre recherche propose une analyse sociolinguistique comparée des contextes, des modalités de l'intégration du berbère dans l'enseignement en Algérie (de 1995 à 2015) et au Maroc (de 2003 à 2015) consécutives de modifications des politiques linguistiques institutionnelles. Ces transformations sont intervenues sur une période de temps assez courte (une décennie), pour réguler ...

Our work consists of a comparative sociolinguistic analysis of the contexts, methods of integration and implementation of Berber language teaching in Algeria (from 1995 to 2015) and Morocco (from 2003 to 2015) following changes to institutional linguistic policies.These changes were brought in, over quite a short period of time (a decade), to regulate and/or anticipate social pressure in favour of the introduction of Berber in state schools. The examination of each of the three contexts consists of : A descriptive angle: Departing from the empirical observation of the existence of points of convergence and divergence between the two countries in this "new Berber education policy". We describe the structuration of teaching, the choices in relation to which language to teach, its standardisation, its graphic codification, as well as the objectives and didactic techniques implemented. This description confirms and discerns the continuities and discontinuities between the two states' experiences.An analytical angle: Our objective has been to seek out a sociolinguistic signification to this differentiated education. Diverse sources and materials resulting from fieldwork in the two countries are analysed with the aim of creating a transdisciplinary evaluation in light of conceptual work developed in the field of Berber studies, namely "peripheral" sociolinguistics, « language planning » and institutional tools. The interrogation of synchronic and diachronic data allows us to identify the essential points of convergence and divergence between the two States and to affirm the institutionalised nature of the minoration of the Berber language. ; Notre recherche propose une analyse sociolinguistique comparée des contextes, des modalités de l'intégration du berbère dans l'enseignement en Algérie (de 1995 à 2015) et au Maroc (de 2003 à 2015) consécutives de modifications des politiques linguistiques institutionnelles. Ces transformations sont intervenues sur une période de temps assez courte (une décennie), pour réguler ...