Suchergebnisse

Across higher education, teachers have been inspiring themselves (and others) to apply pedagogical innovations grounded in a unifying intention: to prepare students for labour markets and societal challenges. Research-based education has been funded to promote pedagogical innovations with valuable impact on the students' academic success and/or the teachers' academic growth. However, there is still few documented research-based evidence that highlight how long-lasting and/or how embedded are the pedagogical innovations in academic practices, particularly when the funding period comes to an end. The purpose of this article is to discuss the extent to which funded national research-based education projects, developed in public Portuguese higher education institutions (universities and polytechnic institutes), have considered the sustainability of research results (e.g., pedagogical innovations), after funding ends. Based on a qualitative research approach, data collection included: document analysis of 39 projects' materials and conceptions collected with 9 coordinators and 17 key participants from selected projects, through interviews and questionnaires, respectively. Content analysis of data collected showed that there are key factors that contribute to enhance and/or limit the sustainability of research results (e.g., funding and institutional support to maintain innovation). Results and recommendations are put forward to inform educational policies, funding agencies and involved actors (e.g., institution leaders, researchers, and teaching staff) to increase the sustainability of research results. ; published

This study is based on the assumption that to teach science nowadays implies to contribute to pupils/students' behavioral changes for promoting a better world in the perspective of a sustainable development (at the environment, social and economic domain). This implies to take into considerations in teachers practices educational international agendas, such as the Millennium Development Goals (2000-2015) and/or the Sustainable Development (SD) Agenda 2015-2030 of the United Nations, and local ones (e.g. MEA, 2008, 2014). One condition for glocalization through education to occur is to have high qualified science teachers, in particular those who continue their initial training, for example by doing master degrees. However, this post-graduation formation needs to incorporate the challenges which arise from those political and institutional agendas. The general aim of this study is to investigate how the Master Course in Science Education (2nd edition), developed in one public Institution of Teacher Education in Angola between 2011-2016, contributed towards teachers' empowerment to integrate in their teaching practices knowledge, strategies and resources associated to the international and national political educational agendas referred to above. The association of these agendas (international and national) should be seen in alignment with a glocalization strategy to be incorporated in science teaching. The empirical study reported here consists in the documental analysis of 27 master dissertations, approved between 2014 and 2016 in the scope of the Master Course mentioned. This analysis has been supported by a framework, build by the authors in which the following documents have been taken on board: (i) the Millennium Development Goals (2000-2015) & the United Nations Sustainable Development Agenda 2030 (with its 17 SD Goals), (ii) the Continental education strategy for Africa 2016 – 2025,(iii) the national educational agendas (MEA, 2008, 2014) and vi) the research agenda of the Institution responsible for ...

The main goal of the paper is to describe current practice and experience of one university in application of digital badges with particular attention to two research questions: What are the purposes of issuing digital badges to students? How digital badges are used in fully online or blended learning studies referring to student's assessment and recognition? A case study design has been selected in order to analyse real-life issues and practices. Virtual learning environment and characteristics of meta data of digital badges have been analysed. The results of the analysis indicate that majority of digital badges were issued in order to assess students' knowledge, skills, and competencies while the rest of the digital badges were issued to acknowledge personal features ant to motivate. However, recognition using digital badges does not take please at the University. Findings indicate that teachers need trainings on the development and application on digital badges in order to offer transparent procedures when the system itself gives digital badges to students after their fulfilment of predefined criteria to make assessment process more objective.