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Surgical training traditionally has been afforded an apprenticeship model of learning but has since strived to become a structured programme of learning events and progress. Peer led training in an undergraduate course is increasingly utilised but its role in postgraduate/speciality training is not widely published. This paper reviews the historical roots of surgical training and current educational theories which underpin the proposal of a new tool, the SSuRF approach, an innovate aide memoire to assist peer led technical/operative surgical training with the hope that this approach will allow peers, especially those who do not have much formal educational training, to teach those junior using a structured format and document this within their workplace based assessment. This contrasts with the rather tick box exercise that it is currently, and hence may promote a deeper learning throughout the teaching experience.

Extended reality, a concept that encompasses virtual reality, augmented reality and mixed reality, has seen remarkable progress in recent years and has had a great impact on the understanding of education. Research on extended reality has provided benefits in improving teaching and learning, based on two key concepts: the degree of immersion and the sense of presence. However, these contributions need to be reviewed using a grounded critical methodology to avoid falling into a technophilia without scientific evidence. This article aims to establish and evaluate the contributions extended reality makes to education and the educational challenges it poses in light of the development of the metaverse. For this purpose, firstly, each type of reality is defined and its applications in the field of education are evaluated from a critical point of view. Secondly, a critical argument is posed about the advantages and disadvantages of these technologies in educational practice. Thirdly, the challenges posed by the metaverse in education are described. This analysis shows how extended reality has contributed to the development of innovation and improvements in the teaching and learning process, although a lack of training for teachers who design learning experiences based on extended reality and a lack of interdisciplinary collaboration between the fields of technology and pedagogy are apparent. These results influence the development of the metaverse, which is another step in the evolution of extended reality that will have a great impact in the field of education. Our findings suggest there is a need to design an ethical code, develop a culture and protect the identity of users. La realidad extendida, un concepto que abarca la realidad virtual, la realidad aumentada y la realidad mixta, ha experimentado un notable progreso en los últimos años y ha tenido un gran impacto en la comprensión de la educación. La investigación sobre la realidad extendida ha aportado beneficios en la mejora de la enseñanza y el aprendizaje, a partir de dos conceptos clave: el grado de inmersión y la sensación de presencia. Sin embargo, estas aportaciones necesitan una revisión desde una metodología crítica fundamentada para evitar caer en la tecnofilia sin evidencias científicas. El objetivo de este artículo es conocer y evaluar las aportaciones de la realidad extendida a la educación y los retos que plantea ante el desarrollo del metaverso. Para ello, en primer lugar, se conceptualiza cada tipo de realidad y se evalúan sus aplicaciones en el ámbito de la educación desde un punto de vista crítico. En segundo lugar, se realiza una argumentación fundamentada sobre las ventajas e inconvenientes de estas tecnologías en la práctica educativa. En tercer lugar, se describen los desafíos que plantea el metaverso en la educación. Este análisis muestra como la realidad extendida ha contribuido al desarrollo de la innovación y la mejora del proceso de enseñanza y aprendizaje, aunque se evidencia la falta de formación del profesorado para diseñar experiencias de aprendizaje basadas en la realidad extendida y una carencia de colaboración interdisciplinar entre los ámbitos de la tecnología y la pedagogía. Estos resultados influyen en el desarrollo del metaverso, un paso más en la evolución de la realidad extendida, que tendrá un gran impacto en el ámbito de la educación, lo cual sugiere la necesidad de diseñar un código ético, desarrollar una cultura y proteger la identidad de los usuarios.

The COVID-19 pandemic negatively impacting the whole service sector, including higher education, has forced universities to quickly innovate and recreate. The sanitary crisis resulted in the greatest disruption to educational systems in human history, as well as a shift in the nature, qualifications, and mix of the workforce. The reopening of higher education institutions is another concern, with numerous new operational procedures in place, new opportunities, and prospective curriculum adjustments based on labour market realities. Due to the development of technology, businesses’ requirements for human resource credentials and job types underwent several modifications. This study’s goal is to investigate how COVID-19 has influenced curriculum revisions and employability requirements. The research used a mixed methodology, with quantitative analysis of changes in enrolled students by major and a qualitative study including two different sets of surveys based on the innovation and employability theories addressed to five human resource (HR) directors from institutions and organizations in Lebanon, as well as three universities. The objective was to answer the following questions: How can universities adapt to the changing demands of the labour market specifically in times of crisis? Should university curricula place greater emphasis on students’ personal growth than on technical and conventional learning? The results lead to re-thinking about what higher education systems and institutions can do to redesign their curricula in accordance with the job market and the expectations of the students in this challenging context, where employment security and job market stability issues are more urgent due to the economic crisis and advanced technologies. According to the findings, the research implications include boosting the implementation of the new curriculum through improved HR practices from the Ministry of Education. This will also encourage innovative performance, which will necessitate realistic, swift technical procedures to be unbeatable, creative, and competitive. This study adds significantly to the literature by suggesting curriculum adjustments for online courses and e-training.

Rationale and Objectives Education research has been undervalued in radiology, with few radiology journals having dedicated space for such research and barriers to production including dedicated time, resources, grant funding, and mentorship. As radiologists, we have an opportunity to study education in our unique learning environments and create more effective ways to teach that are grounded in established education theory, solid assessment methodologies, and a focus on merit as well as worth. Materials and Methods The growth of education research in our field requires a two-pronged approach; We must cultivate leaders in education research from within our specialty, and continue to submit high quality work to radiology journals to increase exposure of the reviewers and readership to education methodologies. Results We have created the first radiology education research fellowship to this end. This manuscript details the fellowship creation process, the first education research fellow experience, and in-depth analysis of the inaugural year via a qualitative program review. Conclusion We were successful in supporting an inaugural fellow in attaining the knowledge and skills to become a productive education researcher. Beyond this, the fellowship experience was a catalyst in developing her unique professional identity as an education master which will further raise the status of education research in pediatric radiology.

In 1859 Herbert Spencer recognised that the key curriculum issue was not what to include but what to leave out. ‘What to leave out’ marked a shift in curriculum discourse from a search for universal approaches and absolute principles towards curriculum questions understood as only resolvable relative to particular social contexts. Yet outdoor education is frequently explained and justified in universal, absolute terms that are incapable of resolving the question of outdoor education’s educational worth in any particular situation. The first part of this study outlines some necessary links between curriculum discourse and outdoor education theory. The second uses outdoor education textbooks to investigate how context-free rationales for outdoor education have been framed. It found textbooks used one or more rhetorical devices: (1) treating education as personal development, with only limited acknowledgment of the social functions and contexts of education, (2) omitting the outdoors from aims and purposes, or treating the outdoors as monolithic, and (3) describing aims and purposes in broad and abstract terms. Adopting any or all of these positions drastically reduced the capacities of the proffered theories to (a) help determine if any given program was necessary or (b) help determine what programs were necessary. The article concludes that the evident flaws in textbooks indicate a more widespread failure in the outdoor education literature to comprehend curriculum questions.

Experience is at the historical heart of outdoor education, caring for the environment/nature is a new moral imperative for 'critical' outdoor education, yet the activity basis of the outdoor/nature experience/imperative and the discourse(s) in which they function are rarely examined. To rectify this oversight, different constructions of critical outdoor education are contrasted to highlight the potency of the ecopolitic and (socio-)environmental ethic embodied in each construction. The essay concludes reconstructively with an elaboration of some critical dimensions of outdoor education. The paper invites 'reflective' and 'critical' outdoor/experiential educators to scrutinize the meanings they give to 'experience', how they construct it pedagogically in and through selected activities in certain environments and how, in turn, there are individual, social and ecological consequences for the 'experiencer', (outdoor) education's role in constituting such subjectivities and, subsequently, how 'inner', 'social' and 'outer' natures are constructed, often in contradiction. Introduction The 'postmodern' discourse of 'critical' outdoor education in Australia has recently been broadened by a number of essays that, in different ways, examine or challenge the field's educational assumptions and aspirations. Care for the environment, for example, is a focus. The term 'culture' is also prominent in this critical discourse that seems to have distanced itself from the 'social' equity and justice concerns of 'modern' critical theory (Martin, 1999, p. 464). This critical discourse also appears to have non-problematically imported from other cultures the 'deep' imperative for living in harmony with the environment while rehearsing various deconstructions of a range of cultural myths associated educationally with the socalled 'ecological crisis' (Bowers, 1987, 1993). Criticisms, presumably of Australian culture and its historical development and educational institutions are, in general, directed at the dominance of western, anthropocentric, positivist, patriarchal, industrial, progressive and dualistic thinking. Culture, it seems, in both Australia and the Pacific North-West of the USA, from where Bowers is writing, is at odds with nature and its care. The trend to 'cultural criticism' in outdoor education in Australia mirrors broader academic developments in the Humanities and - Social Sciences, including educational theory. Yet, despite the many vantage points available for examining the formative development of critical outdoor education, the infamous exchanges between Bowers (1991a, b, c) and the critical theorist of education Peter McLaren (1991) and feminist theorist of education Maxine Greene are not acknowledged. Nor are the various critiques of 'deep ecology' in environmental philosophy, social and feminist theory that have come from various parts of the (western) world, at least (Beck, 1995; Biehl & Staudenmaier, 1995; Ferry, 1995; Heller, 1999; Salleh, 1993; van Wyck, 1997). These 'lacks' point to a number of conceptual problems with practical consequences in the emerging culturally critical discourse of outdoor education in Australia. As might be expected, the study of culture is a dynamic, as has recently been demonstrated in Roger Sandall's (2001) pro-(western)-civilization critique of the relativism of what he calls 'the culture cult'. Writing in Australia, about Australia and New Zealand, Sandall, a culturally conservative anthropologist, argues amongst a litany of complaints that the 'romantic primitivism' associated with the culture cult has ushered in the phenomenon of 'designer tribalism' to the 'new age' practices and discourses of some disaffected segments of contemporary postmodern society. These include radical, mystical and spiritual elements of the environmental movement, of which critical outdoor education may be a candidate for membership. From the 'other' side of politics, the 'leftist' German critical theorist Jurgen Habermas (1989) differentiates between 'old', 'new' and 'young' conservativism in cultural criticism. …

Since it entered education in the mid-20th century, qualitative research has been a well-established methodology among educational researchers. Its strength lies in its nature, scope, and methodological flexibility to understand education's cultural, social, political and moral phenomena. Between the 1970s and 1980s, the relevance and superiority of quantitative vs. qualitative research in education were debated in academic forums. The paradigm debate was so intense that it reached political discussions. In 2002, the National Research Council (NRC) of the United States of America recommended the Federal Department of Education the exclusion of qualitative research from federal funds because it was not considered scientific research. A similar situation was observed in England and Australia. Since then, qualitative research has continued to develop as a model of educational research with the support of private funds. This paper revisits qualitative education research and examines its developments to reposition itself as a legitimate model of scholarly research in a political-scientific era., Desde su aparición en la educación a mediados del siglo XX, la investigación cualitativa ha sido una metodología plenamente asentada entre los investigadores de la educación. Su principal valor reside en su naturaleza, alcance y flexibilidad metodológica, que permite comprender los fenómenos culturales, sociales, políticos y éticos de la educación. Entre los años setenta y ochenta del siglo XX fue muy debatido en los foros académicos la idoneidad y superioridad de la investigación cuantitativa frente a la cualitativa en el mundo educativo. La polémica sobre los paradigmas fue tan intenso que llegó incluso a los debates políticos. En 2002, el National Research Council (NRC) de los Estados Unidos recomendó al Federal Department of Education la exclusión de la investigación cualitativa de cualquier asignación de fondos federales al no considerarla dentro del concepto de investigación científica. Una situación similar ocurrió en Reino Unido y Australia. Desde entonces, la investigación cualitativa ha continuado desarrollándose como modelo de investigación educativa, pero únicamente con el apoyo de fondos privados. Este artículo revisa la situación actual de la investigación educativa cualitativa y examina su evolución con el fin de reposicionarla como un modelo legítimo de investigación académica en una era político-científica., Universidad Pablo de Olavide

Contemporary educational theory and practice promote the development of subject-specific and generic competences. Cooperative learning is a generic competence whose development is recommended in all subject lessons/activities. The development of fundamental individual values that rely not only on individual achievements but also on empathy and helping others, the ability to listen, mentor, and assist is integral to primary education. Such education is supported by positive inclusion in the process and good-willed communication within the group to achieve a common result. It is through achieving common goals and witnessing the variety of activity approaches that certain activities become a success. The study aimed to include all students in the development process on the basis of cooperative learning and improve each and every student’s individual learning of language performance in all subjects. The study is based on 186 first-to-fourth-year students from one major city school, representing a total of 8 classes. After the school-wide activities on cooperative learning, all pupils took part in a questionnaire survey halfway through the school year. The survey used a written questionnaire. The questions in the questionnaire were designed to explore pupils’ attitudes towards school and language-related aspects of successful group cooperation. The collected data were analysed using SPSS version 20. The data analysis used a descriptive approach, calculating the answers chosen by the pupils. An analysis of the survey results shows that the majority of pupils in years 1 to 4 think they can work in groups and cooperate because they are willing to listen to others, explain and help others, are not bored, are interested in working together, and are interested in learning new subjects.

The existing research paradigm has caused the research of educational theory to be criticized for lack of logic and scientificity. With the gradual deepening and refinement of the development of smart education platforms, the educational process can be quantified, and the research paradigm of educational science has moved from a sampling model to a full-sample model, and it has become a real empirical science. This paper combines the Internet of Things technology to construct a hybrid intelligent learning system and applies it to digital education in a diverse society to construct a functional structure of the extraction system. Moreover, starting from the actual situation of intelligent education, this paper combines a simulation system to implement an IoT-assisted hybrid intelligent learning architecture and evaluates the teaching effect of the system. Through experimental research, it can be known that the IoT-assisted hybrid intelligent learning framework based on social diversified digital education has certain effects and has a certain reference effect for the development of subsequent intelligent education.

Early transitions are on the rise across global and national contexts. However, resources informing teachers and families about best practices concerning infants, especially infant transitions from home to early childhood settings, are almost non-existent. In this article, the authors share the outcomes of an experiment that translated research from an International Study of the Social and Emotional Experiences of Early Transitions (isseet) project into a range of visual resources for this audience. They created a suite of video, infographic and meme visual resources that outlined ‘what works’ for quality early transitions and sought end-user feedback around their utility. While the feedback was positive overall concerning infographics and videos, end-users expressed strong negative responses to the use of memes. In the article that follows, the authors explore why it might be so. They draw on the Bakhtinian concept of genre. With its form, content and strategic orientation, they translate and interpret the meaning ascribed to the memes. They argue that the complex humour and cultural memory that sit behind memes grants them unique translation status. Reflecting on the responses, the authors consider pathways for memes as impactful research translation for end-users – in this case, early years teachers.

In the U.S., programming for students classified as English Learners must adhere to the framework outlined in Castaneda v. Pickard (1981), which demands a basis in “legitimate educational theory,” implementation with “adequate techniques,” and regular evaluation (p. 1010), while remaining explicitly agnostic about which theoretical orientations should guide “language remediation” (p. 1009). Unsurprisingly, such minimal thresholds and deficit orientations still countenance assimilationist ideologies and practices that devalue students’ bi/multilingualism (Garcia and Sung in Bilingu Res J 41(4):318–333, 2018). Even in bilingual programming, colonialist approaches reinforce norms of language standardization that perpetuate linguistic racialization and marginalization (Grinberg and Saavedra in Rev Educ Res 70(4):419–441, 2000). Thus, Castaneda exemplifies the limitations of political victories subject to multitudinous interpretations and enactments. In this theoretical article, we harken to the calls for justice for minoritized communities that included demands for bilingual education during the civil rights movement (Flores and Garcia in Ann Rev Appl Linguist 37:14–29, 2017) to imagine criteria beyond adequacy and remediation. With a glotopolitica lens rooted in the work of Latin American sociolinguists (Arnoux in Lengua y politica en America Latina: perspectivas actuales, Univerzita Palackeho v Olomouci, Olomouc, Czech Republic, pp 19–43, 2014; Blanco in Cuad Sur Letr 35–36(11):26, 2005), we conduct a genealogical analysis of language education policy for racialized bilinguals in the U.S. Linked to other decolonial projects, we propose a framework of educational dignity (Espinoza et al. in Mind Cult Act, 2020) that engages scholars, advocates, and educators in the U.S. and internationally in constructing language education policies according to racialized bilingual students’ own dignified logic rather than that of the nation-state, enabling racialized bilinguals to develop into historical actors (Gutierrez et al. in Mind Cult Act 26(4):291–308, 2019) emancipated from the logic of regulations that offer inclusion in colonialist paradigms rather than true liberation (de Sousa Santos, in Epistemologies of the South: justice against epistemicide, Paradigm Publishers, London, 2014).

In this article, in the first place, there will be an introduction to the concept of integral education and it will be clarified that, as a method of investigation, a pro gressive chronological route with a temporal and geographic allocation of the concept in question is planned. Thus, will show the way in which such concept has been present in progressive and essential educational projects of large educational institutions, plan ted in the second half of the 19th and early 20th centuries, which have had an echo in Iberoamerica. Later, the presence of the mentioned concept will be shown in popular education projects that emerged in Spain and Colombia in the second half of the 19th and 20th century based on Christian humanism. Finally, the permanence of integral education in the objectives of educational projects planned by UNESCO will be seen; projects that have influenced the educational laws of the foregoing countries. As for the reasons that can help educational research, it is evidence that the concept of integral education has a nourished tradition and a rich polysemy that deserves to be pursued in the foreground. Furthermore, it invites us to inquire into other Ibero-American legislation on educational theories that these do not always make explicit the meaning of integral education.

So far, gender inequality in education has been considered in the context of inequality in women’s access to technical specialties, the impact of education on the fertility rate and wages of women, the impact of religious, cultural, social-economic values on women’s education level. However, this concept does little to explain the gender imbalance and low quality of human capital in an environment where women have the opportunity to be educated in any field of knowledge through a feminization in the European countries. The research methodology is based on the correlation analysis of indicators of gender equality in education in Germany, France, Poland, and Ukraine for 1991-2018. The purpose of the study is to identify the trends and dynamics of gender changes in education, the level of gender inequality and establish the causes and effects of gender asymmetry in some European countries. To evaluate gender equality in education, we used the Gender Parity Index. The results of correlation analysis prove the presence of a direct connection between the level of fertility and the Gender Parity Index in the field of primary and higher education, while in the field of secondary education-reverse. Such tendencies are inherent in almost all countries of Europe. The analysis of indicators characterizing the level of education of women within the Eurozone countries shows the decisive role of the structure of the economy and the needs of the labor market in specialists with digital skills and mental abilities. The structure of the economy and the efficiency of various sectors ensure the reduction of gender inequality in education, contributing to overall economic growth and GDP per capita. Political institutions and national policies indirectly influence gender inequality in education by regulating the development of sectors of the economy with different levels of female employment. The proposed paradigm of gender inequality is based on the crucial role of skills, competencies, and abilities regardless of gender. The gender imbalance has been overcome in countries with a high level of women’s competence. Competence is a new paradigm in overcoming gender inequality.

Background There has been insufficient attention paid to the role of learning in co-production—both how service users and professional service providers learn to co-produce effectively and how the lessons of co-production are captured at a service level. Objective We aimed to develop and test a curriculum to support healthcare professionals’ interest in learning how to co-produce health and healthcare services with patients. Methods We developed a co-production curriculum that was tested iteratively in multiple in-person and virtual teaching sessions and short courses. We conducted a formative evaluation of the co-production curriculum and teaching tools to tailor the curriculum. Results Several theories underpin our approach to learning and teaching how to co-produce healthcare services. The co-production curriculum is grounded in systems theory and shares elements of educational theories, namely, the postmodern curriculum matrix, the actor network theory and situated learning in communities of practice. Learning participants valued the sense of community, the experiential learning environment, and the practical methods to support their exploration of co-production. Conclusion This paper summarizes the educational theories that underpin our efforts to develop and implement the curriculum, reports on a formative assessment conducted with learners, and makes recommendations for creating an environment for learning how health professionals can co-produce health and healthcare with patients.

In March 2020, the coronavirus disease 2019 (Covid‐19) global pandemic forced many post‐secondary institutions to move their teaching online, which had a substantial impact on students enrolled in laboratory‐based courses in fields like human anatomy. This descriptive study collected students' perspectives on the transition to remote education, with specific attention to the teaching activities, resources, and assessments used in an undergraduate Clinical Human Visceral Anatomy course at McGill University. Through inductive semantic thematic analysis, student‐held values for effective remote education were identified and grouped into the following themes: (1) preferences for communication, (2) values for remote learning activities and resources, (3) values for remote assessment, and (4) perceived positive and negative impacts of remote education on learning. Students generally valued having clear communication, opportunities for both synchronous and asynchronous learning activities, and flexible assessment formats that maintained alignment with the course outcomes and activities. Many felt that remote education had a net‐negative impact on their learning, course satisfaction, and sense of community. However, there were no significant differences in grades on laboratory quizzes administered before and after the shutdown (P = 0.443), and grades on the remote final examination were significantly higher than those on the in‐person midterm examination (P

En este artículo indagaremos algunos de los puntos de partida que podría exigir una mímesis positiva en el terreno de la educación moral desde una postura esencialmente filosófica. Girard aparece como un gran desconocido para el mundo de la teoría de la educación y, sin embargo, su potente visión sobre el carácter del deseo nos ayuda a comprender algunos de los problemas que surgen en la visión educativa del role-modelling y que se convierten en el objetivo de nuestra investigación: las razones por las que alguien deja de admirar a una persona virtuosa y transita hacia deseos de tipo posesivo dominados por la envidia. Esta transición supone un reto para los que sostienen que el modelaje moral es una parte fundamental de la educación moral. Para tratar este problema necesitaremos conocer, asimismo, tanto el automatismo mimético y la rivalidad que surgen a menudo como consecuencia del deseo mimético, como el funcionamiento de la emoción de la admiración, cuya dirección intencional es opuesta a la envidia. El contexto de la investigación se realiza en función de lo ya obtenido al respecto en otras corrientes filosóficas, como los teóricos de la educación del carácter o de la teoría de las virtudes y cuyo recorrido académico no parece haber sido puesto en común con la filosofía de René Girard.

School culture is an important carrier for teachers’ professional development. It is also a double-edged sword that can either promote or hinder the professional development of teachers. The improvement of teachers’ professional development fundamentally lies in the reconstruction of school culture. School culture is derived from the school system because the system creates the environment that determines professional development. The improvement of school culture is achieved through learning because learning can create a solid platform for teachers’ professional development. Principals should rebuild their relationships with their schools and teachers, while teachers should rebuild their relationships with other teachers and their students as well as between their own practices and educational theories.

The disconnect between educational theory and practice is problematic for our field. The purpose of this commentary was to explore how that disconnect is being addressed in current research on teac...

The purpose of the article is to reveal the traditional and modern approaches to the interpretation of the concept of “education” as a pedagogical category. Applying theoretical methods of research such as analysis, synthesis, induction, deduction, abstraction, comparison, generalization, systematization, classification, various scientists' approaches to the grounding of initial theoretical positions, systematization of views and approaches to the clarification of the leading pedagogical category have been considered. It is proved that there are different approaches to determining the essence of the category of “education” in pedagogy, which determines its ambiguity, versatility and heterogeneity of this phenomenon. For some scholars, it is understood as both influence and purposeful management, and as cultivation, and as an attachment to culture, and as a development of the semantic sphere, and as primary socialization. The most traditional is the idea of education as a process in which the leading role belongs to an adult who performs the functions of a caregiver and children are the objects of this upbringing. The modern view of education is based mainly on the progressive ideas of humanization, child-centrism, and the subject-subjective paradigm of upbringing, which treats it as subject-subjective interaction. Generalization of scientific sources indicates that the diversity of interpretations of the phenomenon of “education” is due to the presence of different methodological approaches, concepts of education, scientists and researchers ideas about the formation of personality, the role and place of the teacher and the pupil in education. Therefore, they as a social phenomenon, activity, system, action, value, process, interaction, interpret this concept. The prospects for further research on this problem of the educational theory are seen in the disclosure of concepts such as “the process of education” and “educational process”.

The concept of STEAM education is essentially a multi-disciplinary and cross-disciplinary, integrated talent training model, based on the transformation of the world economic system and the response to the impact of education reform throughout the world. In recent years, schools in China have put forward educational theories for the integration and grafting of STEAM education based on the different cognition in Key Competencies and STEAM Competencies. This article first discusses the two initial concepts to identify cognitive bias; then, the curriculum design to explore the implementation of the two different strategies and the effect of the evaluation criteria described.

Review of the collective monograph «Psychological support and socio-pedagogical work in education: theory and practice», which is the result of cooperation of higher education institutions, institutions of general secondary education, health and recreation institutions in the theoretical generalization and coverage of practical experience of psychological support and social – pedagogical patronage of participants in the educational process, as well as the relevant specialists training. The monograph is classified by the topics: «Professional training of future specialists in socionomic professions in a higher education institution», «Social and psychological support for people with disabilities», «Innovative socio-pedagogical technologies in terms of health and recreation». The scientific publication will be useful for teachers and students of higher education institutions, teachers, social educators, psychologists, social workers, teachers-organizers, as well as help to find effective ways to improve social policy and social work.

In ethnopharmacology, scientists often survey indigenous communities to identify and collect natural remedies such as medicinal plants that are yet to be investigated pharmacologically in a laboratory setting. The Nagoya Protocol provided international agreements on financial benefit sharing. However, what has yet only been poorly defined in these agreements are the non-financial benefits for local intellectual property right owners, such as traditional healers who originally provided the respective ethnomedicinal information. Unfortunately, ethnopharmacologists still rarely return to local communities. In this video article, the authors present a method for transferring results back to traditional healers in rural indigenous communities, taking the authors’ previous studies among 39 traditional healers in Uganda as an example. The authors’ approach is based on a two-day workshop, and the results are presented as original footage in the video article. The authors’ work demonstrated a successful method for ensuring bidirectional benefit and communication while fostering future scientific and community-work collaborations. The authors believe it is the moral duty of ethnopharmacologists to contribute to knowledge transfer and feedback once a study is completed. The workshop method, as an example for science outreach, might also be regarded as a valuable contribution to research on education theory and science communication.

This paper explores a common representational form of teaching that has reappeared in current educational theory: the figure of the teacher as one who points. Informed by Nicolas Bourriaud’s notion...

This paper summarizes the trends in research about student experiences in out-of-school time (OST) in countries of Europe. The analysis is based on a review of the content of research papers published between 1999 and 2019 in about 36 European countries. OST is recognized as an important aspect of students’ educational experiences that deserves increased research attention. A significant portion of students in all countries participate in OST activities either to improve their school performance or to engage in social activities. Under conditions where parents and students believe that the formal school system is weak, the OST educational experiences may be considered to be necessary to make a significant or necessary contribution to a student’s success compared with formal school itself. Because OST activities are undertaken in a free market their form and structure vary because of differences in the countries’ historical development, condition of public education, and the social, economic, cultural, and political factors that influence the educational systems. The analysis presents examples of how in some European countries conceptual models of OST have been expanded, adapted OST practices for regular school systems, and evaluated the outcomes. This review of the definitions of OST, of evaluations of its impact, and of the evidence for its effect on equality of educational opportunity throughout 36 European countries concludes that the studies provide contradictory messages. Greater consistency in conceptual development could be increased over time as researchers across countries review each other’s strategies and share methods and results.

Investing time in mastering the feedback process is an important skill for all faculty. With physician assistant (PA) programs growing rapidly worldwide, faculty need to devote time to the education theory behind the feedback process. Within the clinical area, feedback is an everyday occurrence for PAs. However, ensuring that the process of giving feedback reaps dividends, ie, closes the feedback loop and ensures that learning and change of behavior have occurred, requires an understanding of what theories and models have already been tested with students. This article focuses on key principles of providing feedback and uses an example of a model of feedback, which highlights the challenges. An application to practice of the principles and model used as examples is provided, with a focus on self and peer feedback.

The Ministry of Education and Culture's policy on “Merdeka Belajar” (Freedom of Learning) seeks to enable students to master different valuable disciplines to access the work field (link and match). This article investigates Freedom of Learning policy direction and unpacks freedom of learning from the viewpoint of prophetic education theory. This research employs a literature review process. The information was gathered by studying the Ministry of Education and Culture legislation and laws, literature, and compiled references of the policy. The findings suggested that the Freedom of Learning policy's trajectory accommodates data in the material domains (cognitive, affective, and psychomotor), yet it lacked spirituality. The principle of prophetic education is to move humans to be decent (righteous), to achieve the great humans (insān kāmil), and to improve (muṣliḥ) the world into an ideal environment or society (khaira ummah) capable of bridging the gap the means. Professional education continues to carry out a constant, creative mechanism to get citizens closer to God (transcendence) through digitally increasing human ideals and avoiding harmful stuff (liberation). Competence in the policy of independent learning is maintained by prophetic education.

There can be multiple barriers to implementation of patient education, yet there are also multiple modalities and opportunities for engaging patients. Using frameworks and evidence from multiple disciplines can inform nursing design of patient education approaches. This article provides an introduction to educational theory and cognitive science principles such as constructivism, metacognition, deliberate practice, and cognitive load for consideration in improving the effectiveness and outcomes of patient education.

The goal of this chapter goal is to map critical race theory (CRT) scholarship in education over the past decade and draw this map with respect to larger conceptual categories of the scholarship on CRT, primarily focusing on the ideas applied from CRT in legal studies. The chapter focuses primarily on the past 10 years and creates "spatial" markers based on the view of significant features in the literature. Some of these markers are whiteness as property, counternarrative, and interest convergence. Others are newly-represented such as microaggressions, intersectionality, and research methods. From the perspective of far too many students of color in schools, we are STILL not saved. While the chapter outlines several recommendations for CRT scholarship to move forward, perhaps the most important recommendation is to collectively seek to ensure that CRT becomes more than an intellectual movement.

espanolEn el presente articulo, profundizare en el neoexistencialismo contemporaneo en la teoria educativa, explorando las razones que han recomendado el redescubrimiento de una postura existencialista en nuestra epoca, el significado de estos esfuerzos para las iniciativas contemporaneas, asi como la forma en que se ha concretado el impulso existencialista. En particular, tras situar el neoexistencialismo actual en el contexto del existencialismo educativo de mediados del siglo XX y tras precisar su actualidad como respuesta al dominio neoliberal sobre la educacion, me centrare en dos modelos: la "subjetivacion" y el "aprendizaje existencial"; y mostrare que en ultima instancia representan dos opciones pedagogicas alternativas. Sin embargo, sostendre que esta diferencia no excluye la posibilidad de que ambos modelos puedan (y quizas deban) desplegarse en los escenarios contemporaneos para contrarrestar la invasion del capital humano en la educacion, operando en diferentes dimensiones de la educacion y en respuesta a diferentes tareas educativas. De hecho, juntos pueden permitirnos re(des)cubrir la educacion como una aventura. EnglishIn the present paper, I will investigate contemporary neo-existentialism in educational theory, by exploring the reasons which have recommended the rediscovery of an existentialist stance in our age, the significance of these endeavours for contemporary undertakings and also the manner in which the existentialist thrust has been spelled out. In particular, after situating present-day neo-existentialism against the backdrop of the mid-20th century educational existentialism and after specifying its topicality as a response to neoliberal stranglehold on education, I will focus on two models – “subjectification” and “existential learning” – and show that they ultimately represent two alternative pedagogical options. However, it will be argued, this difference does not exclude the possibility that both models can (and perhaps must) be deployed in contemporary scenarios to counter the human capital invasion of education, by operating in different dimensions of education and in response to different educational tasks. Indeed, together they may allow us to re(dis)cover education as an adventure.

This study examines student teachers’ reflections on recordings of their teaching during a period of internship related to a subject didactic course in Swedish. Bodily expressions, not as frequently explored as verbal ones, are in focus. Data consists of video papers, multimedia documents, combining clips of video recordings and reflective texts on the clips. The purpose is to gain knowledge about student teachers’ reflections on and learning of bodily expressions in teaching, using video papers. The analysis of the video papers is descriptive phenomenological, searching for the meanings of the phenomenon. The findings indicate that video papers contribute to student teachers’ reflections and learning about bodily expressions in terms of how they move in front of students, what impressions their bodies convey, how they manage to make contact and how they use their voices. Video papers complement the memory image and through recordings, bodily expressions get attention and are verbalized.

This article presents an historical analysis of the financing of basic education in Brazil, from the colonial period until after the 1988 federal constitution. For that purpose, the main laws that deal with the issue are used as primary source. In addition to the documentary analysis, this study is based on the critical educational theory, seeking to bring the issue of financing closer to key categories of understanding Brazilian social reality, among them: the colonial slave production mode (GORENDER, 1980), dependent capitalism (FERNANDES, 2005) and expansion to less (ALGEBAILE, 2009). In addition, the article suggests the category of “autocratic democratization” as an analytical possibility for Brazilian public education.

Virtual care (VC) encounters have become an essential part of outpatient clinical care. The theory of situated learning and legitimate peripheral participation posits that medical trainees learn best when they participate in authentic patient care experiences and engage effectively with their preceptors, members of the health care team, and the clinical learning environment. This theory can provide a framework from which to approach teaching in the VC setting, whereby preceptors may capitalize on the unique learning and assessment opportunities provided during VC encounters and optimize educational experiences for trainees as well as clinical outcomes for patients. In this monograph, we propose an approach grounded in situated learning and legitimate peripheral participation for teaching in the VC environment, particularly during real-time video visits.

This article aims at providing a conceptual design of a training plan according to the ASSURE model for the learning resource specialists in the Governorate of Muscat to use Facebook to implement modern marketing mechanisms for information services in libraries and information centers during the period of the covid Pandemic. This article uses a content analysis methodology within the descriptive analytical method procedures. The researcher designed the following research tool (training course design evaluation list) to evaluate the training course after being implemented, the sample included all the learning resource specialists in the governorate of Muscat, (28 specialists). The study resulted in developing a design concept for a training plan directed to the learning resource specialists on how to use Facebook to achieve modern marketing mechanisms for information services in libraries and information centers during the Corona pandemic. This plan was made in light of the procedures of the ASSURE Model. The study also recommended the necessity for the designer to be careful in choosing the educational theory in which he will build the design model because it is the ground on which all steps are based, and the need to carefully take care of choosing and defining the design model through broadening the scope of readings and references of the available literature reviews and research's that dealt with this topic. The study also mentioned the necessity of tracking and using the latest and most recent digital applications that can meet the needs of the trainees and achieve their training objectives, and the necessity of carefully determining the evaluation mechanisms that the designer will follow in building the training model because the accurate evaluation process is by which a successful training model can be provided.

Introduction Nonaccredited simulation fellowships have multiplied resulting in fellowship differences. Standardization of fellowship content and requirements is needed, especially if accreditation is to be achieved. Simulation fellowship criteria were developed using expert consensus and the Accreditation Council for Graduate Medical Education requirements to frame the supporting pillars for accreditation. Methods Core curricular components, subelements, and requirements for graduation were derived from a literature review and existing fellowship curricula. A modified Delphi process was performed to establish fellowship program content and requirements. A priori criteria for inclusion or exclusion were used during 3 iterative rounds. Experts could recommend items for inclusion. Results Fourteen publications and 71 curricula were reviewed with 7 core curriculum components and 44 subelements identified for subsequent expert panel review. All core components were included by consensus: application of teaching and debriefing, business and leadership, curriculum development, educational theory, operational support, research, and assessment and evaluation. Thirty-eight subelements reached consensus. Graduation requirements included a research or scholarly project and a minimum number of debriefing activities, evaluation activities, original simulation curricula, skill-based teaching activities, scenario-based activities, and interprofessional education activities. The maximum number of clinical hours per week was 16 to 20. Conclusions Using a modified Delphi process, experts reached consensus on core curriculum components, subelements, graduation requirements, and maximum number of clinical hours to establish Accreditation Council for Graduate Medical Education accreditation criteria for a simulation standardization of simulation fellowships for physicians. Further work is needed to define other parameters including program infrastructure and assessment.

Globalisation has become increasingly important in education, and national systems are no longer defined only by the nation-state. The role of intergovernmental organisations such as the OECD has also become increasingly important, particularly through the development of the PISA tests and the publication of international comparison tables. With a growing recognition of educating for an international and globalised future, the OECD assessed global competence for the first time in 2018, with results released in October 2020. The power that the OECD exerts over its member states, and indeed further, in the field of education through the global competence assessment demonstrates social reproduction. This article examines the OECD’s 2018 Global Competence Framework from a Bourdieusian perspective. An analysis is undertaken of the framework using Bourdieu’s thinking tools of habitus, field and capital, and the mechanisms of pedagogic authority, pedagogic action and pedagogic work, demonstrating an unconsciously agreed power differential between social groups. The OECD, as well as policy-makers at a national level, must consider such implications in anticipating future policy developments in order to enable systemic injustices to be overcome and educational equality to be achieved.

What is the future of Philosophy of education? Or as many of scholars and thinkers in this final ‘future-focused’ collective piece from the Philosophy of Education in a New Key Series put it, what ...

BACKGROUND: The practice educator role is complex and becoming more so with changes in placement configurations since the COVID-19 pandemic. The role requires practitioners to manage clinical activities while providing learning opportunities and supervision for students. This can be time-consuming in often stretched clinical settings. This research investigated how experienced practice educators in occupational therapy tailored their approach to supporting student learning to make the most of limited supervision time. The results were developed into the Professional Learning through Useful Support (PLUS) Framework, which revealed how experienced practice educators focused their supervisory approach with students to maximise learning. METHODS: An Action Research methodology was used across four cycles. Semi-structured interviews and naturally occurring placement documentation were gathered to determine the critical features of practice educator supervision. Template analysis was used to explore the approaches employed by practice educators to support student learning. Key focal points were linked and situated within educational theory to create the PLUS Framework. FINDINGS: Three key focal points for practice educators were identified: (1) guiding learning, (2) making the theory-to-practice links explicit and (3) supportively challenging students. DISCUSSION: The PLUS Framework is an educational tool that describes a set of guidance strategies used by skilled practice educators, whilst acknowledging the critical influences of workplace and university contexts. The proposed key features could be useful target areas for busy practice educators to help make the most of limited supervision time. Future research will explore the PLUS Framework in different countries and professions' practice education environments.

The present research investigates the experiences of pre-service visual arts teachers in the planning and application phase of a course focusing on visual culture in the special teaching methods course. This course in Turkey provides information about how and with what type of methodologies arts-related topics should be taught in visual arts education. During the first semester, the course was conducted theoretically, and in the second semester the researcher focused on the application of these theories. In this research, visual culture is discussed as one of the special teaching methods of visual arts education. A total of five visual arts pre-service teachers were selected as participants using criterion sampling. The research used practitioner inquiry as a method and conducted during the 2017–2018 spring and 2018–2019 fall semesters, lasting 8 weeks in total. During the application process, the pre-service teachers taught their samples of course plans on visual culture that they created during their pre-service practice to the primary and secondary school students in 2 weeks of classes. The research data were obtained through semi-structured interviews, document review, and reflective notes and analyzed with descriptive methods. As a result of this research, the visual arts pre-service teachers saw the students gain a critical perspective, become more aware of issues in their daily lives, express themselves in a better way, and improve their inquiring skills with the application of a visual culture course plan. With the visual culture course plan, the pre-service teachers also gained several professional experiences and skills.

This research is aimed at improving community environment where Chinese children engage themselves in daily play, communication, learning, fitness and other activities. At present, the natural environment that is truly suitable for children’s activities is lacking in Chinese communities, and there is no clear construction standard. In view of this, this research adopts the literature research method to study the relevant literature in South Korea, China and other countries, and integrates the child-friendly city action plan, the nature education theory for young children and the construction standard of Korean forest kindergarten. Through comparative analysis, this research attempts to unfold the current situation and existing problems of the natural environment for children"s activities in Chinese communities and reveal the analytical indexes suitable for community construction, so as to provide a basis for the construction of the Chinese community environment. The research findings and content summary are as follows: First, in terms of recreation, the environment shall satisfy young children with fun activities, provide rich construction areas, and set up facilities for young children to enjoy adventurous climbing or water. Second, in terms of naturalness, a quiet and diverse ecological environment shall be created, and natural materials as well as natural elements can be used as much as possible, besides, local materials shall be adopted in order to save energy. Third, in terms of education, an artistic and participatory environment shall be created to help children improve their aesthetic ability, and meanwhile help them experience the magic of life and establish a correct outlook on life. Fourth, in terms of sociality, space for children to interact with others shall be provided to help them quickly adapt to the environment and get a sense of belonging. Fifth, in terms of functionality, the characteristics of children"s physical and mental development shall be fully considered and the environment must be added with fun and diversity. Sixth, in terms of safety, maintaining hygienic environment, using environment-friendly materials, regularly inspecting and maintaining facilities, setting up barrier-free passages and facilities to cope with emergencies can add up to give children a sense of physical and psychological safety. It is hoped that the 6 elements, namely, recreation, naturalness, education, sociality, functionality, and safety, together with the 36 analysis indexes, will provide guidance and suggestions for the construction of the natural environment for children in Chinese communities.

The conflict in West Kalimantan is one of the negative impacts of ethnic diversity in Indonesia. To prevent the recurrence of similar conflicts, the participation of various parties, including the education sector, is required by developing conflict resolution education. This article aims to examine three things, namely (1) the theoretical design supporting the model from the educational aspect, (2) examining the initial design of the model, and (3) examining the design implementation of the model. The research was studied using the Sukmadinata approach which simplifies the development research stages of Borg Gall. The results show that (1) there are three educational theories used to develop conflict resolution models in social studies learning, namely progressivism theory, reconstructionism theory, and humanist theory. (2) The development of the initial design of the conflict resolution model in social studies learning includes five aspects, namely syntax, social systems, management systems, support systems, and instructional and accompaniment impacts. (3) The design of the implementation of the conflict resolution model in social studies learning includes planning, targets, and actions.Keywords: Design, Conflict Resolution Model, Social Studies

This article addresses key topics of Chinese as an Additional Language (CAL) education and classroom pedagogical practices. It reports on a 3-year ethnographic study within Australian schools to discuss dialogic pedagogical practices and students’ aspirations. Based on Freire’s conceptualisation of conscientizacao and banking education, the purpose of this article is therefore to unpack a journey to voices, courage and hope of a cohort of socially, linguistically and economically disadvantaged students in Western Sydney, one of the most culturally diverse regions in the country. Their experiences, responses, dreams and understanding of CAL education in multicultural Australia were thus captured. Our data shows that critical CAL education might point to some avenues for the educational equity agenda. By arguing that emancipatory and critical practices could enhance students to achieve consciousness and collective self-transformation, we aim to make a contribution to the literature on CAL and languages education, which all too often isolates from broader issues in educational theory. The article also adds to the limited research that engages with CAL classroom data. Our critical approach to CAL education illuminates the intersections between language and social inclusion. Considering the worldwide growing upheaval and scepticism around CAL education, we call for writing inclusive languages education and related pedagogical practices into the social inclusion agenda in Australia and internationally, for the teaching and learning of all additional languages. © 2021 British Educational Research Association

This paper investigates the art design of user interaction experience in mobile systems through the methods of contextual perception and machine learning. The theoretical foundations for the design of intangible cultural heritage interactive display resources include digital display theory, intangible cultural heritage education theory, embodied cognition theory, and gamification design theory. Based on the modelling and analysis of the theoretical foundations, the design principles are derived, including the heritage education principle, the somatic interaction design principle, and the content design principle. In this paper, we use ontologies to construct user knowledge models, fuse multi-situational similarity metrics, screen out candidate neighbour sets through preliminary screening, then combine the user's activity to construct time-based weight tensor scores, use tensor decomposition to obtain recommendation evaluation values, and finally use the recommendation evaluation values to make artistic recommendations. The experimental results show that the algorithm can still obtain a good recommendation implementation in the case of extremely sparse data. The analysis of the fit between augmented reality and folk art appreciation class, as well as the reference to relevant application cases, make design and practice of augmented reality application in folk art appreciation class, try to solve the common problems in folk art appreciation class, analyse the feedback effect and make a summary and outlook.

Aim. The aim of the article is to analyse Bernard Bolzano’s philosophico-educational approach, given the importance of his pedagogical legacy for further progress in the field of education and training. Methods. The research uses methods of historico-philosophical reconstruction (to determine the foundations and features of Bolzano’s pedagogico-philosophical work), interpretation (to characterise the still relevant ideas of the thinker in the field of education) and critical analysis (to assess the significance of Bolzano’s legacy from the standpoint of modern educational theory and to point out what remained out of the researchers’ attention). Results. The study showed that Bolzano’s pedagogical ideas were not only in demand in the context of European culture of the early XIX century, but also proved relevant today, especially given the need for harmonious personal development, finding sources of intrinsic motivation in students and improving their logical thinking skills, the importance of the spiritual qualities of the teacher and – in general – the assistance of the state in the direction of the progress of education as the most effective means of qualitative change in society. Conclusion. Bernardo Bolzano’s philosophical conception of education was strongly influenced by religion, the ideas of the late Enlightenment and the late Josefinist. This conception was an integral part of his socio-political theory. Bolzano attached great importance to the study of philosophy and the acquisition of logical skills in education. He considered writing textbooks to be one of the cornerstones of the educational process. This made it possible to intensify communication between teachers and students, to gradually involve everyone in education, and thus to promote social progress in general.

Lecture is one form of the education process. The most important thing in an education is the change in behavior gained from the transfer of values ​​or morals. The Covid-19 pandemic which had already spread to Indonesia made the lecture system, which was initially conducted face-to-face, be changed to an online system. When this system was implemented it turned out that the essence of education began to be set aside. Lectures are only seen as a formality. In fact, someone can already be considered learning if he has filled in the presence in the online lecture application comment column. It is interesting for researchers to discuss the phenomenon as an effect caused during a pandemic. The method used is the method of observation and the method of literature by finding sources of reference related to educational theories. The results of this study indicate that the online lecture method already shows symptoms of ignoring transfer of values ​​or morals. So cooperation is needed from various parties so that the meaning of learning with this online system remains conveyed.

Objectives Primary care in the United Kingdom is delivered through the National Health Service medical workforce comprising 25% international medical graduates. This study explored the challenges experienced by international participants as they progressed through speciality training in General Practice and sought solutions to those challenges through the lens of applied educational theory, or ‘praxis’. Methods The case-based methodology was founded on a qualitative paradigm and postpositivist theoretical framework. Data were collected from international medical graduates and General Practice Trainers via focus groups, on-line questionnaire and semi-structured interviews. A strategy of convergence of evidence underpinned thematic data analysis, triangulating data to construct theory through cycles of continuous iteration. Findings Challenges relating to difference, relationships, conceptual understanding and expertise, practical barriers, wellbeing and risk were countered by applied metacognition, emotional intelligence, resilience and curiosity. Trainee passivity confounded these solutions. Conclusions The considerable challenges encountered by participants, not all comprehended before commencement of training, were compounded by poor conceptual understanding of the NHS and primary care and impacted on educational progression and wellbeing. Strategies centred on the application of metacognition and applied curiosity. These findings have considerable potential for training programmes and policymakers with respect to trainee orientation and workforce development.

Resumen: La variable aleatoria y su distribución de probabilidad son conceptos fundamentales de tratar en la educación estadística y probabilística escolar, debido a que se manifiestan en experiencias cotidianas. Aun así, su enseñanza se hace compleja debido, prioritariamente, a las dificultades asociadas a la comprensión de estas y el concepto de función. Por tanto, se propone como objetivo de estudio valorar un proceso de instrucción de la variable aleatoria y su distribución de probabilidad en la educación secundaria chilena, fundamentado en la Teoría de Situaciones Didácticas (TSD) y la Teoría de Registro de Representaciones Semiótica (TRRS). Bajo la pers- pectiva cualitativa y con un enfoque descriptivo-interpretativo, se construye un test que contiene una situación didáctica, la cual fue aplicada a 22 estudiantes chilenos de grado 10 (15 a 16 años). Los hallazgos evidenciaron que más de la mitad de los estudiantes (64 %), logró identificar y representar en lenguaje verbal, figural o tabular, la variable aleatoria, y un porcentaje similar (59%), su distribución de ambos objetos. Desde la TSD, se observa el importante rol que cumplió el profesor en las fases de una situación didáctica. Estudiar, desde teorías didácticas, cómo llevar al aula objetos complejos de enseñar, puede ayudar a profesores en ejercicio y en formación a mirar su práctica con mayor fundamento, para hacerla más accesible y comprensible a sus estudiantes. Summary: The random variable and its probability distribution are fundamental concepts in statistical and probabilistic school education because they manifest in everyday experiences. Teaching them becomes a complex task due primarily to the difficulties associated with understanding them and the concept of function. Therefore, we proposed as a study objective to assess the random variable's instruction process and its probability distribution in Chilean secondary education, based on the Theory of Didactic Situations (TSD) and the Theory of Registration of Semiotic Representations (TRRS). We designed a test containing a didactic situation applied to 10th-grade Chilean students (15 to 16 years old) with a qualitative perspective and a descriptive-interpretive approach.The findings showed that more than half of the students (64%) managed to identify and represent the random variable in verbal, figural, or tabular language, and a similar percentage (59%), its probability distribution. Concerning the TRRS, this could indicate that students are in the process of building both objects. Subsequently from the TSD, we observed the vital role that the teacher played in the phases of the said didactic situation. Studying didactic theories, we discovered that bringing complex objects to the classroom can help actual teachers and those being trained to look at their practice with more understructure to make it more accessible and understandable to their students. Resumo: A variável aleatória e a sua distribuição de probabilidade são conceitos fundamentais na educação estatística e probabilística escolar, devido a que se manifestam nas experiências cotidianas. Mesmo assim, seu ensino se torna complexo devido, prioritariamente às dificuldades associadas à compreensão delas e o conceito de função. Portanto, o que se propõe como objetivo de estudo é avaliar um processo de instrução da variável aleatória e sua distribuição de probabilidade na educação secundária chilena, fundamentado na Teoria das Situações Didáticas (TSD), e a Teoria de Registro de Representações Semióticas (TRRS). Sob uma perspectiva qualitativa e com uma abordagem descritiva-interpretativa, foi construído um teste que contém uma situação didática, e o qual foi aplicado a 22 estudantes chilenos da 109 série (15 a 16 anos). Os achados evidenciaram que mais da metade dos estudantes (64%) conseguiu identificar e representar em linguagem verbal, gráfico ou tabular, a variável aleatória, e uma porcentagem similar (59%) sua distribuição de probabilidade. Desde a TRRS, isto poderia indicar que os estudantes estão no processo de construção de ambos os objetos. Desde a TSD, observase o papel fundamental que teve o professor nas fases da situação didática. Estudar, desde as teorias didáticas, como levar para a sala de aula objetos complexos de se ensinar pode ajudar os professores tanto os que exercem quanto aqueles que estão em formação a terem um olhar mais fundamentado sobre a sua prática para que ela seja mais accessível e compreensível para os estudantes.

In Australia, schools and faculties of education are mandated to abide by a policy requiring preservice teachers (pst s), to complete supervised professional placement (pe) in schools. The pe are drawn upon to meet the assessment criteria for degree completion. Two strategies are reported that supported individuals and education institutions to meet policy requirements while in lockdown. First, technology was used to overcome the challenge of providing pe for hundreds of pst s by supporting online learning experiences. In the second, visual technologies were used to support pst s to meet the needs of an assessment criterion. Findings indicate that innovative solutions to challenges with pe and related assessments at the university can be mobilized in a short time frame using visual technologies. Further findings indicate that, in unprecedented times, policies developed for use in different contexts can be met with innovative collaborative efforts with a focused goal that transcend seemingly insurmountable challenges.