Search

Sustainability has become a crucial element in helping humanity tackle the significant challenges encompassing the social, environmental, and economic domains. In this regard, the role of students as future professionals plays a fundamental part in addressing both present and future demands. The attitudes and knowledge of university students in Mexico and Colombia towards sustainability are being evaluated. The study is based on a qualitative and descriptive documentary review, utilizing databases such as Scopus, Web of Science, and Science Direct. Through this analysis, it is observed that, despite continuous efforts by higher education institutions (HEIs) to provide appropriate skills to future professionals, it is necessary to incorporate sustainability-related topics and activities into the curriculum as part of the pedagogical approach. Working on real-world issues becomes a motivating factor, generating an incentive towards social responsibility and the development of social skills among students. Furthermore, it is crucial to evaluate the implementation of the Sustainable Development Goals (SDGs) in HEI curricula, with active involvement from professors and students in project creation and identification of social needs. Consequently, addressing inequalities, economic opportunities, and even environmental impact in the social environment can be achieved., A sustentabilidade tornou-se um elemento crucial para ajudar a humanidade a enfrentar os grandes desafios que abrangem as esferas social, ambiental e económica. Nesse sentido, o papel dos estudantes como futuros profissionais desempenha um papel fundamental diante das demandas presentes e futuras. São avaliadas as atitudes e o conhecimento dos estudantes universitários do México e da Colômbia em relação à sustentabilidade. O estudo baseia-se em uma revisão documental com abordagem qualitativa e descritiva, utilizando bases de dados como Scopus, Web of Science e Science Direct. Através desta análise, observa-se que, embora as instituições de ensino superior (IES) façam esforços contínuos para fornecer competências adequadas aos futuros profissionais, é necessário incorporar temas e atividades relacionadas à sustentabilidade nos planos de estudo como parte da abordagem pedagógica. Trabalhar problemas do mundo real torna-se um fator motivador, gerando um estímulo à responsabilidade social e ao desenvolvimento de habilidades sociais nos alunos. Além disso, é crucial avaliar a implementação dos Objetivos de Desenvolvimento Sustentável (ODS) nos planos de estudos das IES, com a participação ativa de professores e alunos na criação de projetos e na identificação de necessidades sociais. Consequentemente, as desigualdades, as oportunidades económicas e até o impacto ambiental no ambiente social podem ser abordados., La sustentabilidad se ha convertido en un elemento crucial para ayudar a la humanidad a enfrentar los grandes desafíos que abarcan los ámbitos social, ambiental y económico. En este sentido, el papel de los estudiantes como futuros profesionales desempeña un papel fundamental frente a las demandas presentes y futuras. Se evalúan las actitudes y conocimientos de los estudiantes universitarios en México y Colombia hacia la sostenibilidad. El estudio se basa en una revisión documental de enfoque cualitativo y descriptivo, utilizando bases de datos como Scopus, Web of Science y Science Direct. A través de este análisis, se observa que, aunque las instituciones de educación superior (IES) realizan esfuerzos continuos para proporcionar habilidades adecuadas a los futuros profesionales, es necesario incorporar temas y actividades relacionados con la sostenibilidad en los planes de estudio como parte del enfoque pedagógico. Trabajar en problemas del mundo real se convierte en un factor motivador, generando un estímulo hacia la responsabilidad social y el desarrollo de habilidades sociales en los estudiantes. Además, resulta crucial evaluar la implementación de los Objetivos de Desarrollo Sostenible (ODS) en los planes de estudio de las IES, con la participación activa de profesores y estudiantes en la creación de proyectos y la identificación de necesidades sociales. Consecuentemente se podrán abordar desigualdades, oportunidades económicas e incluso el impacto ambiental en el entorno social.

Sustainability has become a crucial element in helping humanity tackle the significant challenges encompassing the social, environmental, and economic domains. In this regard, the role of students as future professionals plays a fundamental part in addressing both present and future demands. The attitudes and knowledge of university students in Mexico and Colombia towards sustainability are being evaluated. The study is based on a qualitative and descriptive documentary review, utilizing databases such as Scopus, Web of Science, and Science Direct. Through this analysis, it is observed that, despite continuous efforts by higher education institutions (HEIs) to provide appropriate skills to future professionals, it is necessary to incorporate sustainability-related topics and activities into the curriculum as part of the pedagogical approach. Working on real-world issues becomes a motivating factor, generating an incentive towards social responsibility and the development of social skills among students. Furthermore, it is crucial to evaluate the implementation of the Sustainable Development Goals (SDGs) in HEI curricula, with active involvement from professors and students in project creation and identification of social needs. Consequently, addressing inequalities, economic opportunities, and even environmental impact in the social environment can be achieved., A sustentabilidade tornou-se um elemento crucial para ajudar a humanidade a enfrentar os grandes desafios que abrangem as esferas social, ambiental e económica. Nesse sentido, o papel dos estudantes como futuros profissionais desempenha um papel fundamental diante das demandas presentes e futuras. São avaliadas as atitudes e o conhecimento dos estudantes universitários do México e da Colômbia em relação à sustentabilidade. O estudo baseia-se em uma revisão documental com abordagem qualitativa e descritiva, utilizando bases de dados como Scopus, Web of Science e Science Direct. Através desta análise, observa-se que, embora as instituições de ensino superior (IES) façam esforços contínuos para fornecer competências adequadas aos futuros profissionais, é necessário incorporar temas e atividades relacionadas à sustentabilidade nos planos de estudo como parte da abordagem pedagógica. Trabalhar problemas do mundo real torna-se um fator motivador, gerando um estímulo à responsabilidade social e ao desenvolvimento de habilidades sociais nos alunos. Além disso, é crucial avaliar a implementação dos Objetivos de Desenvolvimento Sustentável (ODS) nos planos de estudos das IES, com a participação ativa de professores e alunos na criação de projetos e na identificação de necessidades sociais. Consequentemente, as desigualdades, as oportunidades económicas e até o impacto ambiental no ambiente social podem ser abordados., La sustentabilidad se ha convertido en un elemento crucial para ayudar a la humanidad a enfrentar los grandes desafíos que abarcan los ámbitos social, ambiental y económico. En este sentido, el papel de los estudiantes como futuros profesionales desempeña un papel fundamental frente a las demandas presentes y futuras. Se evalúan las actitudes y conocimientos de los estudiantes universitarios en México y Colombia hacia la sostenibilidad. El estudio se basa en una revisión documental de enfoque cualitativo y descriptivo, utilizando bases de datos como Scopus, Web of Science y Science Direct. A través de este análisis, se observa que, aunque las instituciones de educación superior (IES) realizan esfuerzos continuos para proporcionar habilidades adecuadas a los futuros profesionales, es necesario incorporar temas y actividades relacionados con la sostenibilidad en los planes de estudio como parte del enfoque pedagógico. Trabajar en problemas del mundo real se convierte en un factor motivador, generando un estímulo hacia la responsabilidad social y el desarrollo de habilidades sociales en los estudiantes. Además, resulta crucial evaluar la implementación de los Objetivos de Desarrollo Sostenible (ODS) en los planes de estudio de las IES, con la participación activa de profesores y estudiantes en la creación de proyectos y la identificación de necesidades sociales. Consecuentemente se podrán abordar desigualdades, oportunidades económicas e incluso el impacto ambiental en el entorno social.

Augmented Reality (AR) is gaining popularity in educational processes due to its recognized efficacy for teaching and learning. Many studies have identified the trends, advantages, opportunities, challenges, and impact of this technology on education. However, most of the previous studies failed to analyze the pedagogical approaches, somehow ignoring that the success of an intervention depends not only on the technical characteristics of the technology but also on the pedagogical strategies to implement them. This study presents a quantitative meta-analysis of 46 empirical studies to identify, in the light of the learning theories, how pedagogical approaches affect the impact of AR on education. In addition, we analyzed the impact of moderating variables on students' learning outcomes in AR interventions. The results indicate that the highest impact was obtained when interventions employed the collaborative pedagogical approach. Based on the findings of this study, we provide insights for researchers and practitioners on what characteristics of AR interventions seem to benefit students’ learning outcomes and how pedagogical approaches can be applied in various educational contexts, to guide the design of future AR interventions., Depto. de Ingeniería de Software e Inteligencia Artificial (ISIA), Instituto de Tecnología del Conocimiento (ITC), TRUE, pub

This article analysed scientific literature and normative documents to design a pedagogical framework for promoting sustainable financial literacy in competence-based vocational secondary education and training within the Interreg Central Baltic project “Sustaina-bility in Finance – SuFi”. An empirical study was conducted in 2020–2021 that involved observing and analysing ideation, elaboration, and piloting processes for an open online module on sustainability issues in vocational business education and training within the SuFi project. The study analysed structured interview responses from nine SuFi project participants; the qualitative data analysis design for the same was based on grounded theory and a constant comparative method. The pedagogical approaches to promoting sustainable financial literacy are described and a systematic, comprehensive, evidence-based proposal is given for promoting sustainable financial literacy in competence-based vocational secondary education and training. The pedagogical framework presented in this article also suggests concrete directions for future pedagogical practice and research., Este artículo analiza la literatura científica y los documentos normativos para diseñar un marco pedagógico para promover la competencia financiera sostenible en la educación y formación profesional secundaria basada en competencias dentro del proyecto Interreg Central Baltic “Sustainability in Finance - SuFi”. En 2020-2021 se realizó un estudio empírico que consistió en observar y analizar los procesos de concepción, elaboración y pilotaje de un módulo abierto online sobre cuestiones de sostenibilidad en la educación y formación profesional empresarial dentro del proyecto SuFi. El estudio analizó las respuestas a las entrevistas estructuradas de nueve participantes en el proyecto SuFi; el diseño de análisis de datos cualitativos se basó en la teoría fundada y en el método de comparación constante. Se describen los enfoques pedagógicos para promover la competencia financiera sostenible y se presenta una propuesta sistemática, exhaustiva y basada en evidencias para promover la competencia financiera sostenible en la educación y formación profesional secundaria basada en competencias. El marco pedagógico presentado en este artículo también sugiere direcciones concretas para la práctica pedagógica y la investigación.

Climate change forces higher educational institutions (HEI) to reconsider their traditional ways of teaching and organising education. This implies that they should reduce their impact on the environment and provide sustainability-oriented education. Blended learning (fusion of on-campus and online learning) may provide an appealing solution to achieve both objectives. It may reduce HEI’s climate impact by reducing student travel to and from campus and support the development of students’ sustainability competencies. In this paper, pedagogical design principles and recommendations are developed to design such a sustainability-oriented blended learning configuration. A realist review methodology is used to distil and develop pedagogical principles for blended learning. These principles were mirrored against pedagogical approaches that have been identified as suitable for developing sustainability competencies. This mirroring revealed some overlap but also some notable differences. Common principles include self-regulation, community building, discussion, knowledge management, and collaboration, but some principles identified in sustainability-oriented education are noticeably absent, including self-awareness, orientation towards sustainable change, and interdisciplinary collaboration. The insights guide designing sustainability-oriented blended learning and vice versa can also provide ideas for people working in off-line place-based contexts on sustainability-oriented education, to consider blended options.

Based on the key role of education in combating contemporary informational disorder, this paper analyzes the pedagogical approaches and their impacts on lesson plans created by the EducaMídia Program and by teachers at Portal do Professor regarding the fight against misinformation. The conceptual dimensions of pedagogical approaches and Bloom’s Taxonomy scale are used as theoretical frameworks to examine eight lesson plans on subjects related to news. Most plans combine technical, cognitive, and sociocultural elements and have their structures referenced in Bloom’s cognitive stages. From Freire’s perspective, we see a reduced activity of production and criticism, fundamental for a critical education., Este artigo parte da perspectiva da função determinante da educação no enfrentamento da desordem informacional contemporânea para analisar as abordagens pedagógicas e seus impactos nos planos de aula relativos ao combate à desinformação criados pelo Programa EducaMídia e por professores no Portal do Professor. Usam-se como referencial teórico as dimensões que conceituam as abordagens pedagógicas e a escala da Taxonomia de Bloom. Analisa-se um conjunto de oito planos de aula que tratam de objetos de conhecimento relativos à notícia. Observa-se que a maioria apresenta combinações de elementos das dimensões técnica, cognitiva e sociocultural e tem suas estruturas referenciadas nas etapas cognitivas de Bloom. Sob a perspectiva freiriana, verifica-se uma reduzida atividade de produção e criticidade, fundamentais para uma formação crítica.

Content and Language Integrated Learning (CLIL) is an innovative approach that integrates language learning with content-based instruction in a variety of subjects including physical education and tactical learning of sport. This paper aims to explore the benefits of combining these two subjects in the classroom and how it can lead to a more dynamic and effective learning experience for students. A total of 32 students (22 males/10 females) with a mean age of 16.62 years (SD = 0.5) took part. Students completed weekly reflective entries in their personal diary. In addition, two focus groups were conducted with a total of 12 students each. Considering the nature of this research, the qualitative method was chosen to gather and analyze the data, using NVivo (version 12 QSR International). Three main themes emerged: 1) Visual material to improve language learning and comprehension, 2) Learning English during the practice of physical exercise and 3) Lack of Balance among the 4 Cs of CLIL. CLIL is an effective approach to integrating language learning with content-based instruction in physical education and tactical learning of sport. It is essential to implement some strategies to capture the attention of students while they are involved in the activities., El Aprendizaje Integrado de Contenidos e Idiomas (AICLE) es un enfoque innovador que integra el aprendizaje de idiomas con la instrucción basada en contenidos en una variedad de materias, incluida la educación física y el aprendizaje táctico del deporte. Este documento tiene como objetivo explorar los beneficios de combinar estas dos materias en el aula y cómo puede conducir a una experiencia de aprendizaje más dinámica y efectiva para los estudiantes. Participaron un total de 32 estudiantes (22 varones y 10 mujeres) con una edad media de 16,62 años (DE = 0,5). Los estudiantes completaron entradas reflexivas semanales en su diario personal. Además, se realizaron dos grupos focales con un total de 12 estudiantes cada uno. Considerando la naturaleza de esta investigación, se eligió el método cualitativo para recolectar y analizar los datos, utilizando NVivo (versión 12 QSR International). Surgieron tres temas principales: 1) Material visual para mejorar el aprendizaje y la comprensión del idioma, 2) Aprender inglés durante la práctica de ejercicio físico y 3) Falta de equilibrio entre las 4 C de AICLE. ACILE es un enfoque efectivo para integrar el aprendizaje de idiomas con la instrucción basada en contenido en educación física y aprendizaje táctico del deporte.

Studiens syfte var att ta del av förskollärares tankar kring relationen mellan materialitet och agens såsom det kommer till uttryck när de utformar den fysiska miljön inomhus utifrån barns lek. Vi utgår från ett onto-epistemologiskt perspektiv och studien bygger på en fenomenografisk metodansats. Sex verksamma förskollärare intervjuades och är den empirin som studien bygger på. Resultatet visade på fem teman som beskriver hur förskollärare utformar inomhusmiljön utefter barnens intressen och behov. Dessa var Barnens agens i leken, Miljö och materials agens, Barnens agens i miljön, Miljö utefter barnens intressen och Barnens bästa. Inom dessa teman kunde vi urskilja olika variationer i förskollärarnas berättelser. Slutsatsen syftar till hur förskollärares förhållningssätt och barnsyn är nära kopplat med hur de beskriver att de ordnar och utformar sina fysiska inomhusmiljöer. Studien bidrar med reflekterande frågor och tankar om hur barn synliggörs som aktiva agenter i förskollärares beskrivningar av sina inomhusmiljöer. Den bidrar även till förståelsen kring hur materialitet och agens påverkas och påverkar varandra., The purpose of the study was to take part in preschool teachers' thoughts on the relationship between materiality and agency as it’s expressed when they design the physical environment indoors based on children's play. The study is based on an onto-epistemological perspective and with a phenomenographic methodological approach. Six active preschool teachers were interviewed and the empirical evidence is what the study is based on. The results showed five themes that describe how preschool teachers design the indoor environment according to the children's interests and needs. These were The children's agency in play, The environment and materials' agency, The children's agency in the environment, The environment according to the children's interests and The children's best interests. Within these themes, we were able to distinguish different variations in the preschool teachers' stories. The conclusion refers to how preschool teachers' attitudes and views of children are closely linked to how they describe that they arrange and design their physical indoor environments. The study contributes with reflective questions and thoughts about how children are made visible as active agents in preschool teachers' descriptions of their indoor environments. It also contributes to the understanding of how materiality and agency are affected and affect each other.

In addition to identifying the pedagogical approaches favoured by teachers in environmental education, the study aims to reveal the impact of the teaching methods and tools used as well as the teaching difficulties encountered on the effectiveness of teachers’ pedagogical action, particularly in the “Scientific Awakening” course. The study concerns a sample of 636 primary school teachers from the urban and rural areas of the Fez-Meknes Regional Academy of Education in Morocco. The data was collected using a 37-item questionnaire covering the following variables: the teaching methods adopted, the preferred pedagogical approaches, the teaching material used, and the teaching difficulties encountered. The study fits under a descriptive correlational design. The most used teaching methods were the teacher-centred oral methods (dialogue and demonstration method) lacking learner-centred activities (working in small groups, discovery method). The least used ones were laboratory experiments and ICT-based demonstrations. The study shows that teachers who use active methods are the most aware of difficulties in teaching environmental issues and were the most capable of effectively solving learning problems and achieving pedagogical objectives. The study shows that Moroccan primary school teachers need in-service training for the adoption of a systemic and interdisciplinary pedagogical approach. In addition, to address the issue of the alarming failure to complete the “Scientific Awakening” program, we recommend continuous training for the benefit of teachers. This training should cover the appropriate active methods to effectively complete this program. Finally, the study underlined the need to solve the problem of the enormous lack of teaching tools. Certainly, this shortage significantly influences the pedagogical action of teachers regardless of the pedagogical methods adopted.

While teachers are generally seen as the primary actors guiding the adaptation of students with physical disabilities to mainstream secondary school settings, less is known about these students perceptions of actual teaching practices used by their educators in class. As Czech educational practice is framed by the prevailing educational concept of school integration, this qualitative study investigates physically disabled students views on the teacher s pedagogical approach in class. Obtained via semi-structured interviews, the data were analysed using situational analysis. The findings show that secondary school students with congenital physical disabilities initially perceived their teachers pedagogical approach as overly traditional, with inexperienced and long-Term practising educators showing a lower degree of reflexivity toward learners educational needs in class. It was challenging for educators to accommodate their classes knowledge testing in particular according to each participant s individual needs. After confirmation of special needs and the appropriate adaptation of teaching practices, however, the teachers gradually began to implement inclusive strategies to address the educational needs of these students. We therefore recommend concentrating on the professional training of teachers as well as focusing on work with para-professionals, parents and colleagues to assist teachers in promoting inclusive teaching practice.

This article focuses on the question: Why does the Clinical Teaching-Learning of Law (CTLL) that went from a model to a pedagogical approach respond to the competency-based training used at Universidad Católica Luis Amigó? To answer this question, the recovery of the traditions and constructs on which learning to be, to know, to do and to coexist within the Law program at Universidad Católica Luis Amigó have been welcomed. Methodologically, the research was carried out on the basis of the qualitative design, the case study and the documentary review technique with analysis from the triangulation with the institutional documents that record the experience of the LC at the university. There is evidence of a distance between the declared model and the model executed in the Law program, to finish with the reflection of the elements to understand the CTLL as a pedagogical approach that responds to competency-based training., Este artículo se concentra en la pregunta: ¿por qué la Enseñanza-Aprendizaje Clínico del Derecho (EACD) que transitó de modelo a enfoque pedagógico responde a la formación basada en competencias empleada en la Universidad Católica Luis Amigó? Para esto, acoge la recuperación de las tradiciones y constructos sobre las cuales se han trabajado el aprender a ser, a conocer, a hacer y a convivir dentro del Programa de Derecho de la Universidad Católica Luis Amigó. Metodológicamente se parte del diseño cualitativo, el estudio de caso y la técnica de revisión documental con análisis desde la triangulación con los documentos institucionales que registran la experiencia de la CJ en la universidad. Se evidencia una distancia entre el modelo declarado con el modelo ejecutado en el programa de derecho, para finalizar con la reflexión de los elementos para la comprensión de la EACD como enfoque pedagógico que responde a la formación basada en competencias

Studiens syfte var att ta del av förskollärares tankar kring relationen mellan materialitet och agens såsom det kommer till uttryck när de utformar den fysiska miljön inomhus utifrån barns lek. Vi utgår från ett onto-epistemologiskt perspektiv och studien bygger på en fenomenografisk metodansats. Sex verksamma förskollärare intervjuades och är den empirin som studien bygger på. Resultatet visade på fem teman som beskriver hur förskollärare utformar inomhusmiljön utefter barnens intressen och behov. Dessa var Barnens agens i leken, Miljö och materials agens, Barnens agens i miljön, Miljö utefter barnens intressen och Barnens bästa. Inom dessa teman kunde vi urskilja olika variationer i förskollärarnas berättelser. Slutsatsen syftar till hur förskollärares förhållningssätt och barnsyn är nära kopplat med hur de beskriver att de ordnar och utformar sina fysiska inomhusmiljöer. Studien bidrar med reflekterande frågor och tankar om hur barn synliggörs som aktiva agenter i förskollärares beskrivningar av sina inomhusmiljöer. Den bidrar även till förståelsen kring hur materialitet och agens påverkas och påverkar varandra., The purpose of the study was to take part in preschool teachers' thoughts on the relationship between materiality and agency as it’s expressed when they design the physical environment indoors based on children's play. The study is based on an onto-epistemological perspective and with a phenomenographic methodological approach. Six active preschool teachers were interviewed and the empirical evidence is what the study is based on. The results showed five themes that describe how preschool teachers design the indoor environment according to the children's interests and needs. These were The children's agency in play, The environment and materials' agency, The children's agency in the environment, The environment according to the children's interests and The children's best interests. Within these themes, we were able to distinguish different variations in the preschool teachers' stories. The conclusion refers to how preschool teachers' attitudes and views of children are closely linked to how they describe that they arrange and design their physical indoor environments. The study contributes with reflective questions and thoughts about how children are made visible as active agents in preschool teachers' descriptions of their indoor environments. It also contributes to the understanding of how materiality and agency are affected and affect each other.

Циљ рада је илустрација резултата креираног педагошког приступа за развој компетенција критичко-рефлексивног планера. Педагошки приступ је развијен за потребе реализације курса Теорија планирања на мастер нивоу Архитектонског факултета Универзитета у Београду. Специфичности педагошког приступа су произашле из потребе за разматрањем низа нових питања од значаја за унапређење планске праксе, система планирања као и домена просторног развоја у Србији, која су се појавила током периода транзиционих реформи у Србији након 2000. године. Као полигон за илустрацију је узет случај Плана детаљне регулације комплекса „Авала филма” у Кошутњаку, који је уједно био и предмет рада студената школске 2020/21. године. Примењени методолошки кораци у анализи предметног случаја су јасно указали на следеће проблеме домена просторног развоја: а) урбанистички планови служе као инструмент за отуђење земљишта у јавној својини, б) јавне политике се селективно уважавају у процесу одлучивања о просторном развоју, в) формалне процедуре планирања су недовољно јасне и имају пропусте у формулацијама што ствара простор за вишезначне интерпретације, г) позиције одлучивања о стратешким приоритетима развоја и питањима од јавног интереса нису јасно дефинисане и д) кључна питања о правцима просторног развоја се разрешавају у домену политичког, а не професионалног одлучивања. На основу спроведене анализе процеса планирања комплекса „Авала филма”, издвојене су препоруке за унапређење планске праксе, односно система управљања просторним развојем у Србији. Суштински су усмерене ка унапређењу легислативног система у домену процеса одлучивања, са нагласком на формализацији позиција надлежности, утврђивању механизaма отуђења јавне својине, унапређењу транспарентности процедура и репозиционирању улоге професије у том процесу., The aim of this paper is to illustrate the results of the pedagogical approach that was created to develop the competencies of a critical and reflective professional. The pedagogical approach was developed for the master’s level Planning Theory course at the Faculty of Architecture, University of Belgrade. The specifics of the pedagogical approach stemmed from the need to consider a number of new issues relevant to improving planning practices, planning systems and the domain of spatial development in Serbia, which have emerged during the period of transitional reforms in Serbia since 2000. The case of preparing the plan of detailed regulation for the Avala Film complex in Kosutnjak, which was also the subject of the work of students in the school year 2020/21, was taken as a testing ground to illustrate the approach. The methodological steps in the analysis of the case clearly indicated the following problems in the field of spatial development: a) urban plans serve as an instrument for the alienation of publicly owned land, b) public policies are selectively considered in the decision-making process on spatial development, c) formal planning procedures are insufficiently clear and have gaps in formulations, which creates space for ambiguous interpretations, d) decision-making positions on strategic development priorities and issues of public interest are not clearly defined and e) key issues on spatial development are resolved in the domain of political rather than professional decision-making. Based on the analysis of the planning process for the Avala Film complex, recommendations for improving planning practice, i.e. the spatial governance system in Serbia are made. They are essentially aimed at improving the legislative system in the decision-making process, with an emphasis on formalizing positions of competence, determining mechanisms for the alienation of public property, improving the transparency of procedures and re-positioning the role of the profession

Architectural education has its own unique character in-between rational and creative thinking. Within this wide perspective, learning by doing becomes important so as to cover different aspects of this education. At MEF University Faculty of Arts Design and Architecture (FADA), we we've created a unique program called Design-Build Studio (DBS) in order to push creating and doing beyond the boundaries of architectural design studios at universities. In this essay I would like to focus on follies that we have been designing since 2015 in our DBS program as a pedagogical approach in architectural design education. Follies are pregnant points that can give birth to various forms and functions. Their open structure allows a collective design process with the participation of tutors, students, users, locals, municipalities, and NGOs. Through DBS project our students get a real design experience in a real place with real people, discover the difficulties of this process, improve their communication skills and comprehend the power of design to be used as a tool to improve the lives of everyone. As a result, we believe that designing and creating follie-like structures is critical in architectural design education., Mimarlık eğitimi, rasyonel ve yaratıcı düşünme arasında gidip gelen kendine özgü bir karaktere sahiptir. Bu geniş perspektif içinde yaparak öğrenme, bu eğitimin farklı yönlerini kapsayabilmesi açısından önem kazanmaktadır. MEF Üniversitesi Sanat Tasarım ve Mimarlık Fakültesi'nde (FADA), üniversitelerdeki mimari tasarım stüdyolarının sınırlarının ötesine geçerek yaratmayı ve yapmayı zorlamak için Tasarla Yap (DBS) adında benzersiz bir program oluşturduk. Bu yazıda mimari tasarım eğitiminde pedagojik bir yaklaşım olarak 2015 yılından beri DBS programımızda tasarladığımız foliler üzerinde durmak istiyorum. Foliler çeşitli biçim ve işlevler doğurabilen gebe noktalardır. Açık yapıları, eğitmenlerin, öğrenclerin, kullanıcıların, yerel halkın, belediyelerin ve STK'ların katılımıyla kolektif bir tasarım sürecine izin verir. DBS projesi ile öğrencilerimiz gerçek bir mekanda gerçek insanlarla gerçek bir tasarım deneyimi yaşar, bu sürecin zorluklarını keşfeder, iletişim becerilerini geliştirir ve tasarımın herkesin hayatını iyileştirecek bir araç olarak kullanılabileceğinin gücünü kavrar. Sonuç olarak, foli benzeri yapılar tasarlamanın ve yaratmanın mimari tasarım eğitiminde kritik olduğuna inanıyoruz.

The purpose of this study is to shed light on how the preschool education can preceive the meaning of the concept of teaching and as consequences of the formal activity. The ambition is also to create an understanding of the possible anxiety that educators may experience in connection with teaching activities. With a hermeneutic theoretical approach to science, this study has used qualitative interview studies to problematize an uncertainty about the concepts of education and teaching. It is not only stress and anxiety that has been brought to our attention, but also pressure and demands from what came with the concepts of education and teaching. A difficulty in both practicing and observing in everyday situations, both internally and externally. Although teaching itself becomes both spontaneous and planned occasions this study has noticed other aspects that complicate the concepts. Things that differentiate between the professions of babysitter and preschool teacher have become visible in relation to research issues. On the other hand, not only has this been made clear in the earlier research, but also a lasting and well-known approach from the origin of preschools has been noted. It is after all an significant awareness that follows the active educator as soon as a learning opportunity becomes possible. It is awareness that lays the foundation for the teacher's teaching in preschool.

Architectural education has its own unique character in-between rational and creative thinking. Within this wide perspective, learning by doing becomes important so as to cover different aspects of this education. At MEF University Faculty of Arts Design and Architecture (FADA), we we've created a unique program called Design-Build Studio (DBS) in order to push creating and doing beyond the boundaries of architectural design studios at universities. In this essay I would like to focus on follies that we have been designing since 2015 in our DBS program as a pedagogical approach in architectural design education. Follies are pregnant points that can give birth to various forms and functions. Their open structure allows a collective design process with the participation of tutors, students, users, locals, municipalities, and NGOs. Through DBS project our students get a real design experience in a real place with real people, discover the difficulties of this process, improve their communication skills and comprehend the power of design to be used as a tool to improve the lives of everyone. As a result, we believe that designing and creating follie-like structures is critical in architectural design education., Mimarlık eğitimi, rasyonel ve yaratıcı düşünme arasında gidip gelen kendine özgü bir karaktere sahiptir. Bu geniş perspektif içinde yaparak öğrenme, bu eğitimin farklı yönlerini kapsayabilmesi açısından önem kazanmaktadır. MEF Üniversitesi Sanat Tasarım ve Mimarlık Fakültesi'nde (FADA), üniversitelerdeki mimari tasarım stüdyolarının sınırlarının ötesine geçerek yaratmayı ve yapmayı zorlamak için Tasarla Yap (DBS) adında benzersiz bir program oluşturduk. Bu yazıda mimari tasarım eğitiminde pedagojik bir yaklaşım olarak 2015 yılından beri DBS programımızda tasarladığımız foliler üzerinde durmak istiyorum. Foliler çeşitli biçim ve işlevler doğurabilen gebe noktalardır. Açık yapıları, eğitmenlerin, öğrenclerin, kullanıcıların, yerel halkın, belediyelerin ve STK'ların katılımıyla kolektif bir tasarım sürecine izin verir. DBS projesi ile öğrencilerimiz gerçek bir mekanda gerçek insanlarla gerçek bir tasarım deneyimi yaşar, bu sürecin zorluklarını keşfeder, iletişim becerilerini geliştirir ve tasarımın herkesin hayatını iyileştirecek bir araç olarak kullanılabileceğinin gücünü kavrar. Sonuç olarak, foli benzeri yapılar tasarlamanın ve yaratmanın mimari tasarım eğitiminde kritik olduğuna inanıyoruz.

The Universidad Católica Luis Amigó has followed the clinical teaching of law as a component of the process of training lawyers. In this scenario, the question arose: Why should clinical teaching of law be no longer understood as a pedagogical model but rather as an approach to Clinical Teaching and Learning of Law (CLL)? Based on a qualitative, hermeneutic and case study research, the origins of the Legal Clinics are taken up again as thefigures that make the CDL visible, the emphasis is placed on clinical teaching of law as the initial modality that today serves to rethink the typology of the model, and a proposal for a foundation as a pedagogical approach is presented. Among the conclusions, it is emphasized that the pedagogical support in which the clinical groups take place should not necessarily be a model of clinical teaching of law but rather of DSME, and that the application of the clinical method can be supported by research as a process for apprehension and knowledge generation, but it is not an element on which the pedagogical approach of DSME depends., La Universidad Católica Luis Amigóha seguido la enseñanzaclínicadel derecho como un componente del proceso de formaciónde los abogados. En ese escenarioemergió la pregunta¿Por qué se debe dejar de comprender la enseñanzaclínica del derecho como un modelo pedagógico para asumir en la tipologíade enfoque deEnseñanza y Aprendizaje Clínico del Derecho (EACD)? Con base enuna investigacióncualitativa, hermenéuticay conestudio de caso, se retomanlos orígenes de las Clínicas Jurídicas(CJ) como las figuras que visibilizan la EACD,se enfatiza enla enseñanzaclínica del derecho como la modalidad inicial que hoy sirve para repensar la tipología de modelo, y se presenta una propuesta de fundamentación como enfoque pedagógico. Entre las conclusiones sobresalenque el soporte pedagógico en el que tienen lugar los colectivos clínicos no debe ser necesariamente un modelo de enseñanzaclínica del derecho sino un enfoque de EACD, y que la aplicación del método clínico puede estar respaldado en la investigación como proceso para la aprehensión y generación de conocimiento, pero no es unelementodelque dependael enfoque pedagógico de EACD.

The purpose of this study is to shed light on how the preschool education can preceive the meaning of the concept of teaching and as consequences of the formal activity. The ambition is also to create an understanding of the possible anxiety that educators may experience in connection with teaching activities. With a hermeneutic theoretical approach to science, this study has used qualitative interview studies to problematize an uncertainty about the concepts of education and teaching. It is not only stress and anxiety that has been brought to our attention, but also pressure and demands from what came with the concepts of education and teaching. A difficulty in both practicing and observing in everyday situations, both internally and externally. Although teaching itself becomes both spontaneous and planned occasions this study has noticed other aspects that complicate the concepts. Things that differentiate between the professions of babysitter and preschool teacher have become visible in relation to research issues. On the other hand, not only has this been made clear in the earlier research, but also a lasting and well-known approach from the origin of preschools has been noted. It is after all an significant awareness that follows the active educator as soon as a learning opportunity becomes possible. It is awareness that lays the foundation for the teacher's teaching in preschool.

In this Research Full Paper we contribute to the research on constructions of technology education. Why are women and minority groups often under-represented in student cohorts in STEM programmes? Many studies have addressed this question, and much is known about the impact of representations of technology studies on the choices and motivations of these demographic groups in many countries. Many of the recent studies published in the English language address the North American education system. This paper investigates if perpetuation of gender norms might be evident in recruitment materials for Swedish upper secondary education. This research question is addressed through an analysis of how upper secondary education schools use images in presenting their university preparatory programs to prospective students. Swedish post-compulsory school education comprises a number of specialised upper secondary school programmes in Technology, Natural science, Social science and Economy. A significant display area of the web content regarding these programmes is pictorial information. In this study Technology Education is viewed as a societal construction and images representing the technology program are here used as a way of discovering both perceptions about them, and underlying themes that the choice of images might communicate. Three themes, Environment, Pedagogical approach and Human presence, emerge and serve as a foundation from which similarities and differences in the visual messages associated with these programs are investigated. Our major finding is that images used in association with Technology Education portray a paucity of social relations and a dominant culture of working/studying alone. These findings are of concern, as this type of profile has been shown to reduce motivation of women and minority groups to pursue such a career. © 2020 IEEE., QC 20210412

I samhället värderas extroverta egenskaper högre än de typiska introverta dragen och är något som tidigt ifrågasätts i förskolan och skolan. Detta kan bero på en okunskap hos personalen, att man har attityden och synen av att det extroverta är strävansvärt eftersom skolan speglar samhällets norm. Syftet med studien var att undersöka förskollärares pedagogiska bemötande av och kunskap om introverta barn. Vi har utgått ifrån relationen mellan Vygotskijs sociokulturella teori och Gardners teori om multipla intelligenser i vår analys. Vi genomförde en kvalitativ studie där vi intervjuade 11 förskollärare inom Gävleborgs län. Vi använde oss av en tematisk analys för att analysera resultatet. Resultatet visar att det finns en avsaknad av formell kunskap om ämnet men att samtliga deltagande respondenter uppvisat reell (erfarenhetsbaserad) kunskap om ämnet. Vi kunde utöver det se en koppling mellan våra två forskningsfrågor och resultatet, att förskollärarnas pedagogiska bemötande var kopplat till deras kunskap om ämnet oavsett om det var en formell kunskap eller en personlig förståelse för begreppet introvert., In society, extrovert qualities are valued higher than the typical introvert traits and are something that is questioned early in preschool and school. This may be due to an ignorance on the part of the staff, that you have the attitude and view that the extrovert is worth striving for, because the school reflects society's norm. The purpose of the study was to investigate preschool teacher's pedagogical approach and knowledge about introverted children. We have started from the complimentary relationship between Vygotsky's sociocultural theory and Gardner's theory of multi-intelligence in our analysis. We conducted a qualitative study where we interviewed 11 preschool teachers in Gävleborg County. We used a thematic analysis to analyze the results. The results show that there is a lack of formal knowledge about the subject, but that all participating respondents have demonstrated real (experience-based) knowledge about the subject. We could see a connection between our two research questions and the result, that the preschool teachers' approach was linked to their knowledge of the subject, regardless of whether it was a formal knowledge or a personal understanding of the concept of being introvert.

This Full Paper on Innovative Practise introduces a successful pedagogical approach to active student learning and student centred teaching in a large project course in electrical engineering for 70 midterm freshmen students in two educational programs at Uppsala University. Each program is challenged with the complev electrical engineering task of realizing an all-electric powertrain from component level for a passenger car. The first two rounds of the course struggled and not until the presented approach was taken into practise were the main project objectives achieved The principles for the approach are based on project-led PM. with a so-called mixed-nude approach by adding a variety of supporting content supplied through various teaching methods and by applying adapted concurrent project management methods. The paper addresses the arguments for the approach, the course design, objectives, and some of the successful solutions over the last 6 years. The approach has been evaluated by extensive written student course evaluations, student examination results, the experiences of the team of teachers from faculty, and compared over time. It is shown how the approach effectively enables achievement of the project and learning objectives, increases subject interest, provides valuable experiences from a project work environment, and in the process inspires and motivates students towards a career in engineering, thereby increasing the retention within the education. Both students and teachers have greatly appreciated the course and it is likely that the presented approach can be used also in other similar project courses in engineering.

This article reflects on connectivism as a pedagogical approach for the development of learning processes that can be generated from information and communication technologies applied to education. It is presented as a pedagogical alternative that has gone through a series of epistemological debates about its theoretical character and pedagogical value to transform traditional educational practices. The methodology used was the documentary review and includes the main investigations on connectivism that have been carried out in Latin American countries, the United States and Spain, among others, and which are referenced in various databases, such as Redalyc, Dialnet, Springer and Scopus. In the results, the different theoretical and conceptual discussions about connectivism are presented, emphasizing the contributions that it has had to the consolidation of new pedagogical and educational currents for the development of learning processes., Este artículo reflexiona sobre el conectivismo como un enfoque pedagógico para el desarrollo de procesos de aprendizaje que se pueden generar desde las tecnologías de la información y la comunicación aplicadas a la educación. Se presenta como una alternativa pedagógica que ha pasado por una serie de debates epistemológicos acerca de su carácter teórico y valor pedagógico para transformar las prácticas educativas tradicionales. La metodología que se utilizó fue la revisión documental y recoge las principales investigaciones acerca del conectivismo que se han realizado en países de Latinoamérica, de Estados Unidos y de españa entre otros, y que son referenciadas en diversas bases de datos, como Redalyc, Dialnet, Springer y Scopus. En los resultados se presentan las diferentes discusiones teóricas y conceptuales acerca del conectivismo haciendo énfasis en los aportes que ha tenido para la consolidación de nuevas corrientes pedagógicas y educativas, para el desarrollo de procesos de aprendizaje.

The educational challenges considered in the conceptual and methodological frameworks of schools are configured in dispositions that imply a social responsibility. Around this idea, the present paper, has as purpose to analyze under which rationalities the pedagogical approach of the Educational Institution Rufino José Cuervo Center of the city of Armenia - Quindío, of the official sector, is being implemented from the perception that the teachers have. The research methodologies of content analysis and grounded theory are used, through the techniques of information collection of reading of written texts and semi-structured interviews, with the purpose of knowing the experiences of the subjects -teachers- concerning the interactions and practices in their professional contexts. As a result, four categories of meaning emerged: educational purposes, curriculum design-content, pedagogical reflection, and the relationship between teachers, students, and knowledge, in which the predominance of technical curricular rationality is revealed. This allows us to conclude that there are tensions between what is theoretically posed in current curricular models, from practical rationality, and what is implemented in the classroom., Os desafios educacionais contemplados nos marcos conceituais e metodológicos das escolas configuram-se em dispositivos que implicam responsabilidade social. O objetivo deste artigo é analisar sob quais racionalidades a abordagem pedagógica do Centro Educacional Rufino José Cuervo da cidade da Armênia - Quindío, do setor oficial, a partir da percepção dos professores. . Utilizam-se as metodologias de pesquisa de análise de conteúdo e teoria fundamentada nos dados, por meio das técnicas de coleta de informações a partir da leitura de textos escritos e entrevistas semiestruturadas, a fim de conhecer as vivências dos sujeitos - professores - acerca das interações e práticas em seus contextos profissionais. Como resultado, emergiram quatro categorias de sentido: fins educacionais, concepção-conteúdo do currículo, reflexão pedagógica e a relação entre professor, alunos e saberes, em que se revela o predomínio da racionalidade curricular técnica, o que permite concluir a existência de tensões entre o que se propõe teoricamente nos modelos curriculares atuais, a partir da racionalidade prática e o que se implementa na sala de aula., Los retos educativos contemplados en los marcos conceptuales y metodológicos de los establecimientos escolares se configuran en disposiciones que implican una responsabilidad social. En torno a esta idea, el presente artículo, tiene como propósito analizar bajo que racionalidades se está implementado el enfoque pedagógico de la Institución educativa Rufino José Cuervo Centro de la ciudad de Armenia – Quindío, del sector oficial, desde la percepción que tienen los docentes. Se emplean las metodologías investigativas de análisis de contenido y teoría fundamentada, mediante las técnicas de recolección de información de lectura de textos escritos y entrevistas semiestructuradas, con la finalidad de conocer las experiencias de los sujetos -docentes- concernientes a las interacciones y prácticas en sus contextos profesionales. Como resultado emergieron cuatro categorías de significado: fines educativos, diseño-contenido del currículo, reflexión pedagógica y relación entre docente, estudiantes y saberes, en las que se devela el predominio de la racionalidad curricular técnica, lo cual permite concluir la existencia de tensiones entre lo que se plantea teóricamente en los modelos curriculares actuales, desde la racionalidad práctica y lo que se implementa en las aulas de clase.

Cooperative learning is a teaching methodology based on the formation of mixed and hetero- geneous groups, where students work together to solve academic tasks and make their own learning more complex. In this way they acquire, in addition to knowledge, social skills and competences. This methodology today is part of an educational policy that could not do without it, however, like any scientific model, it had to break with a series of pre-existing peda- gogical structures considered as "normal science" that prevented the emergence of a new pedagogical paradigm- Social. The purpose of this research is to carry out a documentary study of the cooperative model through the history of Argentine education, its policies, regula- tions, precursors and pedagogical approaches in order to provide an original look at the evolution of pedagogy in our country and lay the academic foundations for future research on the subject. The contribution, although historical, also aims to make the reader reflect on the hard work of the pedagogues of yesteryear who managed to glimpse something wonderful without the appropriate tools because, as Thomas Kuhn (1971) says: “Galileo's views should not be compared with those of today, but should be compared with those of his contemporaries" (p.23)., El aprendizaje cooperativo es una metodología de enseñanza basada en la conformación de grupos mixtos y heterogéneos, donde los estudiantes trabajan conjuntamente para resolver tareas académicas y complejizar sus propios aprendizajes. De esta manera adquieren, además de saberes, competencias y habilidades sociales. Esta metodología hoy es parte de una política educativa que no podría prescindir de ella, sin embargo, como todo modelo científico, tuvo que romper con una serie de estructuras pedagógicas preexistentes consideradas como “ciencia normal” que impedían el surgimiento de un nuevo paradigma pedagógico-social. El propósito de esta investigación es realizar un estudio documental del modelo cooperativo a través de la historia de la educación argentina, sus políticas, reglamentaciones, precursores y enfoques pedagógicos con el objeto de brindar una mirada original de la evolución de la pedagogía en nuestro país y sentar las bases académicas para futuras investigaciones sobre el tema. El aporte, si bien es histórico, también pretende hacer reflexionar al lector sobre el trabajo denodado de los pedagogos de antaño que lograron vislumbrar algo maravilloso sin las herramientas apropiadas porque, como dice Thomas Kuhn (1971): “No se comparan las opiniones de Galileo con las actuales sino con las de sus contemporáneos” (p.23)

I samhället värderas extroverta egenskaper högre än de typiska introverta dragen och är något som tidigt ifrågasätts i förskolan och skolan. Detta kan bero på en okunskap hos personalen, att man har attityden och synen av att det extroverta är strävansvärt eftersom skolan speglar samhällets norm. Syftet med studien var att undersöka förskollärares pedagogiska bemötande av och kunskap om introverta barn. Vi har utgått ifrån relationen mellan Vygotskijs sociokulturella teori och Gardners teori om multipla intelligenser i vår analys. Vi genomförde en kvalitativ studie där vi intervjuade 11 förskollärare inom Gävleborgs län. Vi använde oss av en tematisk analys för att analysera resultatet. Resultatet visar att det finns en avsaknad av formell kunskap om ämnet men att samtliga deltagande respondenter uppvisat reell (erfarenhetsbaserad) kunskap om ämnet. Vi kunde utöver det se en koppling mellan våra två forskningsfrågor och resultatet, att förskollärarnas pedagogiska bemötande var kopplat till deras kunskap om ämnet oavsett om det var en formell kunskap eller en personlig förståelse för begreppet introvert., In society, extrovert qualities are valued higher than the typical introvert traits and are something that is questioned early in preschool and school. This may be due to an ignorance on the part of the staff, that you have the attitude and view that the extrovert is worth striving for, because the school reflects society's norm. The purpose of the study was to investigate preschool teacher's pedagogical approach and knowledge about introverted children. We have started from the complimentary relationship between Vygotsky's sociocultural theory and Gardner's theory of multi-intelligence in our analysis. We conducted a qualitative study where we interviewed 11 preschool teachers in Gävleborg County. We used a thematic analysis to analyze the results. The results show that there is a lack of formal knowledge about the subject, but that all participating respondents have demonstrated real (experience-based) knowledge about the subject. We could see a connection between our two research questions and the result, that the preschool teachers' approach was linked to their knowledge of the subject, regardless of whether it was a formal knowledge or a personal understanding of the concept of being introvert.

Model Pedagogical Reasoning and Action (MPRA) is the process of teaching in the aspects of understanding, transformation, evaluation and assessment, reflection of teaching and understanding of new knowledge and competency of teachers. The survey was conducted on teachers of technical and vocational teaching practices in identifying the teaching practices through the process proposed by MPRA. The objectives of the study were to identify the level of knowledge and competencies of teaching, the differences of practices according to different technical and vocational subject and also the relationship based on the teachers' demographic such as teaching experiences, courses attended and skills' certificate. The quantitative approach through a set of questionnaire distributed to relevant teachers. The respondents involved teachers of technical and vocational teachers from various fields. 160 teachers from eight areas of technical and vocational subjects involved as respondents by using convenience sampling techniques. The findings demonstrate a level of competency and knowledge of teachers are at a high level. There have been differences of practice teaching according to the field and significant relationship between competency and knowledge with teaching experience. As a result, any model of teaching or pedagogical approach, teachers are able to apply their knowledge and skills in teaching and working experience in industry also can contribute a broader interpretation of knowledge and teaching in effective strategies for technical and vocational education field.

Model Pedagogical Reasoning and Action (MPRA) is the process of teaching in the aspects of understanding, transformation, evaluation and assessment, reflection of teaching and understanding of new knowledge and competency of teachers. The survey was conducted on teachers of technical and vocational teaching practices in identifying the teaching practices through the process proposed by MPRA. The objectives of the study were to identify the level of knowledge and competencies of teaching, the differences of practices according to different technical and vocational subject and also the relationship based on the teachers' demographic such as teaching experiences, courses attended and skills' certificate. The quantitative approach through a set of questionnaire distributed to relevant teachers. The respondents involved teachers of technical and vocational teachers from various fields. 160 teachers from eight areas of technical and vocational subjects involved as respondents by using convenience sampling techniques. The findings demonstrate a level of competency and knowledge of teachers are at a high level. There have been differences of practice teaching according to the field and significant relationship between competency and knowledge with teaching experience. As a result, any model of teaching or pedagogical approach, teachers are able to apply their knowledge and skills in teaching and working experience in industry also can contribute a broader interpretation of knowledge and teaching in effective strategies for technical and vocational education field.

Studiens undersökningsområde baseras på genuspedagogiken då det framgår att förskollärarens förhållningssätt brister i bemötandet av flickor respektive pojkar. Syftet med studien var att undersöka på vilket sätt barnen påverkas av att förskolläraren förhåller sig olika beroende på barnets könstillhörighet. Observationerna genomfördes på två kommunala förskolor där barnen som deltog var i åldrarna tre till sex år. På respektive förskola observerades hur förskolläraren förhåller sig till flickor och pojkar i planerade aktiviteter samt i den fria leken. Studien omfattar även intervjuer med förskollärare angående genusarbetet i förskolan. De planerade aktiviteterna observerades genom videoinspelning samt anteckningar medan den fria leken och intervjuerna endast antecknades. Resultatet som framkom delades upp i tre kategorier och kopplades därefter till relevant litteratur. Utifrån studien har det framkommit att förskolläraren bemöter flickor och pojkar olika i ett flertal situationer. Det förekommer främst skillnader i bemötandet vid förskollärarens tillrättavisningar av barnen samt genom att barnen ges olika förutsättningar till att samtala i grupp. Resultaten som synliggjorts har dock varierat på förskolorna eftersom att förskollärarna arbetade utifrån olika metoder samt att barngrupperna skiljde sig åt. Generellt gavs pojkar mer talutrymme samt tillrättavisades oftare än flickorna samtidigt som resultatet även visar att förskollärarna har högre förväntningar på flickorna. Slutligen beskrivs att när förskollärarna gör skillnad på barnen efter könstillhörighet kommer förutfattade normer och värderingar att fortsätta forma barnen. Det bli problematiskt eftersom att barnen ges olika förutsättningar till utveckling och lärande samtidigt som det begränsar barnens identitetsutveckling.

Russian universities are involved in the global process of rethinking and remodelling of the higher educational system. They are expected to provide their students with a wide variety of skills, which are often referred to as "21st century competencies". Such skills as critical thinking, decision making, the ability to communicate effectively and solve problems through negotiation and collaboration are needed for success in study and careers. For the universities it means growing importance of making curriculum relevant, helping students learn how to teach themselves, and fostering creativity. This article explores the quality of learning in the Russian technical university and concludes that the current pedagogy has not adapted yet to address the challenges of the twenty-first century. The traditional approach, based upon a teacher-centred focus on rote learning still prevails. Through this research it was found that there are different pedagogical approaches that could develop different 21st century competencies by technical students. The article concludes with a discussion around some innovative teaching methods that make lessons more student-driven and motivating.

Studiens undersökningsområde baseras på genuspedagogiken då det framgår att förskollärarens förhållningssätt brister i bemötandet av flickor respektive pojkar. Syftet med studien var att undersöka på vilket sätt barnen påverkas av att förskolläraren förhåller sig olika beroende på barnets könstillhörighet. Observationerna genomfördes på två kommunala förskolor där barnen som deltog var i åldrarna tre till sex år. På respektive förskola observerades hur förskolläraren förhåller sig till flickor och pojkar i planerade aktiviteter samt i den fria leken. Studien omfattar även intervjuer med förskollärare angående genusarbetet i förskolan. De planerade aktiviteterna observerades genom videoinspelning samt anteckningar medan den fria leken och intervjuerna endast antecknades. Resultatet som framkom delades upp i tre kategorier och kopplades därefter till relevant litteratur. Utifrån studien har det framkommit att förskolläraren bemöter flickor och pojkar olika i ett flertal situationer. Det förekommer främst skillnader i bemötandet vid förskollärarens tillrättavisningar av barnen samt genom att barnen ges olika förutsättningar till att samtala i grupp. Resultaten som synliggjorts har dock varierat på förskolorna eftersom att förskollärarna arbetade utifrån olika metoder samt att barngrupperna skiljde sig åt. Generellt gavs pojkar mer talutrymme samt tillrättavisades oftare än flickorna samtidigt som resultatet även visar att förskollärarna har högre förväntningar på flickorna. Slutligen beskrivs att när förskollärarna gör skillnad på barnen efter könstillhörighet kommer förutfattade normer och värderingar att fortsätta forma barnen. Det bli problematiskt eftersom att barnen ges olika förutsättningar till utveckling och lärande samtidigt som det begränsar barnens identitetsutveckling.

Russian universities are involved in the global process of rethinking and remodelling of the higher educational system. They are expected to provide their students with a wide variety of skills, which are often referred to as "21st century competencies". Such skills as critical thinking, decision making, the ability to communicate effectively and solve problems through negotiation and collaboration are needed for success in study and careers. For the universities it means growing importance of making curriculum relevant, helping students learn how to teach themselves, and fostering creativity. This article explores the quality of learning in the Russian technical university and concludes that the current pedagogy has not adapted yet to address the challenges of the twenty-first century. The traditional approach, based upon a teacher-centred focus on rote learning still prevails. Through this research it was found that there are different pedagogical approaches that could develop different 21st century competencies by technical students. The article concludes with a discussion around some innovative teaching methods that make lessons more student-driven and motivating.

AIMS AND OBJECTIVES: To describe how healthcare professionals facilitate patient illness understanding. BACKGROUND: Healthcare professionals and patients differ in their illness understanding. If the information provided by healthcare professionals is not adapted to the patient's daily life it may be unusable for the patient. Previous research has found that healthcare professionals should individualise the information to enable the patient to apply the knowledge to the personal situation and to develop illness understanding. However, little is known of how healthcare professionals can facilitate patient illness understanding. METHOD: A qualitative descriptive study based on individual, semi-structured, open-ended and face-to-face interviews was conducted with healthcare professionals (n=11) concerning how they facilitate patients illness understanding. Three health centres were involved during the period of March to November 2014. The interviews were analysed with qualitative content analysis. RESULTS: The result identified a continuous and collaborative process with three strategies used by healthcare professionals to facilitate the patient's illness understanding: 1) assess the patient's illness understanding, 2) interact with the patient to develop illness understanding, and 3) support the patient's personal development for illness understanding. The steps in the process depend on each other. CONCLUSIONS: The results of our analysis indicate that healthcare professionals can use the continuous and collaborative process to enhance the patient's self-care ability and turn his or her knowledge into action for improving illness understanding. RELEVANCE TO CLINICAL PRACTICE: The three continuous and collaborative process strategies involving pedagogical approaches can create conditions for healthcare professionals to obtain a holistic view of the patient's life and to be a key resource for person-centred care. This article is protected by copyright. All rights reserv, Online 23 March 2017

Since the 1990s, the low number of students choosing to study science and technology in higher education has been on the societal agenda and many initiatives have been launched to promote awareness regarding career options. The initiatives particularly focus on increasing enrolment in the engineering programmes. This article describes and compares eight European initiatives that have been established and operated by universities (and in some cases through collaboration with other actors in society). Each initiative is summarised in a short essay that discusses motivation, organisation, pedagogical approach, and activities. The initiatives are characterised by comparing the driving forces behind their creation, how the initiative activities relate to the activities at the university, size based on the number of participants and cost per participant and pedagogical framework. There seem to be two main tracks for building outreach activities, one where outreach activities are based on the university's normal activities, and one where outreach activities are designed specifically for the visiting students., QC 20160613

Purpose: The purpose of thestudy is to analyzehowdifferenteducatorsworking attwo different preschools, perceiveand reflect onthe conceptofthe competent child. Questionat issue:Howis the concept of the competent child perceived bythe participating preschool teachers? What is the concept loaded with and what meaning is given to the concept by the teachers? Method:The method used for this study is a phenomenographicone where qualitative interviews were conducted with eight teachers from two different preschools. Main theories:The theoretical framework used in this text is phenomenography where focus is on the study of perceptions, and on analysis of how people perceive phenomenon as well as analysis of how people create content and meaning in the relationship between the self and the surrounding world. Summarized conclusion:The results from the eight interviews show that the concept of the competent child is a complex one. However, the analysis of the empirical data shows that the concept can be described through five different perspectives; the perspectives of the child, thepedagogical approach, knowledge, care and education. The study shows that these different perspectives are based on personal experience which forms the basis for how they perceive the child and how they relate to the child. Therefore, we believe it is important that all educators in preschools together reflect on the concept of the competent child to create an equal preschool for all.

A challenge for teachers of Spanish language in Chile corresponds to linking the theoretical content with the development of practical activities that allow students to approach various topics, from the constructivist approach imposed by the national curriculum. This article aims to provide an educational proposal assuming this approach and methodologically guiding the teaching of Spanish Literature. It particularly emphasizes the ascetic medieval poetry in correspondence with the requirements for the curriculum of the course for the second grade of secondary school., Un desafío para los profesores de castellano en Chile corresponde a la vinculación de los contenidos teóricos con la elaboración de actividades prácticas, que permitan el acercamiento de los estudiantes a diversas temáticas, desde el enfoque constructivista que plantea el currículum nacional. El presente artículo tiene por objetivo proveer de una propuesta pedagógica, que asume este enfoque al orientar metodológicamente la enseñanza de la Literatura Española. Se repara, particularmente, en la poesía ascética medieval, en correspondencia con lo prescrito por el programa de estudio de la asignatura para segundo año de Enseñanza Media.

Language and non-language expression in Reggio Emilia pedagogical approachIn the first part of the article the author describes the importance of language awareness and non-language expression in the pre-school period. The author points out the importance of the usage of all the senses (visual, aural, kinethestic etc.), space and time, and picture images in all 100 languages which are not current only in Reggio Emilia pedagogical approach but also successfully implemented in the Slovenian Preschool Curriculum.All these elements are part of communicative skills (i.e. speaking, listening, writing and reading) and are prerequisites for developing themes (describing, narrating, explaining, argumenting).In addition, the author mentions questioning strategies as one of the most important factors in developing children’s thaughts. She continues with the Slovene language as a second/foreign language which has become an unavoidable and valuable constant in our globally influenced life. The above mentioned elements have been included in the research study which are discussed in the second part of the article.In the conclusion the author discusses the research findings and some other considerations which may lead to the further research and are derived from the existing knowledge and the current cognition.

Purpose: The purpose of thestudy is to analyzehowdifferenteducatorsworking attwo different preschools, perceiveand reflect onthe conceptofthe competent child. Questionat issue:Howis the concept of the competent child perceived bythe participating preschool teachers? What is the concept loaded with and what meaning is given to the concept by the teachers? Method:The method used for this study is a phenomenographicone where qualitative interviews were conducted with eight teachers from two different preschools. Main theories:The theoretical framework used in this text is phenomenography where focus is on the study of perceptions, and on analysis of how people perceive phenomenon as well as analysis of how people create content and meaning in the relationship between the self and the surrounding world. Summarized conclusion:The results from the eight interviews show that the concept of the competent child is a complex one. However, the analysis of the empirical data shows that the concept can be described through five different perspectives; the perspectives of the child, thepedagogical approach, knowledge, care and education. The study shows that these different perspectives are based on personal experience which forms the basis for how they perceive the child and how they relate to the child. Therefore, we believe it is important that all educators in preschools together reflect on the concept of the competent child to create an equal preschool for all.

Polazeći od shvatanja da pedagoška znanja i veštine nastavnika bitno utiču na kvalitet nastavnog procesa i obrazovne ishode učenika, u teorijskom delu rada nastojali smo da odredimo značenje konstrukta „pedagoški pristup“ nastavnika i da sagledamo njegove strukturalne komponente. Razmatrali smo različite teorijske i empirijske sadržaje koji se odnose na nastavnikova pedagoška uverenja, osobine ličnosti, profesionalnu kompetentnost, aktivnosti koje realizuje u nastavi sa didaktičko-metodičkog aspekta, kao i načine na koje kreira podsticajno okruženje za uspešne školske rezultate učenika. Ukazali smo na neka pedagoška rešenja koja su se pokazala kao efikasna u borbi protiv neuspeha učenika i njegovog otuđivanja od škole. Opazili smo da je u svakom pedagoškom rešenju nastavnik prepoznat kao ključni agens promene sa velikim stepenom lične odgovornosti za školsko postignuće učenika. Uzimajući u obzir napred spomenuta razmatranja realizovali smo istraživanje u nameri da identifikujemo karakteristike pedagoških uverenja nastavnika, kao i postupke koje primenjuju u radu sa neuspešnim učenicima. U istraživanju su učestvovali nastavnici (N=200) i učenici (N=241) iz osnovnih škola sa šireg područja grada Beograda. Ispitivali smo nastavnike koji predaju srpski jezik, strani jezik, istoriju, matematiku, fiziku i hemiju. Istraživanjem su bili obuhvaćeni učenici šestog i sedmog razreda koji imaju jednice i/ili dvojke iz napred navedenih predmeta (grupa neuspešnih učenika), kao i oni koji nemaju jednice i/ili dvojke iz spomenutih predmeta (grupa za poređenje). Za potrebe ovog rada konstruisani su posebni upitnici kojima smo ispitivali nastavnike i učenike o značenjima koja pripisuju različitim aspektima postignuća, kao i karakteristikama neuspešnih učenika. Nastojali smo da utvrdimo stavove nastavnika prema neuspešnim učenicima i da identifikujemo aktivnosti i ponašanja koja u radu sa neuspešnim učenicima ispoljavaju. Interesovalo nas je da li postoji veza između stavova i aktivnos, Starting from the concept that teacher’s pedagogical knowledge and skills significantly affect the quality of teaching process and student’s educational outcomes, in the theoretical part of this thesis we sought to determine the meaning of the teacher’s “pedagogical approach” construct and to study its structural components. We considered various theoretical and empirical subject matters that were related to the teacher’s pedagogical beliefs, personality traits, professional competence, teaching activities implementing didactic and methodological aspects, as well as paths to create an enabling environment to obtain student’s successful school performance. We pointed out some pedagogical solutions that have been proven effective in the struggle against student’s failure and his alienation from school. We noted that every pedagogical solution recognized a teacher as the key agent of change with a high degree of a personal responsibility for the student’s academic achievement. Taking into account the above-mentioned deliberations, we conducted a research in order to identify the characteristics of teachers’ pedagogical beliefs and practices they apply in working with underachievers. The study involved teachers (N = 200) and students (N = 241) of primary schools from the wider area of Belgrade. We investigated teachers of Serbian language, foreign language, history, mathematics, physics and chemistry. The research covered students of the sixth and seventh grade who had Fs (insufficient grades) and Ds (sufficient grades) in the above-mentioned subjects (the group of underachievers), as well as those who did not have Fs or Ds in the same subjects (the group for comparison). For the purposes of this study, special questionnaires were created to interrogate teachers and students in order to determine the meanings they attributed to different aspects of achievement, as well as those they attributed to the characteristics of unsuccessful students. We tried to establish teache

Starting from the concept that teacher’s pedagogical knowledge and skills significantly affect the quality of teaching process and student’s educational outcomes, in the theoretical part of this thesis we sought to determine the meaning of the teacher’s “pedagogical approach” construct and to study its structural components. We considered various theoretical and empirical subject matters that were related to the teacher’s pedagogical beliefs, personality traits, professional competence, teaching activities implementing didactic and methodological aspects, as well as paths to create an enabling environment to obtain student’s successful school performance. We pointed out some pedagogical solutions that have been proven effective in the struggle against student’s failure and his alienation from school. We noted that every pedagogical solution recognized a teacher as the key agent of change with a high degree of a personal responsibility for the student’s academic achievement. Taking into account the above-mentioned deliberations, we conducted a research in order to identify the characteristics of teachers’ pedagogical beliefs and practices they apply in working with underachievers. The study involved teachers (N = 200) and students (N = 241) of primary schools from the wider area of Belgrade. We investigated teachers of Serbian language, foreign language, history, mathematics, physics and chemistry. The research covered students of the sixth and seventh grade who had Fs (insufficient grades) and Ds (sufficient grades) in the above-mentioned subjects (the group of underachievers), as well as those who did not have Fs or Ds in the same subjects (the group for comparison). For the purposes of this study, special questionnaires were created to interrogate teachers and students in order to determine the meanings they attributed to different aspects of achievement, as well as those they attributed to the characteristics of unsuccessful students. We tried to establish teache, Polazeći od shvatanja da pedagoška znanja i veštine nastavnika bitno utiču na kvalitet nastavnog procesa i obrazovne ishode učenika, u teorijskom delu rada nastojali smo da odredimo značenje konstrukta „pedagoški pristup“ nastavnika i da sagledamo njegove strukturalne komponente. Razmatrali smo različite teorijske i empirijske sadržaje koji se odnose na nastavnikova pedagoška uverenja, osobine ličnosti, profesionalnu kompetentnost, aktivnosti koje realizuje u nastavi sa didaktičko-metodičkog aspekta, kao i načine na koje kreira podsticajno okruženje za uspešne školske rezultate učenika. Ukazali smo na neka pedagoška rešenja koja su se pokazala kao efikasna u borbi protiv neuspeha učenika i njegovog otuđivanja od škole. Opazili smo da je u svakom pedagoškom rešenju nastavnik prepoznat kao ključni agens promene sa velikim stepenom lične odgovornosti za školsko postignuće učenika. Uzimajući u obzir napred spomenuta razmatranja realizovali smo istraživanje u nameri da identifikujemo karakteristike pedagoških uverenja nastavnika, kao i postupke koje primenjuju u radu sa neuspešnim učenicima. U istraživanju su učestvovali nastavnici (N=200) i učenici (N=241) iz osnovnih škola sa šireg područja grada Beograda. Ispitivali smo nastavnike koji predaju srpski jezik, strani jezik, istoriju, matematiku, fiziku i hemiju. Istraživanjem su bili obuhvaćeni učenici šestog i sedmog razreda koji imaju jednice i/ili dvojke iz napred navedenih predmeta (grupa neuspešnih učenika), kao i oni koji nemaju jednice i/ili dvojke iz spomenutih predmeta (grupa za poređenje). Za potrebe ovog rada konstruisani su posebni upitnici kojima smo ispitivali nastavnike i učenike o značenjima koja pripisuju različitim aspektima postignuća, kao i karakteristikama neuspešnih učenika. Nastojali smo da utvrdimo stavove nastavnika prema neuspešnim učenicima i da identifikujemo aktivnosti i ponašanja koja u radu sa neuspešnim učenicima ispoljavaju. Interesovalo nas je da li postoji veza između stavova i aktivnos

This article arises to recognize the importance that represents the teaching practice in the educational process, the development of the society and the interest for exploring and understanding the impact it has had on educational thought in teaching, in order to give effect to educational purposes. Due to this, it seeks to do a reflection on teaching practice and its reality in the classroom, keeping in mind the previous knowledge, principles, characteristics and analysis of educational ideas that have far greater significance in the educational context. To develop this text, conceptions of positivism, characteristic of a traditional school, and the constructivist of the contemporary period are resumed. Therefore, the differences between traditional teaching practice used in the school and constructivist pedagogy are established, with the aim to understand that, at present, teaching practice should focus on the interests and needs of the student according to his context. From the most important conceptions of teaching practice, we find that for the traditional school, the teacher is the center of education, and the student, the one who receives it; in the second case, on the contrary, from the constructivist thinking, the teacher is a reflective practitioner who performs a work of mediation between knowledge and learning, in the process of building towards seeking knowledge and meaningful learning., Este artigo surge do reconhecimento e da importância da prática do professor no processo educacional para o desenvolvimento da sociedade. Assim, surge o interesse de explorar e compreender o impacto que teve sobre o pensamento educacional, para cumprir com fins educacionais. Para este fim, propõe-se a reflexão sobre a prática pedagógica e da realidade na sala de aula, tendo em conta o conhecimento prévio, princípios, características e análise de ideias educacionais que até agora ganhou maior importância no contexto educacional. Para levar a cabo o presente trabalho, se recomeça as concepções de positivismo, característico de uma escola tradicional, e as construtivistas da contemporaneidade. Consequentemente, as diferenças entre a prática de uma escola tradicional, e naquela orientada por a pedagogia construtivista são estabelecidas, com base no entendimento de que, atualmente, a prática docente deve incidir sobre os interesses e necessidades do aluno em relação ao contexto a que pertence. A partir dos conceitos mais importantes da prática docente, na escola tradicional, o professor é o centro da educação, e o aluno é o destinatário; no pensamento construtivista, ao contrário, o professor é um profissional reflexivo, que realiza um trabalho de mediação entre conhecimento e aprendizagem, no processo de construção para a busca do conhecimento e da aprendizagem significativa., El presente artículo surge del reconocimiento e importancia que representa la práctica docente en el proceso educativo y en el desarrollo de la sociedad. De esta manera brota el interés por explorar y comprender la incidencia que ha tenido el pensamiento pedagógico en la labor docente, para dar cumplimiento a los fines educativos. Para tal fin, se propone hacer una reflexión sobre la práctica docente y su realidad en el aula, teniendo en cuenta previamente el conocimiento, los principios, las características y el análisis de las concepciones pedagógicas que hasta el momento han obtenido una mayor trascendencia en el contexto educativo. Para desarrollar el presente texto, se retoma concepciones sobre el pensamiento positivista característico de una escuela tradicional, y el constructivista de la época contemporánea. Por consiguiente, se establece las diferencias entre la práctica docente de la escuela tradicional y aquella orientada por la pedagogía constructivista, en función de comprender que en la actualidad, la práctica docente se debe centrar en los intereses y necesidades del estudiante, con relación al contexto al que pertenece. A partir de las concepciones más importantes de la práctica docente, se obtiene paralelos: en el primer caso el profesor es el centro de la enseñanza, el que enseña, y el alumno es el que recibe; en el segundo caso, por el contrario, desde el pensamiento constructivista, el docente es un profesional reflexivo que realiza una labor de mediación entre conocimiento y aprendizaje, en un proceso de construcción hacia la búsqueda de saberes y aprendizajes significativos.

This article arises to recognize the importance that represents the teaching practice in the educational process, the development of the society and the interest for exploring and understanding the impact it has had on educational thought in teaching, in order to give effect to educational purposes. Due to this, it seeks to do a reflection on teaching practice and its reality in the classroom, keeping in mind the previous knowledge, principles, characteristics and analysis of educational ideas that have far greater significance in the educational context. To develop this text, conceptions of positivism, characteristic of a traditional school, and the constructivist of the contemporary period are resumed. Therefore, the differences between traditional teaching practice used in the school and constructivist pedagogy are established, with the aim to understand that, at present, teaching practice should focus on the interests and needs of the student according to his context. From the most important conceptions of teaching practice, we find that for the traditional school, the teacher is the center of education, and the student, the one who receives it; in the second case, on the contrary, from the constructivist thinking, the teacher is a reflective practitioner who performs a work of mediation between knowledge and learning, in the process of building towards seeking knowledge and meaningful learning., Este artigo surge do reconhecimento e da importância da prática do professor no processo educacional para o desenvolvimento da sociedade. Assim, surge o interesse de explorar e compreender o impacto que teve sobre o pensamento educacional, para cumprir com fins educacionais. Para este fim, propõe-se a reflexão sobre a prática pedagógica e da realidade na sala de aula, tendo em conta o conhecimento prévio, princípios, características e análise de ideias educacionais que até agora ganhou maior importância no contexto educacional. Para levar a cabo o presente trabalho, se recomeça as concepções de positivismo, característico de uma escola tradicional, e as construtivistas da contemporaneidade. Consequentemente, as diferenças entre a prática de uma escola tradicional, e naquela orientada por a pedagogia construtivista são estabelecidas, com base no entendimento de que, atualmente, a prática docente deve incidir sobre os interesses e necessidades do aluno em relação ao contexto a que pertence. A partir dos conceitos mais importantes da prática docente, na escola tradicional, o professor é o centro da educação, e o aluno é o destinatário; no pensamento construtivista, ao contrário, o professor é um profissional reflexivo, que realiza um trabalho de mediação entre conhecimento e aprendizagem, no processo de construção para a busca do conhecimento e da aprendizagem significativa., El presente artículo surge del reconocimiento e importancia que representa la práctica docente en el proceso educativo y en el desarrollo de la sociedad. De esta manera brota el interés por explorar y comprender la incidencia que ha tenido el pensamiento pedagógico en la labor docente, para dar cumplimiento a los fines educativos. Para tal fin, se propone hacer una reflexión sobre la práctica docente y su realidad en el aula, teniendo en cuenta previamente el conocimiento, los principios, las características y el análisis de las concepciones pedagógicas que hasta el momento han obtenido una mayor trascendencia en el contexto educativo. Para desarrollar el presente texto, se retoma concepciones sobre el pensamiento positivista característico de una escuela tradicional, y el constructivista de la época contemporánea. Por consiguiente, se establece las diferencias entre la práctica docente de la escuela tradicional y aquella orientada por la pedagogía constructivista, en función de comprender que en la actualidad, la práctica docente se debe centrar en los intereses y necesidades del estudiante, con relación al contexto al que pertenece. A partir de las concepciones más importantes de la práctica docente, se obtiene paralelos: en el primer caso el profesor es el centro de la enseñanza, el que enseña, y el alumno es el que recibe; en el segundo caso, por el contrario, desde el pensamiento constructivista, el docente es un profesional reflexivo que realiza una labor de mediación entre conocimiento y aprendizaje, en un proceso de construcción hacia la búsqueda de saberes y aprendizajes significativos.

The aim is to examine how children create and embody ethics by analyzing their encounters and how possibilities are conditioned by the framework surrounding them. The focus has been on the following problem areas: Conditions that enable children’s ethical encounters with regard to frameworks, rules and order Conditions that enable children’s ethical encounters related to the teachers’ approach Children’s encounters in play from an ethical perspective Children’s encounters with nature from an ethical perspective The theoretical standpoint is ”the ethics of an encounter” from Emmanuel Levinas’ idea of ethics of alterity. In ethics which precedes being itself, the ethical becoming and its relational aspects appear in the encounter with the Other. The tools of analysis are mainly drawn from previous pedagogical/didactical research in ethics which highlights the ethical conditions, such as listening, encounters with diversity and differences, and preschool/school as an ethical space. The study is based on one year of ethnographical field studies relying on participant observations, video observations, focus groups, stimulated recalls and guided tours. The empirical findings show that rules and frameworks which regulate the everyday life of the preschool classes are repeatedly negotiated. The negotiations about “what’s what?”, where both the children and the teachers are involved, take place on a verbal and a bodily level. In the pedagogues’ approach, the listening is a central and complex condition for the ethical space in the preschool classes. In the children’s encounters in play and in their encounters with nature the relational aspect becomes clear. The ethical boundaries and the fixing of those boundaries are discussed in connection with the idea of the ethics of an encounter and the vision of preschool/school as a potential ethical space.

The aim is to examine how children create and embody ethics by analyzing their encounters and how possibilities are conditioned by the framework surrounding them. The focus has been on the following problem areas: Conditions that enable children’s ethical encounters with regard to frameworks, rules and order Conditions that enable children’s ethical encounters related to the teachers’ approach Children’s encounters in play from an ethical perspective Children’s encounters with nature from an ethical perspective The theoretical standpoint is ”the ethics of an encounter” from Emmanuel Levinas’ idea of ethics of alterity. In ethics which precedes being itself, the ethical becoming and its relational aspects appear in the encounter with the Other. The tools of analysis are mainly drawn from previous pedagogical/didactical research in ethics which highlights the ethical conditions, such as listening, encounters with diversity and differences, and preschool/school as an ethical space. The study is based on one year of ethnographical field studies relying on participant observations, video observations, focus groups, stimulated recalls and guided tours. The empirical findings show that rules and frameworks which regulate the everyday life of the preschool classes are repeatedly negotiated. The negotiations about “what’s what?”, where both the children and the teachers are involved, take place on a verbal and a bodily level. In the pedagogues’ approach, the listening is a central and complex condition for the ethical space in the preschool classes. In the children’s encounters in play and in their encounters with nature the relational aspect becomes clear. The ethical boundaries and the fixing of those boundaries are discussed in connection with the idea of the ethics of an encounter and the vision of preschool/school as a potential ethical space.

The aim is to examine how children create and embody ethics by analyzing their encounters and how possibilities are conditioned by the framework surrounding them. The focus has been on the following problem areas: Conditions that enable children’s ethical encounters with regard to frameworks, rules and order Conditions that enable children’s ethical encounters related to the teachers’ approach Children’s encounters in play from an ethical perspective Children’s encounters with nature from an ethical perspective The theoretical standpoint is ”the ethics of an encounter” from Emmanuel Levinas’ idea of ethics of alterity. In ethics which precedes being itself, the ethical becoming and its relational aspects appear in the encounter with the Other. The tools of analysis are mainly drawn from previous pedagogical/didactical research in ethics which highlights the ethical conditions, such as listening, encounters with diversity and differences, and preschool/school as an ethical space. The study is based on one year of ethnographical field studies relying on participant observations, video observations, focus groups, stimulated recalls and guided tours. The empirical findings show that rules and frameworks which regulate the everyday life of the preschool classes are repeatedly negotiated. The negotiations about “what’s what?”, where both the children and the teachers are involved, take place on a verbal and a bodily level. In the pedagogues’ approach, the listening is a central and complex condition for the ethical space in the preschool classes. In the children’s encounters in play and in their encounters with nature the relational aspect becomes clear. The ethical boundaries and the fixing of those boundaries are discussed in connection with the idea of the ethics of an encounter and the vision of preschool/school as a potential ethical space.

El presente artículo es producto de la investigación Enfoques de la motricidad en los programas de pregrado de la Educación Física colombiana, fundamentada en el método de la complementariedad que muestra que los enfoques de psicomotricidad y de motricidad humana son los que tienen mayor influencia en los programas de Educación Física de las universidades de Caldas, del Cauca, de los Llanos, la Pedagógica Nacional y la Surcolombiana; además, se argumenta la incidencia que tiene la motricidad en el fortalecimiento del desarrollo humano y en la formación de licenciados en Educación Física con un gran sentido humano, para que orienten y fundamenten en las nuevas generaciones, la realización de movimientos intencionados e interiorizados, para que se vivencie aceptarnos, amarnos y comprendernos como seres humanos trascendentales en el mundo., This article is the outcome of the research "Enfoques de la motricidad en los programas de la Educación Física colombiana" (Approaches of motor skill development in the undergraduate programs of PhysicalEducation in Colombia). It was based on the method of "complementariedad" which shows that approachesto psychomotor education and human motor skills are those which have more influence over PhysicalEducation programs at the Universities of Caldas, Cauca, Llanos, National Pedagogical and Surcolombiana. Moreover, it is argued that motor skill development has had a driving impact in the strengthening of human development and training of Physical Education bachelors with a great human sense. These professionals are expected to guide and instruct the younger generations in the performance of intentional and internalized movements, in order for them to accept the experience, love and understand each other as transcendental human beings in the world.

The aim is to examine how children create and embody ethics by analyzing their encounters and how possibilities are conditioned by the framework surrounding them. The focus has been on the following problem areas: Conditions that enable children’s ethical encounters with regard to frameworks, rules and order Conditions that enable children’s ethical encounters related to the teachers’ approach Children’s encounters in play from an ethical perspective Children’s encounters with nature from an ethical perspective The theoretical standpoint is ”the ethics of an encounter” from Emmanuel Levinas’ idea of ethics of alterity. In ethics which precedes being itself, the ethical becoming and its relational aspects appear in the encounter with the Other. The tools of analysis are mainly drawn from previous pedagogical/didactical research in ethics which highlights the ethical conditions, such as listening, encounters with diversity and differences, and preschool/school as an ethical space. The study is based on one year of ethnographical field studies relying on participant observations, video observations, focus groups, stimulated recalls and guided tours. The empirical findings show that rules and frameworks which regulate the everyday life of the preschool classes are repeatedly negotiated. The negotiations about “what’s what?”, where both the children and the teachers are involved, take place on a verbal and a bodily level. In the pedagogues’ approach, the listening is a central and complex condition for the ethical space in the preschool classes. In the children’s encounters in play and in their encounters with nature the relational aspect becomes clear. The ethical boundaries and the fixing of those boundaries are discussed in connection with the idea of the ethics of an encounter and the vision of preschool/school as a potential ethical space.

The aim is to examine how children create and embody ethics by analyzing their encounters and how possibilities are conditioned by the framework surrounding them. The focus has been on the following problem areas: Conditions that enable children’s ethical encounters with regard to frameworks, rules and order Conditions that enable children’s ethical encounters related to the teachers’ approach Children’s encounters in play from an ethical perspective Children’s encounters with nature from an ethical perspective The theoretical standpoint is ”the ethics of an encounter” from Emmanuel Levinas’ idea of ethics of alterity. In ethics which precedes being itself, the ethical becoming and its relational aspects appear in the encounter with the Other. The tools of analysis are mainly drawn from previous pedagogical/didactical research in ethics which highlights the ethical conditions, such as listening, encounters with diversity and differences, and preschool/school as an ethical space. The study is based on one year of ethnographical field studies relying on participant observations, video observations, focus groups, stimulated recalls and guided tours. The empirical findings show that rules and frameworks which regulate the everyday life of the preschool classes are repeatedly negotiated. The negotiations about “what’s what?”, where both the children and the teachers are involved, take place on a verbal and a bodily level. In the pedagogues’ approach, the listening is a central and complex condition for the ethical space in the preschool classes. In the children’s encounters in play and in their encounters with nature the relational aspect becomes clear. The ethical boundaries and the fixing of those boundaries are discussed in connection with the idea of the ethics of an encounter and the vision of preschool/school as a potential ethical space.

It is social interactions, where one can observe, distinguish or perceive the social world of everyday experience, with emphasis on the discourse of explicit and hidden relationships of individuals in a particular place or scene. It is in these relations, where there are behaviors that are relevant to the demands, conflicts and influences of society and culture. From this perspective, one can discover the intent of the interactive behavior of young people and social groups in the context of educational practice, taking into account their physical and social space. The analysis of a particular case, approached from a classroom experience can be useful to understand that it can give a student classroom interaction and the role of the pedagogical approach to implement the teachers. This research is thus an exercise in this regard, from the systematic observation and in-depth interview to try to understand the reality of classroom in light of the present times., Es, en las interacciones sociales, donde se puede observar, distinguir o percibir la vivencia cotidiana del mundo social, haciendo énfasis en el discurso explicito y oculto de las relaciones de los individuos, en un determinado lugar o escenario. Es en dichas relaciones, donde se producen comportamientos que tienen relación con las demandas, conflictos e influencias de la sociedad y la cultura. Desde esta perspectiva se puede descubrir la intencionalidad del comportamiento interactivo de los jóvenes y los grupos sociales, en el contexto de la práctica educativa; tomando en consideración su espacio físico y social. El análisis de un caso en particular, abordado desde una experiencia de aula, puede ser útil para comprender el sentido que puede darle un estudiante a las interacciones en el aula y el papel del enfoque pedagógico que llevan a la práctica los docentes. Esta investigación constituye, pues, un ejercicio en este sentido, el partir de la observación sistematizada y la entrevista en profundidad para procurar comprender la realidad de aula a la luz de los tiempos actuales.

It is social interactions, where one can observe, distinguish or perceive the social world of everyday experience, with emphasis on the discourse of explicit and hidden relationships of individuals in a particular place or scene. It is in these relations, where there are behaviors that are relevant to the demands, conflicts and influences of society and culture. From this perspective, one can discover the intent of the interactive behavior of young people and social groups in the context of educational practice, taking into account their physical and social space. The analysis of a particular case, approached from a classroom experience can be useful to understand that it can give a student classroom interaction and the role of the pedagogical approach to implement the teachers. This research is thus an exercise in this regard, from the systematic observation and in-depth interview to try to understand the reality of classroom in light of the present times., Es, en las interacciones sociales, donde se puede observar, distinguir o percibir la vivencia cotidiana del mundo social, haciendo énfasis en el discurso explicito y oculto de las relaciones de los individuos, en un determinado lugar o escenario. Es en dichas relaciones, donde se producen comportamientos que tienen relación con las demandas, conflictos e influencias de la sociedad y la cultura. Desde esta perspectiva se puede descubrir la intencionalidad del comportamiento interactivo de los jóvenes y los grupos sociales, en el contexto de la práctica educativa; tomando en consideración su espacio físico y social. El análisis de un caso en particular, abordado desde una experiencia de aula, puede ser útil para comprender el sentido que puede darle un estudiante a las interacciones en el aula y el papel del enfoque pedagógico que llevan a la práctica los docentes. Esta investigación constituye, pues, un ejercicio en este sentido, el partir de la observación sistematizada y la entrevista en profundidad para procurar comprender la realidad de aula a la luz de los tiempos actuales.

Denna studie redogör för utbildningens betydelse i fråga om nyexaminerade lärares pedagogiska och vetenskapliga förhållningssätt. För att studera nyexaminerade lärares beskrivningar av sin yrkesverksamhet samt sin syn på utbildningen, har kvalitativa intervjuer genomförts med tre lärare under former som säkerställt etisk riktighet, reliabilitet och validitet. De kvalitativa intervjuerna har, i studien, en låg grad av standardisering och fokus på ett visst tema, trots en relativt hög grad av strukturering. Vidare har intervjuerna analyserats utifrån den nuvarande lärarutbildningens intentioner och tidigare forskning där lärarutbildningens betydelse, det vetenskapliga och pedagogiska förhållningssättet samt tiden som ny lärare berörs. Tre tydliga infallsvinklar på utbildningens betydelse har följaktligen urskiljts, vilka sedan användes för att presentera resultatet. Infallsvinklarna var kunskapssynen, det vetenskapliga förhållningssättet samt förhållandet mellan teori och praktik. Dessa infallsvinklar användes även vid resultatdiskussionen. Uppsatsens författare anser även att nyexaminerade lärares pedagogiska och vetenskapliga förhållningssätt är påverkade av utbildningen liksom av tidigare erfarenheter i flertalet avseenden. Författarna är även av åsikten att studenterna tidigt bör erhålla en medvetenhet om sitt eget lärande och utbildningens syfte samt utformning för att utbildningens betydelse ska optimeras. Denna åsikt baseras på de positiva erfarenheterna som erhållits av uppsatsförfattarna., This study describes the importance of the teacher education concerning newly graduated teacher.s pedagogical and scientific approach. Qualitative interviews have been conducted with the purpose of studying newly graduated teacher.s descriptions of their profession as well as their views on the education. The reliability and ethics have been taken into consideration. The qualitative interviews, in this study, have a low grade of standardization and focus on a certain subject, in spite of the relative high grade of structuring. The interviews have been analysed with regard to both the intentions of the current teacher education and prior research on the subject. From the interview data three distinct views on the importance of the education have been revealed, which has been used to present the result. The different views have been organized into three separate categories which have been named: Epistemological Beliefs, A Scientific Approach and finally Theory and Practice. These same categories are also used in the discussion. The authors of the essay conclude that the new graduated teacher.s pedagogical and scientific approaches are affected by the education as well as by their earlier experiences in many different aspects. The authors are also by the opinion that the students need to be aware of their own learning and of the purpose of the education at an early stage, so that the importance of the education is optimized. This opinion is based on the positive experiences that the authors have gained during the compilation of this study.