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El presente artículo muestra el proceso llevado a cabo en el mejoramiento cualitativo de la escritura a partir de la metacognición, desde la pedagogía de proyectos, enfoque pedagógico que posibilita el trabajo en el aula teniendo en cuenta los intereses de los estudiantes y que además favorece la interacción y el trabajo en equipo. El lenguaje escrito se promueve a partir de situaciones reales de la vida cotidiana mediante la realización de un "proyecto de aula" donde cada actividad realizada tiene relevancia y significado. Se requiere de los escritores la utilización y el manejo de determinadas capacidades cognitivas y metacognitivas para apropiarse de las características de cada uno de los textos que se han escrito. Gracias a este ejercicio, los estudiantes lograron diferenciar los textos narrativos, expositivos, argumentativos y sus respectivas características porque se leyeron, analizaron y escribieron modelos de los mismos. This research study shows how writing as a school practice can be improved through metacognition using a pedagogical approach to meet students' interests and promote interaction and team work through pedagogical projects. Written language is approached via real situations of students' everyday life through the "classroom project" where every activity undertaken has relevance and meaning. It required from the writers the use and management of particular cognitive and metacognitive skills to appropriate the characteristics of each of the texts written. Consequently, the quality of writing increased significantly due to a reflective process about the importance of gradually improving drafts by taking into account guidance from the teacher and contributions of the students. Through this exercise, students identified the narrative, expository, argumentative texts and their characteristics through knowledge gained by reading, analyzing and writing texts within those categories.

Este artigo apresenta a proposta pedagógica de atuação da tutoria do Curso de Graduação em Pedagogia a Distância - Licenciatura (PEAD), da Faculdade de Educação da UFRGS (Brasil). Discute as funções pedagógica, social e organizativa dos tutores a partir das diretrizes teórico-práticas do Curso. This article presents the tutoring pedagogical approach from the distance learning Undergraduate Course in Pedagogy - Licentiateship (PEAD), from the Education College of UFRGS (Brazil). It discusses the pedagogical, social and organizing tutors' functions according to the course's theoretical-practical guidelines.

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 appears that current mainstream translator education is dominated by what Kiraly (2000) calls a “transmissionist approach’. This approach is of limited benefit when the novices must apply what they have learnt to real situations that they will encounter as professionals. Thus, it can be said that we are at the point where we need to seek a new approach in which we can help novices to develop their own competence.Problem-Based Learning (PBL) is aimed at promoting novices’ autonomy and self-reflective actions which are required in a professional practice when they face problems and challenging situations. While PBL is now commonly employed in such areas, there has as yet been no significant movement to introduce this approach in the area of translator education.This paper consists of three major components. First of all, the problems of educator-centred teaching in translation will be discussed. This will be followed by an outline of the benefits of PBL for translator education, from both theoretical and practical perspectives. The feasibility of PBL as an effective model for translator education will be then considered based on empirical case studies., Actuellement, la formation traditionnelle des traducteurs est dominée par ce que Kiraly (2000) appelle une « approche transmissioniste ». Celle-ci est d’un intérêt limité lorsque les novices doivent appliquer ce qu’ils ont appris aux situations réelles rencontrées dans leur vie professionnelle. Il est donc désormais nécessaire de chercher une nouvelle approche qui nous permette d’aider les novices à développer leurs compétences propres.L’apprentissage par problèmes (APP) vise à promouvoir chez les novices l’autonomie et l’autoréflexion requises dans la pratique professionnelle face à des problèmes et à des situations difficiles. Si l’APP est de nos jours employé couramment dans ce cadre, aucune tentative notable n’a encore été faite pour introduire cette approche dans le domaine de la formation des traducteurs.Cet article comporte trois volets principaux. Tout d’abord, nous discuterons des problèmes posés par un enseignement de la traduction centré sur l’enseignant. Puis nous présenterons les avantages de l’APP pour la formation des traducteurs, dans une perspective tant théorique que pratique. Enfin, nous examinerons la faisabilité de l’APP en tant que modèle efficace pour la formation des traducteurs, à partir d’études de cas empiriques.

The European Union regards the quality of teacher’ s education as one of the most important features of the learning society. The diversities of educational systems and curricula of studies that exist in Europe give rise to the question of how to “ fit” in the European educational system – especially into higher education, how to harmonize it so that it should incorporate national differences and ensure the quality of education, all in concordance with the Lisbon Strategy and Bologna Declaration. In order to enter the European educational space, in the year 2005/06, the Croatian government (Ministry of education) introduced the ECTS system into every higher education curriculum. Intensive activities related to the new educational concept have been under way at teacher training colleges, aimed at achieving the reform of curricula and taking into consideration a basic principles of Bologna Process. The paper emphasizes that this transformation and modernisation of curricula should not be possible without the incorporation of the basic indicators of the education quality that the EU prescribes, and one of them is the introduction of modern teaching technology and technological contents. The paper analyses not only the technological, but also the pedagogical aspects of teachers’ education taking into consideration the statement that the preparation of teachers for daily life and the reality of a new European Union is based on defining, instituting and the development of the new model of teacher education – European education that the future of Europe will depend upon.

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.

International audience

Kirkpatrick's model has many adaptations to various fields of training, by using 4 level evaluations. The new eQvet-us training outcome evaluation model developed in this paper, consist in an improvement of the Kirkpatrick's model by associating to the evaluation level the corresponding objectives. In this way two levels are deduced, that are following the PDCA cycle in opposite senses. The objectives’ level consists in outcome, performance, knowledge, motivation, that is associated to the classical evaluation level compost of reaction, learning, behavior and result evaluations. To evaluate the effectiveness of the proposed approach, an experiment was conducted for a VET course for quality professionals in services industry. It was demonstrated that the methodology not only help the training professional plan the intervention, but help the trainees employers understand the factors that facilitate training transfer and produce business results. By using the tool, we have demonstrated post-training value for stakeholders.

Being effective readers provide university students the onset to follow through their academic pursuit successfully. Nonetheless, reading academic materials pose challenges to many tertiary level students, particularly to the second-language speaker of English. Unfamiliarity with the text content and lack of vocabulary to tackle a variety of text types may impede students’ understanding of materials read. Thus, the role of the instructor is to arrange and design suitable pedagogical instruction to facilitate the students to become effective readers. This paper explores a pedagogical approach which comprises both the cognitive and human science approach in facilitating students to become effective readers. The approach focuses on understanding students’ comprehension of texts by listening to their voices as well as activating their cognitive ability in tackling the nuances of academic reading materials. Data was gathered qualitatively. Discussion will centre on the hows and whys of the approach, as well as the feedback component in terms of instructor's as well as students’ responses. Implications for policy, curriculum development and practice will be drawn.

This study introduced a new pedagogical approach that is reliant on the principles of robotic tectonics and is defined through linear development in four distinct and developmental stages of Parametric Design, Cross-date Simulation, Robotic Applications and Robotic Constructon.

The class D amplifier is now well known in audio applications. Its excellent power ratio (greater than 90%) is the most important advantage. The MOS transistors switching power stage is able to drive a useful power up to 100W to the loud speaker. However, designing such an amplifier is more difficult than designing a classical class A or AB power amplifier. As a global and simple analysis is rarely found in the scientific literature, a simple method is presented here based on a simplified modelling, to design a sigma delta class D power switching amplifier as easily as possible. The experimental results are given to illustrate the design method. Finally, we explain how we exported this work towards pedagogical application and practical lessons for our engineer students.