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The aim of this study is to present a methodology of joint translatological–sociological cooperation in data collection, analysis, and interpretation to study translation strategies and norms. In order to identify norms, research cannot be restricted to translations: it is imperative to include translators and their practice as well. Thus, key research methods drawn on in this study are textual analyses and semi-structured interviews. The use of these two methods allows for the merging of the observable results of translation practice with translators’ social contextualisation and their reflection on practice (doxa). This method aims to answer the following questions: How do translators translate? Why do they translate the way they do? What do they really do when translating?

The pandemic of Coronavirus in 2020-21 (COVID-19) has impacted upon the lives of many university-based school mentors and teacher trainees. The strong commitment and partnership between mentors, trainees and training settings has, despite such challenges, allowed teacher training to continue and flourish. This has been achieved through relentless innovation and change so that schools, mentors, course leaders and training institutions can continue to support their trainees. Using virtual support for trainees in schools, coupled with a strong school training partnership which is staffed by committed mentors this has meant that trainees continue to progress towards their goal of achieving qualified teacher status. Personal relationships between mentors and trainees have underpinned trainees’ emotional, personal and professional wellbeing. This reflective paper, written by a university-based teacher training mentor, outlines how change has been managed, and the factors that have secured success in these most turbulent of times.

This paper describes an exploratory online intercultural exchange that took place between two universities, one in Ireland and the other in Germany. Students worked together virtually – across cultures and disciplines – on a project-based task for assessment. Based on an analysis of the reflective learning journals submitted over the course of the semester, there is evidence that a virtual online learning environment may be considered as an effective way of preparing students for a Year Abroad (YA), triggering a path of reflection and (inter-) cultural learning. From insights gained doing this Virtual Exchange (VE), a type of inventory for virtual online collaboration is suggested, which may serve as a task-checklist for future VEs.

Background : Research on mathematics teaching in basic science classes within Peruvian engineering degrees was required prior to the identification of alternatives to improve the training of future engineers. Objective : To identify the criteria that guide the practice of professors in Peru when explaining mathematics in basic science classes within engineering degrees, with specific reference to derivatives. Design : Qualitative case-study research that seeks to understand current mathematics teaching through an analysis of and reflection on the participants’ practices. Setting and participants : Professors who give classes within engineering faculties in Lima. One of these was selected as a case study. Data collection and analysis : The classes taught by these pr Criteria That Guide the Professor's Practice to Explain Mathematics at Basic Sciences Courses in Engineering Degrees in Peru: A Case Study ofessors were filmed and the criteria they follow in the design and implementation of their classes were inferred by means of the didactic suitability criteria, which were also used to design a questionnaire to interview the teachers; triangulation was then performed between their words and their actions. Results : This professor was guided by ecological criteria (syllabus and profession) and mediational criteria (time available for classes), although he felt that his practice was based primarily on cognitive criteria (previous knowledge) and ecological criteria (future profession). Conclusion : The criteria that guided his practice help explain why basic science classes within engineering degrees are taught with a lecture-based and procedural approach, and why innovations are not included.

Body Phenomenology is introduced as a framework for deepening critical reflection on practice by attending to the active engagement between the practitioner and their world. Fook’s Critical Reflect...

This article focused on analyzing, in Brazilian theses and dissertations, the contributions of the continuing education processes (CE) of Natural Sciences and Technologies (NST) teachers, which are based on the Science/Technology/Society (STS) perspective. The research is based on a bibliographic survey, with a qualitative methodological approach, and uses content analysis to categorize the contributions of CE processes for their participants. Three categories are discussed in the research results: 1) Evolution of conceptions about STS education; 2) Integration and collectivity and 3) Reflection on the practice itself. It is concluded that the CE processes of NST teachers, based on the STS approach, are fundamental to promote reflections on teaching practices, through the understanding of the assumptions of STS education in shared formative environments, as well as, it is emphasized the lack of more CE programs that come to be based on these models., Este artículo se centró en investigar, en tesis y disertaciones brasileñas, cómo se están desarrollando los procesos de formación continua (FC) de profesores de Ciencias Naturales y sus Tecnologías (CNT), que se basan en la perspectiva Ciencia/Tecnología/Sociedad (CTS). La investigación se basa en un estudio de revisión bibliográfica, con un enfoque metodológico cualitativo, y utiliza el análisis de contenido para categorizar las contribuciones de los procesos formativos a sus participantes. Se discuten tres categorías en los resultados de la investigación: 1) Evolución de las concepciones sobre la educación CTS; 2) Integración y colectividad y 3) Reflexión sobre la propia práctica. Se concluye que los procesos de FC de los docentes de CNT, basados en el enfoque CTS, son fundamentales para impulsar reflexiones sobre las prácticas docentes, mediante la comprensión de los supuestos de la educación CTS en entornos formativos compartidos, así como, se enfatiza la falta de más programas de FC que vienen a basarse en estos moldes., Este artigo teve como foco analisar, em teses e dissertações brasileiras, as contribuições dos processos de formação continuada (FC) de professores de Ciências da Natureza e suas Tecnologias (CNT), que se balizam na perspectiva Ciência/Tecnologia/Sociedade (CTS). A pesquisa parte de um levantamento bibliográfico, com abordagem metodológica qualitativa, e utiliza a análise de conteúdo para categorizar as contribuições dos processos de FC para os participantes dos mesmos. Os resultados da pesquisa compõem três categorias: 1) Evolução das concepções sobre educação CTS; 2) Integração e coletividade e 3) Reflexão sobre a própria prática. Conclui-se que os processos de FC de professores de CNT, balizados no enfoque CTS, são fundamentais para impulsionar reflexões sobre as práticas docentes, por meio da compreensão dos pressupostos da educação CTS em ambientes formativos compartilhados, bem como, ressalta-se a carência de mais programas de FC que venham alicerçar-se nesses moldes.

This article aims to understand how school management has been organizing professional development situations for teachers in the daily activities of actions planned and developed with peers. It is a qualitative research, carried out in a public school in the municipal education network, which has the partnership of an ONG and is located in a city in the southern region of Bahia. To collect data, we conducted semi-structured interviews with the school principal and pedagogical coordinator. From the analysis of the material produced in the interviews, it was possible to understand that the movement proposed by management for the professional development of teachers, in this case, those who teach Mathematics, is to allow, guarantee, encourage, participate and bring their teachers closer to external sources of training, such as the University and research groups, valuing the school culture, as a place for teaching and learning and for the proposals presented in the Pedagogical Project of the School, favoring the school space so that teachers can discuss and put into practice this formation and the reflection of the practice; professional development and social justice, as part ofthe working conditions necessary for the good performance of the teacher in the task of promoting learning to his students; and dialogue with teachers who teach mathematics to advance the construction of the student's mathematical knowledge and the professional development of teachers.

We engaged preservice teachers in a redesigned mathematics field experience with a central focus on children’s reasoning through teaching experiments and purposeful reflection on practice through L...

This reflection on practice develops the idea of a skin metaphor in the work of a selection of contemporary South African artists working in clay. In particular, it discusses selected works by Juli...

An der Universität Erfurt sind bundesweit die meisten und auch umfangreichsten Praxisgelegenheiten in der universitären Ausbildung angehender Lehrpersonen integriert. Reflexive Anforderungen werden im Rahmen eines immersiven Praktikumskonzepts über den Studienverlauf schrittweise gesteigert. Im Praxissemester, das am Ende des Studiums verortet ist, werden die höchsten Reflexionsanforderungen gestellt. Im Rahmen einer wöchentlichen Gruppensupervision leiten erfahrene Lehrpersonen die Praxisreflexion der Studierenden auf der Grundlage eines modifizierten Reflexionsstufenmodells an. Der Beitrag beschreibt die Förderung von Reflexion im Erfurter Praktikumskonzept und stellt beispielhaft die Konzeption der Supervisionsarbeit im Kontext des Praxissemesters ausführlicher vor. Neben dem Veranstaltungskonzept werden auch Befunde der Begleitforschung präsentiert, die relevante Hinweise für die Weiterentwicklung der Konzeption liefern., At the University of Erfurt, most and also the most extensive practical opportunities in Germany are integrated into the university education of prospective teachers. Reflective requirements are gradually increased as part of an immersive internship concept over the course of study. In the internship semester, which is located at the end of the studies, the highest reflection requirements are made. As part of a weekly group supervision, experienced teachers introduce the students’ reflection based on a modified reflection stage model. The article describes the promotion of reflection in the Erfurt internship concept and provides an example of the conception of supervision work in the context of the practical semester in more detail. In addition to the event concept, findings of the accompanying research will also be presented, which provide relevant information for the further development of the concept.

Professional reflection plays a central role in the construction and development of the professional knowledge of teachers and future teachers. The authors of this paper understand reflection as a mental process of trying to structure or restructure an experience, a problem, or existing knowledge, leading to an their understanding, and constituting a continuous process of analysis and refinement of practice, in which the recursive character and cyclical nature briefly define the way it takes place. It is important, then, that teachers or future teachers engage in systematic reflection that is integrated into their daily practice. It is accepted that reflection gains strength when mediated by writing, especially since, when writing, the teacher becomes aware of his/her own learning process. Therefore, it is important to understand what teachers and future teachers reflect upon and create conditions that allow them to improve/deepen the reflective process. It is in this context that the study presented in this communication emerges. It is contextualized in the Final Internship Report of the Master's Degree in Primary and Middle School Teaching in the School of Education of Instituto Politécnico de Bragança, Portugal, prepared and publicly defended by a future teacher. The study focuses on the content analysis of the written reflections on a teaching and learning experience (TLE) carried out in the mathematics classroom on the topic of "Data organization and processing". The TEL presented assumes characteristics of action research and research on practice. The future teacher based the writing of the TEL, carried out in a 6th grade mathematics class (students aged 11-13), on field notes recorded in a logbook built throughout the professional internship, on direct observation of the students' activity in class and on the analysis of their productions and opinions. In this analysis, we sought to understand the incidence of reflection in the three stages of teaching practice, giving rise to the defined categories and subcategories of analysis: (i) Planning the TLE (what did you think of doing?): path taken; and global assessment; (ii) Development of the TLE (what happened in the classroom?): structure and organization of the TLE; organization and management of the classroom; communication in the classroom; student activity - tasks; student activity - attitudes; teacher activity; and (iii) Learning achieved in the TLE (what is the balance to be made?): student learning; and teacher learning. In her written reflections, the future teacher revealed, for example, her concerns about creating stimulating learning contexts for her students, the relevance of her students' performance assessment practices, the diversification of her students' ways of working, the importance of developing positive attitudes towards mathematics or the projection of future work to be developed. info:eu-repo/semantics/publishedVersion

This paper describes how we, a group of 7 emerging teacher educators, took up a critical inquiry framework to collaboratively generate knowledge through dialogic reflection on practice acro...

This Reflection on Practice is based upon a change in the undergraduate course Family and Community Relations. Historically, this course has been taught on campus in a lecture format, as we...

This article provides a case study of tutor’s reflection on practice leading to a different approach to teaching an introductory course on politics and policy at a major Australian university, aimed at better reaching disengaged students. The overhaul led to higher levels of constructive student engagement in the tutorials, resulting in improved student and learning outcomes. Tutors, with their broad face-to-face and individual contact, have the means to assess student engagement and understanding in ways not always available to lecturers. As such, they can support holistic curriculum development if they are seen as relevant stakeholders in this process. The article demonstrates the value of seeing tutorials and tutors as an integral consideration in curriculum development.

This paper reports on a study conducted within VIDEO-LM (Viewing, Investigating and Discussing Environments of Learning Mathematics), a video-based professional development project for secondary mathematics teachers that aims to enhance reflection on practice. The study explored VIDEO-LM sessions where Israeli teachers watched an 8th grade geometry lesson from Japan. We analyzed teachers’ discussions around this lesson and characterized main themes and reflection types. Findings suggest that watching the Japanese lesson, using the VIDEO-LM framework, led to productive discussions among teachers. The fact that the videotaped lesson was culturally “far” from the teachers’ reality provoked them to re-see everyday aspects of their practice, revealing some dissonances which promoted reflective thoughts and actions.

This reflection on practice describes the first fifty days of a professional transition from student affairs into academic development. Campus collaborations, educational experiences, and holistic ...

O presente texto versa a respeito da docência e seus processos de transitividade. O objetivo é tecer uma reflexão sobre a importância da transitividade na docência, tendo em vista as contribuições de Paulo Freire no que tange ao pensar certo e à reflexão sobre a ação. Além disso, outros autores são evocados para a escrita, tais como Pimenta (2002, 2010), Freitas (2018), Charlot (2000), Cunha (1999). O argumento principal desenvolvido no texto é que ao pensar certo o docente pensa sobre, ao pensar sobre, reflete sobre sua prática, e a reflexão sobre a prática o coloca em processo de ação-reflexão-ação, isso caracteriza a docência em movimento. A pesquisa é o elemento central para a transitividade na docência, a postura investigativa do professor, que reflete sistematicamente sobre sua prática, o coloca em constante movimento. Esse movimento é provocado pelos professores, por meio de saberes docentes como a reflexão, a pesquisa, a tomada de decisão e o pensar certo.

In recent years, there has been a signifi­cant increase in international debates, re­search and socio-educational programmes focusing on youth empowerment. One of the main issues with this concept is related to how it is measured and evaluated. Evaluating so­cio-educational actions and projects is crucial in order to design, implement and improve educational practices that help young people to empower themselves. This article presents the process of building and validating a ru­bric, within the framework of the HEBE Pro­ject, for the evaluation of youth empowerment actions and projects. The methodological pro­cess consists of three phases: (1) Design of the rubric; (2) Expert validation by 17 practition­ers from different fields, 3 experts in evalua­tion and 5 young people; (3) And a compari­son by means of a pilot test with 20 projects or socio-educational services aimed at youth empowerment, in which 63 professionals par­ticipate. The results show evidence of validity and reliability of the rubric in order to evalu­ ate the quality of socio-educational practices, and also to design and implement actions that focus on youth empowerment. It is noted for being a validated and useful instrument for making educational assessments related to youth empowerment, and for its usefulness in generating processes of reflection that become the basis for rethinking and improving peda­gogical practices. En los últimos años ha habido un aumen­to significativo de los debates internacionales, las investigaciones y los programas socioe­ducativos centrados en el empoderamiento juvenil. Uno de los principales problemas de este concepto está relacionado con las formas de medirlo y evaluarlo. Evaluar las acciones y proyectos socioeducativos es clave para el dise­ño, la implementación y la mejora de prácticas educativas que ayuden a la juventud a empo­derarse. Este artículo presenta el proceso de construcción y validación de una rúbrica para la evaluación de acciones y proyectos educati­vos de empoderamiento juvenil desarrollada en el marco del Proyecto HEBE. El proceso metodológico consta de tres fases: (1) el dise­ño del instrumento; (2) la validación por juicio de expertos de 17 profesionales de diferentes ámbitos, 3 expertos en evaluación y 5 jóvenes; (3) y el contraste que se realiza a través de una prueba piloto con 20 proyectos o servicios so­cioeducativos de empoderamiento juvenil en los que participan 63 profesionales. Los re­sultados denotan la validez y fiabilidad de la rúbrica para evaluar la calidad de las prácticas socioeducativas y para diseñar e implementar acciones que apuesten por el empoderamiento juvenil. Destaca por ser un instrumento vali­dado y útil para la realización de diagnósticos educativos relacionados con el empoderamien­to juvenil y por su utilidad para generar pro­cesos reflexivos que se convierten en puntos de partida para repensar y mejorar la práctica pedagógica.

Teletandem enables future teachers of foreign languages the intercultural contact with a foreigner. In this virtual synchronous space via webcam, a person teaches his/her own language, or learns the mother tongue or language of competence of his/her teletandem partner. In this article, we argue (a) that the teletandem can be considered as a third space or a hybrid technological context; and (b) that, in addition to developing oral competence in the target language, this context can provoke future teachers' reflections on the pedagogy of foreign languages. We argue that both characteristics facilitate the professional development of future language teachers. We aim to investigate: (a) how this online intercultural contact mobilizes the commitment of the future foreign language teacher with his/her own professional training, and (b) how mediation activities (that follow the teletandem interactions) function as triggers of reflective processes on teaching and on learning foreign languages. The study was based on a teletandem partnership between a Brazilian and a Mexican university. We adopted a critical qualitative approach to the analyses of audio-recordings of group mediation sessions in which future Portuguese/Spanish teachers participated. The results of the analyses describe the characteristics of the online intercultural contact via teletandem. Although well articulated by the teacher educator, they bring the potential of theorizing and of critical observation of the students' own actions as teachers of foreign languages who are engaged in the process of their professional development. El teletandem posibilita al licenciando en Letras el contacto intercultural con un extranjero. En este espacio virtual y sincrónico, vía webcam, el sujeto enseña su propia lengua, y aprende la lengua materna o de competencia de su compañero de teletandem. En este artículo, argumentamos (a) que el teletandem puede ser considerado como un tercer espacio o un contexto tecnológico híbrido, y (b) que este contexto, además de desarrollar la competencia oral en la lengua objetivo, puede suscitar reflexiones en alumnos de Letras acerca de la cuestión pedagógica de lenguas extranjeras. Creemos que tales características son facilitadoras del desarrollo profesional de futuros profesores de idiomas. Es nuestro objetivo investigar: (a) cómo este contacto intercultural en línea moviliza el compromiso del futuro profesor de lengua extranjera con su propia formación y (b) cómo las actividades de mediación (realizadas después de las interacciones en teletandem) funcionan como deflagradoras de procesos de reflexión en alumnos de Letras sobre el acto de enseñar y aprender lenguas extranjeras. El estudio se desarrolló teniendo como escenario una asociación de teletandem entre una universidad brasileña y otra mexicana. Una metodología crítica cualitativa se utilizó para el análisis de las grabaciones de las sesiones de mediación hechas en grupo y que tuvieron la participación de los estudiantes de Letras, futuros profesores de portugués / español. Los resultados del análisis señalan para las características del contacto intercultural en línea vía teletandem. Si bien articuladas por el educador de profesores, ellas traen el potencial de teorización y de observación crítica. O teletandem possibilita ao licenciando em Letras o contato intercultural com um estrangeiro. Neste espaço virtual e síncrono, via webcam, o sujeito ora ensina sua própria língua, ora aprende a língua materna ou de competência de seu parceiro de teletandem. Neste artigo, argumentamos (a) que o teletandem pode ser considerado como um terceiro espaço ou um contexto tecnológico híbrido e (b) que este contexto, além de desenvolver a competência oral na língua-alvo, pode suscitar reflexões em alunos de Letras acerca da pedagogia de línguas estrangeiras. Acreditamos que tais características sejam facilitadoras do desenvolvimento profissional de futuros professores de línguas. Objetivamos investigar: (a) como este contato intercultural online mobiliza o comprometimento do futuro professor de língua estrangeira com sua própria formação e (b) como as atividades de mediação (realizadas após as interações em teletandem) funcionam como deflagradoras de processos de reflexão em alunos de Letras sobre o ato de ensinar e aprender línguas estrangeiras.O estudo se desenvolveu tendo como cenário uma parceria entre uma universidade brasileira e outra mexicana. Uma metodologia qualitativa crítica foi usada para a análise das gravações de sessões de mediação em grupo das quais participaram estudantes de Letras, futuros professores de português/espanhol. Os resultados da análise apontam para as características do contato intercultural online via teletandem. Se bem articuladas pelo educador de professores, elas trazem o potencial de teorização e de observação crítica das próprias ações dos alunos como professores de línguas estrangeiras, em processo de formação inicial.

Made available in DSpace on 2020-12-12T00:26:23Z (GMT). No. of bitstreams: 0 Previous issue date: 2020-07-01 Teletandem enables future teachers of foreign languages the intercultural contact with a foreigner. In this virtual synchronous space via webcam, a person teaches his/her own language, or learns the mother tongue or language of competence of his/her teletandem partner. In this article, we argue (a) that the teletandem can be considered as a third space or a hybrid technological context; and (b) that, in addition to developing oral competence in the target language, this context can provoke future teachers' reflections on the pedagogy of foreign languages. We argue that both characteristics facilitate the professional development of future language teachers. We aim to investigate: (a) how this online intercultural contact mobilizes the commitment of the future foreign language teacher with his/her own professional training, and (b) how mediation activities (that follow the teletandem interactions) function as triggers of reflective processes on teaching and on learning foreign languages. The study was based on a teletandem partnership between a Brazilian and a Mexican university. We adopted a critical qualitative approach to the analyses of audio-recordings of group mediation sessions in which future Portuguese/Spanish teachers participated. The results of the analyses describe the characteristics of the online intercultural contact via teletandem. Although well articulated by the teacher educator, they bring the potential of theorizing and of critical observation of the students' own actions as teachers of foreign languages who are engaged in the process of their professional development. Univ Estadual Paulista Julio de Mesquita Filho UN, Assis, SP, Brazil Univ Estadual Paulista Julio de Mesquita Filho UN, Assis, SP, Brazil

This study explores attitudes and motivations towards volunteering in nursing students in Ghana compared with nursing students in the United Kingdom (UK). Ghana traditionally follows a western model of nurse education, with students studying programmes commensurate in theory and practice, making Ghana a suitable location for a comparative study. We explored similarities and differences in attitudes and motivation towards volunteering to challenge and inform our common place practice towards nursing pedagogy. Ghanaian students displayed positive attitudes towards volunteering, although these did not translate into increased motivation to volunteer while at university. Students reported financial constraints as reasons for not volunteering as did UK students, although Ghanaian students used available resources for daily living expenses, whereas UK students prioritised available resources to pay down student debt. Structured volunteering was absent from both Ghanaian and UK nursing programmes, despite its potential to increase the variety of social groups or situations to which students are exposed, to increase self-confidence and to encourage greater reflection on practice through doing. Structural challenges within countries may provide a better explanation of variation in student motivation towards volunteering, than cross-cultural variation in attitudes towards volunteering between countries.

The theory-practice debate has been a perennial issue in initial teacher education (ITE). By reporting a mixed-methods study in an ITE programme characterized by a university-based ‘theory-first’ approach in Hong Kong, this study offers useful empirical evidence to analyse the theory-practice issue. 346 student teachers of a BEd Programme participated in the quantitative survey, 15 of whom were interviewed. The quantitative findings showed significant positive correlations between three types of perceived professional competence and two aspects of student teachers’ engagement with the theory-practice link. The qualitative findings offered an in-depth understanding of the ways in which student teachers connected theoretical knowledge learned in ITE coursework and practical experience in ITE fieldwork in developing their professional competence: (1) theoretical knowledge as a guide for professional decisions and a tool for reflection on practice; (2) practicalizing theoretical knowledge: adapting th...