Search results for "Learning"

Cooperative learning: a methodological innovation in teacher training /El aprendizaje cooperativo: una innovación metodológica en la formación del pr…

2016

AbstractCooperative learning is an important methodological strategy to develop students’ general competencies. In this paper, we show an educational innovation experience of cooperative learning developed as part of the ‘Educational contexts and processes’ subject of the Speciality in Technology and Industrial Processes of the Master’s Degree in Secondary Education Teaching at the University of Valencia, during the 2011–12 academic year. The innovation experience becomes ‘meta-experience’ since it allows students to reflect on their own knowledge in building the learning process. The overall objective of this experience is to develop attitudes and skills for cooperative learning in future …

A more efficient match between firms’ demand, VET supply and human capital capacities through bottom-up, participative governance

2013

Abstract One of the main challenges facing EU territories is the development of strategies to better adapt to changing global socio-economic trends. Lifelong education and training is a main strategic tool and a key component in the achievement of EU goals. One component of the lifelong education concept is Vocational Education and Training (VET), aimed at closing the gap between workers’ skills and qualification and changing demand in labour markets. Although local partnerships seem to be an adequate tool to implement VET strategies, some authors identify obstacles that can be attributed to bad practices. Thus, more evidence is needed to support the idea that local development and public-p…

Spaanse kinderen. Los niños españoles exiliados en Bélgica durante la guerra civil. Experiencia pedagógica e historias de vida

2013

This paper explains the pedagogical experience conducted during 2011-2012 by the author at the Ghent University (Belgium), in which he tried to recover the historical memory through oral history teaching. The search and document analysis in Belgian correspondence files, photographs and drawings, and the use of interviews and life stories of «children» exiled in Ghent during the Spanish Civil War, are the sources used for the study of these childhood stories. This is a historical research shared with students of Pedagogische Wetenschappen (Educational Sciences) that became a real learning experience of historical and educational learning. El presente artículo narra la experiencia pedagógica …

‘I don’t feel like I’m studying languages anymore’ : Exploring change in higher education students’ learner beliefs during multilingual language stud…

2022

To educate multilingual global citizens and follow the multilingual turn in language education, universities are faced with the challenge of developing their language pedagogies. This article reports on a study conducted in the context of university language studies that take a multilingual perspective to learning languages for academic and professional purposes. Although multilingual pedagogies have been widely developed in what could be traditionally considered as bilingual education, practical implementations are rarer when considering students that generally have one home language but study multiple foreign languages. To assess the effects of multilingual teaching in this kind of contex…

Facework and Prosocial Teasing in a Synchronous Video Communication Exchange

2019

This study centres on the analysis of prosocial teasing during a videoconference (telecollaboration) exchange between mixed-gender adolescent secondary school students from Spain and Germany. We contend that the provocative elements present in prosocial teasing activate a play frame, in Gregory Bateson’s terms, in which seemingly hostile face acts can be interpreted as playful behaviour. We argue that successful teasing can ultimately enhance the face of the teaser and that of the person being teased and thus build up rapport between them. Our analysis of the facework in the interaction during this telecollaboration exchange is based on Erwin Goffman’s notions of face, demeanour and deferen…

Negotiating language across disciplines in pre-service teacher collaboration

2017

AbstractIn multilingual learning settings, in order to provide optimal learning conditions for all learners and support both disciplinary and language knowledge development, subject teachers need knowledge on and understanding of how language is used to construct meanings in their discipline and how to scaffold learning from the premise of learners’ current skills. In this article, we report a descriptive case study of two teaching interventions carried out in pre-service subject teacher practice. Student teachers of science and ethics collaborated with student teachers of Finnish language and literature to plan and implement thematic units that focused on particular disciplinary phenomena …

On Poetry and Becoming: A Conversation with Paul Hamill

2012

An Interview with Lucian Bâgiu, Author of Bestiary: Oriental Salad with Peacock/Imaginary Academics

2016

Of “You” and “Thou,” Lips and Pilgrims in the Translation of Romeo and Juliet’s “Shared Sonnet”: A Hands-On Perspective

2019

Abstract It is not a recent discovery in the field of language history that the address pronouns thou and you were not, in Shakespeare’s time, used indiscriminately. If the speaker did have a choice between the two forms, that choice was by no means random, idiosyncratic or arbitrary, but always dictated by the social, relational or attitudinal context of a speech act. Nonetheless, all 20th-century Romanian translations of Romeo and Juliet (and of other Shakespearean plays) – from Haralamb Leca’s rather loose rendering (1907) to Ștefan-Octavian Iosif’s and to Virgil Teodorescu’s more refined versions (1940 and 1984, respectively) – seem to ignore the difference in associative meaning betwee…

TRANSFORMING THEOLOGICAL SYMBOLS

2010

. In this essay I explore the need for transforming the Christian theological symbols of the Trinity, Incarnation, and Redemption, which arose in the context of neo-Platonic metaphysics, in light of late modern, especially Peircean, metaphysics and categories. I engage and attempt to complement the proposal by Andrew Robinson and Christopher Southgate (in this issue of Zygon) with insights from the Peircean-inspired philosophical theology of Robert Neville. I argue that their proposal can be strengthened by acknowledging the way in which theological symbols themselves have a transformative (pragmatic) effect as they are “taken” in context and “break” on the Infinite.