ZusammenfassungHintergrundZu wenige junge ÄrztInnen interessieren sich für die Allgemeinmedizin und noch weniger für eine Niederlassung im ländlichen Raum. Mit der Befragung sollen Einstellungen und ...Faktoren identifiziert werden, welche mit der Wahl der Allgemeinmedizin als Berufsfeld sowie der Niederlassung im städtischen oder ländlichen Raum assoziiert sind. Zudem interessierte uns, welche Möglichkeiten die Studierenden selbst sehen, die Attraktivität der Allgemeinmedizin (im städtischen und ländlichen Raum) zu steigern.MethodeIm Juni 2018 wurden die Daten an der Medizinischen Universität Wien von Studierenden des 5. und 6. Studienjahres (n = 89) mittels selbst entwickeltem Onlinefragebogen erhoben. Die Befragung deckte folgende Inhalte ab: Einkommen, Arbeitszeit, persönliche Zukunftsplanung, Leben auf dem Land vs. Leben in der Stadt, allgemeine Einstellungen zu Allgemeinmedizin, Einstellungen zur Allgemeinmedizin speziell auf dem Land und ausbildungsspezifische Aspekte der Allgemeinmedizin.ErgebnisseNur 15,8 % der Befragten sehen in der Allgemeinmedizin ihre berufliche Zukunft. Fast 60 % denken, dass Allgemeinmediziner zu wenig Geld verdienen. 82,6 % halten eine stärkere Einbindung des Fachs „Allgemeinmedizin“ in die Ausbildung für notwendig. Nur 9,8 % denken, dass die Allgemeinmedizin hohes Ansehen innerhalb der ÄrztInnenschaft genießt. Das Landleben wird von 80 % als „Familienfreundlich“ eingeschätzt, jedoch ist der Wunsch in eine Dorfgemeinschaft eigebunden zu sein nur bei 28,1 % ausgeprägt. Eine städtische Infrastruktur ist für 61,7 % unverzichtbar. Über 50 % bevorzugen Gruppen‑/Gemeinschaftspraxen im städtischen wie im ländlichen Raum.SchlussfolgerungFörderung von Gemeinschaftspraxen, eine bessere Reputation innerhalb der ÄrztInnenschaft, vielfältige Einbindung des Themas „Allgemeinmedizin“ in die medizinischen Curricula aber auch die Suche nach Lösungen außerhalb der klassischen Denkmuster könnten zur Versorgungssicherung beitragen.
La profesión docente está en el centro de las miradas en estos tiempos de elevada complejidad social. El profesorado estáviviendo relevantes cambios en su profesión y, por lo tanto, es lícito revisar ...cómo se produce su aprendizaje, cómo se desarrolla la profesionalidad docente, cómo se adapta a los cambios, cómo se genera su identidad y cómo gestiona la complejidad. Todos estos elementos implican múltiples dimensiones de análisis y una considerable variedad de aproximaciones temáticas.
La presentación se enmarca en la formación universitaria de profesorado, en el trabajo desarrollado en la cátedra Currículum, /Práctica Curricular en la que se discuten los mandatos, las ...prescripciones oficiales, los intersticios, la construcción y la distribución de los saberes que las sociedades declaran sustanciales en las ciudadanías de cada época. El gran objetivo es la descolonización del currículum, preguntarnos que entendemos por conocimiento valido, quien lo construye y cómo lo hace, con qué medios y objetivos se presenta como válido, quién lo distribuye y cómo. La presentación permite configurar nuestra síntesis del currículum universitario como proyecto politico: el marco de fundamentos y de acción a partir de las referencias de las Epistemologías del Sur, los desafíos de una ecología de saberes, los cuestionamientos metodológicos, las alternativas no extractivistas, los referenciales legales para el desarrollo de prácticas informadas, la importancia actual de una Educación Sexual Integral, las producciones de los/as estudiantes y las intervenciones en una propuesta educativa político-curricular. Se habilitan instancias de diseño de materiales alternativos elaborados por las/ os estudiantes de los profesorados en sus prácticas. En este trabajo compartimos lo que hemos construido como nuestro espacio de acción: las prácticas curriculares en la formación de profesorado. Se adjuntan producciones de las/os estudiantes de los profesorados, en las que ponen en juego los fundamentos debatidos y las experiencias desarrolladas en las aulas.
In Creating Wicked Students, Paul Hanstedt argues that courses can and should be designed to present students with what are known as "wicked problems" because the skills of dealing with such knotty ...problems are what will best prepare them for life after college. As the author puts it, "this book begins with the assumption that what we all want for our students is that they be capable of changing the world...When a student leaves college, we want them to enter the world not as drones participating mindlessly in activities to which they've been appointed, but as thinking, deliberative beings who add something to society."There's a lot of talk in education these days about "wicked problems"-problems that defy traditional expectations or knowledge, problems that evolve over time: Zika, ISIS, political discourse in the era of social media. To prepare students for such wicked problems, they need to have wicked competencies, the ability to respond easily and on the fly to complex challenges. Unfortunately, a traditional education that focuses on content and skills often fails to achieve this sense of wickedness. Students memorize for the test, prepare for the paper, practice the various algorithms over and over again-but when the parameters or dynamics of the test or the paper or the equation change, students are often at a loss for how to adjust.This is a course design book centered on the idea that the goal in the college classroom-in all classrooms, all the time-is to develop students who are not just loaded with content, but capable of using that content in thoughtful, deliberate ways to make the world a better place. Achieving this goal requires a top-to-bottom reconsideration of courses, including student learning goals, text selection and course structure, day-to-day pedagogies, and assignment and project design. Creating Wicked Students takes readers through each step of the process, providing multiple examples at each stage, while always encouraging instructors
Editorial Gailiunas, Paul; Fenyvesi, Kristóf
Journal of mathematics and the arts,
03/2019, Letnik:
13, Številka:
1-2
Journal Article
Recenzirano
There is a long history of the mutual influence of mathematics and art, perhaps most obviously in the developing understanding of perspective among artists which was to have a profound influence on ...mathematicians’ understanding of geometry. Aspects of mathematics were part of every artist's education until well into the twentieth century, and by the 1960s there was an increasing awareness of the importance of visual education for everyone Over the following decades mathematics educators developed ways to bring art into their teaching, and recent support for initiatives that integrate art with science, technology, engineering and mathematics have stimulated further interest.
At the present time, there is no reference to a university educational process focused solely on appropriating knowledge, because there is a significant interest to contribute to the training of ...professionals with values, which enable them not only to coexist in the world today, but also commit to transform it. From a current perspective, the present study addresses interrelated elements in the axiological plane, such as universal values, curriculum and formation of values in the university.
De kunst van het onderwijzen Witte, Theo
Nederlandse letterkunde,
12/2018, Letnik:
23, Številka:
3
Journal Article
Recenzirano
The art of teaching. About the promising future of literature education Literature as a serious art form is losing ground. Also in secondary education, literature has lost its sacrosanct position. ...Young people are reading fewer and fewer books. This also means that the functional illiteracy of socially vulnerable groups increases and the writing and reading skills of students is often below par. To reverse the tide, it is important to re-legitimize literature education. An overview of the functions of literature education shows that teaching of literature is of essential importance for language development, cultural socialization and personal education of students, and fits very well with the general aims of (secondary) education. Teachers see the decline in reading habits and motivation of many students as one of the greatest didactic problems. To turn the tide, it is therefore also important that the teaching of literature is at its best: that it motivates students to read books, that it enables them to develop their literary competence, and that it contributes to their cultural socialization. To this end, a didactic theory is set out in seven axioms that enables literature and reading of books to be firmly anchored in the curriculum. The article concludes with the axiom that for good (literature) education a strong professional community of teachers, teacher trainers and university specialists is necessary.
Literatuur leren onderzoeken in de klas van der Deijl, Lucas; Dietz, Feike; Stronks, Els
Nederlandse letterkunde,
12/2018, Letnik:
23, Številka:
3
Journal Article
Recenzirano
Literary research in the classroom. Research education using LitLab.nl and the Geschiedenis van de Nederlandse literatuur In Dutch secondary schools, pupils rarely learn how to research Dutch ...language and literature. While other school subjects promote the development of disciplinary research skills, the curriculum of Dutch lacks a similar focus. As a result, secondary school pupils are taught to treat the Dutch literary history as a collection of literary and historical facts rather than a status questionis of the current field of literary scholarship. In this article we argue that the connection between the Geschiedenis van de Nederlandse literatuur (GNL) and LitLab.nl ‐ a digital laboratory for literary research on secondary schools ‐ could support the development of a scientific research disposition and facilitate the shaping of pupils as literary researchers. We discuss the theoretical and didactic background of LitLab in order to demonstrate how an adjusted and more accessible version of the new GNL could be integrated in the curriculum by using LitLab as a medium.
El presente artículo analiza las trayectorias de los miembros de tres centros de investigación en México. Para ello se recurre a dos categorías analíticas que se yuxtaponen en las prácticas ...cotidianas: trayectoriasy experiencias. A través de ellas se analiza el sentido atribuido al papel de la ciencia en la sociedad como uno de los pliegues de las subjetividades científicas. La hipótesis es que las trayectorias definen modos de hacer ciencia y esto a su vez configura un sentido al trabajo de investigación, una disposición del papel de la ciencia en la sociedad. La investigación se basó en el método biográfico en donde se da centralidad a las entrevistas en profundidad. La apuesta metodológica se complementó con la revisión documental y el análisis de los curriculum vitæde los científicos entrevistados.
A randomized-trials design was used to evaluate the effectiveness of a preschool mathematics program based on a comprehensive model of research-based curricula development. Thirty-six preschool ...classrooms were assigned to experimental (Building Blocks), comparison (a different preschool mathematics curriculum), or control conditions. Children were individually pre-and posttested, participating in 26 weeks of instruction in between. Observational measures indicated that the curricula were implemented with fidelity, and the experimental condition had significant positive effects on classrooms' mathematics environment and teaching. The experimental group score increased significantly more than the comparison group score (effect size = 0.47) and the control group score (effect size = 1.07). Early interventions can increase the quality of the mathematics environment and help preschoolers develop a foundation of mathematics knowledge.
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