Teacher's Role in Task Activities Sato, Moeka
Bulletin of Japanese Language Teaching Practices,
2023/09/01, Letnik:
14
Journal Article
Odprti dostop
This paper presents an action research study that investigates the role of the teacher while conducting task-based activities in a Japanese language teaching training class, for which I was ...responsible. During the training in October 2022, learner’s level ranged between beginner and intermediate, learners struggled to complete the assigned tasks, leading to a decline in their motivation to learn Japanese. Several factors, such as unclear instructions, task complexity, and student pairings, were identified as potential contributors to the lack of success in the class. This paper aims to analyze the reasons behind the failure of two training sessions that involved task-based activities.The findings revealed several issues pertaining to the teacher's role, including the occurrence of errors and misuses as well as a lack of negotiation of meaning due to time constraints and the teacher’s impatience. These problems were identified as the primary challenges. This action research paper investigates the problems associated with the teacher's role in task-based activities and endeavors to enhance future classes.
Learning in the Era of Mobile means an expansion in the range of learning tools, which are much more accessible thanks to the use of mobile devices. The greater possibilities of applying online tools ...for learning do not eliminate problems related to distance learning, such as personal factors related to attitude and student’s perception in virtual learning environments. It is necessary to consider whether the mere application of online tools in m-learning is enough or whether the context and the way in which online learning tools are applied are what is really important, even more so when the program is directed towards students using a distance learning system. Seen from this point of view, the utility of online tools is a key factor for successful learning. Furthermore, it is known that the personal attitude can affect the student’s perception about different aspects of learning, such as the perceived utility of the tools online. Considering the above arguments, the objective of this research is to measure the perceived utility of online learning tools by university students in a teaching environment accessible by mobile devices. Likewise, as a complementary objective to the measurement of perceived utility, the explanatory variables that could cause some effect on the perceived utility were analyzed. The analysis of explanatory variables is focused on personal attitudes, such as attitude towards accounting or the perceived role of the teacher. The data were collected through a questionnaire. Scoring indicators were applied to quantify the scores of university students for each variable. The analysis showed that mature students in a distance education program in Accounting assign high value to online tools and give a high score to their own attitude towards Accounting and the teacher’s role in virtual learning. Regression analysis indicates that about 34% of the perceived utility of online tools could be explained by their positive attitude towards Accounting and by the role of the teacher in m-learning. The identification of explanatory variables of perceived utility of online tools could improve the design and adaptation of the virtual environment, according to personal needs of college students.
Readertraining is a lifelong learning teaching process, that can begin at any age and never ends, therefore, this study was carried out with the objective of understand the characteristics of a ...reading teacher and their perception of the role of the mediator teacher in the training of readers in basic education. The design is narrative and phenomenological, the sample consisted of three teacher-readers and at the same time writers from the Puno, Cusco and Ancash regions, from whom information was collected usingthe interview as a technique and the semi-structured interview guide for the training of readers, consisting of thirty questions. It is concluded that the teacher is the decisive element in the process of training readers, to train student readers must bea regular reader. In addition, key informants agree on the principle of freedom as the essence of said process, although the investigations of Álvarez-Álvarez & Diego-Mantecón (2018) and Colomer & Munita (2013) show that the teacher is not an expert reader and has serious limitations in his reading habit, his knowledge and capacities of interpretation of the texts.
La formación del lector es un proceso de enseñanza aprendizaje permanente, que puede empezar en cualquier edad y nunca termina, por ello, se realizó este estudio con el objetivo de comprender las características de un docente lector y su percepción sobre el rol del docente mediador en la formación de lectores en la educación básica. El diseño es narrativo y fenomenológico, la muestra estuvo constituido por tres docentes lectores y a la vez escritores de las regiones Puno, Cusco y Ancash, de quienes se recogió información utilizando como técnica la entrevista y como instrumento la guía de entrevista semiestructurada de formación de lectores, que consta de treinta preguntas. El estudio concluye que, el docente es el elemento decisivo en el proceso de formación de lectores, para formar estudiantes lectores debe ser un asiduo lector. Además, los informantes claves coinciden en el principio de libertad como la esencia de dicho proceso, aunque las investigaciones de Álvarez-Álvarez y Diego-Mantecón (2018) y Colomer y Munita (2013) evidencian que el maestro no es un lector experto y tiene serias limitaciones en su hábito lector, también en sus saberes y capacidades de interpretación de los textos.
The current study attempts to investigate the influence of virtual learning communities (VLCs) on behavior modification, through the bullying paradigm, using natural language processing (NLP) ...techniques. The key question is whether individual learners that bully in their physical learning community (PLC) can be able to exhibit a behavior modification, if integrated in a VLC. Results indicate that the attempted "integration" could be a promising framework to behavior modification via a virtual community. Furthermore, machine learning is employed for the automatic detection of aggressive behavior that can facilitate the timely teacher's intervention, without him having to manually scan through the textual dataset. To the authors' knowledge, this is the first time such a linguistic and behavioral analysis for bullying detection is applied to VLCs. Another innovative challenge is the language targeted in the analysis, namely Greek.
Objective To learn about the experiences of professors in the teaching process during the pandemic in a nursing school in Medellin, Colombia.
Materials and methods Qualitative study for which eleven ...individual semi-structured interviews were conducted. The participants were university professors from a nursing school in Medellin, Colombia. The analysis was based on the transcription of the interviews using elements of grounded theory; line-by-line analysis was performed, which allowed grouping the data in the following categories: transformation of the teaching-learning process; effects of the teaching-learning process; support networks; lessons learned from the experience.
Results The transformation of the teaching - learning process, the management of technological tools, the effects of the rapid change in teaching methodologies, and the support networks of university teachers were the main themes that emerged from the participants regarding their experience in nursing education.
Conclusion Nursing education during the pandemic in Colombia required great efforts from teachers to continue with the teaching-learning process, which led them to adapt quickly, suffer changes in their health, implement self-care strategies and require support from family, colleagues and friends.
Objectivo Conhecer as experiências dos professores no processo de ensino durante a pandemia numa faculdade de enfermagem em Medellín, Colômbia.
Materiais e métodos Estudo qualitativo para o qual foram realizadas onze entrevistas individuais semi-estruturadas. Os participantes eram professores universitários de uma faculdade de enfermagem em Medellín, Colômbia. A análise baseou-se na transcrição das entrevistas utilizando elementos de teoria fundamentada; foi realizada análise linha a linha, o que permitiu agrupar os dados nas seguintes categorias: transformação do processo ensino-aprendizagem; efeitos do processo ensino-aprendizagem; redes de apoio; lições aprendidas com a experiência.
Resultados A transformação do processo ensino-aprendizagem, a utilização de ferramentas tecnológicas, os efeitos da rápida mudança nas metodologias de ensino, e as redes de apoio de professores universitários foram os principais temas que emergiram dos participantes relativamente à sua experiência na educação em enfermagem.
Conclusão A educação em enfermagem durante a pandemia na Colômbia exigiu grandes esforços dos professores para continuar o processo ensino-aprendizagem, o que levou a uma rápida adaptação, mudanças na sua saúde, implementação de estratégias de autocuidado e apoio da família, colegas e amigos.
Objetivo Describir las experiencias de los profesores en el proceso de enseñanza-aprendizaje durante la pandemia en una facultad de enfermería en Medellín, Colombia. Materiales y métodos Estudio cualitativo para el cual se realizaron once entrevistas individuales semiestructuradas. Los participantes fueron profesores universitarios de una facultad de enfermería en Medellín, Colombia. El análisis se usando elementos de la teoría fundamentada; se realizó el análisis línea a línea, lo que permitió agrupar los datos en las siguientes categorías: transformación del proceso de enseñanza -aprendizaje; efectos del proceso de enseñanza - aprendizaje; redes de apoyo; lecciones aprendidas de la experiencia. Resultados La transformación del proceso de enseñanza - aprendizaje, el manejo de herramientas tecnológicas, los efectos del rápido cambio en las metodologías de enseñanza, y las redes de apoyo de los docentes universitarios fueron las temáticas principales que surgieron de los participantes en cuanto a su experiencia en la educación de enfermería. Conclusión La educación de enfermería durante la pandemia en Colombia requirió de grandes esfuerzos de los profesores para continuar con el proceso de enseñanza aprendizaje, lo que conllevo a que se adaptaran de forma rápida, padecieran cambios en su salud, implementaran estrategias de autocuidado y requirieran apoyo de sus familiares, compañeros y amigos.
Danish childcare centres reflect Fröbel’s legacy as they prioritise children’s free play. The children may choose themselves what they wish to play and with whom they wish to play. The pedagogues’ ...role is mainly seen as that of helping children in conflicts and in need of comfort. However, is children’s play at childcare facilities actually that free? Or is freedom something adults imagine?This article illuminates and discusses children’s free play and the opportunities for participating in play at childcare centres, based on the project “Children’s play and social relations” – a project involving ten childcare centres. The purpose was to understand how children’s play and social relations are constituted at childcare centres and to reveal how pedagogues can intervene to support and develop children’s play and social relations with a particular focus on including all the children.The project results showed that in terms of children’s free play and development of social relations between the children, the children were left largely to themselves, although the participating childcare centres differed widely in this respect. It was also evident that the children’s play was not particularly free, but subject to a number of conditions, ideas and routines at the centres, which, in practice, limited the play and affected the children’s opportunities for forming peer relationships and friendships – for some children more than others. Finally, some of the centres had practices that helped to develop the children’s play and to include children in the social groups. The project also revealed that the pedagogues could experience difficulties when changing routines that limited the children’s play and friendships at the facilities.In light of this, the article identifies and discusses the extent to which free play is possible in the context of child-care facilities, as well as how pedagogues can work on providing excellent playing conditions for children.
I danske daginstitutioner prioriteres med arven fra Fröbel børns fri leg højt. Børnene kan selv vælge, hvad de vil lege, og hvem de vil lege med. Pædagogernes rolle anses primært for at være at hjælpe børnene i konflikter, og hvis de har brug for trøst. Men er børns leg i daginstitutioner nu så fri? Eller er den frihed noget, vi forestiller os som voksne?I artiklen belyses og diskuteres børns fri leg og mulighed for deltagelse i leg i daginstitutionen på baggrund af projektet “Børns leg og sociale relationer” – et projekt i ti daginstitutioner, hvor formålet var at forstå, hvordan børns leg og sociale relationer konstitueres i daginstitutioner, samt hvordan pædagoger kan arbejde intervenerende i forhold til at understøtte og udvikle børns leg og sociale relationer med særligt fokus på at inkludere alle børn.Resultaterne fra projektet viste, at børnenes fri leg og udvikling af sociale relationer mellem børnene i vid udstrækning var overladt til børnene selv, dog med store variationer mellem de deltagende institutioner. Desuden viste det sig, at børnenes leg ikke var så fri, men underlagt en række betingelser, forestillinger og institutionsrutiner, som i praksis begrænsede legen og påvirkede børns mulighed for at danne peer-relationer og venskaber – for nogle børn mere end for andre. Endelig var der i nogle af institutionerne eksempler på praksisformer, der bidrog til at udvikle børns leg og inklusion af børn i de sociale fællesskaber. Projektet viste også, at det kunne være vanskeligt for pædagogerne at ændre de institutionsrutiner, der var begrænsende for børnenes leg og venskaber.På denne baggrund indkredses og diskuteres, i hvilken udstrækning fri leg er mulig i en daginstitutionssammenhæng, samt hvordan man som pædagog kan arbejde med at tilrettelægge gode legebetingelser for børnene.
Em sala de aula de língua inglesa, principalmente em escolas de idiomas que se fundamentam em princípios da abordagem comunicativa de ensino de língua estrangeira, almeja-se o engajamento discursivo ...do aluno e dele é esperado que exerça a habilidade oral na língua em estudo. Esse objetivo dirige o encaminhamento do discurso do professor durante as aulas. Neste texto, analisamos o papel do professor na tomada da palavra pelo aluno em sala de aula de língua inglesa, em uma escola de idiomas. Apresentamos os resultados de uma análise enunciativo-discursiva das interlocuções entre os sujeitos – alunos de uma turma do estágio intermediário e sua professora – fundamentada na teoria enunciativa da linguagem de Bakhtin. As análises mostram que a professora tem papel mediador fundamental no processo da tomada da palavra pelo aluno em inglês; com a sua participação e colaboração, os diálogos vão sendo construídos em sala de aula e quando o espaço para as interlocuções dos alunos não é por ela propiciado, essas não acontecem. Depreendemos das análises que a postura discursiva assumida pela professora, quando toma parte no diálogo, devolve a palavra ao seu interlocutor e colabora com a construção dos enunciados em sala de aula, pode promover mudanças qualitativas nos discursos dos alunos, que tomam a palavra para opinar, elaborar e narrar. Palavras-chave: enunciação em língua inglesa, mediação do professor, análise enunciativa.
The objective of the article was to find the relationship between the cognitive faculties of the cognitive subject and the problems of knowledge in the construction of the arguments on the role of ...the teacher from the humanistic psychological theory applied to education. The methodology used was the epistemological analysis of the discourse, deciphering the gnoseological senses and meanings of the ideas, judgments, and reasoning used by the theoreticians of this current in the mentioned edification, seeking to understand the cognitive faculties with which they intend to solve the philosophical problems of knowledge in it. The results reveal the existence of a relationship or correspondence of dependence of the cognitive faculties of the cognitive subject with respect to certain problems of knowledge from which the proposal is built from the said psychological current. Finally, it is concluded that behind the analyzed proposal, there are certain cognitive faculties that determine the way in which the main problems of knowledge are intended to be solved in the construction of the studied concept.
O objetivo do artigo era encontrar a relação entre as faculdades cognitivas do sujeito cognitivo e os problemas de conhecimento na construção de argumentos sobre o papel do professor a partir da teoria psicológica humanista aplicada à educação. A metodologia utilizada foi a análise epistemológica do discurso, decifrando os sentidos e significados gnoseológicos das idéias, julgamentos e raciocínios utilizados pelos teóricos desta corrente na referida construção, buscando compreender as faculdades cognitivas com as quais eles pretendem resolver os problemas filosóficos do conhecimento na referida construção. Os resultados revelam a existência de uma relação ou correspondência de dependência das faculdades cognitivas do sujeito cognitivo em relação a certos problemas de conhecimento a partir dos quais a proposta desta corrente psicológica é construída. Finalmente, conclui-se que por trás da proposta analisada, existem certas faculdades cognitivas que determinam a forma como os principais problemas de conhecimento devem ser resolvidos na construção do conceito estudado.
El objetivo del artículo consistió en encontrar la relación entre las facultades cognoscitivas del sujeto cognoscente y los problemas del conocimiento en la construcción de los argumentos sobre el papel del maestro desde la teoría psicológica humanista aplicada a la educación. Se utilizó como metodología el análisis epistemológico del discurso descifrando los sentidos y significados gnoseológicos de las ideas, juicios y raciocinios empleados por los teóricos de dicha corriente en la edificación mencionada, buscando comprender las facultades cognoscitivas con las que se pretenden resolver los problemas filosóficos del conocimiento en la misma. Los resultados revelan la existencia de una relación o correspondencia de dependencia de las facultades cognoscitivas del sujeto cognoscente respecto de determinados problemas del conocimiento desde los que se construye la propuesta desde dicha corriente psicológica. Finalmente, se concluye que detrás de la propuesta analizada, se encuentran ciertas facultades cognoscitivas que determinan la manera en que se pretenden resolver los principales problemas del conocimiento en la construcción del concepto estudiado.
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