Udenomsfaglige aktiviteter

In Cameroon, the teaching of national languages has been in effect since 2009. However, the complexity of the task facing the teacher of National Languages and Cultures (LCN) in the classroom is equally regrettable. Teaching and learning a specific Cameroonian national language is complex, especially in urban areas. Existing theoretical models fail to provide sufficient detail on the teaching practices to be adopted for the effective development of communicative competence (in a specific national language (SNL)) among secondary school learners. This study is based on the teaching-learning of ewondo in the first cycle of secondary schools in Cameroon. The aim is to take a close look at the configuration/composition of the class group when teaching a specific Cameroonian language. The book focuses on the linguistic and cultural identities of the students who constitute the teacher's direct audience.

Theoretical reflection on learning to write shows how important it is to develop skills rather than content, and to differentiate between the working techniques needed to acquire these skills. The thoughtful use of rewriting in learning to write modifies the classic representation of creation ex nihilo and an intangible outcome. It reveals the secret of a real labor in which every text is a transformation of another text. Taking into account the different states of text in the pedagogical dialogue becomes an invaluable tool for taking stock of the learner's scriptural difficulties.

The giant strides that characterise today's societies are accompanied by a somewhat diffuse and misguided invitation, especially when it comes to moving from conceptualisation to practice. The pedagogical directions of the new generations require a methodological rethinking as far as their educational training is concerned, presenting a proposal to the teaching environment, so that not only are the teaching-learning processes based on the indivisible interrelation of the training agents, counting first the family and then the academy, but also inciting the didactic renewal of the various disciplines that come to enrich the curriculum of the educational institutions.

This book deals with the theme of continuing teacher training, which was developed using the continuing training course of the National Pact for Strengthening Secondary Education (Pacto), offered to state school educators in Brazil. In this study, we analysed the project in five state schools in the central region of RS, covered by the 24th Regional Education Coordination (CRE), during 2014 and 2015. The general objective of the work is to analyse the progress and difficulties that permeated the process of continuing teacher training for the Pact in these schools, both during and after the project; and the specific objectives are: to check what opinions teachers have about the teaching knowledge mobilised in the school context; to investigate whether there is a correlation between the teaching knowledge "Pact continuing training" and the other knowledge mobilised in these schools; to analyse what opinions teachers and study advisors have about the themes that permeated the Pact in the school context; and, to identify and describe the interdisciplinary activities developed and implemented, during and after, the Pact in these schools.

This book makes a didactic and grammatical examination of the use of defined determiners among Congolese middle school students in 6th grade. He appreciates their skills in using definite determiners with nouns. It was first necessary to categorize these errors according to whether they are Gender Agreement Faults, Number Agreement Faults, Double Determination, Phonic Confusion, Bad Plural. Then, research the causes of this reality and finally, propose solutions likely to reduce these errors on the copies.

The general aim of this study was to analyse the process used by Physical Education teachers to assess high school students in the Santa Rosa do Sul/SC state school system. In order to achieve this objective, the following specific objectives were defined: to verify the assessment system included in the school's PPP; to understand the students' perception of assessment in Physical Education; to understand how the assessment criteria used by the teacher are defined. The research was of a field nature, using the following tools: a questionnaire applied to the teachers, a focus group carried out with the high school students, an analysis of the Political Pedagogical Project (PPP) of the institution being researched and work with one class from each year of high school. Significant results were obtained from the students and teachers about assessment. In terms of knowledge about assessment, everyone had a superficial understanding, but the aim of assessment was clear to the students. As for the teachers, we identified a need for further research into assessment in Physical Education classes.

Focussing on the real situation in Mozambique, it can be seen that the teaching-learning process is undergoing transformations in terms of educating pupils and trying to integrate new demands. This book deals with the role of teachers in combating alcohol consumption in schools in the city of Nampula. In this context, the study incorporates the teacher as an indispensable agent in the transformation of society, through their practical action in the classroom. Their role is important in educating pupils, raising awareness and disseminating methods to combat alcohol consumption among pupils in schools. Teachers, professionals who train other professionals.

Didactics is anchored in the training for teachers and deals with questions of teaching and learning. Educational processes require didactic knowledge and skills. As a rule, teachers first deal with general didactics in the planning and implementation of lessons. Didactics issues are currently also concerned with topics such as educational and school development, quality assurance and performance comparisons. Digital didactics, didactics of age education in lifelong learning and examination didactics in the form of the increased importance of the multitude of certifications are becoming increasingly important.

This research work refers to the evaluation of teaching performance, which was carried out in a real situation based on the interests of those involved in the educational community that is the object of our study. In this work, the research process was carried out through the following phases: Statement of the Problem; Bibliographic Review; Definition of the Population and Selection of the Sample; Specification of the System of Variables and Elaboration of Instruments; Field Study; Data Processing and Analysis; to end with the Conclusions and Recommendations.

The aim of the research was to propose teaching tasks based on the interdisciplinary relationships between Basic and Organic Chemistry with subjects of the professional profile in the degree of Veterinary Medicine and Animal Husbandry. The empirical methods used were interviews with teachers of Basic Biochemistry, Biochemistry and Metabolism, Pharmacology, Animal Nutrition and Food Hygiene subjects taught in the higher years of the course, as well as the criteria of different authors and researchers based on the literature review carried out. It is concluded that the contents taught in the Basic and Organic Chemistry programme have the potential for students to establish interdisciplinary relations and integrate knowledge with other disciplines in the degree programme. The teaching tasks proposed were based on the interdisciplinary relations between Basic and Organic Chemistry and subjects of the professional profile of the veterinary doctor, and the evaluation of the criteria of specialists demonstrated the relevance of the proposed tasks and the possibility of their application in educational practice.

The articulation of Basic Education focuses on students' learning processes by addressing their specific needs to have better prepared schools and to improve the competences that enable their personal development, as a result of a transformation in today's world, is reflected in the 2011 curriculum and represents a major challenge of continuous improvement with which converge in education and is responsible for a quality education for the 21st century, where learning needs are not the same as before, which is why widely significant adjustments were observed with reference to the previous ones. In this context, the formative approach to assessment becomes a substantive aspect for the improvement of the process at the three basic educational levels.

The didactic sequence of motivational workshops for writing argumentative texts based on the Quality Standards in Spanish Language is a methodology through which students will learn to argue and write argumentative essays so that they can apply this knowledge in their daily lives and the context that surrounds them. These workshops will allow, finally, to evaluate and recognize if the process carried out in the didactic sequence was effective or not. This proposal takes into account variables such as comprehension, coherence, cohesion (spelling and punctuation), argumentation and argumentative essay. Within the didactic strategy, the skills and creativity of the students were developed with the advice of the researcher. For this purpose, different activities were carried out to include the context of the students and society, which implied more attention from them. The theoretical foundation was based on Dolz, Parra, Perelman, Pérez Grajales, Pérez Abril, Plantin, Weston, the MEN, among others.

The development of communicative competence is a fundamental objective in elementary school. The teaching of the linguistic means to achieve it is conceived from the subject Spanish - Literature. In the present work a system of exercises is proposed for the study of the verbal morphemes mode and time from the text in function of the textual comprehension. In the development of the research, methods and techniques of the theoretical and empirical level were used: historical - logical, analysis - synthesis, inductive - deductive, systemic - structural, modeling, observation, interview, survey and pedagogical test. The results of the implementation demonstrate the effectiveness of the system of exercises, which showed a significant increase in the students' learning levels in the recognition of modes and simple tenses of verb forms, as well as their meaning and use in the text according to the communicative intention.

Introducing classroom accompaniment is a necessity for improving the quality of teaching and teachers' practices, which will only be met if the strategy is institutionalized in the school, thus becoming a true instance of self-improvement. The purpose of this research is to identify the factors that, as a result of classroom monitoring, favor positive changes in the pedagogical practices of a group of five teachers, in order to build a feasible proposal to be implemented in other schools based on the results. This study is a case study, ascribed to the qualitative paradigm, with a phenomenological design. It is based on the observation of the individual experiences of the participants. The findings show that classroom accompaniments favor positive changes in pedagogical practices, teachers value the instance, although certain prejudices persist in them related to the punitive nature attributed to this practice of teacher evaluation.

This book proposes a better understanding of the didactics of professional development, which articulates three levels of analysis: macro (historical construction and social construction of activity knowledge), meso (institutional training and work arrangements) and micro (subjects' experience, individual dynamics): the didactic device. For to optimize educational intervention, it might be wise to start from where young people are, i.e., in the fullness of their references and beliefs, rather than, as is easily thought, in the emptiness of their ignorance. We also need to take into account, to a greater extent than is currently the case, the way in which knowledge is transformed, recomposed and reinvested with meaning by those who receive it, most often for utilitarian purposes. This reflection is based on the presentation of various didactic processes derived from empirical research carried out by the author.

Today's society asks educators to prepare new generations to face the challenges of a future society still under construction. It points out the need to revalue the teaching profession, not only through labor measures, but also through a new teaching, an education and a school transformed into learning spaces, where respect, coexistence, harmony, knowledge and science must prevail. Therefore, this work provides, as a kind of feedback, a self-instructive manual with relevant documents and formats in the dimensions Planning of pedagogical work, Management of learning-teaching processes and Professional responsibility, in order to improve teaching performance. This will allow the educational community and society in general to strengthen their curricula, thus maintaining their commitment to offer the country professionals, teachers of excellence, with a comprehensive training that allows them to achieve the standards of efficiency and quality that make education a true instrument of equity, sustainable development and quality of life for all citizens.

Activate your inferential thinking with Brain Gymnastics is based on a research where it is shown that applying Brain Gymnastics as a playful strategy to a group of children, significantly affects the strengthening of their inferential thinking and the optimization of cognitive skills, improving reading comprehension, since by exercising simultaneously the left and right hemispheres, thinking skills are increased, because the connection between brain and body is activated. This study showed that students' analytical, comparative, critical and propositional skills can be increased. As shown in the surprising results obtained, increasing in them their capacity for analysis, deduction and, most importantly, making inferences, debates and appropriating the information received with their own ideas. We invite teachers, parents, students and readers in general to verify the usefulness of the Brain Gymnastics technique in strengthening inferential thinking.

This book systematises theoretical aspects of a transposition that enriches the didactics of history and incorporates new perspectives with the purpose of raising the quality of history learning in students by establishing the epistemological framework and forming an integral system of influences to transmit culture and educate feelings, taking advantage of the potential of historical knowledge to develop socio-emotional skills and feelings that foster the best universal values and promote the formation of a personality aware of the need to achieve ways of thinking and acting that preserve the future of humanity. It constitutes a didactic proposal in which procedures of emotional exaltation and teaching and learning strategies are created that incorporate tools from other social sciences that offer the possibility of the use of suggestion, catharsis, symbolic language and communication in the development of the pedagogical process. There remains the invitation to enquiry, debate and consensus in order to build the didactics of the 21st century based on the rescue of traditions and educational innovation.

The present research work seeks to identify and describe the didactic role of the teacher in the teaching of ethics at the high school level. With a qualitative approach; of an exploratory-descriptive type, studying a sample of twenty high school students, four teachers and a principal; applying the techniques of: interview, questionnaire and observation grid, five methodologies were analyzed; community work projects, debates, collaborative work, case studies and Problem based learning (PBL). The data obtained show that the role currently played by the ethics teacher is one of commitment to his or her work; however, even though many of the teachers have the aforementioned technical training and know the benefits of applying them, they do not carry them out. It was found that these methodologies contribute to the students' interest in the study of ethics and that they should be taught in a critical and participative manner to achieve an internalization of values in the students. Likewise; that students maintain interest in the problems of their community to a greater degree, when they live community experiences finding sense to be ethical.

The work deals with an interesting and necessary subject related to the teaching of Cuban History and in particular with Local History. Chapter I deals with the theoretical references that support the deepening of knowledge of Local History in teachers in training. It also deals with the historical background of Cuban History and the insertion in it of the content of Local History; as well as the theoretical foundations that support the content of Local History in National History and refers to the methodological preparation of the teacher in training in the strengthening of the knowledge of Local History in Primary Education. Chapter II deals with the characterization of the initial state of the teachers in training in the knowledge of Local History; it addresses the foundations of the methodological actions aimed at deepening the contents of Local History and critically assesses the implementation of methodological actions.

The "idealist method" is one that proposes a return of thought to itself, as the only condition for the truth and affirmation of reality. Compared to change and life, it gives recognized priority to absolute rules, in the name of a rational, immobilist and permanent dogmatism that, for a long time, has committed to the idea of the uniqueness of scientific canons. But does the dogmatic application of these canons allow us to take sufficient account of the complex objects required to study human specificities? How can we think about the "deontologization", or "subversion" (Frantz Fanon/ Matthieu Renault) of this paradigm for a broader, livelier and more open conception of the world? In any case, there seems to be no justification for science to progress in only one direction, as, for example, Claire Joubert puts it: "Science is really the meaning of the practical domains of knowledge", based on "discursivity". This assumes that "every act of thinking is necessarily an act of rethinking" (Claire Joubert). This, then, is one of the messages concealed behind this first volume.

Considering the different contents that make up school Physical Education, this study corresponds to research involving electronic games to be played in Physical Education classes. We identified and assumed electronic games as a teaching tool for Physical Education content, as they are characterised as one of the contemporary forms of leisure and now also sport, being an offshoot of cybernetics, an industry that is growing more and more in Brazil. As Moran, Massetto and Behrens (2012) point out, it is important to think about how to use technology effectively at school to provide students with meaningful learning, as it can help them relate to, interpret, contextualise, signify and improve their knowledge of a particular subject in their daily lives. The aim was to analyse and present the contributions of electronic games as a pedagogical tool for teaching Physical Education content in the context of Basic Education.

This book deals with working with discursive genres as an instrument for developing reading and writing skills. Based on her experience as a Pedagogical Coordinator, the author observed the low performance of students in reading and writing, and the lack of support materials for teachers. The research resulted in this book, which seeks to contribute to didactic work with reading and written production of adventure narratives. In it you will find a characterisation of the adventure narrative discursive genre and proposals for didactic sequences of reading and written production of this genre that take into account the skills required for its successful execution. It presents a selection of eight adventure narratives suitable for the classroom because they represent the genre well and deal with interesting stories; a characterisation of this genre in its socio-communicative, linguistic and textual organisation dimensions (in its rhetorical movements), so that the elements of the genre that deserve the teacher's attention are well established; and teaching sequences for reading and writing that are viable for the classroom.

Nowadays, we often see the phenomenon of liquid modernity, as Bauman talks about, in the sense that the ways of relating to each other and especially in the shaping of our own personality, everything becomes superficial.In the school culture, where we also find these features, since it is an important space for shaping the personality, to live the values and especially to form the active citizens that society demands and needs for its development.This unique opportunity to form citizenship is found in the school spaces, in the classrooms, in its corridors, through the main actors in the educational act which are the students themselves, the teachers, directors and everyone who is within these cultures.In this work we will find, some typologies of citizens, some of these more prone to be the ideal of active citizens, others instead show the lack of formation of the person, of values and social competences for life.

In contemporary times the application of didactic strategies in the teaching-learning of the English language is so derisory due to the fact that education worldwide, some teachers do not contribute in terms of creativity, experience and training and innovation among other negative factors. According to this background, it is considered necessary to implement the work innovative teaching strategies in the teaching-learning of the English language. The same that aspires to provide and guarantee practical knowledge that is attached to reality and subjectivity based on creativity and innovation of resources and means through techniques and activities that allow linking the educational community and promote the development of creative and interactive skills. Process in which an individual develops skills and knowledge. The same that does not transcend the limitations of a specific area but rather is an approach to interaction and the conduction of better learning and that puts to discover the creativity of teachers and students.

The study as the conclusion of the "Series on University Teaching" first deals with the fundamental understanding of adult education and continuing education. The further education of teachers as a project is presented. Thus, the tertiary education sector is addressed. Denominational adult education as a continuation of religious education and further education as cultural-religious competence following an education results in a special task of an educational mission. An insight into the author's activities documents a summary of courses in tertiary and quaternary education. The conclusion goes into reflections and an outlook, thus providing a critical examination of the field. Elements form the process of professionalization and continuing education as well as its participation and connection of adult education and university didactics. Aspects on the state of research result from the reflections on the relationship between theory and practice.

The book "Unraveling the Horizons of Children's Learning: The Challenges of the Teacher in the Early Years", written by the authors Gleydson Alves da Paz and Vilani Ferreira Feitosa Amaral, addresses in a reflective and careful way the challenges faced by teachers in teaching the early years, especially in relation to children's learning.The authors bring an approach that combines theory and practice, offering the reader a complete overview of the issues surrounding the teaching-learning process in childhood. The book presents a sensitive and up-to-date analysis of educational contexts, highlighting the importance of the teacher's role in this very significant phase of child development. Through studies and research based on solid theoretical references, the authors discuss the relevance of a pedagogical approach that considers the particularities of children and that values their experiences and previous knowledge. At the same time, they highlight the importance of using innovative and effective practices to stimulate students' learning and interest.

A study and analysis of learning objects (LOs) for deaf education, however, in addition to an educational object, can intervene in the student's learning to facilitate the construction process in their school environment, and thus result in a positive source in their development. For this to happen, LOs must be well planned and designed to achieve the goal that the deaf student needs, i.e. to build their knowledge and for the teacher to become a mediator in this learning scenario using resources where sign language is present. With this in mind, this book presents an analysis of educational products for the deaf found in master's dissertations in the Postgraduate Programme in Science and Technology Teaching at the Federal Technological University of Paraná - Brazil in the city of Ponta Grossa, from 2010 to 2018. In this time frame, 5 educational products suitable for deaf people were found. Based on the information obtained, this research shows that it is necessary to work differently to provide deaf students with adequate learning opportunities.

The book presents various experiences realised over 20 years in Higher Education, related to the specific didactics of Geography and Environmental Studies at all levels of education, although with a greater focus on Pre-school Education and the 1st Cycle of Basic Education. The second part presents some reflections on the teaching of Geography and the need to give this science the importance and prestige it deserves, as an essential basis for the integral formation of citizens. This is an unpretentious book, but it is an aid to teaching practices for colleagues and readers interested in education and geography.

The purpose of this descriptive and quasi-experimental research work is to analyze and compare the traditional teaching method against the cooperative learning method, using the study of phase diagrams. Through this research work, the results of didactic and methodological character in experimental sciences, such as thermodynamics and chemistry, were exposed, by means of which the effect of cooperative learning in the teaching of phase diagrams was known. According to the above, the basic fundamentals of cooperative learning related to the teaching of phase diagrams were used and the didactic strategy was developed. The results obtained through an experimental group and a control group, were determined by the application of a diagnostic test, pre-test, where the students' previous ideas about science topics (specifically thermodynamics and phase diagrams) were known.