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Year 2019, Volume: 12, 32 - 36, 26.02.2019

Abstract

References

  • Biggs, J. & Tang, C. (2011). Teaching for quality learning at university, 4th Edition. Open University Press, UK. Biktagirova, G. F. & Valeeva, R. A. (2014). Development of the teachers’ pedagogical reflection. Life Science Journal, 11(9s), 60-63. Dewiyani, M. J. S. (2015). Improving Students Soft Skills using Thinking Process Profile Based on Personality Types. International Journal of Evaluation and Research in Education (IJERE), 4(3), 118-129. Jingna, D. U. (2012). Application of Humanism Theory in the Teaching Approach. Higher Education of Social Science, 3(1), 32-36. Justino, J. & Rafael, S. (2018). Teaching Mathematics in tertiary education through collaborative work. Proceedings from CISPEE 2018: 3rd International Conference of the Portuguese Society for Engineering Education, IEEE Xplore Digital Library. DOI:10.1109/CISPEE.2018.8593476 Kalimullin, A. M., Vlasova, V. K. & Sakhieva, R. G. (2016). Teachers' Training in the Magistrate: Structural, Content and Organizational Modernization in the Context of a Federal University. International Journal of Environmental & Science Education, 11(3), 207-215. Kuzmina, N. V. & Rean, A. A. (1993). Professionalism of pedagogical activity. (Text). Saint-Petersburg University Press. Mitre, S., Batista, R., Mendonça, J., Pinto, N., Meirelles, C., Porto, C., Moreira, T. & Hoffmann, L. (2008). Metodologias ativas de ensino-aprendizagem na formação profissional em saúde: debates atuais. Ciência & Saúde Coletiva, 13(2), 2133-2144. Nitonde, R. (2014). Soft Skills and Personality Development. Conference National Level Seminar on soft Skills and Personality Development, ResearchGate. DOI: 10.13140/RG.2.2.28116.60804 OECD (2018). Review of the tertiary education, research and innovation system in Portugal. Retrieved from https://www.santamariasaude.pt/sgc/Assets/Plugins/CKEditor/kcfinder/Uploads/files/Review%20of%20TERI%20in%20Portugal%206%20February%20DRAFT.pdf Piskunov, A. I. (2001). Pedagogical education: concept, contents, structure. Pedagogics, 3, 41-47. Sablonniére, R., Taylor, D. M. & Sadykova, N. (2009). Challenges of applying a student-centered approach to learning in the context of education in Kyrgyzstan. International Journal of Educational Development, 29(6), 628-634. Valeeva, R. A. (2013). Requirements to the teacher’s personality as a tutor in the context of humanistic pedagogics of the XX century. Issues of Education, 2, 80-88.

The Expansion of Pedagogical Alignment – A Step for the Learning Success

Year 2019, Volume: 12, 32 - 36, 26.02.2019

Abstract

The adaptation of higher education
institutions to the changing needs of employers and society demands critical
and creative ability in the elaboration of new curricula. The implementation of
these new curricula requires a change in methodology to the learner-centered
approach that is not easy at first and requires a deeper reflective and analytical
attitude from the teacher. How it starts and how should be applied is a
recurring issue at conferences and is the subject of this paper. The first step
consists of building the training structure to be implemented, been usual to
build a structure which supports contents, learning outcomes and assessment
methodology. But this is not sufficiently comprehensive to provide guidance and
reflection to the teacher about the learning activities to be implemented nor
the learning itself, even with the support of an IT tool to maintain the focus
and establish the development phases of the
pedagogical structure. The new
feature presented in this paper is the expansion of the training structure to
all educational elements needed for the implementation of the student-centered
approach. An example is given within the context of a course unit of a
short-cycle tertiary educational programme (2 years – 180 ECTS), providing the
syllabus planning, the learning outcomes setting, linking them with their
ground level of cognition, the teaching-learning activities setting for each
specific content, the resources to students allocation and/or creation,
structuring them on an IT platform, the pedagogical strategies setting and the
evaluation method definition. This planning allows to structure the whole teaching-learning
process of the course unit, considering the available timeframe, the
application environment or context, the students’ competences to exercise and
the teacher’s pedagogical skills.

References

  • Biggs, J. & Tang, C. (2011). Teaching for quality learning at university, 4th Edition. Open University Press, UK. Biktagirova, G. F. & Valeeva, R. A. (2014). Development of the teachers’ pedagogical reflection. Life Science Journal, 11(9s), 60-63. Dewiyani, M. J. S. (2015). Improving Students Soft Skills using Thinking Process Profile Based on Personality Types. International Journal of Evaluation and Research in Education (IJERE), 4(3), 118-129. Jingna, D. U. (2012). Application of Humanism Theory in the Teaching Approach. Higher Education of Social Science, 3(1), 32-36. Justino, J. & Rafael, S. (2018). Teaching Mathematics in tertiary education through collaborative work. Proceedings from CISPEE 2018: 3rd International Conference of the Portuguese Society for Engineering Education, IEEE Xplore Digital Library. DOI:10.1109/CISPEE.2018.8593476 Kalimullin, A. M., Vlasova, V. K. & Sakhieva, R. G. (2016). Teachers' Training in the Magistrate: Structural, Content and Organizational Modernization in the Context of a Federal University. International Journal of Environmental & Science Education, 11(3), 207-215. Kuzmina, N. V. & Rean, A. A. (1993). Professionalism of pedagogical activity. (Text). Saint-Petersburg University Press. Mitre, S., Batista, R., Mendonça, J., Pinto, N., Meirelles, C., Porto, C., Moreira, T. & Hoffmann, L. (2008). Metodologias ativas de ensino-aprendizagem na formação profissional em saúde: debates atuais. Ciência & Saúde Coletiva, 13(2), 2133-2144. Nitonde, R. (2014). Soft Skills and Personality Development. Conference National Level Seminar on soft Skills and Personality Development, ResearchGate. DOI: 10.13140/RG.2.2.28116.60804 OECD (2018). Review of the tertiary education, research and innovation system in Portugal. Retrieved from https://www.santamariasaude.pt/sgc/Assets/Plugins/CKEditor/kcfinder/Uploads/files/Review%20of%20TERI%20in%20Portugal%206%20February%20DRAFT.pdf Piskunov, A. I. (2001). Pedagogical education: concept, contents, structure. Pedagogics, 3, 41-47. Sablonniére, R., Taylor, D. M. & Sadykova, N. (2009). Challenges of applying a student-centered approach to learning in the context of education in Kyrgyzstan. International Journal of Educational Development, 29(6), 628-634. Valeeva, R. A. (2013). Requirements to the teacher’s personality as a tutor in the context of humanistic pedagogics of the XX century. Issues of Education, 2, 80-88.
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Details

Primary Language English
Journal Section Articles
Authors

Julia Justıno This is me

Silviano Rafael This is me

Publication Date February 26, 2019
Published in Issue Year 2019 Volume: 12

Cite

APA Justıno, J., & Rafael, S. (2019). The Expansion of Pedagogical Alignment – A Step for the Learning Success. The Eurasia Proceedings of Educational and Social Sciences, 12, 32-36.