CI&DEI - Comunicações em Conferências
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- Aprendizaje de lenguas extranjeras en la enseñanza superior: pedagogías activas y excelencia para la sociedad y el mercado laboralPublication . Costa, Ana Maria; Delplancq, Véronique; Fidalgo, Susana; Gillain, Romain; Martin, Justine Anne Sophie Celine; Pereira, JoséLas pedagogías activas en la Educación Superior (ES), cuando se aplican adecuadamente, contribuyen al éxito del aprendizaje a diferentes niveles (Delplancq et al., 2023). En el contexto de la enseñanza de lenguas extranjeras (FL), permiten el desarrollo de múltiples competencias (CEDEFOP, 2023) en un entorno favorable al aprendizaje. En la realidad global de la revolución digital, las herramientas digitales tienen un papel fundamental en la renovación de las prácticas, con vistas a trabajar con contenidos más actualizados, abiertos al mundo, sostenibles, en un formato dinámico (Cowling, et al., 2022). En un contexto global cada vez más complejo, el aprendizaje se caracteriza evidentemente por la multimodalidad; hace tiempo que dejó de ser una actividad cognitiva esencialmente visual para movilizar otras representaciones sensoriales (Gilakjani, Ismail & Ahmadi, 2011). Esta ponencia presentará brevemente la trayectoria experimental seguida a lo largo de varios proyectos de aprendizaje de ESL en cursos de formación profesional en la Escuela de Educación del Instituto Politécnico de Viseu (Portugal), que ha permitido recoger observaciones y conclusiones sólidas, una mejora gradual de las prácticas y nuevas perspectivas de investigación a la luz de los resultados de trabajos internacionales, con la aparición de nuevos conceptos y paradigmas. Además, se hablará sobre los desafíos a los que estudiantes y profesores han tenido que enfrentarse en las diversas etapas de implementación de las pedagogías activas (gamificación, pedagogía basada en proyectos, flipped classroom, trabajo colaborativo, M-learning) utilizando herramientas digitales. También se muestra las consecuencias de la evolución de la comunicación sobre el entorno de aprendizaje y las relaciones entre alumnos y profesores, especialmente en términos de compromiso cognitivo, desarrollo de nuevas competencias y mejora o fortalecimiento de las relaciones sociales. Por último, se pretende contribuir a sistematizar las ventajas, desventajas, dificultades y amenazas de las estrategias de pedagogía activa, como la gamificación, en el aprendizaje de inglés como lengua extranjera utilizando herramientas digitales con IA. En conclusión, el simple uso de herramientas digitales durante el aprendizaje asistido por ordenador (AC) o el aprendizaje móvil (M-learning) no garantiza el éxito del aprendizaje, ni en términos de competencias y conocimientos adquiridos por el alumnado ni en términos de creación de un entorno de aprendizaje favorable para el bienestar de los implicados. La fase de elección pertinente en las herramientas digitales disponibles es primordial, en los contenidos impartidos en función de las características de los destinatarios para producir mejor sus propios contenidos en soportes originales y personalizados, en los enfoques que favorecerán el desarrollo de las competencias lingüísticas, interculturales, sociales, etc. La oportunidad creada para ofrecer actividades más diversificadas y motivadoras a los estudiantes no puede ocultar el propósito del aprendizaje actual: formar profesionales excelentes y competitivos para un mercado laboral en rápida evolución y ciudadanos responsables en un entorno global inestable. En este contexto, la LE desempeña un papel crucial.
- The evolution of foreign language learning in higher education: a risky approachPublication . Delplancq, Véronique; Lopes, Ana Maria Costa; Pereira, José Manuel de Almeida; Martin, Justine Anne Sophie Celine; Casañ-Pitarch, Ricardo; Gillain, Romain; Fidalgo, SusanaThe introduction of active pedagogies into teaching practices is creating renewed motivation and energy for teachers and students alike. These varied pedagogies, marked by a few trends, represent, particularly in higher education (HE), a tremendous opportunity to modernise content and make the learning environment livelier and more open. However, it should be acknowledged that many difficulties have arisen, and many challenges need to be overcome. It is not only a question of selecting suitable active teaching methods, but it is also vital to define strategies that are appropriate to the target audience, the time available, and the skills being pursued to be flexible and responsive enough to reorient learners very quickly, even during class time, and to create activities that are motivating and effective in terms of learning. The impact on assessment is evident. Digital tools play a major role in this new paradigm, but they can also lead to problems in the students' work if they do not identify with the target digital tools. Learning foreign languages (FL) is becoming more communicative and interactive. In this sense, online platforms, mobile applications, and multimedia resources offer tremendous opportunities to develop multiple skills and diversify knowledge influenced by social and professional demands. This research shows the results of studies carried out in recent years with students of the Media Studies degree at the Higher School of Education of the Polytechnic Institute of Viseu (Portugal) in FL courses. We will introduce the active teaching methods used, discuss the pedagogical devices, lesson plans and choices made regarding the digital tools used, and list the difficulties encountered by the teachers and the major challenges they had to tackle in order to guarantee and maintain the students’ motivation and commitment throughout the course. Keeping these ideas in mind, the assessment of skills and knowledge also needs to evolve to better guarantee the fulfilment of the learning objectives. In conclusion, the risks created by this deep and extremely rapid evolution are inherent to the extraordinary opportunities to rethink FL learning and test new activities characterised by promoting creativity at the HE level. The key factor lies in the adaptability of all the participants involved in the process, the willingness to move ahead, away from the comfort zone of traditional approaches and to innovate in a reasonable and effective way.
- In-service elementary classroom teachers training in the pedagogical use of technologies in music educationPublication . Milhano, SandrinaThe importance of training in the pedagogical use of technology in the professional development of future elementary school teachers retains a special significance with the current impacts of the COVID-19 on pedagogical practices. The use of technology in primary schools is assumed in the Portuguese curricula and is part of teacher training. However, not all elementary school teachers and future teachers have the confidence and the competencies to implement it in music education classes or to embrace its use in virtual classrooms. The training underlining the professional learning of in-service elementary classroom teachers needed to be adapted to support further future teachers in creating new forms to build significant learning and teaching processes. The current paper seeks to identify in-service elementary classroom teachers learning development needs to better adapt their music education practices at school using technology. In-service elementary Portuguese teachers (16) responded to a questionnaire regarding their difficulties and training needs to better adapt their music education practices at school to online, synchronous and asynchronous strategies and activities. They suggest that some pedagogical competencies in the use of technology in their classes with children are associated with their use of technology as part of their training and most seem to have adapted to the current use of technologies in class. In-service teachers also indicate the need for further development regarding music education pedagogical topics such as strategies to promote their children music learning, learning processes assessment, and integrated approaches to the school curriculum. They expect these pedagogical topics associated with technology requirements in music education to continue as part of their current training in addition to continuous professional learning opportunities.
- Personagens de representação inclusiva: em busca da diversidade de representação no projeto ProLearn4ALLPublication . Marques, Nuno Fragata; Freire, Carla; Mangas, Catarina
- Pre-service teachers integrated music teaching and learning experiences through ocean literacyPublication . Milhano, SandrinaThis study adopts a qualitative case study design to understand how pre-service teachers integrate music into interdisciplinary learning experiences in primary schools. This theme addresses the vital role of teacher training in fostering links between knowledge, pedagogical theory and practice and pupils' learning outcomes. Reinforcing integrated music approaches in teachers' professional development fosters learning and empowers pupils with holistic and global perspectives of the world and themselves. The study involved pre-service teachers designing and implementing lessons for 6- to 8-year-old pupils, focusing on ocean literacy through interdisciplinary approaches. Data were collected over one semester and comprised 18 critical reports collaboratively produced by student teachers, with lesson plans, reflective writings, and pupil work samples. Data were analysed using qualitative content analysis, with a deductive approach that critically examined the experiences of the pre-service teacher in providing structured, coherent and articulated lessons in primary schools. Results revealed different solutions and approaches for music integration, highlighting challenges faced during implementation, and showcasing practices, content and processes experienced to enrich pupils' learning. These findings provide insights into music integration processes and highlight the role of reflexive and critical thinking in teacher education programs to prepare generalist teachers for holistic and interdisciplinary pedagogical approaches.
- Teaching portuguese to chinese students: comparative study between remote and in person teaching in a language immersion contextPublication . Mangas, CatarinaThe Bachelor of Social Sciences in Sino-Lusophone Trade Relations aims to provide students with knowledge in the areas of Law, Management, Economics and Trade between China and Portuguesespeaking countries. The course is also expected to promote Portuguese language skills and an understanding and respect for their culture. In order to successfully achieve these goals, the students' linguistic and cultural immersion was considered a benefit to their training. Therefore, a protocol was established between the Macao Polytechnic University and the Polytechnic of Leiria, so the second year of the course could take place in Leiria, Portugal. However, there was a particularly challenging period for all members of the educational community, since, taking into account the contingency measures arising from the COVID-19 pandemic, the teaching and non-teaching activities took place in a distance format, namely in the academic years of 2020-2021 and 2021-2022. The research analyses the activities developed in the different teaching modalities and the results obtained by the students, in a comparative logic. The study has shown that remote teaching practices has made the implementation of some pedagogical actions more complex or, in some cases, impossible. Nevertheless, efforts were made to find alternatives that would provide the students with rich training moments that would contribute to the increase of their knowledge in the areas of specialty and proficiency in the Portuguese language.
- A trilogy of artistic creation: narratives and laboratory processes of writing, music and performancePublication . Proença, A.P.; Carreira, Ana Margarida D´Aires Pinto Basto; Milhano, Sandrina; Gamboa, Maria JoséThis article presents the narration and description of training and pedagogical practices and dynamics inherent to the development of artistic creation processes, carried out within the curricular unit of Laboratory of Creative Practices - Master in Artistic Intervention and Animation. It is also intended to reflect on the formative potential of the artistic creation processes experienced. The methodology used in the study is based on Arts Based Research (ABR). The content analysis of the students' written and oral narratives was carried through collected audio and video records, related to the creative processes. The analysis of information resulting from the participant observation of teachers involved in the production processes of creative writing, musical narratives and performative mechanisms is integrated and developed within the scope of the approaches of an artistic trilogy: creative writing, music and performance around the work of Francisco Rodrigues Lobo. The study allows us to present the meanings that students attribute to the integrated processes of the three areas of artistic creation; the way they think about their training and the way these creative practices are constituted as an influence, in their daily lives, as professionals in contexts of intervention and artistic animation. It is hoped that this work will give rise to new reflections on the Research in Arts processes and a greater awareness of the importance of creativity in the field of arts, of human and professional teaching experience.
- Turismo no ensino superior português: a integração de línguas estrangeirasPublication . Cardoso, Paula; Pires, Ana; Chagas, LauraO crescimento do setor do Turismo em Portugal nos últimos anos tem contribuído de forma significativa para a economia do país, correspondendo a aproximadamente 20% do PIB, e estimando-se que haja atualmente cerca de 900.000 trabalhadores nesta área. A oferta de licenciaturas na área científica do Turismo e Lazer vem, por isso, responder às necessidades formativas dos profissionais de Turismo e as estatísticas demonstram que o número de vagas e estudantes tem vindo a crescer nos últimos anos, tanto a nível do ensino universitário como politécnico. De entre as diferentes áreas de conhecimento essenciais à formação destes profissionais, o ensino de línguas destaca-se pela sua importância para a comunicação com turistas internacionais. O presente estudo tem por objetivo caracterizar a atual oferta formativa de línguas estrangeiras nos cursos de licenciatura em Turismo, no sentido de se identificar a relevância atribuída a esta área científica. A partir da análise da oferta de cursos na área de Turismo, em funcionamento nas instituições de ensino superior público e politécnico no ano letivo de 2022/2023, conclui-se que existe uma crescente diversidade e relevância da oferta de línguas na área do Turismo, embora com alguma discrepância em aspetos formais, como as designações das Unidades Curriculares e do número de créditos atribuídos às diferentes línguas estrangeiras.