This study explores cross-cultural integration of Chinese top-up students in a UK university from the perspective of loneliness. Existing research on integration has underplayed loneliness. This study used semi-structured interviews to collect data at three key transition points during the top-up year. The findings suggest that students experienced loneliness both within and beyond their group, notwithstanding a number of reasons why they might be expected to be less lonely than other international students. Loneliness seemed to have a significant impact on cross-cultural integration, and participants were also unable to form strong bonds within their cohort of Chinese top-up students, and unable to experience healthy solitude. There are implications for the pre-departure preparation of such students, for the institutions hosting such students, and for responses to the social and emotional challenges they experience.
{"title":"Cross-Cultural Integration through the Lens of Loneliness: a Study of Chinese Direct Entry Students in the United Kingdom","authors":"X. O'Dea, Julian Stern","doi":"10.17583/qre.10205","DOIUrl":"https://doi.org/10.17583/qre.10205","url":null,"abstract":"This study explores cross-cultural integration of Chinese top-up students in a UK university from the perspective of loneliness. Existing research on integration has underplayed loneliness. This study used semi-structured interviews to collect data at three key transition points during the top-up year. The findings suggest that students experienced loneliness both within and beyond their group, notwithstanding a number of reasons why they might be expected to be less lonely than other international students. Loneliness seemed to have a significant impact on cross-cultural integration, and participants were also unable to form strong bonds within their cohort of Chinese top-up students, and unable to experience healthy solitude. There are implications for the pre-departure preparation of such students, for the institutions hosting such students, and for responses to the social and emotional challenges they experience.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43404179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Los estudios sobre emprendimiento en la Universidad están incrementándose por las exigencias sociolaborales planteadas a egresados universitarios. Dada la relevancia del área como vía de innovación y mejora de la calidad educativa, se estudia cómo se fomenta el emprendimiento en la titulación de Pedagogía en las universidades españolas. Desde un enfoque interpretativo, se aplica una metodología cualitativa mediante la integración de técnicas mixtas; concretamente: 1) el análisis documental de 934 asignaturas de las 19 universidades públicas donde se imparte la titulación, y 2) la realización de 20 entrevistas semiestructuradas a profesorado de Pedagogía. Los resultados permiten obtener una visión general del emprendimiento en los planes de estudio de las universidades españolas que imparten el título. Específicamente, se analizan los elementos curriculares, poniendo el acento en la metodología didáctica. Más profundamente, se analiza la perspectiva del profesorado, permitiendo comprender el sentido que tiene integrar las competencias emprendedoras en los programas universitarios, la predisposición del alumnado por adquirirlas y el desarrollo de una metodología docente que permita procesos de aprendizaje más constructivos, conscientes y significativos a partir de estas. Por último, se discuten los resultados, estableciendo conclusiones y propuestas para la mejora curricular y la calidad educativa en educación superior.
{"title":"El Emprendimiento en la Titulación de Pedagogía: Mejora Curricular y Calidad Educativa","authors":"C. Romero García, Magdalena Suárez-Ortega","doi":"10.17583/qre.10820","DOIUrl":"https://doi.org/10.17583/qre.10820","url":null,"abstract":"Los estudios sobre emprendimiento en la Universidad están incrementándose por las exigencias sociolaborales planteadas a egresados universitarios. Dada la relevancia del área como vía de innovación y mejora de la calidad educativa, se estudia cómo se fomenta el emprendimiento en la titulación de Pedagogía en las universidades españolas. Desde un enfoque interpretativo, se aplica una metodología cualitativa mediante la integración de técnicas mixtas; concretamente: 1) el análisis documental de 934 asignaturas de las 19 universidades públicas donde se imparte la titulación, y 2) la realización de 20 entrevistas semiestructuradas a profesorado de Pedagogía. Los resultados permiten obtener una visión general del emprendimiento en los planes de estudio de las universidades españolas que imparten el título. Específicamente, se analizan los elementos curriculares, poniendo el acento en la metodología didáctica. Más profundamente, se analiza la perspectiva del profesorado, permitiendo comprender el sentido que tiene integrar las competencias emprendedoras en los programas universitarios, la predisposición del alumnado por adquirirlas y el desarrollo de una metodología docente que permita procesos de aprendizaje más constructivos, conscientes y significativos a partir de estas. Por último, se discuten los resultados, estableciendo conclusiones y propuestas para la mejora curricular y la calidad educativa en educación superior.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47015156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As the main facilitators of teaching and learning, faculty developers’ views as individuals and as members of their academic communities are essential to higher education research. Yet, developers’ perceptions of their own growth and learning as practitioners are underrepresented in the extant literature. This qualitative study explored perceptions of a peer observation of teaching (PoT) program and its role in building a community of practice (CoP) amongst a nine-member team of faculty developers in a large university in Saudi Arabia. Participant data were collected through semi-structured interviews after two years of the program. A thematic content analysis of interview responses revealed four themes: 1) authentic collegiality and mutual communication improved through the shared experiences, which provided a foundation for the CoP; 2) participants’ perceptions of PoT shifted from an evaluative experience to a developmental one with noticeable challenges; 3) teaching and learning strategies and practices were enhanced from the observation experiences; and, 4) PoT contributed to building community through shared practice and/or sense of belonging. Implications of this study support explicit discussions about the foundation and underlying values of proposed PoT and related programs; a balanced, outcome-oriented yet still developmental program with follow-up opportunities; and, learner-centered and sustainable development that empowers a bilateral role and identity as both academician and faculty developer.
{"title":"“Because more trust now”: The Role of Peer Observation of Teaching in Building a Faculty Community of Practice","authors":"Philline M. Deraney","doi":"10.17583/qre.10266","DOIUrl":"https://doi.org/10.17583/qre.10266","url":null,"abstract":"As the main facilitators of teaching and learning, faculty developers’ views as individuals and as members of their academic communities are essential to higher education research. Yet, developers’ perceptions of their own growth and learning as practitioners are underrepresented in the extant literature. This qualitative study explored perceptions of a peer observation of teaching (PoT) program and its role in building a community of practice (CoP) amongst a nine-member team of faculty developers in a large university in Saudi Arabia. Participant data were collected through semi-structured interviews after two years of the program. A thematic content analysis of interview responses revealed four themes: 1) authentic collegiality and mutual communication improved through the shared experiences, which provided a foundation for the CoP; 2) participants’ perceptions of PoT shifted from an evaluative experience to a developmental one with noticeable challenges; 3) teaching and learning strategies and practices were enhanced from the observation experiences; and, 4) PoT contributed to building community through shared practice and/or sense of belonging. Implications of this study support explicit discussions about the foundation and underlying values of proposed PoT and related programs; a balanced, outcome-oriented yet still developmental program with follow-up opportunities; and, learner-centered and sustainable development that empowers a bilateral role and identity as both academician and faculty developer.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43714779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Collaborative online learning (COL) has been associated with positive outcomes, such as critical thinking, shared problem-solving skills, and deep learning. Such outcomes require pedagogies that consider students’ backgrounds, including the cultural context in which they operate. This study reflects upon the role of culture through the lens of the Community of Inquiry Framework (CoI) and the elements of social - and teaching presence. German and Thai students were selected due to cultural differences in values of power distance, collectivism, and femininity. 20 in-depth interviews on students’ experiences with COL were conducted. Findings revealed differences in perceptions of and factors influencing social- and teaching presence across the two samples. German students were hesitant to initiate contact with non-familiar classmates through digital communication tools. The use of the camera overall supported social presence but also affected Thai students negatively, who were more concerned about the judgment, and emotions of classmates. Teaching presence differed as social media and messenger applications were more readily utilized for collaboration in Thai universities. While the presence of the lecturer in break-out rooms increased Thai students' voicing behavior, German students opened up as the lecturer was absent. The possible influence of educational-, national- and cybercultures is being discussed.
{"title":"Collaborative Online Learning across Cultures: the Role of Teaching and Social Presence","authors":"Christin Grothaus","doi":"10.17583/qre.10474","DOIUrl":"https://doi.org/10.17583/qre.10474","url":null,"abstract":"Collaborative online learning (COL) has been associated with positive outcomes, such as critical thinking, shared problem-solving skills, and deep learning. Such outcomes require pedagogies that consider students’ backgrounds, including the cultural context in which they operate. This study reflects upon the role of culture through the lens of the Community of Inquiry Framework (CoI) and the elements of social - and teaching presence. German and Thai students were selected due to cultural differences in values of power distance, collectivism, and femininity. 20 in-depth interviews on students’ experiences with COL were conducted. Findings revealed differences in perceptions of and factors influencing social- and teaching presence across the two samples. German students were hesitant to initiate contact with non-familiar classmates through digital communication tools. The use of the camera overall supported social presence but also affected Thai students negatively, who were more concerned about the judgment, and emotions of classmates. Teaching presence differed as social media and messenger applications were more readily utilized for collaboration in Thai universities. While the presence of the lecturer in break-out rooms increased Thai students' voicing behavior, German students opened up as the lecturer was absent. The possible influence of educational-, national- and cybercultures is being discussed.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49376492","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mathematical resilience is a student's ability to survive and be positive when facing difficulties and anxiety in learning mathematics as indicated by the ability to work collaboratively with groups, and have language skills to communicate mathematical understanding. Learning mathematics online caused various negative conditions for students; reduced learning interactions, internet disturbances, material that was not optimally explained, even low support for studying at home. This study aims to find out about students’ mathematical resilience when taking online mathematics lessons during the Covid 19 Pandemic. A qualitative phenomenological design was used, in which 20 high school students in Medan, participated. Data was collected through an open online questionnaire and interview, due to the implementation of social restrictions in Medan. Thematic analysis was used to interpret the data. The results are summed up: (1) Implementation and use of mathematics learning platforms during the Covid 19 Pandemic; (2) Adaptation of students learning mathematics; (3) Students' belief in learning mathematics; (4) students' communication skills during mathematics learning; (5) The Support for learning mathematics. This study recommends several suggestions to strengthen students' mathematical resilience in order to overcome mathematical difficulties and problem when taking online mathematics learning.
{"title":"Mathematical Resilience: how Students Survived in Learning Mathematics Online During the Covid-19 Pandemic","authors":"D. Pulungan, H. Retnawati, A. Jaedun","doi":"10.17583/qre.9805","DOIUrl":"https://doi.org/10.17583/qre.9805","url":null,"abstract":"Mathematical resilience is a student's ability to survive and be positive when facing difficulties and anxiety in learning mathematics as indicated by the ability to work collaboratively with groups, and have language skills to communicate mathematical understanding. Learning mathematics online caused various negative conditions for students; reduced learning interactions, internet disturbances, material that was not optimally explained, even low support for studying at home. This study aims to find out about students’ mathematical resilience when taking online mathematics lessons during the Covid 19 Pandemic. A qualitative phenomenological design was used, in which 20 high school students in Medan, participated. Data was collected through an open online questionnaire and interview, due to the implementation of social restrictions in Medan. Thematic analysis was used to interpret the data. The results are summed up: (1) Implementation and use of mathematics learning platforms during the Covid 19 Pandemic; (2) Adaptation of students learning mathematics; (3) Students' belief in learning mathematics; (4) students' communication skills during mathematics learning; (5) The Support for learning mathematics. This study recommends several suggestions to strengthen students' mathematical resilience in order to overcome mathematical difficulties and problem when taking online mathematics learning.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2022-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45098428","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
La deserción limita los beneficios personales y sociales de la educación. En este sentido, los estados e instituciones educativas buscan prevenir y mitigar este fenómeno mediante el desarrollo de políticas públicas e institucionales, sin embargo, la complejidad del fenómeno es tal, que estas políticas son insuficientes y no se encuentran del todo articuladas con las realidades de los estudiantes, de ahí que persistan las elevadas tasas de deserción. Así, el objetivo del presente artículo fue establecer las causas de la deserción estudiantil en la educación superior rural a partir de un modelo conceptual basado en pensamiento sistémico a partir de las narrativas de un grupo de estudiantes colombianos. Para su cumplimiento se realizó un estudio cualitativo, en el que participaron 19 estudiantes. El análisis se realizó mediante codificación abierta para la identificación de variables que incidían en este fenómeno educativo, y se finalizó con un modelo basado en diagrama de bucles causales. Los resultados evidenciaron que las obligaciones laborales y familiares, la condición financiera del estudiante y el rol de los docentes son las variables más recurrentes en los participantes. Finalmente, a partir de las variables encontradas y el modelo, se proponen acciones que deben ser incorporadas en el marco de las políticas públicas e institucionales para prevenir y mitigar el fenómeno de la deserción.
{"title":"Deserción en la Educación Superior Rural: Análisis de Causas desde el Pensamiento Sistémico","authors":"Alfredo Guzmán Rincón, Sandra Patricia Barragán Moreno, Favio Cala-Vitery, Nuria Segovia-García","doi":"10.17583/qre.10048","DOIUrl":"https://doi.org/10.17583/qre.10048","url":null,"abstract":"La deserción limita los beneficios personales y sociales de la educación. En este sentido, los estados e instituciones educativas buscan prevenir y mitigar este fenómeno mediante el desarrollo de políticas públicas e institucionales, sin embargo, la complejidad del fenómeno es tal, que estas políticas son insuficientes y no se encuentran del todo articuladas con las realidades de los estudiantes, de ahí que persistan las elevadas tasas de deserción. Así, el objetivo del presente artículo fue establecer las causas de la deserción estudiantil en la educación superior rural a partir de un modelo conceptual basado en pensamiento sistémico a partir de las narrativas de un grupo de estudiantes colombianos. Para su cumplimiento se realizó un estudio cualitativo, en el que participaron 19 estudiantes. El análisis se realizó mediante codificación abierta para la identificación de variables que incidían en este fenómeno educativo, y se finalizó con un modelo basado en diagrama de bucles causales. Los resultados evidenciaron que las obligaciones laborales y familiares, la condición financiera del estudiante y el rol de los docentes son las variables más recurrentes en los participantes. Finalmente, a partir de las variables encontradas y el modelo, se proponen acciones que deben ser incorporadas en el marco de las políticas públicas e institucionales para prevenir y mitigar el fenómeno de la deserción.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2022-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45401053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Elisabeth Torras-Gómez, Susana León-Jiménez, M. Joanpere, Rosa Valls-Carol
Research has found that the coercive dominant discourse (CDD) can have a negative impact on girls’ sexual pleasure. In this vein, a previous study found that girls who described relationships under the CDD as exciting also recognized a lack of sexual pleasure in these. One of the elements underlying this apparent contradiction was an identified mismatch between what the participants had experienced in such relationships, characterized for being disdainful, and what they had told their friends. Nonetheless, more research is needed in order to better understand how girls’ narratives about their sexual-affective relationships differ from the ways in which they experienced them. The current study aims at identifying and analysing the presence of fake narratives in the interactions girls have with their peers regarding sexual-affective relationships. To this end, 10 communicative interviews were conducted with girls between 18 and 21 years of age. Results show that while participants recognize feeling a lack of pleasure in those disdainful relationships, they portrayed these as exciting when telling their peers about them, suppressing the negative feelings around them. These findings corroborate the presence of fake narratives in relation to disdainful relationships and bring new insights into the aspects these fabricated stories are built around.
{"title":"“You Enjoy Talking about It More than Doing It”: Fake Narratives in Disdainful Relationships","authors":"Elisabeth Torras-Gómez, Susana León-Jiménez, M. Joanpere, Rosa Valls-Carol","doi":"10.17583/qre.10578","DOIUrl":"https://doi.org/10.17583/qre.10578","url":null,"abstract":"Research has found that the coercive dominant discourse (CDD) can have a negative impact on girls’ sexual pleasure. In this vein, a previous study found that girls who described relationships under the CDD as exciting also recognized a lack of sexual pleasure in these. One of the elements underlying this apparent contradiction was an identified mismatch between what the participants had experienced in such relationships, characterized for being disdainful, and what they had told their friends. Nonetheless, more research is needed in order to better understand how girls’ narratives about their sexual-affective relationships differ from the ways in which they experienced them. The current study aims at identifying and analysing the presence of fake narratives in the interactions girls have with their peers regarding sexual-affective relationships. To this end, 10 communicative interviews were conducted with girls between 18 and 21 years of age. Results show that while participants recognize feeling a lack of pleasure in those disdainful relationships, they portrayed these as exciting when telling their peers about them, suppressing the negative feelings around them. These findings corroborate the presence of fake narratives in relation to disdainful relationships and bring new insights into the aspects these fabricated stories are built around.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2022-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48555416","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Wawan Krismanto, P. Setyosari, D. Kuswandi, Henry Praherdhiono
The formal professional development of teachers in Indonesia still encounters various obstacles and limitations. Realising this, some teachers gather, interact and build communities, then run social media-based professional learning. This study investigates the diversity of teacher activities in social media-based professional learning in the community from teacher experience. For this reason, a qualitative approach with the phenomenological method is the appropriate approach. The respondents of this study were 16 teachers who consistently participated in social media-based professional learning in three teacher communities. They were interviewed in a semi-structured manner. Learning activities in the community were observed, and relevant documents were analysed to complement the research data. The study results indicate various engagements and experiences of teachers in the three teacher communities studied. It also shows the diversity of teacher learning activities in social media-based professional learning facilitated by the teacher community. Based on the research results, several implications have been given for teachers, teacher community managers, and future research.
{"title":"Social Media-Based Professional Learning: What Are Teachers Doing in It?","authors":"Wawan Krismanto, P. Setyosari, D. Kuswandi, Henry Praherdhiono","doi":"10.17583/qre.9698","DOIUrl":"https://doi.org/10.17583/qre.9698","url":null,"abstract":"The formal professional development of teachers in Indonesia still encounters various obstacles and limitations. Realising this, some teachers gather, interact and build communities, then run social media-based professional learning. This study investigates the diversity of teacher activities in social media-based professional learning in the community from teacher experience. For this reason, a qualitative approach with the phenomenological method is the appropriate approach. The respondents of this study were 16 teachers who consistently participated in social media-based professional learning in three teacher communities. They were interviewed in a semi-structured manner. Learning activities in the community were observed, and relevant documents were analysed to complement the research data. The study results indicate various engagements and experiences of teachers in the three teacher communities studied. It also shows the diversity of teacher learning activities in social media-based professional learning facilitated by the teacher community. Based on the research results, several implications have been given for teachers, teacher community managers, and future research.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49355247","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
El objetivo de este trabajo es configurar un modelo de dificultades y propuestas para poner en práctica la conceptualización del maestro ideial desde la perspectiva de los propios docentes. La identidad del docente se configura por medio de percepciones subjetivas verbalizadas en el discurso analítico del maestro, que relacionan la dimensión profesional y personal con el contexto en el que se circunscribe, y que se va configurando continuamente. Se opta por la Teoría Fundamentada, como método, y se emplea la técnica del grupo de discusión, con 10 participantes de distintos perfiles en el ámbito educativo: formación inicial, formación final, docente en búsqueda de empleo, docente novel, docente experimenado y formador de futuros formadores. El “Modelo de dificultades y propuestas para la materialización del ideal docente”, se ha especificado en las supracategorías “Problemas para la materialización” y “Propuestas para la materialización” en relación con las siguientes dimensiones: perfil del estudiante, formación y acceso, motivaciones, marco organizativo y curricular y práctica docente. Los resultados evidencian que el paradigma en el que se inserta el modelo resultante está en la línea del enfoque socioconstructivista, así como la necesidad de una práctica reflexiva pedagógica multifocal, centrada en el ambiente social y cooperativo del aprendizaje.
{"title":"Dificultades y Propuestas para el Maestro Ideal del Siglo XXI: un Modelo desde la Teoría Fundamentada","authors":"Ana Isabel Ponce Gea, María Luisa Rico Gómez","doi":"10.17583/qre.8865","DOIUrl":"https://doi.org/10.17583/qre.8865","url":null,"abstract":"El objetivo de este trabajo es configurar un modelo de dificultades y propuestas para poner en práctica la conceptualización del maestro ideial desde la perspectiva de los propios docentes. La identidad del docente se configura por medio de percepciones subjetivas verbalizadas en el discurso analítico del maestro, que relacionan la dimensión profesional y personal con el contexto en el que se circunscribe, y que se va configurando continuamente. Se opta por la Teoría Fundamentada, como método, y se emplea la técnica del grupo de discusión, con 10 participantes de distintos perfiles en el ámbito educativo: formación inicial, formación final, docente en búsqueda de empleo, docente novel, docente experimenado y formador de futuros formadores. El “Modelo de dificultades y propuestas para la materialización del ideal docente”, se ha especificado en las supracategorías “Problemas para la materialización” y “Propuestas para la materialización” en relación con las siguientes dimensiones: perfil del estudiante, formación y acceso, motivaciones, marco organizativo y curricular y práctica docente. Los resultados evidencian que el paradigma en el que se inserta el modelo resultante está en la línea del enfoque socioconstructivista, así como la necesidad de una práctica reflexiva pedagógica multifocal, centrada en el ambiente social y cooperativo del aprendizaje.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49488510","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Émilie Tremblay-Wragg, C. Vincent, S. Mathieu-C., Christelle Lison, Annabelle Ponsin, Catherine E. Déri
During dissertation writing, PhD candidates face challenges engaging with academic writing, among other things, which leads to their participation in writing retreats with their peers. Developing a better understanding of PhD candidates’ needs to optimize engagement with writing is important for improving the overall doctoral experience and reduce attrition. We then conducted a qualitative longitudinal experimental study with PhD candidates from Canadian universities: 15 respondents who participated in a writing retreat and 15 respondents who never participated in such event. Based on our findings, this article presents a complementary perspective to the theoretical model of engagement with writing by Murray (2015). Thereon, we expand on the intersectionality of components (cognitive, physical, social) to illustrate the influence of structured writing activities. These intersections highlight the benefits of writing retreats to answer the needs of PhD candidates to engage with writing: planning dedicated writing periods, implementing effective work methods in environments enabling concentration, and engaging with collective writing activities. By way of supplementing the most recent literature on the subject, we suggest that the participation in structured writing retreats serves as a pedagogical benchmark for graduate programs to offer students comparable conditions in support of their writing requirements to enhance academic success.
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