professors

In the contemporary context, there is an increasing demand for learning strategies that enable students to develop competencies as well as effectively apply theoretical knowledge in practice. Consequently, the need to adopt Active Methodologies has become more evident. Among the available options are the Open Digital Learning Pathways for Neolearning (TDAN), which focus on the education of young adults and professional learners, aiming to empower them to transfer acquired learning to their current and/or future professional practices. To design these pathways, instructors may draw upon the guidelines provided by the NeoPath Thinking Conceptual Framework, which offers support for the development of TDAN. However, it is important to understand how higher education instructors perceive this strategy, as well as their views regarding the potential of TDAN for learning in university settings. Therefore, the objective of this study is to understand the potential contributions and challenges associated with the application of NeoPath Thinking in the design and implementation of Open Digital Learning Pathways for Neolearning, from the perspective of higher education instructors. Through a questionnaire administered to 86 professors from different fields of knowledge, whose responses were analyzed using Discursive Textual Analysis, it was found that NeoPath Thinking serves as a valuable support resource for educators in planning, implementing, and evaluating teaching-learning processes. Furthermore, the Framework and the TDAN enable both teachers and students to experience learning and develop competencies that are essential in contemporary society.

Vocabulary acquisition constitutes a fundamental component in learning English as a foreign language; however, traditional teaching methods do not always promote motivation or long-term lexical retention. In this context, the present study aimed to analyze the effectiveness of storytelling with urban legends in teaching vocabulary to young English learners. The re-search was developed under a quantitative approach and a quasi-experimental pretest and posttest design with a single group. The sample consisted of 48 students from the National and Foreign Languages Pedagogy major at the Technical University of Cotopaxi, and for data collection, a 30-item multiple-choice vocabulary test was used, which was applied before and after a pedagogical intervention based on four storytelling sessions using urban legends, de-signed for this research and validated through the judgment of three expert professors from the National and Foreign Languages Pedagogy major. The data were analyzed using descrip-tive statistics in Microsoft Excel, and the results showed an increase in the mean scores, which went from 20.27 in the pretest to 24.94 in the posttest; likewise, the minimum score increased from 5 to 11 points and the standard deviation decreased from 5.79 to 5.03, evi-dencing a more homogeneous performance after the intervention. In conclusion, the findings suggest that storytelling with urban legends constitutes a pertinent pedagogical strategy to strengthen English vocabulary learning by providing meaningful narrative contexts that favor the comprehension, retention, and use of new words.

This article sought to adapt and validate an instrument for the perception of management policies and practices aimed at higher education professors, since the available instruments were designed for organisations in general and do not address the particularities of academic work. The instrument was based on two scales already validated for Brazilian organisations, with the addition of items on research incentives, publication support and the teaching career. Content and criterion validity derived from the published origin of the items, complemented by prior definition of the constructs, peer review and pre-testing. A total of 386 professors from Brazilian public and private institutions took part, answering on an interval scale based on adverbs of quantity and frequency. Internal consistency reached a Cronbach's alpha of 0.956. Exploratory factor analysis, used for the statistical validation of the constructs defined a priori, retained six factors explaining 67.3% of the accumulated variance, with a sampling adequacy of 0.948. The expected dimensions were reproduced, and the added items formed a factor of their own. It is concluded that the adapted instrument is suitable for measuring teachers' perception of institutional management.

Professors in higher education are commonly expected to combine teaching and research, yet the relationship between these activities remains contested. This article explores how professors make sense of the teaching-research nexus in their everyday academic work. Drawing on semi-structured interviews with 16 professors in philosophy, mathematics, law and medicine at two Norwegian research-intensive universities, we explore professors' meaning-making with particular attention to the dialectical process between academic experiences and institutional structures. Framed by mundane phenomenology, we find the nexus to be a core element of the academic role and central to how professors understand academic work. The combination of teaching and research is sustained through professors' understanding of the role as interconnected engagements within their disciplinary fields. Research deepens teaching, and teaching can generate reflection, questions and, at times, new research ideas. At the same time, organisational arrangements, such as course structures, workload models, funding mechanisms and research-only positions, increasingly separate teaching and research in everyday practice. The article contributes to research on the teaching-research nexus by shifting attention from whether teaching and research are connected and from the possible effects of combining these activities, to how the connection as a social phenomenon is sustained through professors' meaning-making, but also increasingly challenged through organisational conditions.

از استادان در آموزش عالی معمولاً انتظار می‌رود که آموزش و پژوهش را با یکدیگر ترکیب کنند، اما رابطه میان این فعالیت‌ها همچنان محل بحث است. این مقاله بررسی می‌کند که استادان چگونه در کار روزمره دانشگاهی خود پیوند آموزش و پژوهش را معنا می‌بخشند. با استفاده از مصاحبه‌های نیمه‌ساختاریافته با ۱۶ استاد در رشته‌های فلسفه، ریاضیات، حقوق و پزشکی در دو دانشگاه پژوهش‌محور نروژ، معنا‌بخشی استادان با توجه ویژه به فرایند دیالکتیکی میان تجارب دانشگاهی و ساختارهای نهادی مورد بررسی قرار گرفته است. با چارچوب‌مندی پدیدارشناسی روزمره، یافته‌ها نشان می‌دهد که این پیوند عنصری اساسی در نقش دانشگاهی و محور درک استادان از کار دانشگاهی است. ترکیب آموزش و پژوهش از طریق درک استادان از نقش خود به عنوان درگیری‌های به‌هم‌پیوسته در حوزه‌های تخصصی‌شان حفظ می‌شود. پژوهش به تعمیق آموزش کمک می‌کند و آموزش می‌تواند موجب تأمل، پرسش و گاه ایده‌های پژوهشی جدید شود. همزمان، ترتیبات سازمانی مانند ساختارهای درسی، مدل‌های بارکاری، سازوکارهای تأمین مالی و موقعیت‌های صرفاً پژوهشی، به طور فزاینده‌ای آموزش و پژوهش را در عمل روزمره از یکدیگر جدا می‌کنند. این مقاله با تغییر تمرکز از این‌که آیا آموزش و پژوهش به هم مرتبط هستند و از آثار احتمالی ترکیب این فعالیت‌ها، به این‌که چگونه این پیوند به عنوان یک پدیده اجتماعی از طریق معنا‌بخشی استادان حفظ می‌شود، اما همچنین به طور فزاینده‌ای از طریق شرایط سازمانی به چالش کشیده می‌شود، به پژوهش‌های پیوند آموزش و پژوهش کمک می‌کند.

This study examines how project-based learning technologies contribute to the professional preparation of future special education teachers in Kazakhstan. A quantitative-supported qualitative research design was employed. The participants consisted of 76 undergraduate students and 11 professors from the History and Pedagogy/Special Pedagogy department at Uzbekali Zhanibekov South Kazakhstan Pedagogical University, selected through convenience sampling. Data were collected through a researcher-developed form including descriptive survey items and open-ended questions. Descriptive data were analyzed using frequencies and percentages, while qualitative responses were analyzed through content analysis. The findings showed that both students and professors conceptualized project-based learning as a practice-oriented approach that connects theoretical knowledge with real pedagogical situations. Participants emphasized that project-based learning contributed to diagnostic skills, corrective-developmental planning, individualized support, communication, collaboration, creativity, problem-solving, and professional confidence. The findings also revealed that project work helped students understand the characteristics and needs of children with special educational needs more deeply. However, limited time, insufficient practical materials, lack of methodological resources, restricted access to real practice settings, and difficulties in group coordination were identified as major implementation challenges. The study concludes that project-based learning technologies can strengthen special education teacher preparation when supported by systematic planning, institutional resources, and authentic practice opportunities.

این مطالعه به بررسی نقش فناوری‌های یادگیری مبتنی بر پروژه در آمادگی حرفه‌ای معلمان آینده آموزش ویژه در قزاقستان می‌پردازد. طرح پژوهش کیفی با پشتیبانی کمی به کار گرفته شد. شرکت‌کنندگان شامل ۷۶ دانشجوی کارشناسی و ۱۱ استاد از گروه تاریخ و علوم تربیتی/پداگوژی ویژه در دانشگاه تربیتی Uzbekali Zhanibekov جنوب قزاقستان بودند که به روش نمونه‌گیری در دسترس انتخاب شدند. داده‌ها از طریق فرمی که توسط پژوهشگر تدوین شده بود و شامل پرسش‌های توصیفی و سؤالات باز بود، گردآوری شد. داده‌های توصیفی با استفاده از فراوانی و درصد تحلیل شدند و پاسخ‌های کیفی از طریق تحلیل محتوا مورد بررسی قرار گرفتند. یافته‌ها نشان داد که دانشجویان و اساتید هر دو، یادگیری مبتنی بر پروژه را رویکردی عمل‌محور می‌دانند که دانش نظری را به موقعیت‌های واقعی آموزشی پیوند می‌دهد. شرکت‌کنندگان تأکید کردند که یادگیری مبتنی بر پروژه به ارتقای مهارت‌های تشخیصی، برنامه‌ریزی اصلاحی-توسعه‌ای، حمایت فردی، ارتباط، همکاری، خلاقیت، حل مسئله و اعتماد به نفس حرفه‌ای کمک می‌کند. همچنین یافته‌ها نشان داد که کار پروژه‌ای به دانشجویان کمک کرده است تا ویژگی‌ها و نیازهای کودکان با نیازهای ویژه آموزشی را عمیق‌تر درک کنند. با این حال، محدودیت زمانی، کمبود مواد عملی، فقدان منابع روش‌شناختی، دسترسی محدود به محیط‌های واقعی تمرین و دشواری در هماهنگی گروهی به‌عنوان چالش‌های اصلی اجرا شناسایی شدند. نتیجه‌گیری پژوهش آن است که فناوری‌های یادگیری مبتنی بر پروژه، در صورت حمایت با برنامه‌ریزی نظام‌مند، منابع نهادی و فرصت‌های تمرین اصیل، می‌توانند آمادگی معلمان آموزش ویژه را تقویت کنند.