Començant pel començament: la pregunta d'investigació. Anàlisi del procés d’aprenentatge dels investigadors novells en didàctica de la llengua i la literatura

En la nova estructura derivada de l’EEES la formació d’investigadors en l’àmbit universitari s’organitza a través dels màsters de recerca, configurats com a període de formació dels programes de doctorat. En l’àrea de la didàctica de la llengua i la literatura (DLL), la Universitat de Barcelona ofereix, des del curs 2007-08, un màster de recerca adreçat a la formació d’investigadors capaços d'analitzar els processos i les relacions d’ensenyament-aprenentatge que es produeixen a les classes de llengua i literatura, d’aportar elements de crítica i de reflexió a la pràctica educativa, i d’elaborar i aplicar eines i recursos d’avaluació dels aprenentatges lingüístics i literaris

Quan l'activitat docent es trasllada fora de l'aula: rutes i viatges lingüístics i literaris

La comunicació que ací presente pretén exposar i valorar un seguit d’activitats extraescolars consistents en la realització de rutes i viatges amb un fil conductor lingüístic o literari, fruit de la pràctica personal docent duta a terme durant els últims setze anys a l’IES Campanar de València, amb diversos grups i generacions d’alumnes de batxillerat, tant de l’assignatura comuna “Valencià: llengua i literatura” com de l’optativa de literatura catalana (anomenada “Valencià: literatura” o “Literatura contemporània: Valencià”). Aquestes propostes d’activitats complementen la pràctica docent d’ensenyament de la llengua i la literatura, fent costat a unes seqüències didàctiques basades en la creativitat literària, concretament en els anomenats “tallers literaris” (una qüestió que he exposat a BATALLER, 2003) i en el treball de lectura i comentari d’obres literàries representatives de la història de la literatura catalana

Nous enfocaments per a la didàctica de la literatura grega: observacions sobre experiències en el treball col•laboratiu i semipresencial

Arran de les experiències tant a la Universitat Oberta de Catalunya com a la Universitat de València, els autors comenten els aspectes més innovadors per a un nou enfocament en la docència de la Literatura grega. Aquest nou enfocament combina una nova programació de continguts amb nous plantejament dels procediments didàctics. Pel que fa als continguts, s'ha fet una adaptació que respon als interessos que la matèria desvetlla en el món contemporani. Quant als procediments didàctics comptem sobretot amb el treball col•laboratiu amb alumnat de diversa procedència -i amb interessos també diversos- juntament amb noves estratègies a partir de l'ús de les eines virtuals

Un Grapat de paraules, el wordle com a exemple d'element didàctic 2.0 en la trama literària

Les eines 2.0 amplien les possibilitats de la didàctica centrada en l'estudiant del segle XXI en àmbits com el literari. El Wordle és una aplicació informàtica que, a partir d'un text, genera "grapats de paraules" amb les mida de la paraula d'acord amb la seva freqüència d'ús dins el text. Una obra literària té una composició en parts i cada part utilitza unes paraules que el Wordle aplega. La visió conjunta dels grapats de paraules es un indicador de la importància dels conceptes i pot ajudar a analitzar la trama

A linguagem desliteraturizada de Monteiro Lobato em Reinações de Narizinho

Pós-graduação em Educação - IBRC

O discurso pedagógico na obra infantil de Cecília Meireles

Pós-graduação em Letras - FCLAS

Ensino de literatura: possível humanização do indivíduo no contexto da atual sociedade

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

História do ensino da literatura infantil nos cursos de formação de professores primários no estado de São Paulo, Brasil (1947-2003)

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Vida e morte em diálogo com a voz narrativa, o tempo e o espaço em Mrs. Dalloway, To The Lighthouse e Between the Acts de Virginia Woolf

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Clássicos do terror como proposta de letramento literário: Machado e Stevenson em sala de aula

Acompanha: Da crueldade à duplicidade da alma humana: sequência expandida a partir de clássicos do terror

Academics’ work and the concept of “profession” : an Australian case study

Universities in Australia and elsewhere have changed considerably in recent years. Inevitably, this has meant that the work of academics has also changed. Academics’ work is of importance because they are key players in universities and universities matter to the nation economically and intellectually in advancing knowledge and its practical application. Through the changes and challenges that have characterised academia in recent years, there is an assumption that academics’ work is representative of a profession. This research study investigates how academics construct their own perspectives regarding the academic "profession". The study is theoretically informed by Freidson’s theory that conceptualises professions as occupations if they are in control of their work rather than it being under the control of either the market or of their employing institutions. Two research questions guide this study. The first question investigates how academics might construct their work in ideal terms and the second one investigates the extent to which such constructions might constitute a "profession". A qualitative case study was conducted within two Australian universities. In all, twenty academics from ten disciplines took part in the study that consisted of a focus group and fifteen individual interviews. The study was conducted in three phases during which a conceptual framework of academics’ work was developed across three versions. This framework acted both a prompt to discussion and as a potential expression of academics’ work. The first version of the framework was developed from the literature during the first phase of the study. This early framework was used during the second phase of the study when five academics took part in a focus group. After the focus group, the second version of the framework was developed and used with fifteen academics in individual interviews during phase three of the study. The third version of the framework was the outcome of a synthesis of the themes that were identified in the data. The discussion data from the focus group and the individual interviews were analysed through a content analysis approach that identified four major themes. The first theme was that academics reported that their work would ideally be located within universities committed to using their expert knowledge to serve the world. The second theme was that academics reported that they wanted sufficient thinking time and reasonable workloads to undertake the intellectual work that they regard as their core responsibility, particularly in relation to undertaking research. They argued against heavy routine administrative workloads and sought a continuation of current flexible working arrangements. The third theme was that teaching qualifications should not be mandated but that there should be a continuation of the present practice of universities offering academics the opportunity to undertake formal teaching qualifications if they wish to. Finally, academics reported that they wanted values that have traditionally mattered to academia to continue to be respected and practised: autonomy, collegiality and collaborative relationships, altruism and service, and intellectual integrity. These themes are sympathetic to Freidson’s theory of professions in all but one matter: the non-mandatory nature of formal qualifications which he regards as absolutely essential for the performance of the complex intellectual work that characterises occupations that are professions. The study places the issue of academic professionalism on the policy agenda for universities wishing to identify academics’ work as a profession. The study contributes a theory-based and data-informed conceptual framework for academics’ work that can be considered in negotiating the nature and extent of their work. The framework provides a means of analysing what "academic professionalism" might mean; it adds specificity to such discussions by exploring a particular definition of profession, namely Freidson’s theory of professions as occupations that are in control of their own work. The study contributes to the development of theories around higher education concepts of academic professionalism and, in so doing, links that theoretical contribution to the wider professions field.

Research and/or learning and teaching : a study of Australian professors' priorities, beliefs and behaviours

This paper presents findings from an empirical study of key aspects of the teaching and research priorities, beliefs and behaviours of 72 professorial and associate professorial academics in Science, Information Technology and Engineering across four faculties in three Australian universities. The academics ranked 16 research activities and 16 matched learning and teaching (L&T) activities from three perspectives: job satisfaction, role model behaviour and perceptions of professional importance. The findings were unequivocally in favour of research in all three areas and remarkably consistent across the universities. The only L&T activity that was ranked consistently well was 'improving student satisfaction ratings for teaching', an area in which academics are increasingly held accountable. Respondents also indicated that their seniors encourage research efforts more than L&T efforts. Recommendations include that higher education rewards for quality L&T are maintained or improved and that recognition of L&T research domains is further strengthened.

The WIL (Work Integrated Learning) Report : A national scoping study [Australian Learning and Teaching Council (ALTC) Final report]

This report provides an account of the first large-scale scoping study of work integrated learning (WIL) in contemporary Australian higher education. The explicit aim of the project was to identify issues and map a broad and growing picture of WIL across Australia and to identify ways of improving the student learning experience in relation to WIL. The project was undertaken in response to high levels of interest in WIL, which is seen by universities both as a valid pedagogy and as a means to respond to demands by employers for work-ready graduates, and demands by students for employable knowledge and skills. Over a period of eight months of rapid data collection, 35 universities and almost 600 participants contributed to the project. Participants consistently reported the positive benefits of WIL and provided evidence of commitment and innovative practice in relation to enhancing student learning experiences. Participants provided evidence of strong partnerships between stakeholders and highlighted the importance of these relationships in facilitating effective learning outcomes for students. They also identified a range of issues and challenges that face the sector in growing WIL opportunities; these issues and challenges will shape the quality of WIL experiences. While the majority of comments focused on issues involved in ensuring quality placements, it was recognised that placements are just one way to ensure the integration of work with learning. Also, the WIL experience is highly contextualised and impacted by the expectations of students, employers, the professions, the university and government policy.

Embedding Indigenous knowledges: An Australian case study of urban and remote teaching practicum

In this chapter we propose that there are certain conditions that enable the agency of pre-service teachers to enact curriculum decision-making within their pedagogical relationships with their supervising teachers as they endeavour to embed Indigenous knowledges (IK) during the teaching practicum. The case study, underpinned by decolonising methodologies, centred upon pre-service teacher preparation at one Australian university, where we investigated how role modelling in urban and remote schools occurred in the learning and teaching relationships between pre-service teachers on practicum and their supervising teachers. This chapter draws from an Office of Learning and Teaching (OLT) sponsored project at one Australian university; a full report on this project has been documented (see McLaughlin, Whatman and Nielsen, 2014). We commence with a discussion of decolonising and critical pedagogical spaces as the conceptual framework for the embedding Indigenous knowledges and perspectives in curricula and pedagogy. Our focus then shifts to a contextual overview of the development of Indigenous Knowledges (IK) in Australian school and university curriculum, providing a standpoint from which to consider the unfolding case study.

Literature, literacy and the discourses of English teaching: a case study

This article examines the discourses of English teaching, and their implications for subject and literacy teaching and learning. Case study evidence is presented to illustrate the ways in which competing discourses are enacted in the classroom. We argue the need to critically examine the educational value of teacher discourses, which have an important impact on instructional practices and the quality of pupils' learning.