Jorge Fringe - Academia.edu (original) (raw)

Papers by Jorge Fringe

Tuning Journal for Higher Education, 2018

This article presents results of a study carried out at the Faculty of Education of the Universit... more This article presents results of a study carried out at the Faculty of Education of the University Eduardo Mondlane, in Mozambique, aimed to assess the extent to which the bachelor course in Psychology promotes multiple intelligences as superimposed to holistic learning styles within its effort to develop students’ competences. For that purpose, 158 psychology students were invited to fill in a four-point Likert scale questionnaire. Respondents were asked to gauge lecturers’ practices of employing different methods and strategies to promote multiple intelligences and holistic learning styles and to indicate what their preferences were concerning methods that could be employed more often. Results show that lecturers promote holistic learning, despite prominence of practices that are more tied to logical and analytical skills, in the left hemisphere, with less emphasis on right hemisphere processes such as ludic activities, drama and simulations, and physical involvement. Such results...

Perspectivas em Diálogo: Revista de Educação e Sociedade, Jan 5, 2021

O ensino superior em Moçambique enfrenta vários desafios, entre os quais a massificação que resul... more O ensino superior em Moçambique enfrenta vários desafios, entre os quais a massificação que resulta em mudanças nas aspirações, estilos de aprendizagem e caraterísticas demográficas da população estudantil. Consequentemente, a nós, docentes, recai dupla pressão. Por um lado, vemos o nosso papel se estender para além da lecionação e investigação. Por outro lado, temos que melhorar a nossa competência profissional. Para tal visualizamos a reflexão como o processo indicado. A reflexão apresenta-se como o elemento essencial do desenvolvimento profissional porque possibilita que o docente, partindo de suas experiências, construa novo conhecimento e transforme as perspectivas pessoais. Estes pressupostos possibilitaram-nos conceber a presente investigação-ação. Materializando a epistemologia relacional, formamos uma comunidade de aprendizagem para refletirmos sobre nossa prática. Adotamos um estudo misto, combinando questionário e gravação de dados das reflexões. Por meio do questionário, recolhemos feedback de nossos estudantes sobre o nosso desempenho. Estes dados serviram de base para o nosso primeiro momento de reflexão sobre o nosso desempenho e iluminaram a concepção de planos de ação individuais para superar fragilidades identificadas. Após a ação de melhoria, tivemos outro momento de reflexão para partilha de progressos individuais. Fizemos a gravação de voz de todos os momentos de reflexão, que constituíram, em si, ocasiões para recolha de dados qualitativos. Os resultados mostram que a nossa comunidade de prática proporcionou espaço para melhorias no uso de material didático e na comunicação e serviu de oportunidade para partilharmos e nos tornarmos conscientes do que fazemos na nossa prática de ensino.

© © U Un ni iv ve er rs si it ty y o of f P Pr re et to or ri ia a i DEDICATION To my parents Jai... more © © U Un ni iv ve er rs si it ty y o of f P Pr re et to or ri ia a i DEDICATION To my parents Jaime Fringe and Sofia dos Santos for illuminating me with their wisdom, to my wife, Esperança Vacelina Cossa, for providing me the support I needed during my transformational expedition and to my sons Vinicius Fringe Nhaduate, Jorge Fringe Junior, and Kayane Fringe Nhaduate whose birth and growth nurtures me daily. © © U Un ni iv ve er rs si it ty y o of f P Pr re et to or ri ia a  Dr. Pieter H. du Toit for accepting the challenge of supervising me and, overall, for all the patience, guidance, and personal support he provided me throughout this process  Prof. Mouzinho Mario for his encouragement and supportive role

Routledge eBooks, Nov 18, 2022

Studies in Higher Education, 2016

This mixed-methods study explored how early-career academics (ECA) at the Universidade Eduardo Mo... more This mixed-methods study explored how early-career academics (ECA) at the Universidade Eduardo Mondlane (UEM) acquire pedagogical knowledge, develop their teaching experience as well as examine their expectations regarding the teaching profession. A questionnaire, composed mostly of closed questions and one open-ended question, was applied to 71 ECAs. These questionnaire data were complemented by focus group discussion data from lecturers in management position, including academic deputy deans and heads of department. Results show that 69% of the respondents attended an induction course when they were hired. Thirty-three per cent of them did not have any guidance before their first lecture, while others had guidance from course director (28%), head of department (14%), or colleagues (22%). Twenty-seven per cent mentioned to have their former university lecturer as a model, while 23% mentioned training as forming their practice. Fifty-two per cent mentioned having adopted, in their first lecture, the approach used by their university lecturer, while 20% followed the approach defined by the university. Focus group discussion points to the need to provide ECAs with time for adaptation and continuous guidance from more experienced peers. Furthermore, as an institution with very large ECAs, 63%, the study concludes the need for the provision of training both for advanced studies as well as professional training in teaching practice.

Tuning Journal for Higher Education, 2018

This article presents results of a study carried out at the Faculty of Education of the Universit... more This article presents results of a study carried out at the Faculty of Education of the University Eduardo Mondlane, in Mozambique, aimed to assess the extent to which the bachelor course in Psychology promotes multiple intelligences as superimposed to holistic learning styles within its effort to develop students’ competences. For that purpose, 158 psychology students were invited to fill in a four-point Likert scale questionnaire. Respondents were asked to gauge lecturers’ practices of employing different methods and strategies to promote multiple intelligences and holistic learning styles and to indicate what their preferences were concerning methods that could be employed more often. Results show that lecturers promote holistic learning, despite prominence of practices that are more tied to logical and analytical skills, in the left hemisphere, with less emphasis on right hemisphere processes such as ludic activities, drama and simulations, and physical involvement. Such results...

Perspectivas em Diálogo: Revista de Educação e Sociedade, Jan 5, 2021

O ensino superior em Moçambique enfrenta vários desafios, entre os quais a massificação que resul... more O ensino superior em Moçambique enfrenta vários desafios, entre os quais a massificação que resulta em mudanças nas aspirações, estilos de aprendizagem e caraterísticas demográficas da população estudantil. Consequentemente, a nós, docentes, recai dupla pressão. Por um lado, vemos o nosso papel se estender para além da lecionação e investigação. Por outro lado, temos que melhorar a nossa competência profissional. Para tal visualizamos a reflexão como o processo indicado. A reflexão apresenta-se como o elemento essencial do desenvolvimento profissional porque possibilita que o docente, partindo de suas experiências, construa novo conhecimento e transforme as perspectivas pessoais. Estes pressupostos possibilitaram-nos conceber a presente investigação-ação. Materializando a epistemologia relacional, formamos uma comunidade de aprendizagem para refletirmos sobre nossa prática. Adotamos um estudo misto, combinando questionário e gravação de dados das reflexões. Por meio do questionário, recolhemos feedback de nossos estudantes sobre o nosso desempenho. Estes dados serviram de base para o nosso primeiro momento de reflexão sobre o nosso desempenho e iluminaram a concepção de planos de ação individuais para superar fragilidades identificadas. Após a ação de melhoria, tivemos outro momento de reflexão para partilha de progressos individuais. Fizemos a gravação de voz de todos os momentos de reflexão, que constituíram, em si, ocasiões para recolha de dados qualitativos. Os resultados mostram que a nossa comunidade de prática proporcionou espaço para melhorias no uso de material didático e na comunicação e serviu de oportunidade para partilharmos e nos tornarmos conscientes do que fazemos na nossa prática de ensino.

© © U Un ni iv ve er rs si it ty y o of f P Pr re et to or ri ia a i DEDICATION To my parents Jai... more © © U Un ni iv ve er rs si it ty y o of f P Pr re et to or ri ia a i DEDICATION To my parents Jaime Fringe and Sofia dos Santos for illuminating me with their wisdom, to my wife, Esperança Vacelina Cossa, for providing me the support I needed during my transformational expedition and to my sons Vinicius Fringe Nhaduate, Jorge Fringe Junior, and Kayane Fringe Nhaduate whose birth and growth nurtures me daily. © © U Un ni iv ve er rs si it ty y o of f P Pr re et to or ri ia a  Dr. Pieter H. du Toit for accepting the challenge of supervising me and, overall, for all the patience, guidance, and personal support he provided me throughout this process  Prof. Mouzinho Mario for his encouragement and supportive role

Routledge eBooks, Nov 18, 2022

Studies in Higher Education, 2016

This mixed-methods study explored how early-career academics (ECA) at the Universidade Eduardo Mo... more This mixed-methods study explored how early-career academics (ECA) at the Universidade Eduardo Mondlane (UEM) acquire pedagogical knowledge, develop their teaching experience as well as examine their expectations regarding the teaching profession. A questionnaire, composed mostly of closed questions and one open-ended question, was applied to 71 ECAs. These questionnaire data were complemented by focus group discussion data from lecturers in management position, including academic deputy deans and heads of department. Results show that 69% of the respondents attended an induction course when they were hired. Thirty-three per cent of them did not have any guidance before their first lecture, while others had guidance from course director (28%), head of department (14%), or colleagues (22%). Twenty-seven per cent mentioned to have their former university lecturer as a model, while 23% mentioned training as forming their practice. Fifty-two per cent mentioned having adopted, in their first lecture, the approach used by their university lecturer, while 20% followed the approach defined by the university. Focus group discussion points to the need to provide ECAs with time for adaptation and continuous guidance from more experienced peers. Furthermore, as an institution with very large ECAs, 63%, the study concludes the need for the provision of training both for advanced studies as well as professional training in teaching practice.