Deisi Yunga | Universidad Tecnica Particular de Loja (original) (raw)

Papers by Deisi Yunga

Eötvös Loránd University (ELTE) – University of Szeged, Hungarian-Netherlands School of Educational Management (SZTE, KÖVI), 2020

The volume the reader has in her/his hand or reads on her/his screen is the outcome of a research... more The volume the reader has in her/his hand or reads on her/his screen is the outcome of a research project realised in 2019 in the framework of the European Doctorate in Teacher Education (EDiTE) project supported by the European Union's Horizon 2020 research and innovation program. 1 As the introduction of this book explains, EDiTE was run by a consortium of five European universities, each of them providing teacher education, and committed to develop a common doctoral program to train researchers interested in the work and education of teachers. The research program presented in this volume was initiated as part of a work package focusing on "building partnerships", coordinated by ELTE University, Budapest. It aimed at exploring the role of School-University Partnerships (SUPs) in teacher education and educational development. Cooperation between universities and schools in the field of teacher education can be interpreted as a specific form of the "knowledge triangle". 2 This kind of cooperation can provide an ideal framework for linking research, education and innovation in the education sector. Partnership relations between schools and universities can produce various beneficial outcomes. First, and most importantly, they can significantly improve the quality and relevance of university-based teacher education, making it possible for universities to provide the practical training necessary to develop the teaching skills of future teachers. Universities pretend they are capable to train teachers, and most people do not have any doubt in this, but in reality most of them are not, especially when their main mission becomes creating new theoretical knowledge. The skills to teach can be developed only through practicing these skills. Reflecting systematically and scientifically to practice is necessary but this reflection is possible only if teaching practice really occurs. This is why teacher training universities need schools as partners and take the responsibility for educating teachers in cooperation with them. SUPs can also contribute to the improvement of the work of practitioners, especially through improving their innovation, knowledge management and research capacities. Effective SUPs can lead to the emergence of "researching schools" or "professional development schools" operating as intelligent knowledge producing learning organisations. In many education systems governments try to transform schools into intelligent learning organisations, and one of the most effective ways of doing this is to connect them with universities which have always been defined as knowledge producing institutions. Teachers and schools in continuous interaction with academics wo do theoretical research have higher chances of becoming reflective professionals who are capable to see their own practice beyond the daily routines. Furthermore, SUPs can support high quality educational research as they provide stable institutional frameworks for data collections, case studies, action research initiative, classroom observations, advanced experimentations, impact assessments and other forms of research activities. In these frameworks schools may operate similarly to clinics connected with medical 1 Marie-Sklodowska-Curie grant agreement number: 676452. See the website of the EDiTE project here: http://www.edite.eu 2 See: "School-university partnership for effective teacher learning." Issues Paper for the seminar co-hosted by

El presente trabajo explora los enfoques de enseñanza del profesorado universitario en un ambient... more El presente trabajo explora los enfoques de enseñanza del profesorado universitario en un ambiente latinoamericano. El instrumento utilizado es el “Inventario de Enfoques de la Enseñanza Revisado” (R-ATI) de 22 ítems que delimita dos categorías principales: enfoque de enseñanza centrado en el estudiante y enfoque de enseñanza centrado en el profesor.Los datos de este estudio se obtuvieron de 171 docentes universitarios de varias disciplinas, representando un total de 23 titulaciones de una universidad latinoamericana. La validación de la herramienta se realizó con el programa AMOS mediante el método de ecuaciones estructurales mostrando resultados satisfactorios. Los datos obtenidos se analizaron con los programa SPSS y fueron sometidos a un análisis descriptivo e inferencial. Los resultados de esta investigación indican que un 59.65% del profesorado identifican su enfoque de enseñanza como centrado en el estudiante, mientras que un 35.09% de docentes identifican su enseñanza como c...

SISYPHUS JOURNAL OF EDUCATION VOLUME 8, ISSUE 02, 2020, PP.70-85, 2020

Este estudio explora las reformas y la implementación de políticas con respecto al acceso de los ... more Este estudio explora las reformas y la implementación de políticas con respecto al acceso de los jóvenes a la educación superior en el Ecuador en la última década. Utilizando un enfoque descriptivo de estudio de caso, este artículo aborda cuatro cuestiones principales: ¿Qué reformas y políticas se desarrollaron para ampliar el acceso a la educación superior en el Ecuador? ¿Qué efectos han tenido estas políticas en los jóvenes en Ecuador? ¿Qué avances y retrocesos se han producido en el acceso a la Educación Superior en los últimos 10 años? Un panorama general de la evolución del acceso a la educación superior de jóvenes adultos en el Ecuador y de la prestación de servicios de educación superior por parte de las Universidades en el período posterior a la constitución es presentado.

Sisyphus: Journal of Education, 2020

This paper attempts to present an edifice of the concepts and discourses engaged in defining tran... more This paper attempts to present an edifice of the concepts and discourses engaged in defining transformative teacher learning (TTL) within the European educational space. To address this goal, we developed three open questions: 1) The definition of teacher learning in the 21st century, 2) transformative dimensions of teacher learning in the 21st century, and 3) the relevance of transformative teacher learning in 21st-century education in Europe. Inductive content analysis was applied to interpret the perception of survey-based data. Though inconsistently perceived, the most agreed-upon notion was that as a complex and dynamic process, TTL is a knowledge, skills, and ability development process that exists in response to changes and challenges associated with the emerging dynamics of education. The relevance of TTL as a transformative approach is in response to the changes associated with the Common European Framework, having its niche in national and transnational education.

The thesis is part of the European Doctorate in Teacher Education (EDiTE) project that has receiv... more The thesis is part of the European Doctorate in Teacher Education (EDiTE) project that has received funding from the European Union's Horizon 2020 research and innovation programme under the Marie Skłodowska-Curie grant agreement number 676452 The aim of this dissertation is to promote a better understanding of the way professionals learn while performing their daily work activities and what practices performed can be extracted from such activities in order to be implemented in the teaching profession. This dissertation takes up "critical realism" as its underlying philosophy and sees professional learning as an unintended result of the interaction between three major complex systems namely: the organization, the community and the individual. The division into these three systems became necessary in order to find a reasonable way of "comparing" professions bearing different goals and nature. Data gathering involved semi-structured interviews subsequently coded with N-Vivo and Quirkos software. This study followed the work of 25 professionals allocated in five different fields: a) Architecture, b) Information Technology, c) Human Resources, d) Educational Researchers, e) Vocational Education and Training (VET) Teachers. All of the participants in this study were working in Austria, Czech Republic and Hungary despite coming from different nations such as Brazil,

This paper elaborates on the different concepts of professional learning and professional develop... more This paper elaborates on the different concepts of professional learning and professional development in an effort to illustrate their importance in the improvement of the teaching profession and attainment of teacher professionalism. This study uses a narrative literature review approach on an array of available sources from available literature, which comprises scholarly materials, published and peer-reviewed articles, books, and reports from education institutions. The study shows that remaining informed about the changes in the teaching profession is core in attaining professionalism in teaching, proving the need for professional development programs to ensure the update of teachers’ skills and knowledge. Furthermore, the study advocates for a clearer academic distinction between professional learning and professional development, with professional learning facilitated by professional learning communities and workplace learning programs. Lastly, we discuss elements of effective ...

Perspectiva, 2021

O presente texto refere-se ao estudo de uma sequência didática estruturada na forma de Unidade de... more O presente texto refere-se ao estudo de uma sequência didática estruturada na forma de Unidade de Ensino Potencialmente Significativa (UEPS) para a abordagem de Estatística no Ensino Fundamental, avaliando a sua pertinência em termos didáticos e como favorecedora da construção de conceitos estatísticos. Tal sequência didática proposta por Moreira (2011) está subsidiada, entre outras perspectivas teóricas, na Teoria da Aprendizagem Significativa (TAS) na concepção de David Paul Ausubel. A UEPS foi estruturada em 40 períodos e envolveu o uso de algumas tendências em Educação Matemática tais como jogos, pesquisas, filmes, entre outros. A pesquisa, de cunho qualitativo e participante, toma como instrumentos para coleta de dados, os registros no diário de bordo da pesquisadora. Além disso, o estudo recorre as produções dos alunos no decorrer dos encontros, como instrumento de análise, especialmente a avaliação diagnóstica e a avaliação somativa. Os resultados apontam para a viabilidade d...

Andragoske studije, 2019

In the past, the idea of 'learning after the completion of formal education' was not an essential... more In the past, the idea of 'learning after the completion of formal education' was not an essential element of professional growth. Currently, non-formal and informal learning, as part of lifelong knowledge acquisition and development, are acknowledged as crucial for the constant progress of professionals to deal with the ever-growing challenges of the world of work. This paper uses an exploratory design methodology to elaborate on how lifelong learning as a methodology and strategy for professional development can be achieved through formal and informal learning on the basis of and guided by the transformative learning theory. By examining the historical context, themes, components, and critical review of Mezirow's transformative learning theory, the relevance, effectiveness and applicability of transformative learning methodology is deduced for the teaching profession.

Neveléstudomány, 2020

El presente trabajo explora los enfoques de ensenanza del profesorado universitario en un ambient... more El presente trabajo explora los enfoques de ensenanza del profesorado universitario en un ambiente latinoamericano. El instrumento utilizado es el “Inventario de Enfoques de la Ensenanza Revisado” (R-ATI) de 22 items que delimita dos categorias principales: enfoque de ensenanza centrado en el estudiante y enfoque de ensenanza centrado en el profesor. Los datos de este estudio se obtuvieron de 171 docentes universitarios de varias disciplinas, representando un total de 23 titulaciones de una universidad latinoamericana. La validacion de la herramienta se realizo con el programa AMOS mediante el metodo de ecuaciones estructurales mostrando resultados satisfactorios. Los datos obtenidos se analizaron con los programa SPSS y fueron sometidos a un analisis descriptivo e inferencial. Los resultados de esta investigacion indican que un 59.65% del profesorado identifican su enfoque de ensenanza como centrado en el estudiante, mientras que un 35.09% de docentes identifican su ensenanza como ...

El creciente acceso a Internet, dispositivos y redes sociales ha revolucionado los procesos de co... more El creciente acceso a Internet, dispositivos y redes sociales ha revolucionado los procesos de comunicacion y democratizado el acceso a la informacion y la creacion de contenido. Sin embargo, varios investigadores han mostrado que, si bien el acceso al Internet es facilmente alcanzable, el mundo virtual es un espejo de la sociedad en la que vivimos existiendo inequidad digital. Varios estudios presentan evidencia de que el estrato social no afecta a la presencia de usuarios en las redes, pero si afecta su uso y la creacion de contenido, si bien se trata de estudios desarrollados mayoritariamente en contextos europeos y norteamericanos. La presente investigacion explora el perfil socioeconomico de los jovenes en el consumo y creacion de contenidos, y el mundo virtual de los adolescentes en materia de desigualdades sociales encontradas en el mundo real. La investigacion siguio un diseno cuantitativo exploratorio a traves de una encuesta que fue aplicada a 2.115 estudiantes de educacio...

The present paper explores teachers’ approaches to teach in Higher Education and the applicabilit... more The present paper explores teachers’ approaches to teach in Higher Education and the applicability of the instrument used to measure these approaches in a Latin-American setting. The instrument used is the revised version of 22 items of the “Approaches to Teaching Inventory” (ATI- R 22) which delineates two main categories of approaches: student-centered and teacher-centered. The data in this study was gathered from 171 university teachers teaching at several disciplines representing 23 university careers in a Latin-American university The tool’s validation was done with AMOS using the structural equations method showing satisfactory results. The data obtained was analyzed with SPSS software and underwent a descriptive and inferential analysis. The results of this research indicate that 59.65% of teachers identified their teaching approach as focused on the student, while a 35.09% of teachers identified their teaching as teacher-centered and 5.26% showed an undefined profile. However, when analyzing the correlations between the subscales of the questionnaire: intentions and strategies, a tendency to focus on the “information transmission - teacher-centered” approach to teaching was found on the three groups. Subsequently, the instrument and information obtained in this study will be used for future research, as they are part of a study of bigger proportions.

This paper attempts to present an edifice of the concepts and discourses engaged in defining tran... more This paper attempts to present an edifice of the concepts and discourses engaged in defining transformative teacher learning (TTL) within European educational space. To address this goal, we developed three open questions: 1) The definition of teacher learning in the 21st century, 2) transformative dimensions of teacher learning in the 21st century, and 3) the relevance of transformative teacher learning in 21st century education in Europe. Inductive content analysis was applied to interpret the perception survey-based data. Though inconsistently perceived, the most agreed-upon notion was that as a complex and dynamic process, TTL is a knowledge, skills and ability development process that exists in response to changes and challenges associated with the emerging dynamics of education. The relevance of TTL as a transformative approach is in response to the changes associated with the Common European Framework, having its niche in national and transnational education.

8, 2 (2020) by Deisi Yunga

Sisyphus — Journal of Education, 2020

[ES] Este estudio explora las reformas y la implementación de políticas con respecto al acceso de... more [ES]
Este estudio explora las reformas y la implementación de políticas con respecto al acceso de los jóvenes a la educación superior en el Ecuador en la última década. Utilizando un enfoque descriptivo de estudio de caso, este artículo aborda cuatro cuestiones principales: ¿Qué reformas y políticas se desarrollaron para ampliar el acceso a la educación superior en el Ecuador? ¿Qué efectos han tenido estas políticas en los jóvenes en Ecuador? ¿Qué avances y retrocesosse han producido en el acceso a la Educación Superior en los últimos 10 años? Un panorama
general de la evolución del acceso a la educación superior de jóvenes adultos en el Ecuador y de la prestación de servicios de educación superior por parte de las Universidades en el período posterior a la constitución es presentado.

Eötvös Loránd University (ELTE) – University of Szeged, Hungarian-Netherlands School of Educational Management (SZTE, KÖVI), 2020

SISYPHUS JOURNAL OF EDUCATION VOLUME 8, ISSUE 02, 2020, PP.70-85, 2020

Sisyphus: Journal of Education, 2020

Perspectiva, 2021

Andragoske studije, 2019

Neveléstudomány, 2020

This paper attempts to present an edifice of the concepts and discourses engaged in defining tran... more This paper attempts to present an edifice of the concepts and discourses engaged in defining transformative teacher learning (TTL) within European educational space. To address this goal, we developed three open questions: 1) The definition of teacher learning in the 21st century, 2) transformative dimensions of teacher learning in the 21st century, and 3) the relevance of transformative teacher learning in 21st century education in Europe. Inductive content analysis was applied to interpret the perception survey-based data. Though inconsistently perceived, the most agreed-upon notion was that as a complex and dynamic process, TTL is a knowledge, skills and ability development process that exists in response to changes and challenges associated with the emerging dynamics of education. The relevance of TTL as a transformative approach is in response to the changes associated with the Common European Framework, having its niche in national and transnational education.

Sisyphus — Journal of Education, 2020