Good) practices & scholarship of teaching

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To promote continuous and committed study throughout a curricular unit is not in reach of every teacher. Holding students responsible for their own knowledge and teachers responsible for guiding students’ learning are fundamental aspects of the
  (Good) practices & scholarship of teaching Margarida M. Pinheiro   CIDTFF - Research Group 2 - Science, teaching, learning and society, University of Aveiro Paradigms in the function of teaching In recent years HEI are strongly being challenged to value professional skills, alongside with individual and social ones. So, the nuclear idea that shapes the reflections about teaching and learning lays on transversal competences: first in the context of a classroom strategy and, later on, in the context of a professional activity. The objective of our work was to contribute to the discussion about how the way the implementation of active methodologies associated with different learning styles impacts the construction of knowledge on HEI. The empirical results were analyzed from 50 answers to close questionnaires made to students of a curricular unit of an under graduation course at the University of Aveiro (UA). The perception that education must be built on the learning to know, learning to do, learning to live with others and learning to be is already shared by the UNESCO when it comes to milestones of education for the 21 st  century. Beginning with the question “ which functions does an academic have” and under the American’s higher education framework, Boyer proposes four overlapping functions of academic activity: research (related to the knowledge to be discovered); integration (related to the underlying knowledge and creation of interdisciplinary synergies); application (related to the theoretical and practical interaction and the relationships between HEI and society) and teaching (related to the creative and systematical communication of knowledge). And it is precisely this context of creation and communication that can inspire good learning and teaching practices. So, besides talking about objectives and knowledge domains, the above-mentioned resourcefulness needs to find ways to thrill students and motivate their commitment and dedication. Part of this study was presented at the IPCE2015 and published as Pinheiro, Margarida M.; Simões, Dora; Amaral, Cláudia (2015). Different teaching and learning methodologies: one size does not fit all students  . In IPCE2015, Atas da IV Conferência Internacional Investigação, Práticas e Contextos em Educação (pp. 474). Leiria: IPL. ISBN: 978-989-8797-05-6  Another part of this study was presented at the INTED2015 and published as Pinheiro, Margarida M. (2015). Scholarship of teaching and good practices (the students’ perspective). In INTED2015, Proceedings of the 9th International Technology, Education and Development Conference, (pp. 334-344). Madrid: IATED Academy. ISSN: 2340-1079. ISBN: 978-84-606-5763-7   Active methodologies and learning styles Even though active methodologies vocabulary is diversified it is possible to identify a group of terms consensually accepted. A first concept is that active methodologies need learning activities able to have a personal meaning for each learner. Another concept is the one of collaborative learning, understood as a method where groups of students work together with a common objective . Together with student’s engagement in the learning process it is also important not to forget students ’ individual differences. All in all, tutors’ teaching styles and students’ learning styles are significant factors that influence learning strategies. Within this context we aimed to explore how practical procedures that make use of active methodologies and learning styles, have influence on students’ motivation. To illustrate our research, we chose the case study of the UA and data was collected using closed questionnaires within different curricular units from diverse scientific areas and involving more than 200 answers. Once accepted that the scholarship of teaching’s purpose is students’ learning, it is necessary to make available different learning and teaching strategies. Under this assumption it is therefore important that tutors understand and make use of students ’ different learning styles in order to provide learning contexts that not only reach a diversity of students but also that can be useful in future professional contexts. So, balance is the key. Once balance is achieved, students will be to some extent skilled according to their favorite learning styles and partially to some other styles that they need to improve for a comprehensive set of competences. And that is a tool for life. Abstract To promote continuous and committed study throughout a curricular unit is not in reach of every teacher. Holding students responsible for their own knowledge and teachers responsible for guiding students’ learning are fundamental aspects of the Bologna Process that are changing ways of thinking and acting of Higher Education Institutions (HEI). The concept of scholarship of teaching introduced by Boyer, redefined the idea of an academic model flexible enough to include not only a creative and systematic dissemination of knowledge, but also a methodological challenge beyond a traditional vision. And it is precisely on the activity of making oneself understandable and of giving learning a meaning that good practices are based on. References Pinheiro, Margarida M.; Simões, Dora; Santos, Cláudia (2016). Perceções e perspetivas dos estudantes do Ensino Superior sobre estratégias de ensino e aprendizagem  . In Susana Gonçalves; Paula Fonseca; & Cândida Malça (Eds.), Inovação no Ensino Superior (pp. 45-66). Coimbra: CINEP/IPC. ISBN: 978-989-98679-8-7 (impresso). ISBN: 978-989-98679-9-4 (ebook). ttp:// Pinheiro, Margarida M. (2015). Perceções dos Estudantes sobre as atividades de ensino que são desenhadas como Boas Práticas  . In Susana Gonçalves; Helena Almeida; & Fátima Neves (Eds.), Pedagogias no Ensino Superior (pp. 35-58). Coimbra: CINEP/IPC. ISBN: 978-989-98679-4-9 (impresso). ISBN: 978-989-98679-5-6 (ebook). 
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