Promoting Holistic Learning for the Development of Competences in Mozambique

Autor/in	Fringe, Jorge Jaime dos Santos
Titel	Promoting Holistic Learning for the Development of Competences in Mozambique
Quelle	In: Tuning Journal for Higher Education, 5 (2018) 2, S.19-43 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2340-8170
DOI	10.18543/tjhe-5(2)-2018pp19-43
Schlagwörter	Foreign Countries; Bachelors Degrees; Psychology; Holistic Approach; Multiple Intelligences; College Students; College Faculty; Teaching Methods; Cognitive Style; Preferences; Student Attitudes; Competency Based Education; Brain; Learning Activities; Mozambique + Suchen Sie Ihr Suchwort? Ausland; 'Bachelor''s degrees'; Bachelor-Studiengang; Psychologie; Holistischer Ansatz; Intelligenz (Psy); Collegestudent; Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode; Cognitive styles; Kognitiver Stil; Schülerverhalten; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Gehirn; Lernaktivität; Mosambik
Abstract	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 fourpoint 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 point to the need for the promotion of professional development efforts towards increased adoption of more holistic learning and multiple intelligences within the bachelor course in Psychology. (As Provided).
Anmerkungen	University of Deusto. e-mail: tuningjournal@deusto.es; Web site: http://www.tuningjournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01