La argumentación multimodal en los cursos de formación docente para conectar la teoría con la práctica

We start from the current need to critically review the teaching of argumentation in teacher education programs. The methodology adopted is qualitative, with an initial content analysis of the treatment of multimodal argumentation in a selection of U.S. teacher training programs. The models detected are contrasted with the ARCO model and a transmodalizing proposal of genre is made, consisting of the transformation of argumentative reflection in text commentary. Secondly, a case study report is made based on the contrastive analysis of four texts produced by students of the selected programs. The results show improved indicators of complex thinking; in particular, the significance of the crossing of the multimodality variant with creative thinking is especially relevant. It is discussed how the proposal makes it possible to relate theory with practice prior to practicing the teaching profession, and it is concluded that including multimodal argumentation in teacher training may be one more way to solve the disconnection between theory and practice in programs with courses taught without classroom intervention.Se parte de la necesidad actual de revisar críticamente la enseñanza de la argumentación en los programas de formación del profesorado. La metodología adoptada es de corte cualitativo, con un primer análisis de contenido del tratamiento de la argumentación multimodal en una selección de programas estadounidenses de formación del profesorado. Los modelos detectados se contrastan con el modelo ARCO y se realiza una propuesta transmodalizadora de género consistente en la transformación de la reflexión argumentativa en el comentario de textos. En segundo lugar, se realiza un informe de estudio de caso basado en el análisis contrastivo de cuatro textos producidos por estudiantes de los programas seleccionados. Los resultados muestran indicadores del pensamiento complejo mejorados; en concreto, resulta especialmente relevante la significatividad del cruce de la variante de multimodalidad con el pensamiento creativo. Se discute acerca de cómo la propuesta permite relacionar la teoría con la práctica previamente a ejercer la profesión docente, y se concluye que incluir la argumentación multimodal en la formación del profesorado puede ser una vía más para solventar la desconexión entre la teoría y la práctica de los programas con cursos impartidos sin intervención en el aula

Replanteamiento de los recursos cultural y lingüísticamente diversos en un programa de formación inicial docente de Educación Primaria

Many teachers enter the profession with a deficit-perspective of their students and their communities, particularly those working with students from low-socioeconomic backgrounds and/or students who are emergent bilinguals. Yet the majority of the students in our schools today come from backgrounds that often have different sets of values and different ways of viewing the world. The result is that, too often, educators adopt a deficit perspective. The goal of this study was to disrupt deficit thinking by introducing preservice teachers to the notion that students arrive in our classrooms with existing funds of knowledge (Moll, Amanti, Neff, & Gonzalez, 1992). Through class activities and assignments, preservice teachers were introduced to the concept of funds of knowledge. This study examines the impact of introducing an asset-based perspective early in candidates’ preparation and asks what shifts occur in preservice teachers’ perspectives of their students and the resources those students bring when engaged in purposeful examination of their own and their prospective students’ cultural funds of knowledge.Muchos maestros ingresan a la profesión con una visión deficitaria acerca de sus estudiantes y de sus comunidades, particularmente aquellos que trabajan con estudiantes de entornos socioeconómicos bajos y/o estudiantes que son bilingües emergentes. Aún así, la mayoría de los estudiantes de nuestras escuelas hoy en día provienen de entornos que a menudo tienen formas de ver el mundo y valores diferentes. El resultado es que, con demasiada frecuencia, los educadores adoptan una visión deficitaria. El objetivo de este estudio fue terminar con la visión deficitaria introduciendo a los maestros en formación la noción de que los estudiantes llegan a nuestras aulas con conocimiento previos (Moll, Amanti, Neff y González, 1992). A través de actividades y asignaciones de clase, los futuros maestros fueron introducidos en el concepto de conocimientos profundos. Este estudio examina el impacto de introducir una perspectiva basada en activos al comienzo de la formación de los candidatos y pregunta qué cambios ocurren en las visiones de los futuros maestros sobre sus estudiantes y los recursos que esos estudiantes aportan cuando se involucran en un análisis intencionado de su propia cultura y la de sus futuros estudiantes

RNA-mediated transfer of the gene coxII from the mitochondrion to the nucleus during flowering plant evolution

The gene coxII, normally present in the mitochondrion, was functionally transferred to the nucleus during flowering plant evolution. coxII transfer is estimated to have occurred between 60 and 200 million years ago, whereas loss of coxII from the mitochondrion occurred much more recently, being restricted to a single genus of legumes. Most legumes have coxII in both the nucleus and the mitochondrion; however, no evidence is found for simultaneous coxII expression in both compartments. The nuclear coxII sequence more closely resembles edited mitochondrial coxII transcripts than the genes encoding these RNAs. Hence, gene transfer appears to have involved reverse transcription of an edited RNA intermediate. The nuclear gene contains an intron at the junction of the transit peptide sequence and the mature protein-coding sequence; exon shuffling may have played a role in assembling a functional coxII gene in the nucleus.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/29177/1/0000224.pd

Fungal Enzymes and Yeasts for Conversion of Plant Biomass to Bioenergy and High-Value Products

Fungi and fungal enzymes play important roles in the new bioeconomy. Enzymes from filamentous fungi can unlock the potential of recalcitrant lignocellulose structures of plant cell walls as a new resource, and fungi such as yeast can produce bioethanol from the sugars released after enzyme treatment. Such processes reflect inherent characteristics of the fungal way of life, namely, that fungi as heterotrophic organisms must break down complex carbon structures of organic materials to satisfy their need for carbon and nitrogen for growth and reproduction. This chapter describes major steps in the conversion of plant biomass to value-added products. These products provide a basis for substituting fossil-derived fuels, chemicals, and materials, as well as unlocking the biomass potential of the agricultural harvest to yield more food and feed. This article focuses on the mycological basis for the fungal contribution to biorefinery processes, which are instrumental for improved resource efficiency and central to the new bioeconomy. Which types of processes, inherent to fungal physiology and activities in nature, are exploited in the new industrial processes? Which families of the fungal kingdom and which types of fungal habitats and ecological specializations are hot spots for fungal biomass conversion? How can the best fungal enzymes be found and optimized for industrial use? How can they be produced most efficiently-in fungal expression hosts? How have industrial biotechnology and biomass conversion research contributed to mycology and environmental research? Future perspectives and approaches are listed, highlighting the importance of fungi in development of the bioeconomy

Five Portraits of Teachers’ Experiences Teaching Writing: Negotiating Knowledge, Student Need, and Policy

Background Numerous reports have highlighted problems with writing instruction in American schools, yet few examine the interplay of teachers’ preparation to teach writing, the instructional policies they must navigate, and the writing development of the students in their classrooms. Purpose This study examines high school English teachers’ instruction of writing while taking into account their preparation for teaching writing—both preservice and inservice, the instructional policies in place, and the learners in their classrooms. Setting Data used come from public high school English teachers teaching in Northern California. These data were collected in 2011–2012, when teachers were sill complying with the mandates of the No Child Left Behind legislation. Research Design I use year-long qualitative case studies of five high school English teachers to highlight various ways teachers used their knowledge of writing instruction to negotiate the pressures of accountability policies and their students’ needs as writers to teach writing. Data collected include beginning- and end-of-year interviews with each teacher, four sets of 1- to 2-day observations of each teacher's instruction of writing, and instructional documents related to each teacher's writing instruction. These data were analyzed using the constant comparative method to look for themes within the data collected from each teacher and then make comparisons across teachers. Findings from the case studies are supported by findings from a survey of 171 high school teachers who taught a representative sample of California high school students at 21 schools in 20 districts. The survey included 41 multiple-choice items that asked about teachers’ instructional practices and their perceptions of high-stakes accountability pressures and their students as writers. Survey data were analyzed quantitatively using descriptive statistics and principal components analysis. Findings Findings illustrate that significant differences existed in how the five teachers approached their writing instruction. These differences were due to both the teachers’ varied preparations to teach writing and the contextual factors in place where each taught. Those teachers with more developed knowledge of writing instruction were better able to navigate the policies in place at their sites and more equipped to plan appropriate instruction to develop their students as writers. Recommendations Findings indicate teachers would be better served by opportunities to develop their knowledge of writing instruction both prior to and once they begin their teaching careers. Additionally, the findings add to an existing body of research that demonstrates the limiting effect high-stakes assessments can have on teachers’ instruction of writing. </jats:sec