Página 9 dos resultados de 10888 itens digitais encontrados em 0.031 segundos

Pre-school science education in Portugal: teacher education and innovative practices

Pereira, Sara; Rodrigues, Maria José; Martins, Isabel P.; Vieira, Rui Marques
Fonte: Instituto Politécnico de Bragança Publicador: Instituto Politécnico de Bragança
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
56.28%
Assuming science education in the early years as the stepping stone for the development of scientific and technological literacy, a teacher training program was developed with six kindergarten teachers in Portugal. Its aim was to promote the (re)construction of their subject content and pedagogical knowledge leading to innovative practices, based on the characterization of their profile, shortcomings and practices. Learning through practice was considered the most effective means to promote change in kindergarten teachers’ curricular approaches to science, hence the development of practical activities focusing on children’s understanding and requiring their scientific knowledge and enquiry processes. These include a teacher’s guide (presenting its objectives, concepts and teaching, learning and assessment strategies), a theoretical framework (presenting the concepts, known misconceptions and research references) and also the necessary didactic resources. The paper details the results of the developed teacher training program as well of the validation process of the designed teaching strategies.

"Um estudo das mudanças relatadas por professores de ciências a partir de uma ação de formação continuada" ; A study of the changes reported by Science teachers participating in an in-service teacher training course

Lellis, Luciana de Oliveira
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 30/05/2003 Português
Relevância na Pesquisa
56.31%
RESUMO Apesar de serem muitos e bem conhecidos os problemas relacionados ao ensino de Ciências, a formação dos professores, em geral, não tem se mostrado capaz de efetivar a superação deles. As evidências parecem indicar que entre as razões para a persistência desse quadro estão, de um lado, uma estrutura de formação que tende a alienar os professores do processo de formulação das soluções procuradas – atribuindo-lhes apenas o lugar de aplicadores de métodos e técnicas prontos – e, do outro lado, a grande resistência dos professores, tornada ainda maior, é claro, pelo fato de suas necessidades cotidianas não terem sido consideradas no desenvolvimento daqueles métodos e técnicas. Nóvoa, Zeichner, Carvalho e outros pesquisadores de diversas procedências têm defendido, como forma de enfrentar essa situação, a idéia de que a formação dos professores deveria assumir um caráter reflexivo que devolvesse a esses profissionais parte do controle sobre o seu próprio processo de aprimoramento. Partindo daí, esta pesquisa buscou investigar a possibilidade de uma ação de formação continuada de caráter reflexivo ter efetividade prática na promoção de mudanças significativas na visão e nas atitudes dos professores acerca de sua prática pedagógica. Assim...

Uso(s) das novas tecnologias em um programa de formação de professores: possibilidades, controle e apropriações; Use(s) of the new tecnologies in an education program for in-service teachers: possibilities, control and appropriations.

Andrade, Andressa de
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 19/03/2007 Português
Relevância na Pesquisa
56.3%
Este trabalho apresenta resultados de uma investigação acerca dos usos das mídias interativas utilizadas no PEC - Formação Universitária Municípios, um programa de formação de professores em serviço que encerrou suas atividades em dezembro de 2004. O programa faz parte das políticas educacionais que têm incentivado a adoção da Educação a Distância (EaD) e o uso das Novas Tecnologias de Informação e Comunicação (NTIC) na formação docente. A metodologia qualitativa utilizada na pesquisa envolveu atividades de observação in loco, entrevistas gravadas com alunas-professoras e profissionais do programa e coleta de documentos de tipo diverso -impressos, digitalizados e em vídeo. As análises basearam-se nos conceitos de uso, consumo, estratégias e táticas de Michel de Certeau (1994), de apropriação, de Roger Chartier (2001) e de técnica, de Piérre Lévy (1999). Os usos das NTICs constituem o foco do trabalho e são entendidos sob três aspectos: uso potencial, uso proposto e uso efetivado. Parte-se da hipótese de que na proposta de formação do programa predomina um modelo industrial de EaD, em que ensino e aprendizagem relacionam-se como uma forma especial de produção e consumo. Porém, esse uso não é necessariamente passivo. Considerando que as políticas atuais enfatizam o papel das novas mídias...

Investigando as questões globais e locais de dois cursos de letars-inglês; investigating the local and the global issues of two english courses of higher education

Souza, Marlene de Almeida Augusto de
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 14/10/2011 Português
Relevância na Pesquisa
56.25%
Muitos pesquisadores têm discutido os impactos da globalização (HALL 2006, SUÁREZ-OROZCO E QIN-HILLIARD 2004; MANSILLA E GARDNER 2007; SÜSSMUTH 2007; HUGONNIER 2007) e das novas tecnologias da informação e da comunicação (LANKSHEAR, KNOBEL 2003; SNYDER 2002; KELLNER 2002; CASTELLS 1999) nos diferentes aspectos das sociedades político, econômico, social, cultural e educacional. Segundo esses autores, a globalização reflete no jeito de pensar, de se comportar, e de viver das pessoas. No entanto, é importante destacar também que essas interferências acontecem, mas não provocam uma homogeneização, já que cada grupo assimilará as informações de acordo com suas características histórico-político-ideológicoculturais locais (BHABHA 1994, 1998, 2007; CANAGARAJAH 2005; PENNYCOOK 2007, 2010). Diante dessas questões, o objetivo desta tese é investigar a organização e a proposta dos cursos de Letras-Inglês de duas Instituições Particulares de Ensino Superior para identificar a adequação desses cursos à formação de professores que possam atuar nessas novas sociedades globalizadas, multiculturais, influenciadas pelas novas tecnologias da informação. Ao mesmo tempo, tive como proposta reconhecer nessas instituições as realidades locais...

Teachers as creators of social contexts for scientific learning: New approaches for teacher education

Morais, Ana Maria; Neves, Isabel Pestana
Fonte: Routledge Publicador: Routledge
Tipo: Parte de Livro
Publicado em //2006 Português
Relevância na Pesquisa
56.28%
The study continues research developed by the ESSA Group (Sociological Studies of the Classroom) within the field of teacher education. Bernstein’s theory of pedagogic discourse has provided the main conceptual framework and the concept of specific coding orientation has been used to evaluate the professional development of teachers involved in in-service teacher education programmes. The objective of this paper is to present what has been done to appreciate teachers’ professional development in terms of recognition and realisation rules (specific coding orientation) to contexts of pedagogic intervention, discussing the meaning of that relation and the potentialities and limitations of the methodological instruments which have been constructed to evaluate teachers’ performance. A detailed and grounded description of the instruments is given, referring the theoretical and methodological assumptions that have guided their conception and application and giving examples to show how the analysis of the data was done. It is also discussed the extent to which the results of the application of these instruments can give suggestions for a progressive improvement of the external language of description developed in the context of teacher education.

A formação de professores nos cursos de Pedagogia à distância em Universidade Pública e Privada: um estudo analítico do Projeto Pedagógico de Curso; Distance learning teacher training courses in a public and private universities : an analytical study of the educational project course

Silva, Thaís Coutinho de Souza
Fonte: Universidade Federal de Uberlândia Publicador: Universidade Federal de Uberlândia
Tipo: Dissertação
Português
Relevância na Pesquisa
56.28%
A presente dissertação discute o contexto de Formação de Professores nos Cursos de Pedagogia a Distância em uma Universidade Pública e uma Universidade Privada, a partir de análises feitas nos Projetos Pedagógicos de Curso, das respectivas Instituições. Para tanto, a principal finalidade dessa pesquisa se constituiu em identificar, descrever e analisar as propostas de formação adotadas por essas Universidades, para formar professores da Educação infantil e das séries iniciais do Ensino Fundamental, nos cursos de Pedagogia na modalidade da Educação a Distância (EaD) e, também, pressupôs investigar se existem diferenças e/ou semelhanças entre essas propostas de formação e se elas permitem alcançar o perfil de egresso fixado em seus Projetos Pedagógicos de Curso e nas Diretrizes Curriculares Nacionais para o Curso de Pedagogia. No cenário atual em que a sociedade é marcada, sobretudo, pelas várias mudanças e transformações em diferentes aspectos e setores da vida cotidiana, principalmente, devido à rapidez com que as informações são propagadas e à possibilidade de interação entre os seres humanos a longas distâncias por meio da Internet, a EaD assume um papel de destaque e coloca a disposição das pessoas recursos antes inimagináveis. Esse estudo buscou respaldo na abordagem qualitativa de pesquisa e contemplou como procedimentos de pesquisa...

A preservice teacher’s delivery of sport education: influences, difficulties and continued use

Deenihan, Jeremiah Timothy; MacPhail, Ann
Fonte: Human Kinetics Publicador: Human Kinetics
Tipo: info:eu-repo/semantics/article; all_ul_research; ul_published_reviewed
Português
Relevância na Pesquisa
56.31%
peer-reviewed; How preservice teachers (PSTs) learn and deliver Sport Education (SE) (Siedentop, 1994) is an area researchers believe warrants further investigation (Stran & Curtner-Smith, 2009a). This study explores one PST’s experiences delivering SE during a school teaching placement after undertaking a practical SE module in his Physical Education Teacher Education (PETE) program. Data were collected through pre, mid- and postteaching placement interviews, along with weekly visits by the first author where observation reflections and interviews were used to investigate his experiences delivering SE. Data were triangulated and analyzed using thematic coding. Occupational socialization (Lawson, 1983a, 1983b) was used to determine the factors which influenced his delivery of SE. Results showed his SE season was influenced by his teaching orientation, sporting experiences, PETE program and school context where he was teaching. Although he encountered difficulties, he valued SE’s benefits and continued to use it during his subsequent career as a qualified teacher.

Student satisfaction, teacher internships, and the case for a critical approach to international education

Matthews, J.; Lawley, M.
Fonte: Taylor & Francis Publicador: Taylor & Francis
Tipo: Artigo de Revista Científica
Publicado em //2011 Português
Relevância na Pesquisa
56.27%
In recent times distinctions between the economic and political imperatives of international education and its cultural and educational aspects have become conveniently aligned. This alignment is troubling because it allows the pursuit of profit to fit neatly and without apparent controversy into the pursuit of more lofty political cultural and educational goals. Measures of student satisfaction with international education do little to challenge this comfortable affiliation. Indeed, they appear to reinforce the view that international education as currently pursued is travelling well and yielding maximum profits and benefits for all. The discussion in this article is based on the results of a pilot study that examined international student satisfaction with a teacher education internship program in Australia. Our findings showed that students were satisfied with their international education experience and that the internship/work integrated learning experience enhanced their satisfaction. Importantly however, our pre-departure study showed that students expected study abroad to make a difference to their lives even before they left home. The study led us to consider the meaning of student satisfaction and whether assessments of satisfaction might simply confirm what students already expect. If this is the case...

Comparative Analysis of Special Education Teacher Training in France and Norway: How effective, areas taught and recommendation for improvement.

Wen Chong, Pei
Fonte: Universidad de Granada, Facultad de Ciencias de la Educaci??n, Consorcio Mundusfor Publicador: Universidad de Granada, Facultad de Ciencias de la Educaci??n, Consorcio Mundusfor
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
56.32%
Master Thesis Abstract; This study aims to understand the quality and areas of training in the existing special education teacher education programme in France and Norway by examining how special education teachers are prepared in carrying out four components of administrative, teaching, student evaluation and inclusive tasks in everyday classroom. The theoretical framework used in this research is international comparative analysis via questionnaire, institutional analysis (training programme), discourse analysis(interview) and classroom observation based on Crossley and Vulliamy's ??case for the case??(1984) method. The efficiency of the training programme is evaluated by (i) studying satisfaction of the teachers after training, whether knowledge and hands-on teaching tasks provided were successful to prepare them for real classroom teaching to children with special needs, (ii) relevant views of teachers about the training programme and (iii) observation of teachers teaching as per the training model. Subjects in this study include special education student teachers, teacher trainers, primary and secondary school teachers and academic psychologist.

Novice teachers' perceptions of the extent to which the Brock University teacher education program focused on methods of promoting responsibility in students

Flockhart, Katie M.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
Português
Relevância na Pesquisa
56.31%
The purpose of this study was to determine novice t~ache~s' perceptions of th~ extent to which the Brock University teacher education program focused on strategies for promoting responsibility in students. Individual interviews were conducted with ten randomly selected teachers who were graduates of this teacher education program between the years of 1989 and 1992, and a follow-up group discussion activity, with the same teachers, was also held. Findings revealed that the topic of personal responsibility was discussed within various components of the program, including counselling group sessions, but that these discussions were often brief, indirect and inconsistent. Some of the strategies which the teachers used in their own classrooms to promote responsibility in students were ones which they had acquired from those counselling group °sessions or from associate teachers. Various strategies included: setting ~lear expectations of students with positive and negative consequences for behaviour (e.g., material rewards and detentions, respectively), cemmunic?ting'with other teachers an~ parents, and -. suspending students from school. A teacher's choice of any particular strategy seemed to be affected by his or her personality...

Who Would Want to Teach There? A Critical Exploration of How New Teachers Conceptualize Geographies of Schooling about Canadian "Inner City" Schools and Implications for Education Policy

Jack-Davies, Anita
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
Português
Relevância na Pesquisa
56.31%
This dissertation examines geographies of schooling in relation to how a group of new teachers in Canada conceptualize “inner city” schooling as a uniquely Canadian construct. The study uses a critical approach that explores issues of race, and their intersections with issues of gender, social class, and other identity markers. Seven new teachers graduating from a 2009-2010 teacher education program in the province of Ontario, Canada took part in this study. As a function of the inner city, the inner city school is problematized as a particular geographical space, complete with its own meanings. Results of this study indicate that new teacher conceptualizations of Canadian inner city schools are not uniform and coherent, but complex, contradictory, and dependent upon each individual teacher’s experiences with difference. Overall, participants demonstrated limited ability to speak to their own racial identities in relation to teaching in such schooling contexts. Because most participants learned to teach in predominantly White field-placement settings, they perceived race to be a non-issue and recognized it as a construct only if raced bodies were present. With respect to issues of gender, participants most often discussed what is often referred to as the feminization of teaching in elementary schools. However...

Formação e trabalho do (a) trabalhador (a) de educação física na formação social capitalista; TRAINING AND WORK OF PHYSICAL EDUCATION TEACHER IN SOCIAL CAPITALIST FORMATION 2011

LEMOS, Lovane Maria
Fonte: Universidade Federal de Pelotas; Educação Física; Programa de Pós-Graduação em Educação Física; UFPel; BR Publicador: Universidade Federal de Pelotas; Educação Física; Programa de Pós-Graduação em Educação Física; UFPel; BR
Tipo: Dissertação Formato: application/pdf
Português
Relevância na Pesquisa
56.28%
This research deals with the current changes in the market and the world of work in specific area of Physical Education. It is observed that the preparation of proposals for changes in the curriculum of teacher education / physical education professional is the result of discussions that occur in this area of knowledge and intervention. Such debates have been mediated by reflection on new demands imposed by society, especially those that arise in the context of private relationships, or, in other words, the market / world of work in the capitalist mode of social production. In order to get current data on the issues surrounding this problem, it is proposed, with this research, analyze to what extent changes in the market and influenced the world of work processes and training of professional intervention (s) graduates (the), Course of Physical Education, School of Physical Education (ESEF / UFPel) and the Northwest Regional University of Rio Grande do Sul (UNIJUÍ). In this sense, the fundamental question that the work intends to answer is: which relations are established between the formation processes - teaching, research and extension - of (the) graduates (the) course of Physical Education of the universities concerned, their intervention professional and market changes and the world of work? The methodology follows the assumptions of qualitative research...

O tempo geológico na formação de professores de geociências; Geological time on geosciences teacher education

Morgado, Margarida; Rebelo, Dorinda; McDade, Graça Monteiro; Bonito, Jorge; Medina, Jorge; Martins, Luísa; Marques, Luís
Fonte: Universidad de Huelva Publicador: Universidad de Huelva
Tipo: Conferência ou Objeto de Conferência
Português
Relevância na Pesquisa
56.29%
O conceito de tempo geológico é complexo e, portanto, a sua abordagem requer uma particular atenção no âmbito do ensino e da aprendizagem das Geociências. Fazer uma ponte entre as experiências de tempo vividas pelos alunos, onde estes convivem com escalas de tempo que incorporam diferentes dimensões e extensões, é uma tarefa desafiante e cognitivamente exigente para os professores de Geociências dos ensinos básico e secundário, requerendo uma atenção e uma preparação cuidadas que se sustente em indicadores que advêm da investigação educacional. A realização do curso de formação O Tempo Geológico – Das Conceções de Alunos à Apresentação de Materiais Didáticos Inovadores para o Ensino da Geologia pretendeu dar a conhecer aos professores de Geociências dos ensinos básico e secundário os indicadores obtidos no decorrer do projeto de investigação sobre o tempo geológico que decorreu no Centro de Investigação Didática e Tecnologia na Formação de Formadores da Universidade de Aveiro (Portugal), quer ao nível do diagnóstico de conceções de alunos do ensino básico (12-13 anos), quer ao nível da construção, implementação e avaliação de materiais didáticos inovadores para a abordagem da temática do tempo geológico. Deste modo pretendeu-se contribuir para melhoria da formação dos professores na conceptualização...

Reflection and teacher knowledge construction in English teaching practice; Reflexão e construção de conhecimentos docentes na prática de ensino de língua inglesa

Marques, Sandra Mari Kaneko; UNESP-São José do Rio Preto e IFSP-São Carlos
Fonte: Universidade Federal de Santa Maria Publicador: Universidade Federal de Santa Maria
Tipo: info:eu-repo/semantics/article; "Avaliados por pares"; info:eu-repo/semantics/publishedVersion Formato: application/pdf
Publicado em 26/10/2011 Português
Relevância na Pesquisa
56.31%
The pre-service teacher education course is one of the most important places to construct teacher’s knowledge about language classrooms including foreign/second language learning and teaching theories. Some authors argue that this knowledge should be connected to a local knowledge, since external methods and practices developed by others may not fit the diversities of a distinct group of students within specific educational contexts surrounded by a particular sociocultural milieu (Birch, 2009). Teaching Practice, a common curricular component in teacher education courses, aims at inserting future teachers in educational contexts in order to recognize and reconstruct their pedagogical knowledge based on the diversities and adversities of educational contexts (Gebhard, 2009). This article aims at discussing part of the data collected in a qualitative research,which primary goal was to study the complexity of the process of reconstructing theoretical and practical knowledge in an EFL teacher education course. In this study, data collected through student-teachers’ questionnaires and their Teaching Practice reports will be discussed, in order to underst and the elements in student-teachers’ reflections about educational contexts and to identify the knowledge accessed during this reflective practice. Results indicated that during their formative experience in Teaching Practice...

Virtual collaboration, ‘perezhivanie’ and teacher learning : a socio-cultural-historical perspective

Antoniadou, Victoria
Fonte: Universidade Autônoma de Barcelona Publicador: Universidade Autônoma de Barcelona
Tipo: Artigo de Revista Científica Formato: application/pdf
Publicado em //2011 Português
Relevância na Pesquisa
56.28%
This article discusses specific examples of virtually mediated interactions involving two transatlantic groups of student-teachers who engaged in a task-based telecollaborative project for the purposes of a teacher education course. The Vygotskyan framework of learning and development and particularly the construct of Zone of Proximal Development (ZPD) in a collaborative frame serve as the theoretical basis of this study. This article aims to: (1) analyze the essentially language-mediated interactions to trace instantiations of virtual collaboration developmentally (2) discuss teacher learning outcomes of the (tele)collaborative activity, and (3) examine learning as expansion of what was explicitly proposed as objectives of the course, resulting from reasoned action i.e., reflection on the process and outcomes of the activity. The findings suggest that the effective integration of telecollaborative activities in pre-service teacher education programmes can enhance teacher learning in significant ways.; Este artículo analiza ejemplos concretos de interacciones en un entorno virtual, en las cuales participan dos grupos de alumnos de la titulación de Maestro de Lengua Extranjera/Segunda Lengua geográficamente dispersos. La actividad en línea está integrada en un curso de formación inicial de profesorado y se desarrolla a partir de tareas asignadas para reforzar la construcción de conocimiento mediado por la interacción social entre pares (virtuales) a fin de desplegar conocimiento y competencias profesionales de maestro de Lengua Extranjera. El marco teórico de Vygotsky sobre el aprendizaje y el desarrollo cognitivo y particularmente el concepto de Zona de Desarrollo Próximo (ZDP) en un contexto colaborativo servirán como base teórica de este estudio. Objetivos específicos del artículo son: (1) analizar de manera histórica ejemplos de colaboración virtual a través de un análisis de la interacción electrónica a fin de hacer un seguimiento del aprendizaje de maestro y el desarrollo de sus competencias profesionales (2) debatir ejemplos de aprendizaje y desarrollo profesional de maestro en este contexto de actividad (tele)colaborativa y (3) examinar el aprendizaje como la expansión de lo que se propuso explícitamente como objetivo del curso...

Saberes docentes e formação inicial de professores: implicações e desafios para as propostas de formação; Teaching knowledges and initial teacher education: implications and challenges to proposals of formation

Almeida, Patrícia Cristina Albieri de; Biajone, Jefferson
Fonte: Universidade de São Paulo. Faculdade de Educação Publicador: Universidade de São Paulo. Faculdade de Educação
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; ; ; ; ; Formato: application/pdf
Publicado em 01/08/2007 Português
Relevância na Pesquisa
56.31%
Trata-se de um estudo que teve por objetivo discutir as implicações e repercussões das pesquisas acerca do knowlwdge base para a formação inicial de professores. Esse campo de pesquisa surge em âmbito internacional na década de 1980 e vem apresentando expressiva profusão e multiplicação dos estudos na área. A importância desses estudos é atribuída, em grande parte, ao seu potencial no desenvolvimento de ações formativas que vão além de uma abordagem acadêmica, envolvendo as dimensões pessoal, profissional e organizacional da profissão docente. Foram analisadas obras de autores de referência na área como Tardif, Gauthier e Shulman. A análise das produções deu-se a partir de dois enfoques: primeiro, buscou-se apreender como definem saberes docentes numa perspectiva conceitual e tipológica e, depois, identificou-se indícios de alternativas de natureza teórica e prática para a formação inicial de professores. O estudo revela que a elaboração de um repertório de conhecimentos para o ensino, tendo como referência os saberes profissionais dos professores tais como estes os mobilizam e utilizam em diversos contextos do trabalho cotidiano, permite a introdução de dispositivos de formação que visem habituar os futuros educadores à prática profissional. Destaca-se a necessidade de garantir que as formações cultural...

Distance education of licentiateship teachers: the case of the pedagogy course at UAB/UECE; Formação de professores de licenciatura a distância: o caso do curso de pedagogia da UAB/UECE

Nunes, João Batista Carvalho; Sales, Viviani Maria Barbosa
Fonte: Universidade de São Paulo. Faculdade de Educação Publicador: Universidade de São Paulo. Faculdade de Educação
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; ; ; ; ; Formato: application/pdf
Publicado em 01/09/2013 Português
Relevância na Pesquisa
56.26%
This work starts from the consideration that distance education (DE), in view of its flexible nature, has gained increasing space within the Brazilian educational scenario. An example of the expansion of this mode of teaching is the creation in 2006 by the federal government of the Open University of Brazil (Universidade Aberta do Brasil - UAB) system in response to at least two serious problems faced by the country: low teacher qualification, and the difficulties faced by the population to gain access to higher education. Having these two needs of Brazilian education in mind, a research was carried out seeking to answer the following question: considering the DE in the pedagogy licentiateship courses at the UAB system of the State University of Ceará (UAB/UECE), how does teacher education contribute to the exercise of the teaching profession? The work has as an objective to identify what is the education background of teachers working at the pedagogy licentiateship at UAB/UECE. For that, the methodology adopted the survey as a research method. The instrument used was an online questionnaire sent by electronic mail and created through the use of a free piece of software called LimeSurvey. The research sample was taken randomly and was composed of 47 teachers out of a population of 90 teachers. The results show that there is a still a large number of teachers without specific training in DE to work in the course. Also...

The Discursive Didactic Procedures as exemplary practical knowledge of a Physics teacher trainer; Os Procedimentos Discursivos Didáticos como saberes experienciais exemplares de um formador de professores de física

Vieira, Rodrigo Drumond; Universidade Federal Fluminense (UFF); de Melo, Viviane Florentino; Universidade Federal Fluminense (UFF); Bernardo, José Roberto da Rocha; Universidade Federal Fluminense (UFF)
Fonte: Imprensa Universitária - UFSC Publicador: Imprensa Universitária - UFSC
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; Formato: application/pdf
Publicado em 04/12/2013 Português
Relevância na Pesquisa
56.29%
From discussions regarding the professionalization of education and the teachers’ professional knowledge, in this paper we present our discursive approach to investigate the practical knowledge of an experienced physics teacher trainer. The analyses focus on his practical knowledge that we have called “Discursive Didactic Procedures”  (DDP).  The  DDP  are  the  means  by  which  the teachers’ pursue their didactic goals and manage the discourse within their classrooms. The objectivity of such practical knowledge is assured by its argumentative character evinced by discourse analysis. We consider that the analysis and mapping of these  procedures  can  inform  other  teachers’  practices,  thus contributing  for  transformation  of  ideas  and  practices.  We conclude reinforcing the need to compose and increase a repertory about the  teachers’  procedures  that  encompass  the  diversity  of science and physics classes in teacher education.; http://dx.doi.org/10.5007/2175-7941.2014v31n2p289Neste artigo partimos da problemática da profissionalização do ensino e dos saberes docentes para apresentar e discutir a nossa proposta discursiva para investigação de saberes docentes experienciais de um professor formador experiente da área de didática da física. Nossas análises privilegiam os saberes experienciais que temos chamado de “Procedimentos Discursivos Didáticos” (PDD)...

'Minding the gap?' A national foundation phase teacher supply and demand analysis: 2012-2020

Green,Whitfield; Adendorff,Michael; Mathebula,Bongekile
Fonte: South African Journal of Childhood Education Publicador: South African Journal of Childhood Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2014 Português
Relevância na Pesquisa
56.3%
This paper explores the extent to which foundation phase teacher supply meets demand in South Africa, against a backdrop of considerable change in an education system endeavouring to fulfil the needs of a 21st century society while still battling with significant inequalities in the distribution of skills. The primary purpose of the paper is to use recently sourced teacher education data from a range of national databases to determine to what extent state-led interventions are assisting to meet the foundation phase teacher supply and demand challenge. The data, as well as the more qualitative aspects of their context, are analysed at the macro (national) level to present a more nuanced picture of foundation phase teacher supply and demand. The study attempts to move beyond simply basing an analysis of supply and demand on teacher attrition, and takes into account multiple variables that should be considered in supply and demand planning. It also goes beyond simply matching supply to demand in the most recent year for which data is available, to forecasting a future scenario which will need to be planned for. The paper concludes by suggesting steps that should be taken to ensure a better match between supply and demand.

Teacher training for mathematical literacy: A case study taking the past into the future

Bansilal,Sarah; Webb,Lyn; James,Angela
Fonte: South African Journal of Education Publicador: South African Journal of Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/02/2015 Português
Relevância na Pesquisa
56.29%
With the advent of the Minimum Requirements for Teacher Education Qualifications policy (MRTEQ), higher education institutions (HEIs) are rethinking curricula for teacher training in order to enable entree for in-service teachers to reskill, retrain and have access to higher qualifications. In the field of mathematical literacy (ML), most teacher training has been offered via government-funded Advanced Certificate in Education (ACE) qualifications, which have now largely been phased out. In this article we examine two ACE ML programmes offered in KwaZulu-Natal (KZN) in order to present some lessons that have been learnt. We put forward some elements that we consider to be essential for training ML teachers and also raise concerns about future training of ML teachers.