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Tutoria e pesquisa-ação no estágio supervisionado: contribuições para a formação de professores de biologia.; Tutoring and action research in supervisioned training period: contributions to the Biology teaching education

Jordão, Rosana dos Santos
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 10/06/2005 Português
Relevância na Pesquisa
76.56%
Esta pesquisa está inserida no campo das investigações sobre a formação inicial de professores e assume que a docência é uma profissão. Como tal, envolve um corpo de saberes específicos. Além disso, fundamenta-se na necessidade de se superar o modelo da racionalidade técnica na formação docente, em direção ao modelo da prática reflexiva, centrado na investigação do próprio trabalho em sala de aula. Com base nesses pressupostos, seu foco de estudo é o estágio supervisionado caracterizado, neste trabalho, por um desenvolvimento coletivo, tutorado por uma professora da escola básica e centrado numa pesquisa-ação. Considerando-se essas características, a investigação visava analisar as possíveis contribuições dessa modalidade de estágio para a elaboração dos saberes profissionais dos licenciandos de um curso de Ciências Biológicas. A pesquisa foi desenvolvida na Escola de Aplicação da Faculdade de Educação da Universidade de São Paulo, sendo que a pesquisadora era simultaneamente professora dessa escola e tutora do estágio. O grupo de estagiários era formado por seis licenciandos, que trabalharam com alunos do primeiro ano do Ensino Médio. Além da atuação nas aulas, os estagiários se reuniam semanalmente com a tutora...

Um modelo macro-organizacional de formação reflexiva de professores de lingua (s) : articulações entre a abordagem comunicativa atraves de projetos e o desenvolvimento de competencias sob a tematica das inteligencias multiplas

Denise Martins de Abreu-e-Lima
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 08/11/2006 Português
Relevância na Pesquisa
36.79%
Pesquisas realizadas na área de Lingüística Aplicada (LA) sobre formação de professores de língua estrangeira (LE) revelam a falta de articulação entre teoria-prática e de preparo dos professores como sujeitos transformadores em sua prática, demonstrando a inconsistência da formação de professores no desenvolvimento das competências de ensinar, segundo classificação de Almeida Filho (1998). As mesmas pesquisas citadas indicam caminhos que podem ser seguidos para minimizar ou solucionar esses problemas. Um dos caminhos a ser percorrido na LA é saber como fazer para que uma abordagem de ensinar e aprender línguas, condizente com os resultados almejados, seja concretizada na prática e produza os efeitos desejados nas diferentes competências do profissional de ensino. De acordo com essas discussões e com as características exigidas pelo Ministério da Educação sobre o tipo de profissional que se deseja formar: que tenha capacidade crítico-reflexiva, que saiba trabalhar em equipe, realizar projetos, trabalhar interdisciplinarmente, desenvolvendo suas potencialidades e as de seus alunos, buscamos na teoria das Inteligências Múltiplas de Gardner (1983) um possível eixo temático para ser abordado em curso de formação de professores. Este trabalho...

Analysing practice in preservice mathematics teacher education

Ponte, João Pedro da; Brunheira, Lina
Fonte: Universidade de Lisboa Publicador: Universidade de Lisboa
Tipo: Artigo de Revista Científica
Publicado em //2001 Português
Relevância na Pesquisa
56.41%
This paper presents the case of a yearlong course based on fieldwork activities provided to secondary school mathematics preservice teachers, just before their student teaching practicum. The activities are a first experience in investigating professional practice—some concern the school as a whole, while others focus on the mathematics class. Using a qualitative and collaborative methodology, we discuss the implications of this work for preservice teachers’ education. We argue that such fieldwork activities may help prospective teachers in developing a professional discourse and in assuming a professional identity, acquiring new ways of expressing new educational ideas and assuming a new point of view about educational phenomena.

A comunicação nas práticas de jovens professores de Matemática

Ponte, João Pedro da; Guerreiro, António; Cunha, Helena; Duarte, José; Martinho, Helena; Martins, Cristina; Menezes, Luís; Menino, Hugo; Pinto, Hélia; Santos, Leonor; Varandas, José Manuel; Veia, Luciano; Viseu, Floriano
Fonte: Universidade de Lisboa Publicador: Universidade de Lisboa
Tipo: Artigo de Revista Científica
Publicado em //2007 Português
Relevância na Pesquisa
46.39%
Este artigo visa conhecer o modo como jovens professores, de diversos níveis de ensino, recém diplomados por instituições de formação inicial, orientam a comunicação nas suas aulas, a que aspectos tendem a dar atenção, que dificuldades sentem. Na sua base está um trabalho colectivo realizado por formadores de instituições de ensino superior em Portugal, preocupados em melhorar a qualidade da formação inicial dos professores em especial no que se refere à Didáctica da Matemática. A metodologia, de natureza qualitativa e interpretativa, envolveu a realização de 12 estudos de caso. Os resultados mostram que a comunicação é vista pelos jovens professores como um suporte de um ambiente geral que poderá favorecer, em termos globais a aprendizagem. No entanto, são relativamente poucos aqueles que identificam a comunicação como um objectivo curricular importante da disciplina de Matemática e que apontam estratégias consistentes para a promover, tanto na sua vertente oral como na sua vertente escrita. São ainda menos os apontam a comunicação como um processo fundamental para o desenvolvimento de significados matemáticos por parte dos alunos. Estes resultados sugerem que as instituições; This article aims to know the way how new teachers...

Developing algebraic and didactical knowledge in pre-service primary teacher education

Branco, Neusa; Ponte, João Pedro da
Fonte: Universidade de Lisboa Publicador: Universidade de Lisboa
Tipo: Conferência ou Objeto de Conferência
Publicado em //2012 Português
Relevância na Pesquisa
46.11%
This study analyzes the contribution of a teaching experiment for the development of prospective primary teachers regarding knowledge of algebra and of algebra teaching as well as their professional identity. The case study of a prospective teachersuggests that an exploratory approach combining content and pedagogy supports this development, especially in the need to propose challenging tasks, to provide opportunity for students’ autonomous work and collective discussions and to be attentive to children’s representations and strategies in order to promote algebraic thinking.

Exploring the Current State of Grades 4 to 8 Science Education in Ontario

Dow, Allison
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
Português
Relevância na Pesquisa
46.27%
This study sought to explore the current state of Grades 4 to 8 science education in Ontario from the perspective of Junior/Intermediate (J/I) teachers. The study’s methodology was a sequential 2-phased mixed methods explanatory design denoted as QUAN (qual)  qual. Data were collected from an online survey and follow-up interviews. J/I teachers (N = 219) from 48 school boards in Ontario completed a survey that collected both quantitative and qualitative data. Interviewees were selected from the survey participant population (n = 6) to represent a range of teaching strategies, attitudes toward teaching science, and years of experience. Survey and interview questions inquired about teacher attitudes toward teaching science, academic and professional experiences, teaching strategies, support resources, and instructional time allotments. Quantitative data analyses involved the descriptive statistics and chi-square tests. Qualitative data was coded inductively and deductively. Academic background in science was found to significantly influence teachers’ reported level of capability to teach science. The undergraduate degrees held by J/I science teachers were found to significantly influence their reported levels of capability to teach science. Participants identified a lack of time allocated for science instruction and inadequate equipment and facilities as major limitations on science instruction. Science in schools was reported to be of a “second-tiered” value to language and mathematics. Implications of this study include improving undergraduate and preservice experiences of elementary teachers by supporting their science content knowledge and pedagogical content knowledge.

Content and Methods of Teaching Literacy: The Effect of One-on-One Tutoring in Preservice Clinical Education in Two Low-Performing, Diverse School Settings on the Effectiveness of Preservice Teachers’ Reading Instruction

Fine, Joyce; Robbins, Helen; Miller, Lynne; Yribarren, Lynn
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Português
Relevância na Pesquisa
46.37%
This is a study of preservice teachers’ ability to teach reading to struggling, diverse students, after participating in a school-embedded course incorporating a one-on-one tutorial directly supervised by reading experts. Changes in reading performance as well as plans to analyze changes in the preservice teachers will be discussed.

The Effect of Authentic Literacy Experiences as Book Buddies with Hispanic Fourth Graders on Preservice Teachers’ Literacy Content Knowledge and Reading Maturity

Veiga, Vivian L
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Português
Relevância na Pesquisa
46.6%
From a sociocultural perspective, individuals learn best from contextualized experiences. In preservice teacher education, contextualized experiences include authentic literacy experiences, which include a real reader and writer and replicate real life communication. To be prepared to teach well, preservice teachers need to gain literacy content knowledge and possess reading maturity. The purpose of this study was to examine the effect of authentic literacy experiences as Book Buddies with Hispanic fourth graders on preservice teachers’ literacy content knowledge and reading maturity. The study was a pretest/posttest design conducted over 12 weeks. Preservice teacher participants, the focus of the study, were elementary education majors taking the third of four required reading courses in non-probabilistic convenience groups, 43 (n = 33 experimental, n = 10 comparison) Elementary Education majors. The Survey of Preservice Teachers’ Knowledge of Teaching and Technology (SPTKTT), specifically designed for preservice teachers majoring in elementary or early childhood education and the Reading Maturity Survey (RMS) were used in this study. Preservice teachers chose either the experimental or comparison group based on the opportunity to earn extra credit points (experimental = 30 points...

Investigating the Effects of Cognitive Apprenticeship-Based Instructional Coaching on Science Teaching Efficacy Beliefs

Cooper, Teo O.H.
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Português
Relevância na Pesquisa
36.72%
The overall purpose of this collected papers dissertation was to examine the utility of a cognitive apprenticeship-based instructional coaching (CAIC) model for improving the science teaching efficacy beliefs (STEB) of preservice and inservice elementary teachers. Many of these teachers perceive science as a difficult subject and feel inadequately prepared to teach it. However, teacher efficacy beliefs have been noted as the strongest indicator of teacher quality, the variable most highly correlated with student achievement outcomes. The literature is scarce on strong, evidence-based theoretical models for improving STEB. This dissertation is comprised of two studies. STUDY #1 was a sequential explanatory mixed-methods study investigating the impact of a reformed CAIC elementary science methods course on the STEB of 26 preservice teachers. Data were collected using the Science Teaching Efficacy Belief Instrument (STEBI-B) and from six post-course interviews. A statistically significant increase in STEB was observed in the quantitative strand. The qualitative data suggested that the preservice teachers perceived all of the CAIC methods as influential, but the significance of each method depended on their unique needs and abilities. STUDY #2 was a participatory action research case study exploring the utility of a CAIC professional development program for improving the STEB of five Bahamian inservice teachers and their competency in implementing an inquiry-based curriculum. Data were collected from pre- and post-interviews and two focus group interviews. Overall...

Virtual classroom simulation: design and trial in a preservice teacher education program.

Skrodal, Simon
Fonte: Universidade de Adelaide Publicador: Universidade de Adelaide
Tipo: Tese de Doutorado
Publicado em //2010 Português
Relevância na Pesquisa
46.55%
“The Virtual Classroom Simulation, Design and Trial in a Preservice Teacher Education Program” (VCS), is trans-disciplinary research study that aimed to design, embed, trial and evaluate a simulation system and its learning outcomes. This document encapsulates the motivation, conceptualisation, theory, development, trials and evaluation behind the study. Expert technology transfer, particularly from areas in education, psychology, social sciences, conceptual modelling, computer science and underlying mixed methods research design, has been instrumental in underpinning the research and development of the VCS. Prospective education students have preconceived ideas, or mental models, about teaching and learning that are often based on their own experiences as students. The School of Education at the University of Adelaide offers a number of courses that provide insights into both the theory and practice of education. The practicum component provides a valuable, real-life, experience that may improve education students’ understanding about teaching, learning and classroom interactions. It may also enable them to better understand and apply effective teaching strategies to enhance student learning outcome. Some research studies, however...

Computerized Application for Analysing the Time and lnstructional Paranteters in Sport Coaching and Physical Education Teaching

Viciana Ram??rez, Jes??s; Fern??ndez-Revelles, Andr??s B.; Zabala, Mikel; Requena S??nchez, Bernardo; Lozano, Luis
Fonte: International Association of Computer Science in Sport (IACSS) Publicador: International Association of Computer Science in Sport (IACSS)
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
46.26%
A software made in Visual Basic?? is presented here, attending two important competencies in the ftrst formation of any preservice Physical Education (PE) teacher or any sport coach: l) time management available to develop the contents in a school or in the training sessions, and 2)feedback administra/ion for both students and athletes. Time management and feedback administration have been shown as two impottant parameters when evaluating the teaching quality. Because of the utilization of these two parameters, motor learning in schools, skill automation in sport and, at the end, the effectiveness in PE classes and sport training, can be better reached with the enhanced use of time and the correct orientation of the instructions given by teachers and coaches. There are severa! studies that conclude the importance of both indexes: Barret (2000) and Momodu (2000), for time management or AL T-PE -Academic Learning Time in Physical Education-, Johnson and Ward (2001), for feedback administration in PE, or Hast??e (1994), for comparing the influence between the two parameters.

The effects of participation in an Internet -based project on the development of global knowledge, global mindedness, and global pedagogy among preservice social studies teachers

Zong, Guichun
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
36.78%
In order to prepare younger generations to live in a world characterized by interconnectedness, developing global and international perspectives for future teachers has been recommended by the National Council for the Social Studies and the National Council for the Accreditation of Teacher Education. The purpose of this study was to investigate the effects that participation in the International Communication and Negotiation Simulation (ICONS), an Internet-based communication project has on preservice social studies teachers' global knowledge, global mindedness, and global teaching strategies. ^ The study was conducted at a public university in South Florida. A combination of quantitative and qualitative approaches was employed. Two groups of preservice social studies teachers were chosen as participants: a control group composed of 14 preservice teachers who enrolled in a global education class in the summer semester of 1998 and an experimental group that included nine preservice teachers who took the same class in the fall semester of 1998. The summer class was conducted in a traditional format, which included lectures, classroom discussions, and student presentations. The fall class incorporated a five-week Internet-based communication project. The Global Mindedness Scale (Hett...

Expanding and Improving Upper Primary Education in India

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Economic & Sector Work :: Pre-2003 Economic or Sector Report; Economic & Sector Work
Português
Relevância na Pesquisa
46.35%
This report considers the current status of upper primary school education in India. It looks at future impacts and recognizes the national level focus on elementary education. The importance of specific contexts in defining how states fulfill their constitutional responsibilities in upper primary education are studied. The report is based upon two studies whose findings include: length, structure & organization vary across and within states; the transition rate between primary and upper primary is high; transition rates and enrollment are lower for girls; school place is provided for current, but not future, demand; private unaided school enrollment is increasing; state qualification policies for teachers are not always relevant to instruction needs; in-service teacher training is very limited; discontinuity exists for curricula and subject weight between primary and upper primary schools; information overloads exist in syllabi, textbooks, and classroom processes; upper primary grades are cheaper when combined within an elementary school; a constitutional requirement for decentralized educational management exists; and expenditures need to increase before universalization of elementary education. Specific recommendations are given. Expansion and improvement of upper primary schooling...

Becoming a teacher: students’ experiences and perceptions

Coady, Lisa
Fonte: University of Limerick, Department of Education & Professional Studies Publicador: University of Limerick, Department of Education & Professional Studies
Tipo: Doctoral thesis; all_ul_research; ul_theses_dissertations; none
Português
Relevância na Pesquisa
46.35%
non-peer-reviewed; This research is focused on teacher education students in initial, concurrent teacher education programmes at the University of Limerick (UL). This longitudinal study tracks two cohorts of student teachers from Year Two to Year Four of their undergraduate programme and analyses their experiences during their initial teacher education (ITE). This thesis begins by examining the need for research on second-level teacher education, outlining evidenced gaps in the existing body of research in the Irish context and highlighting areas that merit further consideration with reference to current policy. The study then presents key data on teaching as a career in Ireland and considers recent developments, which recognise the needs of student and beginning teachers. This is followed by an analysis of the growth of concurrent programmes both nationally and internationally and a synopsis of traditional models of ITE in Ireland. This section of the thesis concludes with a summation of how the concurrent teacher education programmes at UL have evolved since their inception and how changes that have ensued have manifested in terms of programme content and format. The subsequent literature review begins by appraising the traditional approach to teacher education and trends pertaining to the theoretical underpinning of programmes. It considers how educational theory has been incorporated into teacher education and perceived by student teachers. This is followed by a discussion of the place of educational theory in teacher education and the relationship between both educational theory and the theory of teaching and how these relate to real-life teaching. This study examines findings from both cross-sectional and longitudinal data and investigates student teachers’ perceptions of their needs and requirements during preservice teacher education and their perceptions of their experiences during teaching practice (TP). The research findings create a profile of the student teachers studying at UL and consider how student teachers’ own educational histories...

A Case Study of Social Justice Mathematics: The Experiences of Secondary Students and Preservice Teachers in Mathematics Teaching and Learning

Lam, MANDY
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
Português
Relevância na Pesquisa
36.7%
This case study described the experiences of secondary students and preservice mathematics teachers in the teaching and learning of social justice mathematics (SJM). Specifically, participants’ experiences in making connections among the mathematics curricula and the real world, perceptions about mathematics, and responses to an integrated curriculum approach were described. Students participated in SJM activities designed by preservice teacher participants: one component of a pre-existing extracurricular Social Issues Club at a high school in Southeastern Ontario. Mathematics activities, led by the researcher or one of the preservice teacher participants, were designed to complement the social justice issues that were being explored by the members of the Social Issues Club. Data were obtained through observations, questionnaires, focus group, individual interviews, written reflections, and artifacts. Results demonstrated that preservice teacher participants had unique professional and educational encounters prior to SJM that they connected to their SJM experience. Subsequent to this experience, preservice teachers suggested limited ideas about integrating curriculum into their future teaching practice beyond the content and contexts made familiar to them through SJM. With limited exposure to examples of curriculum integration identified by preservice teachers as a barrier...

Constructing Professional Knowledge from Teaching and Learning Experiences in a Preservice Teacher Education Course

Bullock, Shawn
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado Formato: 1290945 bytes; application/pdf
Português
Relevância na Pesquisa
56.76%
This study demonstrates the power of deliberate and explicit attention to teacher candidates’ prior views of teaching and learning. Focus-group and individual interviews of five individuals document their development of professional knowledge in response to the experiences of a physics methods course and their practicum placements in an 8-month preservice teacher education program. This study also explores and interprets the development of a teacher educator’s professional knowledge through a collaborative self-study between the teacher of the methods course and the researcher. While teacher candidates can readily mimic surface-level features of teaching that they have witnessed over many years, they have rarely considered the complex pedagogical decisions made by teachers. This study demonstrates that teacher candidates’ prior views of school can be challenged and extended by carefully enacting a pedagogy of teacher education that contrasts with the cultural tradition of teaching as telling. Such a pedagogy helps candidates develop authority over teaching and learning experiences in ways that facilitate the construction of principled knowledge about teaching grounded in personal experiences. As explained in the literature review...

The Alignment of Preservice Elementary School Teachers’ Beliefs concerning Mathematics and Mathematics Teaching

Penn, Alexandra
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
Português
Relevância na Pesquisa
36.74%
Preservice teachers bring to their studies a host of beliefs concerning the nature of mathematics. These mathematical beliefs have been shown to influence teachers’ instructional practices. Research that examines the alignment of beliefs about the nature of mathematics and beliefs about effective instructional practices have left many unanswered questions including, do beliefs concerning the nature of mathematics held by preservice primary-junior mathematics teachers align with beliefs concerning effective mathematics instruction at the beginning of teacher education programs? In this study, the beliefs Ontario preservice primary-junior (grades JK-6) teachers bring to their teacher preparation programs were examined and the alignment of beliefs concerning the nature of mathematics and the teaching and learning of mathematics was explored. Specifically, I investigated the beliefs of preservice teachers who displayed contradictory views on the nature of mathematics and effective instructional practice; preservice teachers who held absolutist beliefs about mathematics but intended to teach using a constructivist approach. A questionnaire was used to identify participants with misaligned beliefs, and interviews, with a focus on manipulative use...

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
46.31%
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...

Instructional Technology and Education of the Deaf: Supporting Learners, K- College: An International Symposium (2001); Technology used Support Sign and Spoken Language Development; How are Teachers for the Deaf Using the Internet to Educate K-12 Deaf and Hard of Hearing Students?; NTID's High Technology Center: A model of a centralized, industry funded, cross circular, multipurpose graphic media and publishing facility; A Web-Based Initiative to Infuse English Across the Curriculum for Deaf and Hard-of-Hearing Students; Clearinghouse on Mathematics, Engineering, Technology and Science(COMETS): A Web-based Resource for Inservice and Preservice Teacher Education; Postsecondary Education Network International Project; Popular Electronic Conferencing Use and Comparison; Implementing Video Streamed Instruction for Deaf and Hard-of-Hearing Online Learners; Adequate Testing and Evaluation of On-line Learners; Digital Video Conferencing for Remote Tutoring/Teaching of Deaf Students; Microsoft Office ASL Project: An Interactive Resource for Teaching Deaf Students Technical Information; Technology to Support Visually-Impaired Deaf; NTID Learning Consortium; Using C-Print to Support Learning in Secondary nd Postsecondary Settings; A Web-Supported Course for Deaf College-Aged Students; The Design and Use of a Language Facility for the Instruction of Sign Language Interpreters; NTID's Educational Technology Resource Room A Supportive Environment for Acquisition and Application of Instructional Technologies; Distance Learning Pilot: Physics and Mathematics Part I;Part II to Continue at 11:00; Distance Learning Pilot: Physics and Mathematics Part II A Continuation of a 10:00 Session; Project Inclusion; Web-based Guide Practice to Improve Math Word Problem Solving; New Accomplishments Using Voice Recognition for Captioning of Chemistry Videotapes Made During Regular F2F Courses; Integrating Technology into Literacy : Digital Video Dictionary; Idea Tools:Rapid Development Tools for Creating Interactive Multimedia- Enabled Courses on the Web; Supporting ASL Learning through Interactive CD Rom Technology The American Sign Language Vocabulary CD

Mumford, Bonnie; Lauria, Dino; Mineck, Edward; Berent, Gerald; Lang, Harry; DeCaro, James; Mallory, James; Reeves, June; Wallber, Josara; Finton, Ken; Elliot, Lisa; Gottermeier, Linda; Siple, Linda; Young, Marsha; DeCaro, Patricia; Kelly, Ronald; Paine, R
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
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Português
Relevância na Pesquisa
46.28%
Symposium held June 25-27, 2001 ~ workshops; June 28-29, 2001 ~ Symposium at National Technical Institute for the Deaf, Rochester Institute of Technology , Rochester, NY. See Symposium website at: http://www.rit.edu/~techsym/2001/ . The objective of the Symposium is to provide a forum for the educators supporting deaf and hard of hearing learners to disseminate information relative to current and future innovations and developments in the use of educational media and technology in the teaching/learning process. Additionally, post-conference workshops will provide participants with sophisticated, hands-on training on the use of instructional technology in deaf education. The symposium will offer a diverse program with a good mix of K-12, postsecondary and international representation on the program and in participation. Symposium materials are available at the Symposium website: http://www.rit.edu/~techsym

The university teacher and appropriated evaluation practices in higher education: a student's perspective

Vasconcellos,Maura Maria Morita; Oliveira,Claudia Chueire de; Berbel,Neusi Aparecida
Fonte: Interface - Comunicação, Saúde, Educação Publicador: Interface - Comunicação, Saúde, Educação
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2007 Português
Relevância na Pesquisa
56.26%
This article is the result of an investigation done in the preservice teaching education courses at Londrina State University (UEL), which tried to understand evaluation practices of university teachers working in those courses nominated by students as good evaluators. The study included semi-structured interviews with 48 teachers, recorded and transcripted for treatment and qualitative analysis. One of the main aspects was to observe personal aspects which stimulate the evaluation practice in higher education, focusing on the teachers personal experiences, self-evaluation, and the reflective process on their teaching practice. The values and conceptions which embody the evaluation practice were also investigated. The main objective of the research was to extract lessons from the positive practice of the evaluation for university teachers in general. Some of the noteworthy lessons included: the assumption of a comprehensive conception on teaching which surpasses the limits of the classroom itself, the self-evaluation as a continuous process of the evaluators practice, and the predominance of the objectives over the procedures in the evaluation process.