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Distance Education in Another Register: Uses and Appropriation of Technologies in Teacher Education

OLIVEIRA-BUENO, Belmira; OLIVEIRA, Adolfo Samuel de
Fonte: PONTIFICA UNIV JAVERIANA, FAC PSYCH Publicador: PONTIFICA UNIV JAVERIANA, FAC PSYCH
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
105.86%
The article explores the relationships between distance education, information and communication technologies and teacher education. Its focus is on the interactive media and its uses in an in-service teacher education program, in Brazil, and on the ways the teachers used the technologies doing their own appropriateness. It departs from the presuppositions of the society of knowledge, that is, the close relationships between new technologies, continuing professional development and social inclusion, arguing that this paradigm is an ideological discourse. The article shows how the teachers have used the technologies in creative ways, calling the attention to the importance of this teachers` abilities as a basic skill to facing the challenges of the society of knowledge itself.

"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
85.87%
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...

Projetos especiais de ação: um estudo sobre a formação em serviço de professores do município de São Paulo; Projetos Especiais de Ação (Special Projects of Action): a study about the in-service education of teacher in the municipality of São Paulo.

Beltran, Ana Carolina de Viveiros
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 03/12/2012 Português
Relevância na Pesquisa
85.97%
Os Projetos Especiais de Ação pertencem à história dos professores da rede municipal há quase vinte anos. Implantados, primeiramente, como uma ferramenta para as escolas gerenciarem melhorias em seus contextos, constituem, atualmente, o principal instrumento da formação docente em serviço. Tal formação objetiva provocar efeitos totalizantes, alcançando práticas institucionais e efeitos individualizantes, incitando cada professor a dar visibilidade às suas ações educativas a fim de recompô-las em modos particulares de pensar, fazer e dizer a profissão. Portanto, aliam-se, nos Projetos, uma tecnologia governamental, que busca conduzir e formatar ações escolares, e tecnologias do eu, que permitem, a cada indivíduo em formação, operar mudanças em si mesmo. Daqui, abrem-se e desenvolvem-se os capítulos iniciais do presente trabalho. Um capítulo dedicado a acompanhar disposições legais, publicações oficiais e acontecimentos que foram conformando os Projetos Especiais de Ação à formação docente no âmbito do trabalho; o outro, empenhado em delinear uma lógica de funcionamento desses instrumentos a partir de três eixos permanentes nas diversas configurações que tomaram ao longo das gestões municipais: a autonomia...

Saberes experienciais e estágio investigativo na formação de professores de física; Experiential knowledge and investigative stage in physics teacher education

Cunha, Alexander Montero
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 16/12/2013 Português
Relevância na Pesquisa
86.01%
O estágio supervisionado na formação inicial de professores é o momento no qual os licenciandos são inseridos, como professor, em seu ambiente profissional. Para se compreender o lugar do estágio na formação docente é necessário investigar como os saberes docentes dos licenciandos são elaborados durante essa formação. A pesquisa aqui apresentada possui como tema central a produção de saberes docentes por licenciandos em física durante o estágio supervisionado investigativo em sua formação inicial. Um estágio que envolve uma dimensão de ensino, caracterizada pelas atividades de regência dos licenciandos, e uma dimensão pesquisa, que envolve os licenciandos em um processo de pesquisa sobre a sua própria prática. Utilizamos a conceituação de saber como constructo de pesquisa e a centralidade dos saberes experienciais na prática profissional docente, tal como propostos por Tardif (2008), a fim de compreendermos a elaboração e a validação de saberes docentes pelos licenciandos durante o estágio supervisionado investigativo. Utilizamos também o Conhecimento Pedagógico do Conteúdo (PCK), como esquema teórico de análise com o intuito de caracterizar as interações existentes entre os saberes docentes relacionados às atividades de regência desenvolvidas pelos licenciandos. O pesquisador...

Infusing technology in pre service teacher education programs in Portugal : an experience with weblogs

Coutinho, Clara Pereira
Fonte: AACE Publicador: AACE
Tipo: Conferência ou Objeto de Conferência
Publicado em //2007 Português
Relevância na Pesquisa
85.88%
Abstract: This paper presents an experience of internet integration in pre service teacher education programs in Portugal. Participated in the study 26 student teachers, 14 from Natural Sciences (S) and 12 from Foreign Language classes (L). Future teachers were encouraged to set up and maintain a weblog for their future students over a period of ten weeks during the 2nd semester of 2005/2006 in Educational Technology course (ET). The post-course survey and informal observations confirmed that, though not having prior experience of web design, student teachers enjoyed the experience and that the learning of a new-based technology such as blogging was something they felt complemented and enriched their pre service education. Results also point out differences between S and L students that can serve as interesting cues for the design of teacher education curricula in Portugal according to the Bologne Reform.

Web 2.0 tools in pre-service teacher education programs : an example from Portugal

Coutinho, Clara Pereira
Fonte: Academic Publishing Publicador: Academic Publishing
Tipo: Artigo de Revista Científica
Publicado em /11/2008 Português
Relevância na Pesquisa
85.94%
The main goal of this project was to verify the importance of providing technological-rich experiences with Web 2.0 tools in pre-service teacher education programs as a way for teacher´s to integrate technologies in the classroom as transformative learning strategies. As educators in a public university we assume that the failure of ICT integration in Portuguese schools is due to a lack of professional development of teachers in technology-supported pedagogy. Different Web 2.0 tools – blogs, wiki, Google Page Creator, Google Docs – were explored by pre-service teacher´s with different pedagogical goals: to build individual/group e-portfolios, to enhance cooperation and collaboration, to facilitate interaction and communication competencies. Results are presented and discussed in order to infer a set of guidelines to help teacher educators and professional development providers to incorporate in teacher education programs regarding the use of Web 2.0 technologies for teaching and learning.; Universidade do Minho. Centro de Investigação em Educação (CIEd).

Challenges for teacher education in the learning society : case studies of promising practice

Coutinho, Clara Pereira
Fonte: Information Science Reference Publicador: Information Science Reference
Tipo: Parte de Livro
Publicado em //2010 Português
Relevância na Pesquisa
85.96%
In this chapter we present the results of a project developed in pre-service and in-service teacher education programs at the University of Minho, Portugal. The main goal of the research was to test the importance of providing technological-rich experiences in education programs as a strategy to promote the integration of technologies in the classroom. As educators in a public university we assume that the failure of ICT integration in Portuguese schools is due to a lack of teacher training in technology-supported pedagogy. We present and discuss a set of principles that we consider essential to understand and sustain the importance of the learning experiences we develop in teacher education programs both for pre-service and in-service teacher education. Different Web 2.0 tools were explored in different contexts and with different pedagogical goals: to build e-portfolios, to enhance cooperation and collaboration among peers, to develop skills in searching, organizing and sharing web resources and to facilitate interaction and communication competencies. Results are presented and discussed in order to infer a set of guidelines for the design of teacher education and training programs regarding the use of ICT in teaching and learning.; Universidade do Minho. Centro de Investigação em Educação (CIEd-UMINHO)

Supervision and professional development in in-service teacher training regarding sexuality education

Vilaça, Teresa
Fonte: Association for Teacher Education in Europe, ATEE Publicador: Association for Teacher Education in Europe, ATEE
Tipo: Conferência ou Objeto de Conferência
Publicado em //2011 Português
Relevância na Pesquisa
115.95%
This research describes the contributions for teachers’ professional development of two different in-service teacher training modalities, a Workshop and a Training Course, involving, respectively, eight (n=128) and seven (n=130) different classes, whose principal aim was to prepare teachers to carry out action-oriented sexuality education projects in their schools. The content analysis of materials produced during the in-service teacher training, complemented with a semi-structured individual interview, and observation, associated with a focus-group interview were selected as research techniques for the triangulation of data. Principal results showed some differences in teachers’ professional development who attended these different training modalities. A larger number of teachers who attended the Workshop than those involved in the Training Course, developed reflexive actions which led to positive changes in their methodological approaches of sexuality education and increased more student participation. This article concludes by discussing the influence of these results with regards to the selection of the modality of in-service teacher training when personal and professional development is intended.

Teaching students to participate in health education : a study about action-oriented in-service teacher training in sex education

Vilaça, Teresa
Fonte: International Council on Education for Teaching (ICET) Publicador: International Council on Education for Teaching (ICET)
Tipo: Conferência ou Objeto de Conferência
Publicado em /07/2008 Português
Relevância na Pesquisa
85.87%
Student participation has become a central aspect on various levels of international debate regarding health education teacher training and evaluation of health education projects. Participation is a prerequisite to develop student action competence and a result of that process. A participatory action-research constituted by Portuguese teachers (N=86) from 16 schools having as one of its objectives to investigate how teachers´ practices on Sex Education change during in-service teacher training, was carried out. These results and their implications in terms of health education teacher training and the organization and management of the Portuguese school curriculum will be presented.; Instituto de Educação, Centro de Investigação em Educação (CIEd)

A teacher education experiment to challenge conceptions and practices

Ponte, João Pedro da; Mercê, Célia
Fonte: Universidade de Lisboa Publicador: Universidade de Lisboa
Tipo: Artigo de Revista Científica
Publicado em //2011 Português
Relevância na Pesquisa
85.89%
This study describes a teacher education experience with grade 5-6 teachers, based on a calculator module within a national program for mathematics in-service teacher education. The aim was to challenge the teachers’ conceptions about the role of the calculator in mathematics teaching and to promote their reflection about professional practices. The research methodology was qualitative and interpretive, with data collection through interviews and observation of teacher education and classroom supervision sessions as well as analysis of teachers’ portfolios. The results indicate that some teachers are clearly against the use of the calculator in the mathematics classroom, others allow students to use it in a passive way, and others are very affirmative about its use. The teachers who argue against the use of the calculator seem to predominate, suggesting a great distance between the curriculum orientations and classroom practice. The methodology of the course, combining collective sessions and individual classroom supervision proved to be fruitful, providing new information, practice and discussion that allowed teachers to analyze different kinds of tasks in which the calculator may be useful, experiment using then in the classroom...

A perspectiva da comunidade aprendente nos processos formativos de professores pesquisadores educadores ambientais

Freitas, Diana Paula Salom??o de
Fonte: Universidade Federal do Rio Grande Publicador: Universidade Federal do Rio Grande
Tipo: Dissertação de Mestrado
Português
Relevância na Pesquisa
85.91%
Disserta????o(mestrado)-Universidade Federal do Rio Grande, Programa de P??s-Gradua????o em Educa????o Ambiental, Instituto de Educa????o, 2010.; A presente disserta????o objetivou compreender o processo de forma????o continuada do grupo MIRAR1, a fim de favorecer a constitui????o de Comunidades Aprendentes de professores educadores ambientais em processos de forma????o, que considerem os sujeitos em sua integralidade. Adota-se como perspectiva teorias hist??rico-sociais, com valoriza????o especial dos discursos sociais e da linguagem como ferramentas culturais vinculadas aos processos de ensinar e aprender. Nos estudos e reflex??es do MIRAR desenvolve-se a id??ia da articula????o da forma????o permanente com o desenvolvimento curricular, a partir do Educar pela Pesquisa como refer??ncia para o trabalho. Os dados coletados a partir da observa????o-participante das reuni??es semanais do grupo, registradas em di??rio, juntamente com artigos escritos pelos professores e o registro do planejamento e desenvolvimento de Unidades de Aprendizagem, formaram o corpus de an??lise dessa pesquisa. A partir da An??lise Textual Discursiva identificou-se que o grupo encontra-se num movimento em dire????o a compreender mais intensamente sobre ser uma Comunidade Aprendente...

International Conference on Use of ICT and ODL in Teacher Education : Bihar, India

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Português
Relevância na Pesquisa
86.03%
With Sarva Shiksha Abhiyan (SSA) transitioning towards the Right To Education (RTE), teacher education institutions and systems need to be fully geared up to meet the demands of pre-service and in-service teacher education and their ongoing professional development. Most states do not have adequate systems to provide the necessary cadres of trained elementary level school teachers. It is thus important to enhance the roles and capacities of teacher education institutions in India to support them to become globally competitive, professionally managed, and futuristically progressive to cater to the needs of huge back logs of untrained teachers. This training is crucial to ensure that children at the elementary levels get quality education in accordance with the National Curriculum Framework (NCF) 2005 and its basic tenets of child centered pedagogy.

Language Teacher Education for Primary School English Teachers in Indonesia: Policy Recommendations

Zein, Mochamad Subhan
Fonte: Universidade Nacional da Austrália Publicador: Universidade Nacional da Austrália
Tipo: Thesis (PhD); Doctor of Philosophy (PhD)
Português
Relevância na Pesquisa
96.05%
This study examines the needs of teachers of English at primary level in terms of knowledge and skills; the delivery of teacher education at pre- and in-service levels and the design of learning-teaching options; and the interplay of these aspects for the creation of policy recommendations on teacher education for primary school English teachers. Data were generated from teachers, teacher educators, members of educational board, school principals, and educational consultants using semi-structured interviews and classroom observations. The data were analyzed using grounded theory based on classification of initial codes and identification of sub-categories as generated from constant comparisons between data presented in NViVo9 and meticulous readings of interview transcriptions. The first major finding of the study is that teachers’ needs and profile are inextricably linked. Teachers’ specific needs are influenced by factors such as pedagogy preparation, length of experience, and multilingual skill, which all must form comprehensive needs analysis prior to designing teacher education programs at both pre-service and in-service levels. The second major finding shows that pre-service education has not been adequate to prepare student teachers to teach English at primary level due to the lack of specificity and practical components...

Jornal Escolar: raio de ações, rede de significações : reconfiguração do ensino de língua materna e dinamização da formação continuada do professor; School newspaper: range of actions, net of meanings : Portuguese teaching reconfiguration and new dynamics for in service teacher education programs

Rosana Cristina da Cunha
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 27/08/2010 Português
Relevância na Pesquisa
95.84%
Trata-se de pesquisa colaborativa de natureza qualitativa, que teve como objeto a produção de dois jornais escolares em colaboração com uma professora de língua portuguesa e seus alunos de ensino médio, em uma cidade do interior de São Paulo, no período de março de 2006 a junho de 2007. A partir do conceito de Projetos de Letramento (KLEIMAN, 2000; TINOCO, 2008), da noção de Sistemas de Atividade (RUSSELL, 1997) e da concepção dialógica e social de linguagem de Bakhtin (1981; 2000; 2002) e Bakhtin/Volochinov (1995), este trabalho tem como objetivo geral investigar as implicações que um Projeto de Letramento como o que envolve a produção de um Jornal Escolar tem na reconfiguração da aula de língua portuguesa - especialmente no que se refere ao ensino dos gêneros, em geral, e dos gêneros argumentativos, em particular -, bem como a influência desse processo na formação continuada do professor. Esteada na concepção bakhtiniana dos estudos da linguagem, a pesquisa assume que as práticas sociais devem nortear o ensino de língua no contexto escolar (DEWEY, 1947; KLEIMAN, 2000; 2006a) e, por isso mesmo, sugere que a reprodução de outros sistemas de atividades dentro do sistema de atividade escolar insere-se nessa perspectiva. A análise dos dados mostra que a reprodução...

Maths in-service Teacher Training and the Restructuring of Secondary Education in East-Timor

Cabrita, Isabel; Lucas, Margarida; Capelo, Ana; Ferreira, Adriana
Fonte: Elsevier Publicador: Elsevier
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
95.9%
East Timor is undergoing a profound restructuring of its secondary education. For its success, it is crucial that foreign entities maintain their support regarding in-service training of secondary school teachers. In this context, we defined the following research questions: Under which conditions is in-service teacher training in Mathematics (Maths from this point onwards) being implemented in East Timor? How is it being done, mainly regarding the curricular materials produced - curriculum, syllabus, textbooks and teacher's guides? What are the trainer's representations of the secondary educational context and of the teachers’ pedagogical practices? We opted for a qualitative case study framed within a constructivist paradigm. Regarding the technique of data collection, we chose the inquiry through a semi-structured interview, informal conversations and the direct observation of training sessions, which were audio recorded. Data collected were submitted to content analysis, which was guided by categories that emerged from the research questions and objectives. As main results, we highlight that resources, beyond those produced in the scope of international cooperation, are still very scarce. The training course is mainly focused on the resolution of the tasks proposed in textbooks...

Examining the method of proofs and refutations in pre-service teachers education

Karakuş,Fatih; Bütün,Mesut
Fonte: UNESP - Universidade Estadual Paulista, Pró-Reitoria de Pesquisa; Programa de Pós-Graduação em Educação Matemática Publicador: UNESP - Universidade Estadual Paulista, Pró-Reitoria de Pesquisa; Programa de Pós-Graduação em Educação Matemática
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/04/2013 Português
Relevância na Pesquisa
85.88%
There is some evidence in the mathematics education literature that Lakatos' proofs and refutation methods can be useful to examining students' conjecture production and proof construction process. The purpose of this study was to determine how the Lakatos method goes and which steps of the method works in the teacher education program. The population sample for this study consists of 24 senior pre-service teachers in elementary mathematics education in Turkey (16 women and 8 men). Pre-service teachers were given a problem in which they examined the relation between perimeter and area of a rectangle. Data was collected with a camera, field notes, and groups' written solutions and analyzed on the basis of framework included in Larsen and Zandieh's (2008) study. The finding revealed that Lakatos' method was usable in the teacher education program. But some steps of the method described in Lakatos' (1976) historical case study were not provided in the real classroom environment.

In-service teacher training in Portugal: objectives, organization and impact on teacher's career

Ferreira, Olga; Pereira, Ana I.; Silva, A.; Afonso, E.; Barreiro, M.F.
Fonte: Instituto Politécnico de Bragança Publicador: Instituto Politécnico de Bragança
Tipo: Conferência ou Objeto de Conferência
Português
Relevância na Pesquisa
95.94%
This paper presents a short overview of teacher´s training as considered by the Portuguese legislation: (i) initial teacher education (ITE), (ii) specialized training and (iii) in-service teacher training. A particular emphasis will be given to in-service teacher training. Nowadays, ITE corresponds to level 7 of the European Qualifications Framework (master degree). It is a career-long professional development, where research-based and in context practice are important features. Specialized training is intended to provide qualification in complementary educational functions, such as special education, school administration and inspection activities, socio-cultural animation and basic education for adults. In-service training or continuous training allows teachers to complement, deepen and update their knowledge and professional competences. Its accreditation, in what concerns involved institutions, training actions and evaluation process is centralized in the “Conselho Científico-Pedagógico da Formação Contínua” (Scientific and Pedagogical Council of in-service training) and has a direct impact in teacher’s careers, being one of the factors considered to access mobility and progression.

As vicissitudes da formação docente em serviço: a proposta reflexiva em debate; The in-service teacher education: the reflective proposal in debate

Aquino, Julio Groppa; Mussi, Mônica Cristina
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 01/07/2001 Português
Relevância na Pesquisa
105.99%
Este artigo tem por objetivo apresentar algumas das conclusões de uma investigação realizada junto a professores da Rede Municipal de Ensino de São Paulo que participam de grupos de formação em serviço, a fim de conferir visibilidade aos efeitos que a prática formativa concreta vem produzindo na profissionalidade docente. Destaca, em particular, as vicissitudes ocasionadas nesse grupo quando experienciam uma modalidade formativa contemporânea, pautada no modelo de formação reflexiva. As idéias desenvolvidas no artigo inscrevem-se no campo conceitual da psicologia institucional. A partir desse enquadramento teórico, o texto trabalha com o pressuposto de que os recentes paradigmas de formação docente em serviço, ao serem operados por práticas formativas concretas, promovem novas possibilidades de experiência de si para os professores, conferindo novas figurações de subjetividade para os professores no tempo presente - professor-reflexivo, professor-autônomo, professor-investigativo. No interior de relações institucionalizadas, a vivência destas figurações é metabolizada pelos docentes, que produzem uma forma peculiar de reflexão, não vislumbrada na pauta dos programas de formação. Instalados nas práticas concretas de formação em serviço...

Fostering pre-service teachers' motivation-related practical wisdom through a mentoring procedure

Loukomies,Anni; Lavonen,Jari; Juuti,Kalle
Fonte: South African Journal of Childhood Education Publicador: South African Journal of Childhood Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2015 Português
Relevância na Pesquisa
85.87%
This article Introduces a procedure aimed at fostering pre-service teachers' reflective thinking and practical wisdom and encouraging them to adopt a theory-based view of promoting learners' motivation while taking into account learners' different motivational profiles. The procedure is based on a study about the promotion of science-related motivation among students with different motivational orientations by employing an inquiry-based science teaching approach and out-of-school learning, as well as supporting learners' basic psychological needs, in order to provide relevant and meaningful conditions for learning. The procedure for pre-service teacher education encompasses lessons intended to familiarize student teachers with theoretical perspectives, authentic case studies of learners with different motivational orientations, support for lesson planning, and reflection on the implemented plans. The described procedure may be used in teacher education during mentoring sessions in practicum periods.

Preparing pre-service teachers as emancipatory and participatory action researchers in a teacher education programme

Esau,Omar
Fonte: South African Journal of Education Publicador: South African Journal of Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2013 Português
Relevância na Pesquisa
85.93%
In this paper I analyse the potential that participatory action research holds for educating pre-service teachers to become more critically reflective and socially conscious. I also describe the rationale for and process of engaging pre-service teachers in their teacher education programme. Involving these candidate teachers in participatory action research (PAR) projects may provide opportunities for aspiring teachers to develop pedagogical content knowledge, examine their beliefs about teaching, and gain confidence in addressing social justice issues. More than merely exposing them to applying the technique of action research, the PAR project encouraged them to become more socially conscious, critical, imaginative and argumentative as teacher-researchers. In the project I used a participatory approach in action research to prepare the pre-service teachers to become emancipatory action researchers. Supporting and fostering inquiring practices is a strategy to help pre-service teachers move beyond just receiving hand-outs in a teacher education programme and beginning to focus on their work with learners and challenges in the real school environment.