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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
66.66%
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...

Do sentido da contingência à contingência da formação: um estudo discursivo sobre a formação de professores de inglês; From the meaning of contingency to the education´s contingency: a discursive study about the English teacher education

Costa, Marco Antonio Margarido
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 26/05/2008 Português
Relevância na Pesquisa
66.48%
Recentes transformações sociais, muitas das quais ocorridas sob o signo da pós-modernidade, trazem implicações, que são merecedoras de investigação, para o plano educacional, notadamente, no âmbito das propostas curriculares e da formação de professores, segundo reflexões de Giroux (1988), Kincheloe (1993), Silva (1993, 1999), Usher e Edwards (1994), Lindblad e Popkewitz (2004), entre outros. Assim, o objetivo do presente estudo é investigar e analisar o funcionamento do discurso político-educacional e didático-pedagógico da formação de professores de inglês, à luz da Analise de Discurso de orientação pecheutiana e de conceitos de Foucault (1969, 1971, 1975, 1979). Para tanto, examina orientações curriculares, quais sejam: Diretrizes Curriculares Nacionais para a Formação de Professores da Educação Básica, em nível superior, curso de licenciatura, de graduação plena, e, Diretrizes Curriculares Nacionais para os cursos de Letras. Além dessa parte documental, o estudo traz análise de entrevistas com professores e alunos de cursos de formação de professores de inglês em duas instituições de ensino superior, no estado de São Paulo, sendo uma pública e outra privada. A fim de contextualizar e inserir a contribuição do trabalho...

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
56.84%
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
76.56%
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.

Um dispositivo de interacção virtual de suporte à reflexão na formação inicial de professores

Ponte, João Pedro da; Oliveira, Paulo; Varandas, José Manuel; Oliveira, Hélia; Fonseca, Helena
Fonte: Universidade de Lisboa Publicador: Universidade de Lisboa
Tipo: Artigo de Revista Científica
Publicado em //2007 Português
Relevância na Pesquisa
56.52%
Este artigo analisa um dispositivo de supervisão virtual, centrado num fórum de discussão, no estágio pedagógico de um curso de formação inicial de professores de Matemática. Este fórum teve como objectivos a reflexão sobre os problemas emergentes da prática profissional, a problematização dessa mesma prática e a partilha de experiências. O estudo segue uma metodologia qualitativa e interpretativa, baseada em estudos de caso de estagiários, e constitui uma investigação sobre a prática profissional dos respectivos autores. Os resultados mostram que os dois formandos que encaram o estágio sobretudo como um momento de aprendizagem e que manifestam à partida uma atitude mais reflexiva se envolvem de forma muito produtiva nas discussões no fórum. Já uma outra formanda, cujo envolvimento no estágio foi reduzido, teve pouca participação nesta vertente do dispositivo de formação. As regras de funcionamento deste tipo de dispositivo virtual e o papel do orientador pedagógico no estabelecimento de uma cultura de reflexão e discussão constituem pontos a requerer atenção futura.; This paper analyses a virtual supervision setting, based on a discussion forum, at the pedagogical practicum of a preservice mathematics teacher education program. The aims of this forum were to reflect about emerging problems of professional practice...

Using ICT to support reflection in pre-service mathematics teacher education

Ponte, João Pedro da; Oliveira, Paulo; Varandas, José Manuel; Oliveira, Hélia; Fonseca, Helena
Fonte: Universidade de Lisboa Publicador: Universidade de Lisboa
Tipo: Artigo de Revista Científica
Publicado em //2007 Português
Relevância na Pesquisa
76.27%
This paper analyses a virtual supervision setting (e-mail and forum) during the practicum in a pre-service secondary school mathematics teacher education program. It is a study of the authors’ own professional practice using a qualitative-interpretative approach and case studies of student teachers. The results show that the setting was significant for pre-service teachers who had a more reflective attitude, but was seen as a burden by the others. The forum enabled fruitful reflections and discussions and e-mail was mostly used for organizational matters. In the future, attention must be paid to the role of the educational supervisor in fostering participation in the forum and use of e-mail.; Este artigo analisa um dispositivo de supervisão virtual (e-mail e fórum) durante o estágio num curso de formação inicial de professores de Matemática do ensino secundário. É um estudo dos autores sobre a sua própria prática profissional usando uma abordagem qualitativa e interpretativa e estudos de casos de futuros professores. Os resultados mostram que o dispositivo foi significativo para os futuros professores que tinham uma atitude mais reflexiva mas foi visto como um “peso” pelos outros futuros professores. O fórum permitiu reflexões frutuosas e discussões e o e-mail foi principalmente usado para matérias organizacionais. No futuro...

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
66.59%
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...

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
56.56%
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.

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
56.76%
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...

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
76.67%
“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...

La investigaci??n sobre coaching en formaci??n del profesorado: una revisi??n de estudios que impactan en la conciencia sobre la pr??ctica docente

Jim??nez, Roc??o
Fonte: Universidad de Granada Publicador: Universidad de Granada
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
56.4%
Este trabajo ofrece una revisi??n de estudios emp??ricos basados en el proceso de coaching como estrategia eficaz en la formaci??n del profesorado tanto inicial como permanente. Los objetivos se concretan en: a) ofrecer la situaci??n de la investigaci??n actual sobre coaching en este ??mbito, b) establecer diferencias y similitudes entre los procesos de coaching en experiencias reales y eficaces de formaci??n del profesorado, c) delimitar los principios y constructos te??rico-operativos del coaching como estrategia formativa e investigadora y d) identificar l??neas y retos para la investigaci??n futura sobre la conciencia del profesorado y la transferibilidad de aprendizajes a la pr??ctica. El m??todo de revisi??n bibliogr??fica se concreta en b??squedas automatizadas en bases de datos digitales especializadas en educaci??n (ERIC o ISOC), as?? como, en revistas especializadas, en formaci??n del profesorado, tanto espa??olas como internacionales, situadas en el primer o segundo cuartil de INRECS o indexadas en JCR con un factor de impacto superior a 0.6. Se usa un sistema de citaci??n superior como el Science Citation Index, a partir de referencias claves. La selecci??n de art??culos cient??ficos, siguiendo criterios espec??ficos...

DOES SCAFFOLDED BLOGGING PROMOTE PRESERVICE TEACHER REFLECTION? EXAMINING THE RELATIONSHIPS BETWEEN LEARNING TOOL AND SCAFFOLDING IN A BLENDED LEARNING ENVIRONMENT

Tan, Ashley
Fonte: [Bloomington, Ind.] : Indiana University Publicador: [Bloomington, Ind.] : Indiana University
Tipo: Doctoral Dissertation
Português
Relevância na Pesquisa
56.72%
Thesis (PhD) - Indiana University, School of Education, 2006; This study examined the effect of two variables, type of online tool and type of hard scaffolding, on the levels of reflection by preservice teachers. The online tools were a discussion forum and personal weblogs (blogs). The scaffolding types were minimal and enhanced. The participants were forty-eight preservice teachers and their instructor from a course on integrating technology into K-12 environments. The preservice teachers reflected online after watching an online video case study and after planning a lesson that integrated technology. Multiple sources of data were collected and analyzed in order to triangulate findings: the reflective online discourse, two questionnaires, interviews with preservice teachers and the instructor, and observations of classroom and online behavior. Levels of reflection were measured by using a reflection rubric by Hawkes and Romiszowski (2001) and a reflection scale by Crotty and Allyn (2001). The results revealed that enhanced scaffolding had a statistically significant effect on promoting higher levels of reflection over minimal scaffolding. This was because the guiding questions in the enhanced scaffold provided structure and focus as well as an expert practitioner's perspective on technology integration. The type of online tool did not have a statistically significant effect on promoting higher levels of reflection. Results suggest that this was due to the different personal preferences of the preservice teachers and their perceived affordances of the online tools. This study suggests that the nature of scaffolding has a more critical role in promoting reflection than the technical affordances of the online tool. In addition...

Historical novels: engaging student teachers in K-10 history pre-service units

Rodwell, G.
Fonte: Social Science Press Publicador: Social Science Press
Tipo: Artigo de Revista Científica
Publicado em //2010 Português
Relevância na Pesquisa
56.42%
This paper aims to illustrate how the historical novel may be used as an engaging teacher/learning strategy for undergraduate student teachers in pre-service teacher education units, the vast majority of which simply provide for a single 10-credit point unit in order to prepare student teachers for the classroom. First, this paper will argue the historical fiction narrative is an engaging medium. It will then attempt a brief survey of the wider popularity of historical fiction in society-at-large and the way in which this is associated with the popularity of memory literature in general. It will then attempt an analysis of how historical fiction can assist in developing student teachers' appreciation of "historical literacy". But what sort of historical literature should educators encourage student teachers to engage in? Social norms and values are constantly changing, so how do readers and critics interpret historical novels written years ago? In response to this question, the paper shall examine the issue of interpreting historical fiction, and what does literary interpretation mean? But how much faith should student teachers be encouraged to place in the veracity of historical fiction? This question is examined in conclusion to this paper.; Rodwell...

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
56.7%
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
76.49%
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...

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
86.86%
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...

Teacher Education

Noddings, Nel; Whitehead, LeRoy; Martin, Andrea; Russell, Tom; Jardin, Joan; Olson, John; Johnston, James Scott
Fonte: Quens University Publicador: Quens University
Tipo: Outros Formato: 836427 bytes; application/pdf
Português
Relevância na Pesquisa
86.69%
Message from the Editors We have invited distinguished scholars and practitioners to provide us with a challenging read and the beginning of a fruitful conversation on teacher education. Not surprisingly, as Russell and Martin discuss in their article, the complex relationship between theory and practice and the perceived lack of clarity in our understanding of the links between schools and the faculty of education classroom are seen as central issues in teacher education. This issue of the Letter opens with an article by philosopher of education Nel Noddings, who argues that developing intellectual habits of mind should be a fundamental educational aim. Teacher candidates need to be ready to set the stage for intellectual development. Furthermore, Noddings places her argument in the current American context, especially the zeal to produce higher test scores. It leads us to think of the negative implications of undue emphasis on causal practice linking research/evidence and practice translated into rules for action to be followed by practitioners. LeRoy Whitehead, associate dean of the Faculty, addresses with authority issues pertaining to the length of the program and the hard reality of funding, accreditation, and the peculiar relation that a teacher education program has with the state. In the next article...

Preservice teachers' knowledge on elementary geometry concepts

Couto, Angela; Vale, Isabel
Fonte: European Teacher Education Network Publicador: European Teacher Education Network
Tipo: Artigo de Revista Científica
Publicado em //2014 Português
Relevância na Pesquisa
56.37%
This text is based on a research, which is still in progress, whose main objective is to identify and understand what are the main difficulties of future mathematics teachers of basic education are, regarding their content knowledge in geometry in the context of the curricular unit of Geometry during their undergraduate degree. We chose a qualitative approach in the form of case study, in which data collection was done through observation, interviews, a diverse set of tasks, a diagnostic test and other documents. This paper focuses on the test given to prospective teachers at the beginning of the course. The preliminary analysis of the data points to a weak performance of preservice teachers in the test issues addressing elementary knowledge of Geometry.

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
66.38%
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...

Percepción del profesorado de ciencias de educación primaria en formación acerca de las etapas y acciones necesarias para realizar una indagación escolar

Vílchez González, José Miguel; Bravo Torija, Beatriz
Fonte: Universidade Autônoma de Barcelona Publicador: Universidade Autônoma de Barcelona
Tipo: Artigo de Revista Científica Formato: application/pdf
Publicado em //2015 Português
Relevância na Pesquisa
56.5%
En este trabajo se examinan las respuestas de 35 maestros de Primaria en formación a una actividad dirigida al reconocimiento de las etapas de una indagación científica y de las acciones necesarias para afrontarlas. Para ello, se diseña un ejemplo de indagación en el que se describe el proceso de resolución seguido para explicar la diferencia de precio de tres marcas de jamón. Los resultados muestran que el desempeño en la identificación de las etapas es más adecuado que en la de las acciones. Mientras que el número mínimo de participantes que identifica una etapa es de 16, hay acciones, como la recogida de datos, que solo es identificada por uno. Una implicación derivada de este estudio es la necesidad de reflexionar, durante la formación inicial del profesorado, sobre cómo se genera y evoluciona el conocimiento científico.; En aquest treball s'examinen les respostes de 35 mestres de Primària en formació a una activitat dirigida al reconeixement de les etapes d'una indagació científica i de les accions necessàries per afrontar-les. Per a això, es dissenya un exemple d'indagació en el qual es descriu el procés de resolució seguit per explicar la diferència de preu de tres marques de pernil. Els resultats mostren que l'acompliment en la identificació de les etapes és més adequat que en la de les accions. Mentre que el nombre mínim de participants que identifica una etapa és de 16...