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Necessidades formativas e estratégias de formação contínua de professores: observação e análise de um programa de formação de professores

Pimenta, Julia Inês Pinheiro Bolota
Fonte: Universidade Estadual Paulista (UNESP) Publicador: Universidade Estadual Paulista (UNESP)
Tipo: Dissertação de Mestrado Formato: 176 f. : il.
Português
Relevância na Pesquisa
15.62%
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES); Pós-graduação em Educação Escolar - FCLAR; O presente trabalho tem como objetivo explorar e aprofundar o conhecimento de alguns aspectos do processo de formação contínua e mais especificamente da análise de necessidades formativas, por meio de investigação do desenvolvimento de um programa de formação contínua. Dentro do contexto educacional contemporâneo, a formação continuada é saída possível para a melhoria da qualidade do ensino. Por isso o profissional consciente deve saber que sua formação não termina e que está em constante desenvolvimento. A formação de professores vem assumindo posição de destaque nas discussões relativas às políticas públicas, bem como nas investigações e publicações da área. O estudo da questão da formação continuada de professores envolve um número considerável de autores que apontam a insuficiência da formação inicial para o desenvolvimento profissional do professor. Destacou também a importância de se levar em conta à análise de necessidades formativas dos professores. Esse consenso põe em destaque a necessidade de se pensar uma formação contínua que valorize tanto a prática realizada pelos docentes no cotidiano escolar quanto o conhecimento que provém das pesquisas...

Desempenho funcional nas atividades de rotina escolar de alunos com necessidades educacionais especiais na persectiva do professor

Abe, Patricia Bettiol
Fonte: Universidade Estadual Paulista (UNESP) Publicador: Universidade Estadual Paulista (UNESP)
Tipo: Dissertação de Mestrado Formato: 100 f.
Português
Relevância na Pesquisa
15.59%
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES); Pós-graduação em Educação - FFC; A análise do nível de participação escolar é fundamental para avaliar qualitativamente a inclusão de crianças com Necessidades Educacionais Especiais (NEE) em classe regular de ensino. Para essa avaliação é preciso dirigir a atenção para a funcionalidade do aluno perante as demandas ambientais específicas, tendo-se como recurso para a coleta de informações um instrumento de medida padronizado. Nessa direção, o presente estudo investigou a participação escolar de alunos com registro de matrícula constando NEE, por meio da aplicação da School Function Assessment (SFA) tendo como objetivos: a identificação dos níveis de auxílio oferecidos a essas crianças e o levantamento da opinião dos professores sobre a importância do referido instrumento. Participaram deste estudo oito professoras de nove crianças com NEE matriculadas em classe regular do primeiro ciclo do ensino fundamental de escolas municipais. Os resultados indicaram que a participação dos alunos é próxima das expectativas de desempenho para as demais crianças da série nos ambientes de classe regular, pátio de recreio, transporte, banheiro...

ATEE Annual Conference 2014 - Transitions in teacher education and professional identities: Proceedings

Leite, Laurinda, org.; Flores, Maria Assunção, org.; Dourado, Luís Gonzaga Pereira, org.; Vilaça, Teresa, org.; Morgado, Sofia, org.
Fonte: ATEE (Association for Teacher Education in Europe), CIEd (Research Centre in Education) Publicador: ATEE (Association for Teacher Education in Europe), CIEd (Research Centre in Education)
Tipo: Conferência ou Objeto de Conferência
Publicado em //2015 Português
Relevância na Pesquisa
146.1%
The University of Minho, Braga, Portugal, was the host for the 2014 Annual Conference of the Association for Teacher Education in Europe (ATEE), which took place in August, from the 25th to the 27th. The Conference focused on Transitions in Teacher Education and Professional Identities looked at the transitions in teacher education and analysed different experiences in professional identity of (student) teachers from an international perspective. Three keywords may be identified: challenges in teaching, dilemmas in teacher education and in teacher educators’ role and current trends that are shaping teacher education in different contexts. Similar dilemmas and even contradictions have been identified in different settings with different modes of government intervention in teacher education in which content, structure and duration are also diverse but with similar features. Another key theme discussed at the Conference was the complexity of the concept of identity and also the contested nature of the transitions: transitions for what? How? Why? These transitions and shifts in teacher education and professional identities need to be examined within the context of current policies but also in the light of the complexities and contradictions of teaching as a profession. Teacher educators are also facing transitions in teacher education curricula but also regarding their own identities. These are complex processes that may include resistance and turbulence because transitions may be troublesome for many reasons. In this regard context and language matter but also the kinds of policies and practices that exist within teacher education. There are questions that remain unanswered. However...

Teach : supervisão pedagógica : um alicerce para a construção do saber

Pereira, Cheila Isabel Ferreira Nunes e Sá
Fonte: Universidade Católica Portuguesa Publicador: Universidade Católica Portuguesa
Tipo: Dissertação de Mestrado
Publicado em 20/07/2012 Português
Relevância na Pesquisa
15.79%
Este relatório incide na área da supervisão pedagógica, como um alicerce para a construção do saber. Muito se tem falado sobre o sucesso e insucesso dos alunos portugueses, onde os resultados persistem em não ser favoráveis, continuando Portugal a estar na cauda dos resultados menos positivos, a nível dos países da União Europeia. Se para além de vermos as árvores, considerarmos a floresta, verificamos que todo o processo de ensino dos nossos alunos pressupõe o trabalho de muitos e engloba vários fatores. Para ensinar a ensinar é preciso aprender a ensinar e também ao ensinar aprende-se. Todo este processo terá que ter como suporte a supervisão. A literatura consultada sobre a temática da supervisão pedagógica apresenta as várias definições de supervisão, bem como ao contexto histórico sobre o seu aparecimento, dos vários modelos, cenários, estilos e abordagens. A supervisão pedagógica, ao contrário do que se possa pensar, não está somente relacionada com a formação inicial dos futuros professores, mas também com a formação contínua, necessária para a evolução permanente de um profissional aprendente, que é o professor. A formação de professores, seja inicial ou contínua, é realizada tendo como princípio a legislação...

A transição do pré-escolar para o 1ºCEB: uma preocupação de todos

Martins, Andreia Filipa Dos Santos
Fonte: Instituto Politécnico de Lisboa Publicador: Instituto Politécnico de Lisboa
Tipo: Dissertação de Mestrado
Publicado em /07/2014 Português
Relevância na Pesquisa
25.64%
Relatório da Prática Profissional Supervisionada Mestrado em Educação Pré-Escolar; O presente relatório decorreu do trabalho desenvolvido na Prática Profissional Supervisionada do Mestrado em Educação Pré-Escolar e evidencia uma reflexão fundamentada sobre a minha intervenção educativa em contexto de Creche e Jardim de Infância. “A transição do Pré-Escolar para o 1ºCEB: Uma preocupação de todos” dá nome a este relatório no qual se pretende refletir, discutir e analisar as preocupações de todos os intervenientes educativos (crianças, educadores, professores e famílias) relativamente à transição para a escolaridade obrigatória. Assenta num quadro teórico de referência e em práticas educativas onde se entende que a criança é o principal ser participativo que terá de passar por um conjunto de transições que serão essenciais para o seu desenvolvimento. Ao educador e restantes intervenientes educativos cabe a função de realizar um trabalho colaborativo que vise a plena integração de todas as crianças no novo contexto pedagógico. Do ponto de vista metodológico, este estudo dá um enfoque especial à “compreensão dos motivos, interesses, sentimentos, crenças, decisões e outros conhecimentos pessoais através da observação...

Medios sociales: una cuestión de aprendizaje, experimentación e investigación en el aula universitaria

Menéndez Echavarría, Alfredo Luis
Fonte: Pontifícia Universidade Javeriana Publicador: Pontifícia Universidade Javeriana
Tipo: masterThesis; Trabajo de Grado Maestría Formato: PDF
Português
Relevância na Pesquisa
25.6%
Esta investigación busca comprender, por qué y cómo se incorporan medios sociales en la docencia de un profesor universitario. Los medios sociales son considerados como plataformas interactivas de comunicación relacionadas con la web 2.0 (web social), las cuales permiten generar contenidos, construir y compartir información y conocimiento entre diversos usuarios, favoreciendo el aprendizaje colaborativo social o el denominado aprendizaje 2.0, enmarcado en la visión de ciudadanos reflexivos, comprometidos con su devenir individual y colectivo. El enfoque cualitativo de este trabajo permitió la utilización de técnicas biográfico-narrativas de la investigación social, centrándose en el método de estudio de caso único. Se aplicaron entrevistas en profundidad al estudio de caso, que posteriormente fueron transcritas, realizando un relato que evidenció procesos comunicativos y didácticos, trayectorias, transiciones y transformaciones de su práctica docente.; This investigation seeks to understand, why and how social means join in the teaching of a university teacher. The social means are considered to be interactive platforms of communication related to the web 2.0 (social web), which allow to generate contents, to construct and to share information and knowledge between diverse users...

Equity in Tertiary Education in Central America : An Overview

Bashir, Sajitha; Luque, Javier
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Português
Relevância na Pesquisa
65.79%
This paper analyzes the evolution in socio-economic and ethnic disparities in tertiary education attainment, participation, and completion and labor market outcomes in the six countries of Central America. There is evidence of differential progress, with Costa Rica, a middle-income country, and Nicaragua, a low-income country, having improved participation of low-income students in tertiary education, while this continues to be negligible in Guatemala, El Salvador, and Honduras. Wide differentials in salaries linked to socio-economic background can signal differences in the quality of tertiary education or prior educational experiences. The analysis distinguishes between long-term and short-term constraints and the key transitions in the education cycle that impede access to tertiary education. The main obstacle to accessing tertiary education for poor students is the failure to either start or complete secondary education, suggesting different priorities for different countries in addressing long-term constraints. However...

Bulgaria : Raising Skills for Employment, Growth and Convergence

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Português
Relevância na Pesquisa
25.78%
The Bulgarian labor market has seen remarkable improvements in recent years and has contributed to strong economic growth. The benign environment for job creation is now changing, as the global economic crisis impacts on labor market demand in Bulgaria. Compared to the EU27 averages, activity and employment rates have remained low, and Bulgaria has significant untapped domestic labor reserves. Bulgarian pupils in school also do not acquire the necessary skills and competencies to compete in a high innovation economy. Continued available vacancies suggest that skills shortages remain a barrier to employment even during the crisis and measures to retrain and up-skill the unemployed and those at risk of lay-off is an important policy direction for the short-term. In light of Bulgaria s demographic decline over the coming decades, medium-term growth and convergence require sustained increases in labor productivity and investments in human capital. Short-term measures during the economic crisis ideally combine efforts to keep workers in employment through temporary publicly subsidized short-working hour schemes as well as the use of unemployment benefits and measures to accelerate transitions from old to new jobs. The economic crisis is an opportune moment to address skills shortages both to tackle unemployment and to help the recovery in the short-term and to promote the foundation for medium-term economic growth and convergence. Looking at the medium term...

Democratic citizenship education and the state in Latin America: a critical overview

Levinson, Bradley A.U.; Berumen, Juan G.
Fonte: Red Iberoamericana de Investigación sobre Cambio y Eficacia Escolar (RINACE) Publicador: Red Iberoamericana de Investigación sobre Cambio y Eficacia Escolar (RINACE)
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
25.67%
Since the political transitions and economic reforms of the 1980s, and especially since the end of the 1990s, Latin American states have been active in revising programs for civic education in order to create a more broadly democratic political culture. Yet what does this democratic citizenship education consist of? What kind of citizen, for what kind of democracy? And how does the State, primarily through its ministries of education, but also in concert with a variety of national and international organizations, use schools to form democratic citizens? This article undertakes an initial conceptual mapping of the complex, ever-expanding landscape of democratic citizenship education in Latin America. The article begins by surveying the policy environment, as well as the organizational and institutional landscape that drives programs in democratic citizenship education. It then moves on to a content analysis of major programs, documents, and policies, in order to examine definitions and assumptions about “democracy” and “citizenship education for democracy.” Finally, the article briefly examines pedagogical and structural-administrative issues, noting how democratic citizenship education often posits changes in the forms of policy making...

Cash or Condition? Evidence from a Cash Transfer Experiment

Baird, Sarah; McIntosh, Craig; Ozler, Berk
Fonte: Banco Mundial Publicador: Banco Mundial
Tipo: Publications & Research :: Policy Research Working Paper
Português
Relevância na Pesquisa
25.59%
Conditional Cash Transfer programs are "...the world's favorite new anti-poverty device," (The Economist, July 29 2010) yet little is known about the specific role of the conditions in driving their success. In this paper, we evaluate a unique cash transfer experiment targeted at adolescent girls in Malawi that featured both a conditional (CCT) and an unconditional (UCT) treatment arm. We find that while there was a modest improvement in school enrollment in the UCT arm in comparison to the control group, this increase is only 43 percent as large as the CCT arm. The CCT arm also outperformed the UCT arm in tests of English reading comprehension. The schooling condition, however, proved costly for important non-schooling outcomes: teenage pregnancy and marriage rates were substantially higher in the CCT than the UCT arm. Our findings suggest that a CCT program for early adolescents that transitions into a UCT for older teenagers would minimize this trade-off by improving schooling outcomes while avoiding the adverse impacts of conditionality on teenage pregnancy and marriage.

Rwanda - Education Country Status Report : Toward Quality Enhancement and Achievement of Universal Nine Year Basic Education - An Education System in Transition; A Nation in Transition

World Bank
Fonte: World Bank Publicador: World Bank
Tipo: Economic & Sector Work :: Education Sector Review
Português
Relevância na Pesquisa
45.94%
The Republic of Rwanda is a relatively small country located in Central Africa with a population of approximately 10 million people, making it one of the more densely populated countries in the world. The current government is taking positive steps to helps the country emerge from its tragic past, and aims to promote reconciliation and unity among all Rwandese and forbids any political activity or discrimination based on race, ethnicity, or relation. The government's effort to deliver basic public services to its population, including education, also follow the spirit of inclusiveness and aims to diminish gender, socioeconomic and geographic disparities. Rwanda's development agenda is entering a new phase as it transitions from post-genocide recovery to producing a population that is regionally and globally competitive and economically and socially secure. The education sector plays a significant role in fulfilling the national agenda. This Country Status Report (CSR) takes stock of recent progress and identifies a new generation of challenges facing the education sector...

Transitions in Secondary Education in Sub-Saharan Africa : Equity and Efficiency Issues

Bregman, Jacob
Fonte: Washington, DC : World Bank Publicador: Washington, DC : World Bank
Tipo: Publications & Research :: Publication; Publications & Research :: Publication
Português
Relevância na Pesquisa
75.99%
The main purpose of the Secondary Education in Africa (SEIA) -TRANSE study has been to identify and analyze measures that may lead to more efficient and equitable transitions in secondary education. These measures are on the one hand aiming at improving the structure and increasing the capacity of secondary education, and on the other hand to facilitate the individuals' possibilities to enter and to succeed in secondary education. Measures may be implemented at the national, regional or local level. Author especially focuses on measures like: (a) Financial (expansion of capacity, improvement of infrastructure, support to students); (b) Provisions (attractiveness and relevance, volume, location, quality and support, selection mechanisms); (c) Counseling; (d) PTA (parent teacher associations) and other local community and school relations; and (e) Reducing factors that are hindering youth to enter or to stay in schools. This paper synthesizes the findings of the country studies, highlighting the factors contributing to more equitable and efficient transitions in secondary education...

Rules, routines, and expectations of 11 high school physical education teachers

O'Sullivan, Mary; Dyson, Ben
Fonte: Human Kinetics Publicador: Human Kinetics
Tipo: info:eu-repo/semantics/article; all_ul_research; ul_published_reviewed
Português
Relevância na Pesquisa
35.62%
peer-reviewed; Management of conduct has been considered the number one concern facing American schools (Gallup, 1988). Principals are concerned with the numbers of daily discipline problems, and reports indicate the average class is disruptive enough to have significantly impaired student progress (Vogler & Bishop, 1990). The National Education Association (NEA) reported that 44% of teachers in public schools saw more disruptive classroom behavior in schools during 1986- 1987 than in the previous 5 years (Office of Educational Research and Improvement [OERI], 1987). Hoerr and West (1991) commented that "the persistent prevalence of student misbehavior is a major school problem" (p. 1). Concern for teachers' control of their learning environments has been expressed at national conferences (Ballinger, 1992). Yet, despite the concern of teachers and administrators for the seemingly growing discipline problems in American schools (OERI, 1987), little research has been conducted on student discipline (Fernandez-Balboa, 1991; Henkel, 1991; Vogler & Bishop, 1990). Good and Brophy (1986) found that achievement was greater where serious misbehaviors were uncommon and where teacher praise during classroom discussions was frequent. Higher achieving teachers utilized better management strategies and spent less time on transitions and discipline activity. Doyle (1986) noted that master teachers were relatively free from student deviance...

Teachers Without Borders: Exploring Experiences, Transitions, and Identities of Refugee Women Teachers from Yugoslavia

Ratkovic, Snezana
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
Português
Relevância na Pesquisa
65.73%
Prior to September 11 2011, Canada was recognized as a leading advocate of international refugee protection and the third largest settlement country in the world. University educated refugees were admitted to the country in part on the basis of their education, but once in Canada their credentials were often ignored. The purpose of this study was to explore, through a transnational feminist lens, immigrant and settlement experiences of refugee female teachers from Yugoslavia who immigrated to Canada during and after the Yugoslav wars; to document the ways in which socially constructed categories such as gender, race, and refugee status have influenced their post-exile experiences and identities; and to identify the government's role in creating conditions where the women were either able or unable to continue in their profession. In this study, I employed both a transnational feminist methodology and narrative inquiry. The analysis process included an emphasis on the storying stories model, poetic transcription, and concentric storying. The women’s voices are represented in various forms throughout the document including individual and collective narratives. Each narrative contributed to a detailed picture of immigration and settlement processes as women spoke of continuing their education...

Trials, Triumphs, and Transitions: Examining Perceptions of New Teacher Induction in Relation to Mentoring and School Culture

Tregunna, Leigha
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
Português
Relevância na Pesquisa
35.73%
It is a well-known fact that entering the teaching profession can be a challenge for nearly anyone (Kronowitz, 2004). Recently, the discussion has shifted to looking at strategies to assist the new teachers in making the transition (Portner, 2005; Sweeny, 2008), with an attempt in the province of Ontario through the implementation of a provincially mandated New Teacher Induction Program (NTIP) legislated 2006. Yet, since programs like Ontario’s NTIP are still fairly new, concerns exist as to the effectiveness and ideal structure of induction programs (Glassford & Salinitri, 2007; Tait, 2005; Cherubini, 2009; Robinson, 1998; Johnson & Kardos, 2010), with little recognition of the role of school culture only peripherally addressed within induction literature. Therefore, the intent of this study was to examine the experiences of new teachers who have previously completed the Ontario NTIP program in order to understand the impact of induction programs on the process of new teacher socialization. In order to carry out this study, a combination of document analysis and individual interviews was used. The findings reveal an emphasis upon evaluation within the program documents, unclear roles, the absence of school culture, and little information to ensure proper implementation of the program. Three themes emerged from the interviews. First...

Quimica das sensações : desenvolvimento de um material didatico interdisciplinar para o ensino superior

Carolina Godinho Retondo
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 31/12/2004 Português
Relevância na Pesquisa
15.62%
As "Diretrizes Curriculares Nacionais para os Cursos de Química" enfatizam que o modelo atual para o ensino de quimica é inviável e ineficaz e que para melhorá-lo deve-se tomá-lo interdisciplinar. Atualmente, espera-se que os professores, de todas as áreas, tenham uma atitude interdisciplinar frente ao conhecimento, apesar de existir uma grande carência de materiais didáticos com estas características, dificultando o desenvolvi- mento de tal atitude. Neste trabalho elaboramos um material didático interdisciplinar que pode ser utilizado tanto no ensino de química, quanto no de áreas afins, utilizando o tema "Química das Sensações" e interligando conceitos de diversas áreas do conhecimento tais como: química, física, biologia, farmacologia, geografia, alimentos, neurologia. Assim, conceitos como deslocalização e transição eletrônica são interligados aos de outras áreas como fisica e biologia, em "Visão, Luz e Cores" e "Moléculas e Sensações de Cor". Da mesma forma, conceitos como vibração e rotação molecular, absorção de energia do infravermelho, reações radicalares, dentre outros, são interligados a conceitos da geografia e a fisiologia, no texto "Ambiente, Vida e Sensações de Temperatura". Por outro lado...

A New Lecture-Tutorial for Teaching about Molecular Excitations and Synchrotron Radiation

Wallace, Colin S.; Prather, Edward E.; Hornstein, Seth D.; Schlingman, Wayne M.; Chambers, Timothy G.; Burns, Jack O.
Fonte: Universidade Cornell Publicador: Universidade Cornell
Tipo: Artigo de Revista Científica
Publicado em 05/09/2015 Português
Relevância na Pesquisa
35.59%
Light and spectroscopy are among the most important and frequently taught topics in introductory, college-level, general education astronomy courses. This is due to the fact that the vast majority of observational data studied by astronomers arrives at Earth in the form of light. While there are many processes by which matter can emit and absorb light, Astro 101 courses typically limit their instruction to the Bohr model of the atom and electron energy level transitions. In this paper, we report on the development of a new Lecture-Tutorial to help students learn about other processes that are responsible for the emission and absorption of light, namely molecular rotations, molecular vibrations, and the acceleration of charged particles by magnetic fields.; Comment: 13 pages, 7 figures Accepted for publication in The Physics Teacher

Reflection as learning about the self in context: mentoring as catalyst for reflective development in pre-service teachers

Frick,Liezel; Carl,Arend; Beets,Peter
Fonte: South African Journal of Education Publicador: South African Journal of Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2010 Português
Relevância na Pesquisa
55.77%
Establishing a close alignment between teacher education programmes and the realities of the actual classroom remains a challenge in preparing pre-service teachers at higher education institutions. The literature indicates that reflection is a core quality of effective teachers. We investigate how the development of reflective practice through mentoring programmes can facilitate the inevitable transitions that students have to make to the professional sector. Through a narrative analysis, we report on the insights of a selected group of Postgraduate Certificate in Education (PGCE) students participating in the initial development phase of a mentoring system during their practice teaching in schools guiding them to reflect critically on their learning and practice. The data suggest that mentoring can act as a catalyst to enhance reflection. The development of reflection as praxis can assist in bridging the gap between theory and practice.