scholarly journals Estudos sobre formação inicial de professores em Moçambique e sua relação com as políticas de formação de professores (2012-2017)

2019 ◽  
Vol 27 ◽  
pp. 149
Author(s):  
Santa Mónica Julião Mugime ◽  
Feliciano Mapezuane Mahalambe ◽  
José Cossa ◽  
Carlinda Leite
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Inclusive Education ◽  
State Of The Art ◽  
The State ◽  
Initial Teacher Education ◽  
Educational Policies ◽  
Initial Training ◽  
Education Policies ◽  
Training Models

The article reports a study that aimed to analyze the state of the art of the research produced in Mozambique on initial teacher education (ITE) in its relationship with education policies. A mapping of studies on “initial teacher education in Mozambique” was carried out, through scientific articles and doctoral theses written by Mozambicans in the period between 2012 and 2017, and 20 articles were identified. However, seven articles were excluded because they had not been published in journals or periodicals. Regarding the theses, four were identified. For the identification of articles and theses, the keywords initial training/education, teachers, and Mozambiquewere used. The findings suggest diverse approaches to ITE, with an emphasis on criticizing the diversity of teacher training models, issues of school inclusion and inclusive education. In particular, the intentions of the discourses conveyed in educational policies were not reciprocated in Initial Training Education curricula and in the professionalization of teacher training. 

scholarly journals Novos papéis e responsabilidade docente à luz das políticas educacionais e de formação de professores primários em Moçambique

2019 ◽  
Vol 5 (8) ◽  
pp. 177
Author(s):  
Santa Mónica Julião MUGIME ◽  
Carlinda LEITE ◽  
Feliciano M MAHALAMBE
Keyword(s):  
Teacher Education ◽  
Primary Education ◽  
Primary Teachers ◽  
School Curriculum ◽  
Teaching Profession ◽  
Initial Teacher Education ◽  
Educational Policies ◽  
Education Policies ◽  
Teacher Responsibility ◽  
Primary School Curriculum

O artigo, apoiado numa pesquisa documental da legislação sobre políticas educacionais e curriculares e de formação inicial de professores em Moçambique, discute os papéis e responsabilidades docentes à luz dessas políticas estabelecendo uma ponte com o que o currículo do ensino primário perspetiva. Sustentamos que a complexidade que atravessa o exercício da profissão docente, associada à responsabilidade da educação contribuir para o desenvolvimento positivo da sociedade, exigem do professor primário a capacidade de saber adaptar-se e lidar com os aspetos da recontextualização curricular (BERNSTEIN, 1993; LEITE; FERNANDES; FIGUEIREDO, 2018, 2019) e de reconfiguração do currículo (ALMEIDA; LEITE; SANTIAGO, 2013). A análise do discurso veiculado pelas políticas educacionais e curriculares aponta para a redefinição dos papéis dos professores e das responsabilidades a assumir, sobretudo, na forma de concretizar a educação. Papéis dos professores. Responsabilidade docente. Políticas de educação. Formação de professores primários. Moçambique. New roles and teacher responsibility by education policies and primary teachers education in Mozambique ABSTRACT The article, supported by documentary research focused on legislation about educational and curricular policies and initial teacher education in Mozambique, discusses the teacher’s roles and their responsibilities related with these policies, establishing a bridge with the primary school curriculum perspectives. It is argued that the complexity of the teaching profession, associated with the education responsibility to contribute to a positive society development, requires the primary teachers to be able to adapt and deal with the curricular recontextualization (BERNSTEIN, 1993; FERNANDES; FIGUEIREDO, 2018, 2019) and the curriculum reconfiguration (ALMEIDA; LEITE; SANTIAGO, 2013). The discourse analysis conveyed by the educational and curricular policies points to the redefinition of the teacher’s roles and the responsibilities that they need to assume, above all, in the way of carrying out the education. Teachers roles. Teaching responsibility. Educational policies. Teachers primary education. Mozambique.

scholarly journals Teacher education in Pará’s Amazonia: a relationship with Rural Education

2021 ◽  
pp. 1-26
Author(s):  
Cleide Carvalho de Matos ◽  
Solange Pereira da Silva
Keyword(s):  
Teacher Education ◽  
Rural Education ◽  
Teacher Training ◽  
The State ◽  
Educational Policies ◽  
Historical Process ◽  
Brazilian Government ◽  
Rural Teacher ◽  
The University

The purpose of this article is to problematize the historical process associated with basic teacher training for Rural Education in the Amazonia with the state of Pará. It also aims produce reflections regarding the challenges of such formative processes in the sight of the homogenous model of training provided by the Brazilian government by means of educational policies and the demands from the local and regional realities in Para´s Amazonia. The study was conducted by means of bibliographical and documental review and interviews. Conclusion is that the role played by the university is urgent and necessary towards rural teacher education as well as to reflect on the emergency nature of the policies intended for in-service teacher training.

scholarly journals Initial Teacher Education: Appropriate Models for a Knowledge Society?

2019 ◽  
Vol 2 (1) ◽  
pp. 6
Author(s):  
Snježana Močinić ◽  
Elvi Piršl
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Knowledge Society ◽  
Initial Teacher Education ◽  
Teaching Staff ◽  
Course Content ◽  
Learning And Teaching ◽  
Training Models ◽  
Education Model ◽  
The One

: Teacher education and professional development of teachers are a crucial issue for any country, since the quality of the teaching staff is one of the main factors influencing the level of students' academic achievements. The conditions in which teachers work today are drastically different from the ones of the early 20th century, whereas the structure and organization of initial teacher education has not changed significantly. Although the course content, the duration of study, and learning and teaching strategies have changed, the main teacher training models, regardless of the differences between them, still include course content related to individual professions, course content from pedagogy and psychology, didactic and methodology training, and in-service teacher training. This paper analyses initial teacher education models with regard to the presence of the said elements and the manner in which they are distributed in the structure and organization of the study programme. On the basis of a conducted analysis, the authors conclude that there is not a single initial teacher education model which proposes a paradigm shift that would yield more successful results in comparison with other models in the preparation of teachers for work in a postmodern era. To navigate the complex social requirements, the most suitable initial teacher education model is the one which integrates different types of knowledge and skills, and produces teachers who are capable of research and reflection – a model which would allow teachers to become critical intellectuals capable of acting autonomously and competently.

scholarly journals EUROPEAN INSPIRATIONS FOR POST-GRADUATE TEACHER EDUCATION FOR INCLUSION IN GREECE

2020 ◽  
Vol 7 (8) ◽  
Author(s):  
Charis-Olga Papadopoulou
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Graduate Education ◽  
Inclusive Education ◽  
Language Teachers ◽  
Initial Teacher Education ◽  
Language Teacher Education ◽  
Post Graduate ◽  
Self Study ◽  
Graduate Teacher Education

<p>The present paper explores the extent to and the ways in which European mandates for teacher education for inclusion can inspire post-graduate teacher education for inclusion in the context of Greek higher education. With means of a longitudinal self-study on such a course for language teachers the empowering effects of teacher education for inclusion are identified, barriers to it are looked into and suggestions for improvement, as exemplified by the Greek context, are made. The present research aims to contribute to our thinking on inclusive education in that the Profile of Inclusive Teachers, so far related mainly to initial teacher education, is related to post-graduate education and language teacher education, so far minimally explored in self-studies, is explored.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0628/a.php" alt="Hit counter" /></p>

scholarly journals ANALISANDO AS CONCEPÇÕES TRABALHO E FORMAÇÃO DOCENTE NOS GOVERNOS LULA E DILMA ATRAVÉS DO PIBID

2019 ◽  
Vol 10 (1) ◽  
pp. 4
Author(s):  
Everaldo José da Silva Lima ◽  
Jamerson Antônio de Almeida da Silva
Keyword(s):  
Teacher Education ◽  
Content Analysis ◽  
Teacher Training ◽  
Training Evaluation ◽  
Educational Policies ◽  
Learning To Learn ◽  
Conceptions Of Teaching ◽  
Historical Materialist ◽  
Teacher Work ◽  
Methodological Strategy

O presente artigo tem por objetivo analisar as concepções de trabalho docente e formação de professores nos documentos oficiais do Programa Institucional de Bolsas de Iniciação à Docência – PIBID, entre o segundo governo Lula (2007-2010) e os governos Dilma (2011-2016). Utilizamos como estratégia teórico-metodológica o enfoque da dialética materialista histórica e a abordagem qualitativa hermenêutica-dialética. Através da análise de conteúdo concluímos que as concepções de trabalho docente e formação de professores expressas nos relatórios do PIBID são orientadas pelas teorias “do profissionalismo”, “produtivista” e “da responsabilização” e pelas pedagogias “do professor reflexivo”, “das competências” e “do aprender a aprender”. AbstractThe objective of this article is to analyze the conceptions of teacher work and teacher training in the official documents of the Institutional Program of Initiatives for Teaching - PIBID, between the second Lula government (2007-2010) and the Dilma governments (2011-2016) . We use as theoretical methodological strategy the approach of the historical materialist dialectic and the qualitative hermeneutic-dialectic approach. Through content analysis, we conclude that the conceptions of teacher work and teacher education expressed in the PIBID reports are guided by the theories of “professionalism”, “productivist”, “accountability” and pedagogies “reflective teacher” and “learning to learn”. KeywordsIntroduction to Teaching - PIBID; Conceptions of Teaching Work and Teacher Training; Evaluation of Educational Policies.

scholarly journals Developing Communities of Praxis: Bridging the theory practice divide in teacher education

2013 ◽  
Vol 47 (3) ◽  
pp. 359-377 ◽  
Author(s):  
Michael James Anderson ◽  
Kelly Freebody
Keyword(s):  
Teacher Education ◽  
Beginning Teachers ◽  
Teacher Educators ◽  
Teach For America ◽  
Theory And Practice ◽  
Initial Teacher Education ◽  
Practical Significance ◽  
Education Policies ◽  
The University ◽  
New Education

Teacher education in universities is under pressure. In many new education policies there is a renewed focus on teacher quality, and therefore quality initial teacher education. In some countries this renewed focus has led to a resurgence of “alternative approaches” to teacher education such as Teach for America / Australia. One of the most persistent complaints about pre-service teacher education is that educational theory presented in these programs does not relate sufficiently to the real work of teachers. In an attempt to overcome these real or perceived divides, tertiary drama educators at the University of Sydney constructed a professional experience program based on both the community of practice model (Lave and Wenger, 1991) and Frierean notions of praxis (1972). The community of praxis approach emphasises the importance of integrating theory and practice to support the development of beginning teachers. This article outlines the development, implementation, and evaluation of this approach, including the reasoning behind its foundation and the theoretical and practical significance of such an approach for teacher-educators.

Understanding teacher supply: Where do online Initial Teacher Education students fit?

2017 ◽  
Vol 61 (1) ◽  
pp. 88-100 ◽  
Author(s):  
Daniel Edwards ◽  
Paul Weldon
Keyword(s):  
Teacher Education ◽  
Workforce Planning ◽  
The State ◽  
Initial Teacher Education ◽  
Education Students ◽  
Significant Group ◽  
Online Delivery ◽  
Teacher Supply ◽  
Supply Planning ◽  
Teacher Workforce

Curriculum delivery in higher education is changing rapidly, notably in the area of online delivery. Initial Teacher Education (ITE) in Australia is no exception to this, and this article explores this growth with a particular focus on its implications for workforce planning for teachers. In this planning in Australia, ITE students are usually considered part of the ‘supply pipeline’ for the state in which their university is located. However, with online delivery, students could potentially be enrolled on the other side of the country (or the world) from the physical location of their institution. The data presented here show that of the growing cohort of external ITE graduates, a small but significant group resides outside of the state in which their institution of enrolment is located. This exploration of data highlights some new evidence which has consequences for teacher supply planning and offers insight to inform future teacher workforce projections.

scholarly journals Teachers’ experiences with dyslexic learners in mainstream classrooms: Implications for teacher education

2020 ◽  
Vol 9 (6) ◽  
pp. 34
Author(s):  
S’lungile K Thwalaa ◽  
Christian Sunday Ugwuanyi ◽  
Chinedu I.O Okeke ◽  
Nombuso N Gamad ◽  
Abahle Thewala
Keyword(s):  
Teacher Education ◽  
Inclusive Education ◽  
Education System ◽  
English Language ◽  
Teacher Education Program ◽  
Sampling Technique ◽  
Language Teachers ◽  
Structured Interviews ◽  
Education Policies ◽  
Phenomenological Research Design

Inclusive education represents the main ethos of the Kingdom of Eswatini education system. This reflects on both the Constitution and on various education policies since the country became a signatory to the goals of Education for All. However, it would appear that major constraints impede the education vision that resonates through the charter of ‘no child is left behind’. The education of learners with dyslexia is then called into empirical questions with a focus on the experiences of teachers of such category of learners within the Eswatini education system. A phenomenological research design was chosen, using a convenience sampling technique to select 12 English language teachers of dyslexic learners. Data were obtained by individual semi-structured interviews and by non-participant observations. Content analysis was employed to analyze the data, which were then presented thematically. Peer review, as well as member checks, were used to improve the trustworthiness of data. The main themes that emerged were insufficient time, unwelcoming attitudes, lack of support, and lack of training of teachers of dyslexic learners. It was equally evident that teachers were challenged by insufficient training to enable them to deal with dyslexic learners. Without an effective support structure for teachers, the education of dyslexic learners would remain a chimera. This finding implicates the teacher education programs in colleges of education and universities in the sense that training on inclusive classroom teaching should form part of the teacher education program.            

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