scholarly journals Identidad profesional y socialización de género: un estudio desde la manualística escolar en la España democrática

2020 ◽  
pp. 101
Author(s):  
Virginia Guichot Reina ◽  
Ana María De la Torre Sierra
Keyword(s):  
Elementary Education ◽  
Professional Identity ◽  
Social Constructivism ◽  
Formal Education ◽  
Transition Period ◽  
Nineteen Seventies ◽  
The Subject ◽  
Education And Employment ◽  
Historical Discourses ◽  
Economic Socialization

The construction of professional identity is a concept that holds interest for a variety of disciplines such as Anthropology, Psychology or Pedagogy. From the perspective of social constructivism, it has a narrative, dynamic character and is shaped by the interaction of the subject with current socio-historical discourses and their interiorization. During the decade of the nineteen seventies, the labor market in Spain experienced a massive incorporation of women, brought about by social and legislative advances in education and employment. The years of Spanish democracy are essential in the configuration and renewal of female identity in the economic field. This article focuses on the influence of the school textbook - the main didactic resource used in formal education - in this configuration. It presents models and stereotypes linked to gender, with a potential influence on the transmission and configuration of a biased socio-labor culture. In order to study this influence,  our research examines a total of 20 elementary education textbooks in the areas of Language and Social Sciences in two periods of democratic Spain —the so-called Transition period and the current moment—, to explore the professional identity of women linked to the economic socialization as this is conveyed through this educational tool. Our results reveal a minimal inclusion of women as economic subjects in the textbooks; the underrepresentation of females  performing paid activities, as well the lack of professional diversity serve to highlight a substantial inequality in the socialization processes between men and women, contrary to the goals of  coeducational teaching values. 

scholarly journals Processos de Socialização do Professor Formador nos Cursos de Licenciatura em Matemática: o emergir da Identidade DocenteSocialization processes of the professors in Mathematics Degree courses: the emergence of a teacher identity

2018 ◽  
Vol 20 (1) ◽  
Author(s):  
Júlio Henrique Cunha Neto ◽  
Váldina Gonçalves Costa
Keyword(s):  
Higher Education ◽  
Elementary Education ◽  
Professional Identity ◽  
Teacher Identity ◽  
Teacher Educators ◽  
Qualitative Approach ◽  
Family Issues ◽  
Socialization Processes ◽  
Professional Field ◽  
The Subject

A presente pesquisa versa sobre a constituição da identidade profissional dos professores formadores dos cursos de Licenciatura em Matemática. Indaga-se: quais fatores foram e/ou são indispensáveis à construção da identidade desse profissional? O sujeito se forma professor vivenciando e interiorizando diferentes aprendizados em ambientes e momentos distintos. Em busca de resposta ao questionamento ora apresentado, analisam-se os processos de socialização vivenciados por professores formadores de um Curso de Licenciatura em Matemática. Para a realização dessa análise, entrevistam-se cinco docentes, utilizando uma abordagem qualitativa. Constatou-se que a identidade profissional dos professores em pauta se constitui de questões familiares e de experiências que se sucedem durante a educação básica, ensino superior, no campo profissional, entre outros níveis de ensino. As we studied how trainers in Mathematics Degree courses constitute their own professional identity, we faced another question: what factors were / are essential to the construction of the professional identity of teacher educators in Mathematics Degree courses? The subject is formed a professor by experiencing and internalizing different learning, in different environments and different times. Thus, we analyzed socialization processes experienced by teacher trainers from a Mathematics Degree course. Five teachers were interviewed through a qualitative approach. We noted that such a professional is formed through family issues, experiences that took place during elementary education, higher education, in the professional field, among others.

Dramatis Personae

2018 ◽  
Author(s):  
Susan Mitchell Sommers
Keyword(s):  
Birth Order ◽  
Formal Education ◽  
The Family ◽  
The Subject ◽  
The Voice ◽  
Official Records

This chapter introduces the family: father Edmund, a shoemaker turned bookseller, and his three or four wives, their social and religious status, questions of literacy and formal education. The children are introduced more or less in their birth order: Kezia, Ebenezer, Manoah, Job, and Charity. The difficulties of tracing women is discussed. Particular attention is paid to Kezia, who was the subject of one of Ebenezer’s astrological cases, and Charity, who left a decades-long trail through official records, marking her as one of the most economically savvy members of the family. Since many of the Sibly men took shorthand, there is a brief discussion of contemporary shorthand uses, accuracy, and to what extent shorthand takers preserved the voice of the speaker. Ebenezer’s daughter Urania is also introduced, though like Ebenezer and Manoah, she has her own chapter later in the work

scholarly journals USO DA CALCULADORA NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL: concepções dos futuros professores

2018 ◽  
Vol 24 (esp.) ◽  
pp. 53
Author(s):  
Keli Cristina Conti ◽  
Mariana Lima Vilela ◽  
Nayara Katherine Duarte Pinto
Keyword(s):  
Elementary Education ◽  
Minas Gerais ◽  
Early Years ◽  
Future Teachers ◽  
Initial Teacher Training ◽  
The Future ◽  
Technological Tool ◽  
The Subject ◽  
Investigación Cualitativa ◽  
Educación Primaria

 A calculadora está presente no nosso cotidiano de diversas formas, porém há certa resistência quando mencionamos o seu uso no ambiente educacional, especialmente nos Anos Iniciais do Ensino Fundamental. Diante disso, propusemos uma oficina com estudos e práticas, com os discentes do curso de Pedagogia da Universidade Federal de Minas Gerais, ou seja, futuros professores que ensinarão Matemática nos Anos Iniciais do Ensino Fundamental, ressaltando a importância da utilização correta da calculadora nesta etapa de ensino. O objetivo desta pesquisa qualitativa foi investigar e analisar as concepções prévias e posteriores às atividades dos futuros professores sobre o uso da calculadora nos Anos Iniciais. A mesma integra um projeto de pesquisa em desenvolvimento intitulado “Contribuições do Laboratório de Ensino de Matemática para a formação inicial do professor que ensina Matemática”. Para essa vertente da pesquisa apoiamos em Selva e Borba (2010), Lopes e Rodrigues (2009) e nos Parâmetros Curriculares Nacionais (PCN/BRASIL, 1997), entre outros documentos e autores. Apresentaremos neste trabalho o que pensavam os futuros professores sobre o uso da calculadora, as atividades propostas com essa ferramenta tecnológica, as reflexões e ressignificações dos mesmos sobre a temática. Após a análise dos dados coletados, constatamos que a maioria dos futuros professores passou a apoiar o uso da calculadora neste nível de ensino.PALAVRAS-CHAVE: Matemática. Anos Iniciais do Ensino Fundamental. Calculadoras. Formação Inicial de Professores.USE OF THE CALCULATOR IN THE EARLY YEARS OF ELEMENTARY EDUCATION: concepts of future teachers ABSTRACT: The calculator is present in our daily life in several ways, but there is some resistance when we mention its use in the educational environment, especially in the Early Years of Elementary Education. Therefore, we proposed a workshop with studies and practices with the students of the Pedagogy course of the Federal University of Minas Gerais, the future teachers who will teach Mathematics in the Early Years of Elementary Education, emphasizing the importance of using the calculator correctly at this stage of education. The objective of this qualitative research was to investigate and analyze the pre and post conceptions of the activities of the future teachers about the use of the calculator in the Early Years. It integrates a research project under development entitled "Contributions of the Mathematics Teaching Laboratory for the initial formation of the teacher who teaches Mathematics". In this aspect of the research, we support Selva and Borba (2010), Lopes and Rodrigues (2009) and National Curricular Parameters (PCN / BRASIL, 1997), among other documents and authors. We are presenting in this work what the future teachers thought about the use of the calculator, the activities proposed with this technological tool, the reflections and re-significances of the them about the subject. After analyzing the data collected, we found that most of the future teachers started to support the use of the calculator at this level of education.KEYWORDS: Mathematics. Early Years of Elementary Education. Calculators. Initial Teacher Training. USO DE LA CALCULADORA EN LOS AÑOS INICIALES DE LA ENSEÑANZA PRIMARIA: concepciones de los futuros profesoresRESUMEN: La calculadora está presente en nuestro cotidiano de diversas formas, pero hay cierta resistencia cuando mencionamos su uso en el ambiente educativo, especialmente en los Años Iniciales de la Enseñanza Primaria. Por lo tanto, hemos propuesto un taller para el estudio y la práctica, con los estudiantes de la Facultad de Educación de la Universidad Federal de Minas Gerais, los futuros profesores que enseñarán matemáticas en los primeros años de la educación primaria, resaltando la importancia del uso correcto de la calculadora en este paso de enseñanza. El objetivo de esta investigación cualitativa fue investigar y analizar las concepciones previas y posteriores a las actividades de los futuros profesores sobre el uso de la calculadora en los Años Iniciales. Esta integra un proyecto de investigación en desarrollo titulado "Contribuciones del Laboratorio de Enseñanza de Matemáticas para la formación inicial del profesor que enseña Matemáticas". Para esta vertiente de la investigación apoyamos en Selva y Borba (2010), Lopes y Rodrigues (2009) y en los Parámetros Curriculares Nacionales (PCN / BRASIL, 1997), entre otros documentos y autores. Presentaremos en este trabajo lo que pensaban los futuros profesores sobre el uso de la calculadora, las actividades propuestas con esa herramienta tecnológica, las reflexiones y resignificaciones de los mismos sobre la temática. Después del análisis de los datos colectados, constatamos que la mayoría de los futuros profesores pasó a apoyar el uso de la calculadora en ese nivel de enseñanza.PALABRAS CLAVE: Matemáticas. Años Iniciales de la Escuela Primaria. Calculadoras. Formación Inicial de Profesores. 

scholarly journals “Intersubjectivity”: The Emergence of a Socio-Phenomenological Concept

2021 ◽  
Vol 27 (3) ◽  
pp. 35-59
Author(s):  
Irina Shmerlina
Keyword(s):  
Social Constructivism ◽  
Social Order ◽  
Social Process ◽  
Life World ◽  
Gradual Loss ◽  
Analytical Potential ◽  
The Social ◽  
Main Tendency ◽  
The Subject ◽  
Social Phenomenology

The article outlines the author’s vision of the formation and development of “intersubjectivity” as a concept of socially oriented thought. Introduced into sociohumanitarian knowledge by E. Husserl’s phenomenology, this notion initially possessed powerful sociological potential and was called to explain on an abstract-philosophical level the existence of social order from an egological perspective (which is the perspective of a subject with a sphere of consciousness that other participants of interaction have no access to). The main tendency inherent to the post-Husserlian change in the concept’s semantic profile is linked to the gradual loss of its metaphysical potential, as well as its psychologization and instrumentalization. Intersubjectivity — which is something that was brought into sociology by A. Schütz’s social phenomenology — gained a pragmatic interpretation, effectively becoming an axiomatically presupposed attribute of the “life world”. Constructivist semantic valences of the analyzed concept were implemented in the social constructivism of P. Berger and T. Lukman, and at this point said concept had pretty much exhausted its initial analytical potential. The reinvigoration of sociological interest towards this category is associated with a postclassical redirection of attention towards interactive processes of generating meanings within situations of the “life world”, processes that are multidimensional, conditioned by context and cannot be fully reduced to just the subject. The matter of whether returning to Husserl’s intuitions is appropriate demands further consideration, in order to consider other interpretations of intersubjectivity, including those that focus on the historical course of the social process.

scholarly journals DEVELOPING ENGKLEK GAME USING LEARNING STYLES APPROACH TO TEACH ENGLISH VOCABULARY FOR 4TH GRADE STUDENTS OF SD MUHAMMADIYAH KAUMAN YOGYAKARTA IN ACADEMIC YEAR 2015/2016

2017 ◽  
Vol 1 ◽  
pp. 20
Author(s):  
Agustia Pristiana Maulida ◽  
Sucipto Sucipto
Keyword(s):  
Elementary Education ◽  
Learning Styles ◽  
Learning Style ◽  
Significant Enhancement ◽  
English Teacher ◽  
Education Department ◽  
Post Test ◽  
The Subject ◽  
Academic Year ◽  
Test Treatment

This study was intended to develop Engklek Game using learning style approach as a media to teach English vocabulary for 4th grade students of SD Muhammadiyah Kauman Yogyakarta in academic year 2015/2016.The subject of the research was 4th grade students of SD Muhammadiyah Kauman Yogyakarta in academic year 2015/2016. The data of students’ needs and learning style was collected by the researcher by giving questionnaire, doing interviews and doing observations. The result of the data then was used to become considerations in developing Engklek Game. Then, the prototype of the product was evaluated by experts. There were English teacher as the expert in ELT and lecture of Elementary Education Department as the expert in learning styles. In order to find the effectiveness of Engklek Game, the implementation was done by giving pre-test, treatment and post-test to students. The data was calculated by using SPSS 16.00. After the implementation, the researcher did evaluation by analyzing the students’ responses to the media.The result of the evaluation done by the experts of ELT and learning styles showed that Engklek Game is suitable to be used as media to teach English vocabulary for 4th grade students of SD Muhammadiyah Kauman Yogyakarta in academic year 2015/2016. In other side, after the result of pre test and post test had been calculated, it can be seen that there was a significant enhancement of students in learning English vocabulary after taught using Engklek Game. While based on students’ response, it can be concluded that Engklek Game is appropriate to be used.

scholarly journals Value-based orientations as a normative-regulatory mechanism for the formation of professional worldview of future music teachers

2021 ◽  
Vol 5 (S2) ◽  
pp. 522-536
Author(s):  
Mariia M. Tkach ◽  
Olga M. Oleksiuk
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Transition Period ◽  
Modern Society ◽  
Structural Components ◽  
Philosophy Of Music ◽  
Subject Field ◽  
The Subject ◽  
The Individual ◽  
Pedagogical Discourses

The transition period of modern society can be observed in various aspects, particularly in the value-normative one. The study of the Genesis of the formation of personality’s value-based orientations in the current conditions of reforming educational sector in Ukraine and its integration into the European Higher Education Area are becoming prioritized. The research methodology is complex, combining theoretical and empirical methods. Theoretical study of the problem of values in philosophical-historical and psychological-pedagogical discourses creates a methodological basis for expanding the subject field of interdisciplinary branches of scientific knowledge: pedagogical axiology and philosophy of music education. The interdisciplinary context of the conceptual range of these disciplines makes it possible to modernize the value-based orientation in the content of art education. The problem of spiritual and value-based formation of the personality by means of music is actualized, which creates the prerequisites for the formation of a phenomenon of holistic professional worldview of future music teachers. The analysis of structural components of the outlined phenomenon shows that the normative and regulatory basis of professional worldview is a system of value-based orientations of the individual.

scholarly journals The Subject of Theatre in the Lithuanian School: Relationships within the General Educational Cultural Context

Pedagogika ◽  
2013 ◽  
Vol 111 (2) ◽  
pp. 195-202
Author(s):  
Vida Kazragytė
Keyword(s):  
Cultural Context ◽  
Formal Education ◽  
Children And Youth ◽  
Theatre Education ◽  
Educational Innovations ◽  
Direct Practice ◽  
New Knowledge ◽  
The Subject ◽  
Theatre Pedagogy ◽  
The Impact

The article investigates the rather new educational phenomenon – about twenty years ago under the impact of educational reform the theatre subject teaching was introduced. In many neighbor’s countries there is no such separate theatre subject still yet. The focus of the article is on the relationships between the curricula of theatre subject (2008, 2001) and the practice of long-lived non-formal education of children and youth of Lithuania. The curricula of theatre subject were prepared according to comprehensive discipline-arts education conception formed in United States of Amerika. Taking into account the notion of M. Lukšienė, that experience of other cultures, as well as the educational innovations must be adopted according to “own cultural model”, the attention is paid to analysis how curricula of theatre subject are grounded on traditions of Lithuanian non-formal education, especially its artistic trend. The self-expression paradigm or psychological trend of theatre education is less evident in our context. The roots of artistic trend are in Jesuit’s school theatre that existed in Lithuania 1570–1843. The artistic trend was recreated at the end of 20th century in non-formal theatre education in Lithuania by relaying on the professional theatre pedagogy (the training of professional theatre pedagogues started, the first books of methodology of theatre education appeared). Analysis showed that common concepts, as “theatre” and “education through theatre” are those which relate artistic trend of non-formal theatre education with curricula of theatre subject, accordingly, which are grounded on discipline-based art education conception. Especially that is clear from the revealing of content of “education through theatre” concept and explaining its formative and cognitive impacts on children and youth who are acting the roles created by dramaturge. The biggest challenge related with coming of theatre subject as separate, is the creating of theatre knowledge appropriated for school children. Now the theatre subject curricula describe the knowledge which are known in professional theatre pedagogy and in artistic trend of non-formal theatre education, but only in part. Thy must be expanded by new knowledge which will be get by way of externalization from direct practice. Also, there is a need of artistic orientation of theatre didactics – that can guarantee the succession of the best traditions of Lithuanian‘s theatre education and encourage their development.

scholarly journals Una evaluación crítica de una experiencia de Educación Ambiental para la Sustentabilidad en el nivel educativo básico en Nuevo León, México

2014 ◽  
pp. 184-212 ◽  
Author(s):  
Mtra. Astrid Patricia De León Rodríguez ◽  
Dr. José María Infante Bonfiglio
Keyword(s):  
Elementary Education ◽  
Environmental Education ◽  
Formal Education ◽  
Education For Sustainability ◽  
Elementary Level ◽  
Education Policies ◽  
Nuevo Leon ◽  
Nuevo León ◽  
Educación Primaria

Este trabajo es el resultado de una investigación sobre los mecanismos que pueden ayudar a comprender el uso y la incorporación de los conceptos y las acciones correspondientes a la introducción de la sustentabilidad y educación ambiental dentro de la educación formal en el nivel básico en Nuevo León. El estudio de caso abarca tres instituciones educativas de nivel básico: el Instituto Nezaldi, la Escuela primaria Vicente Guerrero y el Colegio San Patricio. Se toman en cuenta dos corrientes de la sustentabilidad, la naturalsita y la conservacionista, que determinan el enfoque de la Educación Ambiental para la Sustentabilidad en nuestro estado, tanto en teoría como en práctica. También una descripción de políticas públicas educativas, programas y  planes relacionados a la sustentabilidad que existen en la actualidad para la educación primaria en Nuevo León, así como las acciones que se ligan para construir una sociedad sustentable a través de la educación. AbstractThis research is a summary of the implementation of concepts and activities that are related to sustainability and environmental education inside the formal education of Nuevo León. It is a case study, that include three institutions of elementary education level; Instituto Nezaldi, Escuela Vicente Guerrero and Colegio San Patricio. There are also consider two main sustainability theories, naturalist and conservationist that determine the main focus of the Environmental Education for Sustainability in Nuevo León according to theoretical and practice aspects. It is also consider a description of public policies, education policies, sustainable programs that nowadays are available for elementary level students in Nuevo León, as well as all kind of actions that are involved for a sustainable society through education.Recibido: 25 de agosto de 2013Aceptado: 14 de mayo de 2014 

Subjectivity, Point of View, and Dreaming

2011 ◽  
pp. 159-174
Author(s):  
Gary A. Berg
Keyword(s):  
Los Angeles ◽  
San Francisco ◽  
Formal Education ◽  
Evolutionary Process ◽  
Point Of View ◽  
University Of California ◽  
Educational Environments ◽  
The Subject ◽  
Research In Education ◽  
The University

I come to the subject of this book from a very different path than most of those thinking about the use of computers in educational environments. My formal education focused originally on literature and film studies, and film production at the University of California at Berkeley, San Francisco State University, and the University of California at Los Angeles. I became professionally involved in educational administration through the backdoor of continuing education focused first on the entertainment industry, and then more broadly. It was after this combined experience of studying film and television and working in adult education that I began research in education and earned a doctorate in the field of higher education from Claremont Graduate University, with a special emphasis on distance learning. I hope that the different point of view I have developed from my eclectic background gives me the ability to make something of a unique contribution to this evolving new field. What follows is an attempt to spark a discussion that will lead to answers to the question of what are the most effective techniques for the design of computer learning environments. This is not a how-to book—we are too early in the evolutionary process of the medium to give such specific guidance. Rather, my intention is to offer some theories to elevate the thinking bout computers in education. Because the subject is interdisciplinary, combining science with the humanities, the theoretical discussion draws from abroad range of disciplines: psychology, educational theory, film criticism, and computer science. The book looks at the notion of computer as medium and what such an idea might mean for education. I suggest that the understanding of computers as a medium may be a key to re-envisioning educational technology. Oren (1995) argues that understanding computers as a medium means enlarging human-computer interaction (HCI) research to include issues such as the psychology of media, evolution of genre and form, and the societal implications of media, all of which are discussed here. Computers began to be used in educational environments much later than film, and I would have to agree with others who claim that the use of computers instructionally is still quite unsophisticated.

Tutorial Method

2011 ◽  
pp. 28-38
Author(s):  
Gary A. Berg
Keyword(s):  
Los Angeles ◽  
San Francisco ◽  
Formal Education ◽  
Evolutionary Process ◽  
Point Of View ◽  
University Of California ◽  
Educational Environments ◽  
The Subject ◽  
Research In Education ◽  
The University

I come to the subject of this book from a very different path than most of those thinking about the use of computers in educational environments. My formal education focused originally on literature and film studies, and film production at the University of California at Berkeley, San Francisco State University, and the University of California at Los Angeles. I became professionally involved in educational administration through the backdoor of continuing education focused first on the entertainment industry, and then more broadly. It was after this combined experience of studying film and television and working in adult education that I began research in education and earned a doctorate in the field of higher education from Claremont Graduate University, with a special emphasis on distance learning. I hope that the different point of view I have developed from my eclectic background gives me the ability to make something of a unique contribution to this evolving new field. What follows is an attempt to spark a discussion that will lead to answers to the question of what are the most effective techniques for the design of computer learning environments. This is not a how-to book—we are too early in the evolutionary process of the medium to give such specific guidance. Rather, my intention is to offer some theories to elevate the thinking bout computers in education. Because the subject is interdisciplinary, combining science with the humanities, the theoretical discussion draws from abroad range of disciplines: psychology, educational theory, film criticism, and computer science. The book looks at the notion of computer as medium and what such an idea might mean for education. I suggest that the understanding of computers as a medium may be a key to re-envisioning educational technology. Oren (1995) argues that understanding computers as a medium means enlarging human-computer interaction (HCI) research to include issues such as the psychology of media, evolution of genre and form, and the societal implications of media, all of which are discussed here. Computers began to be used in educational environments much later than film, and I would have to agree with others who claim that the use of computers instructionally is still quite unsophisticated.

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