scholarly journals Los buenos profesores universitarios, en la voz de padres de familia. Un insumo para el diseño de programas de formación docente con pertinencia social

2021 ◽  
Vol 24 (3) ◽  
Author(s):  
Claudia Selene Tapia Ruelas
Keyword(s):  
Latin America ◽  
Teacher Training ◽  
Structured Interview ◽  
Naturalistic Inquiry ◽  
Topic Guide ◽  
University Professors ◽  
Written Composition ◽  
Teaching Characteristics ◽  
Teacher Training Programs ◽  
Formación Docente

El objetivo de esta investigación fue describir las percepciones de padres de familia acerca de las características de la enseñanza de los buenos profesores universitarios, consideradas como un insumo para el diseño de programas de formación docente con pertinencia social. Es un estudio cualitativo con indagación naturalista. Participaron 93 padres de familia con hijos universitarios del Estado de Sonora, México. Se empleó una guía de tópicos que respondieron por medio de la técnica de composición escrita y una entrevista semiestructurada. Emergieron categorías de forma inductiva siendo éstas las que presentaron mayor densidad: a) crea clima agradable de confianza, b) explica claramente, c) preparados en su materia y la didáctica, d) enseña de forma entusiasta y práctica y e) apoya a los estudiantes en su aprendizaje. Para validar estas categorías se compararon con estudios de temas similares realizados en universidades ubicadas en los primeros lugares del ranking académico QS Latin América Rankings. Se obtuvieron coincidencias en un 80% de las categorías de las percepciones de padres y de los estudios, lo que valida su voz y abre posibilidades de participación en los procesos de redefinición de políticas y contenidos en los procesos de formación docente The objective of this research was to describe the perceptions of parents about the teaching characteristics of good university professors, considered as a social input for the design of teacher training programs. It is a qualitative study with naturalistic inquiry. 93 parents with university children from the State of Sonora, Mexico participated. A topic guide was used that responded through the written composition technique and a semi-structured interview. Inductive categories emerged, these being the ones that presented the highest density: a) creates a pleasant climate of trust, b) explains clearly, c) prepared in their subject and didactics, d) teaches enthusiastically and practically, and e) supports students in their learning. In order to validate these categories, they were compared with studies on similar topics carried out in universities located in the first places of the QS Latin America Rankings academic ranking. Agreements were obtained in 80% of the categories of the perceptions of parents and the studies, which validates their voice and opens possibilities for participation in the processes of redefining policies and contents in the teacher training processes

scholarly journals Perspectiva de género en la formación de maestras y maestros de Educación Física (Gender perspective in the training of Physical Education teachers)

Retos ◽  
2019 ◽  
pp. 634-642
Author(s):  
María Teresa LLeixa Arribas ◽  
Susanna Soler Prat ◽  
Pedrona Serra Payeras
Keyword(s):  
Teacher Training ◽  
Physical Education ◽  
Physical Education Teachers ◽  
Physical Education Teacher ◽  
Pedagogical Approach ◽  
University Professors ◽  
Gender Perspective ◽  
Sports Science ◽  
Sports Activities ◽  
Formación Docente

La formación del futuro profesorado de educación física en perspectiva de género, tal y como recogen la literatura y las normativas actuales, es una necesidad y un requisito para el desarrollo de una escuela, una actividad deportiva, y una sociedad en que se transformen los modelos y relaciones tradicionales de género y todo lo que conllevan. En este sentido, incorporar la reflexión crítica y dotar de herramientas para el cambio es una tarea ineludible para los centros universitarios de formación docente. No obstante, en la formación del profesorado, o en la formación en Ciencias de la Actividad Física y el Deporte (CAFD), son comunes los sentimientos de rechazo e incomodidad por parte del profesorado universitario ante los temas de género. Para poder ayudar a la superación de estas barreras, en el presente artículo presentamos un enfoque pedagógico para incorporar la perspectiva de género en la formación de maestras y maestros de educación física, así como una propuesta de situaciones de aprendizaje aplicables a esta formación.  Abstract. As reflected in the literature and current regulations, the training of future physical education teachers on gender perspective is a necessity and a requirement in schools, sports activities, and society. This is essential for the transformation of traditional gender models and relationships, as well as for everything they entail. Therefore, incorporating critical reflection and providing tools for variations should be a mandatory task for teacher-training-focused universities. However, in physical education teacher training, or in Physical Activity and Sports Science education, feelings of rejection and discomfort in relation to gender issues are common among university professors. In order to help teachers overcome these barriers and have tools to develop a gender-sensitive teaching, in this article we present a pedagogical approach to incorporate gender perspective in the training of physical education teachers, as well as a proposal of learning situations that can be applied to this training.

scholarly journals OS SABERES PEDAGÓGICOS NA FORMAÇÃO DO PROFESSOR DE LÍNGUA PORTUGUESA

2016 ◽  
Vol 9 (2) ◽  
pp. 300
Author(s):  
Elizia Graziele Oliveira Everton ◽  
Maria Núbia Barbosa Bonfim
Keyword(s):  
Content Analysis ◽  
Teacher Training ◽  
Structured Interview ◽  
Qualitative Approach ◽  
Pedagogical Knowledge ◽  
Research Subjects ◽  
Pedagogical Training ◽  
Analysis Technique ◽  
Change Of Perspective ◽  
Formación Docente

Neste estudo, analisa-se a formação pedagógica do Curso de Licenciatura em Letras da Universidade Federal do Maranhão, no campus do Bacanga, com sede em São Luís. A tessitura dessa pesquisa baseia-se na abordagem qualitativa, mais precisamente no estudo de caso. Fez-se uso da entrevista semiestruturada, enquanto instrumento metodológico, com alunos dos dois últimos períodos e professores das disciplinas pedagógicas. Como técnica de tratamento e análise de dados, fez-se uso da análise de conteúdo. As representações dos sujeitos da pesquisa apontam algumas fragilidades na formação pedagógica, mas com uma perspectiva de mudança, para que o Curso se fortaleça enquanto Licenciatura e para que a formação pedagógica ganhe um lugar de destaque.Palavras-chave: Formação docente. Saberes pedagógicos. Formação pedagógica.ABSTRACTIn the study, we analyze the pedagogical training of the Letters Course at Federal University of Maranhão, Bacanga campus, based in “São Luís”. The elaboration of this research on qualitative approach,  is more precisely in the case studied. It was used semi-structured interview as a methodogical tool with students of the last two periods and teachers of educacional disciplines. As data processing and analysis technique, it was made content analysis. The representations of the research subjects showed some weaknesses in teacher training, but with a change of perspective so the course can be strengthened as a Formation and for pedagogical training earn a prominent place.Keywords: Teacher training. Pedagogical knowledge. Pedagogical training. RESUMENEn este estudio, se analiza la formación pedagógica del Curso de Licenciatura en Letras de la Universidad Federal do Maranhão, en el campus del Bacanga, con sede en São Luís. La tesitura de esa investigación se basa en el enfoque cualitativo, más exactamente en el estudio de caso. Se realizó una entrevista semiestructurada, mientras instrumento metodológico, con alumnos de los dos últimos períodos y profesores de las asignaturas pedagógicas. Como técnica de tratamiento y análisis de datos, se hizo uso del análisis de contenido. Las representaciones de los sujetos de la investigación apuntan algunas fragilidades en la formación pedagógica, pero con una perspectiva de cambio, para que el Curso se fortalezca como Licenciatura y para que la formación pedagógica gane un lugar de destaque.Palabras clave: Formación docente. Saberes  pedagógicos. Formación  pedagógica.  

scholarly journals Concepciones sobre la producción escrita en académicos que forman profesores básicos

2015 ◽  
pp. 123
Author(s):  
Manuel Rubio M.
Keyword(s):  
Qualitative Research ◽  
Teacher Training ◽  
Elementary Education ◽  
Training Programs ◽  
Academic Literacy ◽  
University Professors ◽  
Written Production ◽  
Desarrollo Profesional ◽  
Teacher Training Programs

ResumenEl propósito de este artículo es indagar en las concepciones de académicos sobre la producción escrita en la formación inicial docente. Se efectuó un estudio de orden cualitativo sobre la base de entrevistas semi-estructuradas a 10 académicos que imparten diferentes asignaturas, en las cuales la producción escrita juega un rol importante. Los resultados indican que predomina una concepción centrada en la dimensión comunicativa de la escritura, concebida desde los procesos internos que vive el escritor. Si bien dicha concepción se acerca a una orientación de carácter cognitivo muy amplio, no resulta significativa para orientar la producción escrita de los futuros profesores. Por otra parte, la valoración de la escritura que hacen los entrevistados es alta en términos de su desarrollo profesional. No obstante lo anterior, estos no participan en la elaboración de textos relativamente especializados.Palabras clave: producción escrita, formación inicial docente, concepciones sobrela escritura, prácticas de escritura, alfabetización académica.Conceptions about the written production of professorstraining elementary education teachersAbstractThe aim of this paper is to examine professor conceptions about writing productionin teacher training programs. A qualitative research was carried out on the basisof 10 interviews to university professors in different disciplines, in which writing production plays a central role. The results indicate that a conception focused on the communicative dimensions of writing, observed from the internal processes of the writer, predominates.Key words: writing production, teacher training, writing conceptions, writingpractices, academic literacy

scholarly journals Evaluation of 2018 initial teacher training programs

2019 ◽  
Vol 9 (2) ◽  
pp. 263-300
Author(s):  
Özgür Ulubey ◽  
Semra TİCAN BAŞARAN
Keyword(s):  
Teacher Training ◽  
Curriculum Development ◽  
Training Programs ◽  
Structured Interview ◽  
Faculty Members ◽  
Face To Face ◽  
Initial Teacher Training ◽  
Teacher Training Programs ◽  
Qualified Teacher ◽  
Faculty Of Education

The aim of this study is to evaluate the initial teacher training programs updated in 2018 in Turkey. In the study, the basic interpretive research design was used. Participants of the study were 32 faculty members from different programs in a faculty of education of a university in the western part of Turkey. Data were collected via face to face interviews using semi-structured interview form. Findings of the study generally revealed that 2018 initial teacher training programs were not prepared in line with curriculum development principles. The faculty members think that the changes in the programs cannot meet the needs of qualified teacher training. They recommended updating the teacher training programs in line with the curriculum development principles, increasing the weekly course hours, adding the implementation hours in the courses and adding the school experience course back to the programs.

scholarly journals DIAGNÓSTICO SITUACIONAL DE LA FORMACIÓN DE DOCENTES EN HONDURAS

2016 ◽  
Vol 7 (1) ◽  
pp. 205-232
Author(s):  
Luis Diego Chacón-Víquez
Keyword(s):  
Latin America ◽  
Costa Rica ◽  
Teacher Training ◽  
Latin American ◽  
Doctoral Program ◽  
University Teaching ◽  
Tertiary Level ◽  
Normal Schools ◽  
Latin American Region ◽  
Formación Docente

Este diagnóstico situacional, enmarcado dentro de la metodología de la revisión bibliográfica, nace como parte del programa Latinoamericano de Doctorado en Educación de la Universidad de Costa Rica. En este documento se analiza dentro de un contexto sociocultural e histórico el proceso de desarrollo que ha vivido la formación docente en la región Latinoamérica, desde el inicio de los procesos independentistas en el siglo XIX, por medio de las escuelas normales, hasta la profesionalización de los maestros en el plano del nivel terciario a través de universidades e institutos pedagógicos, a mediados del siglo XX y que continúan en nuestros días. Mucha de la preocupación que se presenta en el análisis de los diferentes contextos se relaciona con la mejora de las condiciones en las que se da la formación docente. Se han implementado cambios buscando que el desempeño docente siempre esté en sintonía con los desarrollos globales característicos de las sociedades en constante auge de crecimiento. Estos cambios en el contexto sociocultural e histórico han demandado los continuos replanteamientos que influyen notoriamente en el análisis de los procesos de formación de docentes. Si bien se utiliza el marco de referencia latinoamericano, este estudio se centra en la situación que ha vivido y vive hoy en día Honduras en este tema, al tiempo que analiza los efectos socioculturales e históricos que han generado los cambios sufridos en los procesos de formación de docentes. Para la realización de esta investigación se plantea la pregunta de investigación: ¿Cómo ha sido el proceso de la formación de docentes en Honduras desde las escuelas normales hasta el nivel terciario de la educación? La estructura del documento sigue las etapas de realización e incluye una Introducción, un análisis histórico de los procesos de formación docente en América Latina, un desarrollo y las conclusiones respectivas.Palabras clave: formación Inicial, Formación docente, escuelas normales, reformas educativas, profesionalización docente, América Latina.AbstractThis situational analysis, framed within the methodology of the literature review, is part of the curriculum of the Latin American Doctoral Program in Education at the University of Costa Rica. In this paper, we analyze within a sociocultural and historical context, the process of developing teacher training has lived in the Latin American region, since the beginning of the processes of independence in the nineteenth century, through the normal schools, to professionalization of teachers at the tertiary level through college and university teaching in the mid-twentieth century and continue today. Much of the concern that occurs in the analysis of different contexts relate to the improvement of conditions in which teaching is given formation. Seeking changes have been implemented that teacher performance is always in tune with global developments characteristic of societies in constant growth boom. These changes in the sociocultural and historical restatements have demanded that influence continued well into the analysis of the processes of teacher training While using the Latin American framework, this study focuses on the situation was and is today Honduras days on this issue, while analyzing cultural and historical effects that have generated the changes undergone in the process of teacher training. To carry out this research raises the research question: How was the process of teacher training in Honduras from normal schools to tertiary level of education? The document's structure follows the stages of implementation and includes an introduction, a historical biography of the processes of teacher training in Latin America, middle, and the respective conclusionsKeywords: Initial training, Teacher training, pedagogic school, education reform, teacher professionalism, Latin America

scholarly journals O processo de alfabetização e a formação docente

2020 ◽  
Vol 31 (77) ◽  
pp. 366
Author(s):  
Maria Cecília De Oliveira Micotti ◽  
Adriana Dibbern Capicotto
Keyword(s):  
Public Schools ◽  
Teacher Training ◽  
Structured Interview ◽  
Literacy Assessment ◽  
Professional Experiences ◽  
Ongoing Training ◽  
Palabras Clave ◽  
Literacy Process ◽  
Qualitative Descriptive ◽  
Formación Docente

<p>Trata-se de uma pesquisa qualitativa-descritiva sobre a diversidade de resultados de quatro escolas públicas de uma mesma rede de ensino – duas escolas com as maiores e duas com as menores pontuações na Avaliação Nacional da Alfabetização 2014. Participaram da pesquisa docentes do ciclo de alfabetização que atuaram nessas escolas, no triênio 2012-2014. O instrumento utilizado para a coleta de dados consistiu em uma entrevista semiestruturada focalizada nos processos de ensino realizados, na formação docente e nas experiências profissionais. Os resultados revelam diferenças, quanto à ênfase na continuidade do processo de alfabetização no ensino em ciclos, favoráveis às escolas com os maiores desempenhos, apesar das semelhanças de nível socioeconômico dos alunos, tempo de experiência e formação, sobretudo contínua, das professoras.</p><p><strong>Palavras-chave: </strong>Ciclo de Alfabetização, Formação Docente, Avaliação Nacional da Alfabetização.</p><p> </p><p><strong>El proceso de alfabetización y la formación docente</strong></p><p>Se trata de una investigación cualitativa-descriptiva sobre la diversidad de resultados de cuatro escuelas públicas de una misma red de enseñanza – dos escuelas con las mayores y dos con las menores puntuaciones en la Avaliação Nacional da Alfabetização 2014. En la investigación participaron docentes del ciclo de alfabetización que actuaron en esas escuelas, en el trienio 2012-2014. El instrumento utilizado para la recolección de datos consistió en una entrevista semiestructurada enfocada en los procesos de enseñanza realizados, en la formación docente y en las experiencias profesionales. Los resultados revelan diferencias, en cuanto al énfasis en la continuidad del proceso de alfabetización en la enseñanza en ciclos, favorables a las escuelas con los mayores desempeños, a pesar de las semejanzas de nivel socioeconómico de los alumnos, tiempo de experiencia y formación, sobre todo continua, de las profesoras.</p><p><strong>Palabras clave: </strong>Ciclo de Alfabetización, Formación Docente, Avaliação Nacional da Alfabetização.</p><p> </p><p><strong>The literacy process and teacher training</strong></p><p>This is a qualitative-descriptive study on the diversity of the results of 4 public schools from the same teaching network: 2 schools with the highest and 2 with the lowest scores in the Avaliação Nacional da Alfabetização 2014 [Brazilian National Literacy Assessment]. The participants in the study were teachers from the literacy cycle that worked in these schools, in the 2012-2014 triennium. The instrument used for data collection consisted of a semi-structured interview focusing on their teaching processes, on teacher training and on their professional experiences. The results reveal differences regarding the emphasis on the continuity of the literacy process in cyclic education, favoring the schools with the highest performances, despite the similarities of the students’ socioeconomic level and the teachers’ experience and, above all, ongoing training.</p><p><strong>Keywords: </strong>Literacy Cycle, Teacher Training, Avaliação Nacional da Alfabetização.</p>

scholarly journals Towards a Sustainable Curriculum for ESAP Teacher Training Program: A Profile of ESAP Content Specialists’ vs. Language Instructors’ Needs

2018 ◽  
Vol 20 (2) ◽  
pp. 139-157
Author(s):  
Farzaneh Emadian ◽  
Javad Gholami ◽  
Mehdi Sarkhosh
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Low Income ◽  
Structured Interview ◽  
Service Needs ◽  
Teacher Training Program ◽  
Significant Difference ◽  
Teacher Training Programs ◽  
Language Instructors ◽  
Content Specialists

Abstract The first and most crucial step towards developing a sustainable curriculum for instructors teaching English for Specific Academic Purposes (ESAP) is a needs analysis. Therefore, the main aim of conducting this study was to investigate the in-service needs of language instructors and content specialists teaching ESAP and to spot the differences between the needs of these two groups in order to provide them with systematic treatments in ESAP teacher training programs. This mixed method study was designed on a qualitative-quantitative survey basis using a questionnaire, a semi-structured interview, and an observation checklist. The analysis of the data collected from 50 content specialists and 50 language instructors completing the questionnaires reveals that there is a significant difference between the in-service needs of these two groups, that is, language instructors desire more to be trained in an in-service ESAP teaching training program in terms of professional, procedural and personal needs. Furthermore, the results of the data obtained from the semi-structured interview and the observation of 20 of the above-mentioned instructors (i.e., 10 content specialists and 10 language instructors) indicate that language instructors have more difficulty selecting suitable materials, suffer more from low income, attitudinal difficulties and backwash effect compared to their counterparts teaching ESAP courses. It can be inferred that the results of the present study can sufficiently help the researchers to embark on an in-service teacher training program both for ESAP content specialists and language instructors based on their specific needs in the ESAP context.

scholarly journals Componentes del desempeño en la práctica profesional de estudiantes de educación física: perspectivas y significados desde la triada formativa (Performance components in the professional practice of physical education students: perspectives and meanings

Retos ◽  
2021 ◽  
Vol 43 ◽  
pp. 533-543
Author(s):  
Claudio Hinojosa Torres ◽  
Anthony Araya Hernández ◽  
Hugo Vargas Díaz ◽  
Macarena Hurtado Guerrero
Keyword(s):  
Teacher Training ◽  
Physical Education ◽  
Professional Practice ◽  
School Context ◽  
Structured Interview ◽  
Pedagogical Practice ◽  
Physical Education Students ◽  
New Policies ◽  
The University ◽  
Formación Docente

  La formación docente es un asunto que ha cobrado importancia en Chile producto de cambios derivados de nuevas políticas emanadas desde el Mineduc, específicamente las contenidas en la ley 20.903, la cual puso como intención mejorar la formación de los futuros profesores generando una serie de cambios que, entre otros, revalorizaron las prácticas en la formación docente, buscando posibilitar la articulación entre lo aprendido en la universidad y lo requerido en el contexto escolar. El presente estudio tiene por objetivo develar los componentes que se precisan para el desempeño de la práctica profesional desde la perspectiva y significado que le otorgan los integrantes de la triada formativa. Se orientó metodológicamente como investigación cualitativa con un diseño fenomenológico, considerando para la recogida de información la entrevista semiestructurada, la que se aplicó a una muestra de participantes que cumplían con los criterios de inclusión. Los resultados muestran que los significados se orientan en tres grandes focos: formación docente, práctica pedagógica y triada formativa, los cuales integran una serie de competencias, responsabilidades y acciones que deben ser consideradas para el óptimo desempeño de la práctica profesional en un estudiante de pedagogía en educación física.  Abstract. Teacher training is an issue that has become important in Chile as a result of changes arising from new policies emanating from Mineduc, specifically those contained in Law 20.903, which intended to improve the training of future teachers generating a series of changes that, among others, revalued the practices in teacher training, seeking to enable the articulation between what was learned in the university and what was required in the school context. The purpose of this study is to reveal the components required for the performance of professional practice from the meanings given by tutor teachers, mentoring teachers and pedagogy students in physical education. It was methodologically oriented as qualitative research with a phenomenological design, considering for the collection of information the semi-structured interview, which was applied to a sample of subjects who met the criteria of inclusion. The results show that the meanings are oriented in three main focuses: teacher training, pedagogical practice and training triad, which integrate a series of competencies, responsibilities and actions that must be considered for the optimal performance of professional practice in a student of pedagogy in physical education.

Meeting the Needs of Rural Teachers of Visually Impaired Students

1987 ◽  
Vol 81 (5) ◽  
pp. 204-209 ◽  
Author(s):  
M.J. Bina
Keyword(s):  
Teacher Training ◽  
Visually Impaired ◽  
Training Programs ◽  
Rural Teachers ◽  
Sense Of Humor ◽  
Itinerant Teachers ◽  
Teacher Training Programs ◽  
Visually Impaired Students

A survey of itinerant teachers in Texas found that, despite the numerous shortcomings of the job, the respondents believed there were many advantages. The respondents further identified the much needed ability to adjust to change, to put things in perspective, to modify their expectations, and to exercise a healthy sense of humor. This article details these shortcomings and advantages, suggests strategies for overcoming obstacles, and discusses the implications of the findings for administrators of schools and personnel of teacher-training programs.

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