Searching for Dialogue in Dance Education: A Teacher's Story

2007 ◽  
Vol 39 (2) ◽  
pp. 43-57 ◽  
Author(s):  
Eeva Anttila
Keyword(s):  
Elementary School ◽  
Teaching And Learning ◽  
Teacher Research ◽  
Teaching Practice ◽  
Dance Education ◽  
Research Process ◽  
Point Of View ◽  
Learning Situation ◽  
Left Behind ◽  
Personal Nature

In this article, based on my dissertation, “A Dream Journey to the Unknown: Searching for Dialogue in Dance Education” (2003), I will describe several qualities, or themes, related to dialogue. These ideas may facilitate dialogue in dance education and bear significance for reflecting the nature of dialogical education more generally. In addition, my intent is to uncover the personal nature of my search for dialogue. Before describing the themes, I briefly outline the research process.The process began in 1997 when I was invited to take part in an art education project that was situated in an elementary school in Helsinki, Finland. I was aware that I was about to turn back to something that I thought I had already left behind. I had recently completed another study concerning my own dance teaching practice (1996). I had joined the so-called teacher research movement with a desire to understand the dynamics of the teaching and learning situation in the context of dance from an experiential point of view.

How teachers’ practice knowledge is used and challenged in a Learning Study using Variation Theory as a tool

2015 ◽  
Vol 4 (3) ◽  
pp. 274-287 ◽  
Author(s):  
Anja Thorsten
Keyword(s):  
Teaching And Learning ◽  
Design Methodology ◽  
Research Process ◽  
Point Of View ◽  
Variation Theory ◽  
Learning Study ◽  
Content Type ◽  
Video Recordings ◽  
Field Notes ◽  
Practice Knowledge

Purpose – The purpose of this paper is to discuss how teachers’ practice knowledge is used as a tool in a Learning Study and how teachers’ practice knowledge is challenged by using Variation Theory as a tool in the process? Design/methodology/approach – The analysis is based on data from the research process in a Learning Study. The data consists of meeting notes of ten research meetings, field notes of the research meetings and from the enactment of the lessons, video recordings of the lessons and reflective notes after and between the meetings. The analysis is qualitative and the findings are described in themes. Findings – Teachers’ practice knowledge was used and challenged in different ways in the process. This is described in five themes. Teachers’ practice knowledge was visible in the process since it enabled relevant questions to be addressed and subtle signals from students to be taken into account. It also ensured that the activities used were suitable for the students. The theory provided a focus on the object of learning and a language to talk about teaching and learning. It also challenged teachers’ assumptions about teaching and learning and allowed them to be discussed. Originality/value – The paper addresses both teachers’ practice knowledge and Variation Theory in relation to a Learning Study. It focusses on how practice knowledge of teachers can be used and challenged in the same process. The perspective is from the inside, from a teacher researcher’s point of view.

scholarly journals O JOGO COMO ORIENTADOR DA PRÁTICA PEDAGÓGICA NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL

2018 ◽  
Vol 24 (esp.) ◽  
pp. 176
Author(s):  
Anemari Roesler Luersen Vieira Lopes ◽  
Halana Garcez Borowsky ◽  
Carine Daiana Binsfeld
Keyword(s):  
Elementary School ◽  
Social Relations ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Cultural Theory ◽  
Social Activity ◽  
Early Years ◽  
Learning Activity ◽  
Pedagogical Practice ◽  
School Teaching

 Este artigo objetiva discutir sobre o jogo como orientador da prática pedagógica do professor que ensina matemática nos anos iniciais do Ensino Fundamental, buscando compreender o papel dele na organização do ensino e no desenvolvimento da criança. Tendo a Teoria Histórico-Cultural, a Teoria da Atividade e a Atividade Orientadora de Ensino como fundamentos, assumimos uma concepção de educação na perspectiva da humanização e entendemos o jogo como uma atividade histórica e social, na qual o sujeito constrói suas relações sociais e desenvolve suas funções psicológicas superiores a partir de atividades. Nesse sentido, trazemos alguns apontamentos teóricos sobre o jogo e as ações do professor na organização do ensino, bem como uma situação de ensino voltada à aprendizagem do conceito de multiplicação. Como considerações, apontamos aspectos que permitem compreender o jogo como orientador da prática pedagógica: a intencionalidade pedagógica na prática docente por meio do jogo, em especial, para a organização do ensino de matemática; a contribuição do jogo para a atividade de ensino e de aprendizagem; e elementos importantes constituintes do jogo a ser desenvolvido.Palavras-chave: Prática Pedagógica. Jogo. Matemática nos anos iniciais do Ensino Fundamental. Atividade Orientadora de Ensino.THE GAME AS GUIDING OF PEDAGOGICAL PRACTICE IN THE EARLY YEARS OF ELEMENTARY SCHOOL Abstract: This paper aims to discuss about the game as a pedagogical practice guide of the teacher who teaches mathematics in the early years of Elementary School, seeking to understand its role in the organization of teaching and child development. Taking the Historical-Cultural Theory, the Activity Theory and the Teaching-Orienteering Activity as fundamentals, we assume a conception of education in the perspective of humanization and understand the game as a historical and social activity, which the subject builds his social relations and develops their superior psychological functions from activities. In this sense, we bring some theoretical notes about the game and the actions of the teacher in the organization of teaching, as well as a teaching situation focused on learning the concept of multiplication. As considerations, we point out aspects that allow to understand the game as guiding of the pedagogical practice: the pedagogical intentionality in the teaching practice through the game, in particular, for the organization of the teaching of mathematics; the contribution of the game to the teaching and learning activity; and important constituent elements of the game to be developed.Keywords: Pedagogical Practice. Game. Mathematics in the early years of Elementary School. Teaching-Orienteering Activity. EL JUEGO COMO ORIENTADOR DE LA PRÁCTICA PEDAGÓGICA EN LOS AÑOS INICIALES DE LA ENSEÑANZA FUNDAMENTALResumen: Este artículo apunta la discusión sobre el juego como orientador de la práctica pedagógica del profesor que enseña Matemática en los años iniciales de la Enseñanza Fundamental, buscando comprender el papel de él en la organización de la enseñanza y en el desarrollo del niño. Llevando en cuenta la Teoría Histórico-Cultural, la Teoría de la Actividad y la Actividad Orientadora de Enseñanza como fundamentos, asumimos una concepción de educación en la perspectiva de la humanización y comprendemos el juego como una actividad histórica y social, la cual el sujeto construye sus relaciones sociales y desarrolla sus funciones psicológicas superiores por medio de actividades. En ese sentido, traemos algunos apuntamientos teóricos acerca del juego y de las acciones del profesor en la organización de la enseñanza, como también una situación de enseñanza en que el aprendizaje se vuelve al concepto de multiplicación. Como consideraciones, apuntamos aspectos que permiten comprender el juego como orientador de la práctica pedagógica:  la intencionalidad pedagógica en la práctica docente por medio del juego, de forma especial para la organización de la enseñanza de matemática; la contribución del juego para la actividad de enseñanza y de aprendizaje; y elementos importantes constituyentes del juego a desarrollarse.Palabras-clave: Práctica pedagógica. Juego. Matemática en los años iniciales de la Enseñanza Fundamental. Actividad orientadora de enseñanza. 

scholarly journals O Gênero Oral Entrevista Radiofônica em Situações de Ensino e Aprendizagem: Práticas de Avaliação

2019 ◽  
Vol 20 (2) ◽  
pp. 196
Author(s):  
Celia Helena de Pelegrini Della Méa ◽  
Clides Aliande Loreto Pereira
Keyword(s):  
Elementary School ◽  
School Environment ◽  
Teaching And Learning ◽  
Point Of View ◽  
Evaluation Procedure ◽  
Communicative Interaction ◽  
Written Text ◽  
On Line ◽  
Definition Of ◽  
Reference Knowledge

Considerando a pertinência de práticas orais no ambiente escolar e entendendo que o oral é um saber de referência que necessita legitimidade, elabora-se esta pesquisa que se define como uma tentativa de conferir ao oral um procedimento de avaliação da aprendizagem comparável à do texto escrito. Com esta proposição se elege o gênero entrevista radiofônica que, como um objeto de ensino e aprendizagem, consiste em “fazer falar”, ou seja, um entrevistador (aluno) busca informações sobre um problema ou questão em um entrevistado (expert) e isso, na concepção de Dolz e Schnewuly (2004), servirá para comunicar/informar a terceiros. Seguindo essa noção se busca estabelecer e entender critérios para avaliação de atividades com esse gênero oral em ambientes de ensino. Para isso, aplicou-se um formulário on-line a vinte alunos do Ensino Fundamental II, da Escola de Ensino Fundamental João XXIII – São Sepé/RS, com 12 critérios previamente estabelecidos, no intuito de entender o ponto de vista de alunos sobre esse gênero. Como resultados se teve a definição de quatro possíveis critérios apontados como muito relevantes pelos participantes, a saber: 1) Observância de papéis sociais de cada participante; 2) Planejamento prévio da interação comunicativa; 3) Capacidade de incitar/promover a fala do outro; 4) Respeito às trocas de turno. Palavras-chave: Oralidade. Ensino. Avaliação. AbstractConsidering the pertinence of oral practices at the school environment, and understanding that the oral one is a reference knowledge which needs legitimacy,  this research was elaborated, that defines itself as an attempt to confer to the oral practice an evaluation procedure of the learning comparable to that of the written text. With this proposition, it was chosen the radiophonic interview genre which, as a teaching and learning object, consists of “talking”, that is, an interviewer (student) will seek information on an issue or question from an interviewee (expert) and this, in Schnewuly and Dolz’s (2004) conception, will serve to communicate/inform third parties. Following this notion, it was sought  to establish and understand criteria for the evaluation of activities with this oral genre in teaching environments. For this purpose, an online form was applied to twenty students from the Elementary School II-  João XXIII Elementary School - São Sepé/RS, with twelve previously established criteria, in order to understand the students’ point of view about this genre. As results, there was the definition of four criteria pointed out as very relevant by the participants: 1) Observance of the social roles of each participant; 2) Prior planning of the communicative interaction; 3) Ability to encourage/promote the speech of the other; 4) Respect for shift alternation. Keywords: Orality. Teaching. Evaluation.

scholarly journals Naturfaglig kompetence og IBSE – Model for evaluering af elevers kompetenceudvikling i undersøgelsesbaseret naturfagsundervisning Science competence and IBSE

2013 ◽  
Vol 9 (2) ◽  
pp. 99-112
Author(s):  
Steffen Elmose ◽  
Martin Krabbe Sillasen
Keyword(s):  
Science Teaching ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Teaching Method ◽  
Evaluation Model ◽  
Three Dimensional ◽  
Research Process ◽  
Methodological Foundation ◽  
Education Science

The object of this article is to generate the theoretical and methodological foundation in order for researchers and educators to be able to evaluate teaching, which is inspired by Inquiry Based Science Education. Science teaching in subsequent developmental projects can be evaluated as to its ability to enhance the science competencies of the pupils. The foundation consists of the integration of the characteristics of IBSE-inspired teaching with learning outcomes in terms of science competence and its four sub-competencies: investigative competence, representative competence, modeling competence and perspective competence. The theory and method will be tested and evaluated in an upcoming developmental project in four University Colleges in Denmark, where there will be developmental as well as research focus on the integration of the two perspectives, a methodological – IBSE – and a goal-oriented – science competence. The complexity of the developmental project must be reflected by a complexity of the research process, wherefore this article presents and discusses a three dimensional evaluation model in order for the researcher to be able to investigate relations between IBSE-inspired teaching and learning outcomes in terms of science competencies.Results from the subsequent research process are expected to highlight the links between a teaching method and learning outcomes and give answers to critical questions about the goals of IBSE-inspired teaching, and also give answers about the relevance of a matrix described competence model for science teaching practice.

scholarly journals ELEMENTS OF THE STEM CONCEPT IN TECHNOLOGY AND ENTREPRENEURSHIP TRAINING TO HELP PERSONAL DEVELOPMENT IN CLASS 1 - 4

2019 ◽  
Vol 16 ◽  
Author(s):  
Angelina Kalinova
Keyword(s):  
Elementary School ◽  
Personal Development ◽  
Teaching And Learning ◽  
Science And Technology ◽  
Entrepreneurship Education ◽  
Holistic Approach ◽  
Developed Countries ◽  
Point Of View ◽  
Entrepreneurship Training ◽  
Class 1

STEM is the acronym of the first letters in English of science, technology, engineering, and maths. This is a training concept that is related to inspiring young people to develop in the field of science and technology. This concept implies a holistic approach in education - learning all the subjects studied to contribute to inspiring students and to educating personal qualities for successful realization in the field of science and technology. From a didactic point of view, this concept implies unity between content and organization of learning, between teaching and learning. The implementation of STEM training in elementary school corresponds to one of the applications of this concept, namely that development itself is an irreversible process characterized by favorable sensory periods. The sooner STEM training takes place, the better. In economically developed countries there are real practices of introducing STEM training even for the youngest children of 3+ years. The object of the present study is the technology and entrepreneurship education as an element of STEM training in elementary school, and the subject - the personal development of students in technology and entrepreneurship education as an element of STEM training in elementary school. The aim of the paper is to present our approaches to technology and entrepreneurship education as an element of STEM training to support the personal development of pupils of primary school age. In the course of the research we carry out the following tasks: 1. Clarifying the essence of STEM training. 2. Developing approaches to technology and entrepreneurship education to help students' personal development. 3. Matching the results of technology and entrepreneurship training to labor market requirements.

scholarly journals Conhecimento Profissional de Professores dos Anos Iniciais do Ensino Fundamental Sobre Espaço Amostral e Quantificação de Probabilidades

2021 ◽  
Vol 13 (4) ◽  
pp. 410-419
Author(s):  
Maria Gracilene de Carvalho Pinheiro ◽  
Angélica da Fontoura Garcia Silva ◽  
Ruy César Pietropaolo
Keyword(s):  
Elementary School ◽  
Teaching And Learning ◽  
Qualitative Methodology ◽  
Common Knowledge ◽  
Point Of View ◽  
Mathematical Concepts ◽  
Initial Series ◽  
Continuous Formation ◽  
Teacher Professional Knowledge ◽  
Probability Teaching

ResumoNeste texto, discutiu-se parte de uma investigação de Doutorado que teve o objetivo de analisar o desenvolvimento profissional de professores que lecionam Matemática para os Anos Iniciais do Ensino Fundamental em seu trabalho com Probabilidade. Para este artigo, focou-se nos conhecimentos dos participantes referentes à compreensão de espaço amostral e quantificação de probabilidades, manifestados em uma tarefa proposta durante uma formação. Adotando uma metodologia qualitativa, procurou-se descrever e interpretar as resoluções, registradas nos protocolos dos professores, e suas discussões, coletadas em vídeos e áudios gravados. Analisou-se os resultados à luz de teorias e investigações a respeito do ensino e da aprendizagem de Probabilidade e do conhecimento matemático para o ensino da temática. As resoluções, as discussões e as reflexões acerca das noções probabilísticas implicadas na situação analisada desenvolveram e ampliaram os Conhecimentos Comum de Conteúdo e também os Conhecimentos Especializados dos professores, o que, certamente, permitir-lhes-á, no ensino, antecipar erros de seus alunos, identificar possíveis causas, justificá-las do ponto de vista da Matemática e, consequentemente, buscar estratégias de intervenção que favoreçam sua compreensão e sua aprendizagem. Ressaltou-se, nesse processo de desenvolvimento e/ou ampliação dos conhecimentos, a importância de cursos de formação que conduzam à reflexão de questões ligadas tanto ao ensino como à aprendizagem, neste caso, de conceitos matemáticos e, mais especificamente, de noções probabilísticas com crianças em fase inicial de escolarização. Palavras-chave: Formação Contínua. Conhecimento Profissional Docente. Anos Iniciais do Ensino Fundamental. Ensino de Probabilidade. AbstractIn this text, it is discusses part of a Doctoral investigation which aimed analyzing the teachers professional development that teach Mathematics for Elementary School Initial Series, on its work with Probability. For this article, we focused on the participants’ knowledges regarding the comprehension of sample space and probabilities quantification, expressed in a purposed during a formation. Adopting a qualitative methodology, it was aimed to describe and interpret the resolutions, registered in the teachers protocols and their discussions collected in recorded videos audio. The results were analyzed based on theories and investigations regarding the Probability teaching and learning and the mathematical knowledge for the thematic teaching. The resolutions, the long discussions and lots of reflection about the probabilistic notions implied in the analyzed situation, have developed and amplified the teachers´ Content Common Knowledge as well as the Specialized Knowledges, what certainly will enable them to anticipate mistakes from their students, identify possible causes, justify them from the Mathematics point of view and, consequently, look for interventional strategies that promote the comprehension and learning. Iin this process, the knowledge development and/or amplification, the importance of formative courses that take the reflection of issues related to both teaching and learning, in this case, the mathematical concepts and, more specifically, the probabilistic notions whith children in schooling initial phase. Keywords: Continuous Formation. Teacher Professional Knowledge. Elementary School Initial Series. Probability Teaching.

scholarly journals Javanese Language Preservation in the Global Era: Determining Effective Teaching Methods for Elementary School Students

2018 ◽  
Vol 9 (4) ◽  
pp. 37
Author(s):  
Lusia Neti Harwati
Keyword(s):  
Elementary School ◽  
Effective Teaching ◽  
Teaching And Learning ◽  
Research Question ◽  
School Principal ◽  
Point Of View ◽  
School Level ◽  
School Students ◽  
Language And Culture ◽  
Global Era

Previous studies on Javanese language emphasized more on the use of this local language in certain communities and ignored the importance of teaching and learning at an elementary school level in order to preserve the language. The purpose of this study was to describe the lives of the participants, collect and tell stories about their lives, and then write narratives of their experiences. The data were gathered through the collection of stories, reporting individual experiences, and discussing the meaning of those experiences for the participants by proposing a research question: what is the story of the teachers who tried to preserve Javanese language in the global era? A narrative research design, sociolinguistics, and social change as theories were applied in order to understand teachers’ point of view on globalization and the importance of preserving Javanese language. Purposeful sampling was used and two teachers were chosen as participants. The data gathered were then analyzed through three steps, namely code the data, description, and interpretation. There are two findings that can be summarized. Firstly, the interviewees perceived the challenges in teaching Javanese language as an opportunity to be more creative. Secondly, in the attempt to preserve and promote Javanese language and culture, they were fully supported by the school principal as well as the local government. It can be concluded that knowledge of effective teaching strategies is vital in terms of providing an in-depth understanding of how elementary schools can deal with the possible negative impacts of globalization.

scholarly journals Observação de aulas de estágio no ensino de língua inglesa mediado pelo uso das tecnologias de informação e comunicação e gênero discursivo

2016 ◽  
Vol 2 (2) ◽  
pp. 64
Author(s):  
Tânia Maria Moreira ◽  
Camila Solino Rodrigues
Keyword(s):  
Data Collection ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
English Language ◽  
Teaching Practice ◽  
Communication Technologies ◽  
Research Process ◽  
Internship Experience ◽  
Starting Point ◽  
Information And Communication

Quais reflexões e aprendizados podemos levantar em uma experiência de estágio de Língua Inglesa no Ensino Fundamental? Tendo como ponto de partida este questionamento, neste artigo objetivamos realizar um estudo reflexivo de cunho qualitativo sobre o ensino e aprendizagem de Inglês mediado por gêneros discursivos e tecnologias de informação e comunicação. A partir de relatos de observações, descrevemos e interpretamos uma experiência de estágio orientada por uma proposta de ensino que associa o uso de sequência didática, webquest e tecnologia. A pesquisa parte de estudos de Gebhard (1999) e Ninin (2010), Bakhtin (1979), Marcuschi (2010), Dolz e Scheneuwly (2004), Dodge (1995) e March (2003). Na metodologia, o processo de investigação envolveu a observação e a coleta de dados de 12 aulas ministradas por professoras em formação inicial da UNIFESSPA, em uma turma de 8º ano, na disciplina de Língua Inglesa em Marabá (PA). Resultados apontam que: 1) as estagiárias implementaram uma proposta diferenciada que fomentou a produção e divulgação de capas de revistas e explorou capacidades mentais e linguísticas na aprendizagem de leitura, escrita e análise linguística do Inglês, mediado pelo uso de tecnologias; 2) o trabalho de observação conseguiu ultrapassar o intuito inicial de coleta de dados, servindo de suporte ao trabalho das estagiárias e de conscientização de metodologia de trabalho aos pesquisadores envolvidos no projeto e 3) a relevância desta experiência se centra no letramento de professores em formação inicial, aprimorando e desenvolvendo os estudos de gênero para fins educacionais, integrando o uso das tecnologias.Palavras-chave: Observações de práticas de ensino. Gênero discursivo. Tecnologias de Informação e Comunicação. ABSTRACTWitch reflections and learning can we get in an English language internship experience in middle school? Having this question as a starting point, in this article we aim to do a reflexive study of qualitative nature about English teaching and learning mediated by discursive genres and information and communication technologies. From observation reports, we can describe and interpret an internship experience guided by a teaching proposal that links didactic sequence, webquest and technology. The research goes from studies of Gebhard (1999) and Ninin (2010) Bakhtin (1979), Marcuschi (2010), Dolz and Scheneuwly (2004), Dodge (1995) and March (2003). In methodology, the research process involved observation and data collection of 12 classes taught by teachers in early formation at UNIFESSPA, in an 8th year English class at Marabá (PA). Results show that: 1) trainees implemented a distinctive proposal that promoted magazine covers’ production and dissemination, also explored mental and linguistic capacities in reading, writing and English linguistic analysis learning, mediated by technologies; 2) the observation task could exceed its initial purpose of data collection, serving as a support to the trainees work and also to the work methodology awareness for the researchers involved in this project and 3) the relevance of this experience focuses on teachers in early formation’s literacy, improving and developing genrer studies for educational purposes, integrating it with technology use.Keywords: Teaching practice observations. Discursive genre. Information and Communication Technologies.

scholarly journals A suggested Guide for Elementary School Teacher to Integrate E-Learning in Teaching Art Education: دليلٌ مقترَح لمعلِّمة المرحلة الابتدائيَّة لدمج التعلُّم الإلكترونيِّ في تدريس التربية الفنيَّة

2019 ◽  
Vol 3 (24) ◽  
Author(s):  
HEA NASSER Al-EWYWID ,   Mohammed Mofleh Al-Dosari
Keyword(s):  
Elementary School ◽  
Art Education ◽  
Teaching And Learning ◽  
School Teacher ◽  
Sixth Grade ◽  
Point Of View ◽  
Primary Stage ◽  
Primary School Teachers ◽  
Technology In Teaching ◽  
E Learning

The objective of the study is to design a proposed guide for the primary stage teacher and to determine its validity from the point of view of the experts and specialists. The researcher followed the descriptive approach to answer the research questions: What is the proposed scenario for building a guide for the elementary teacher; ? What is the validity of the proposed guide for the teaching of art education for the sixth grade? The answer to the first question in the design of the researcher was a proposed guide for the primary stage teacher to integrate e-learning in the teaching of art education for the sixth grade. The answer to the second question was by presenting the proposed guide to experts and specialists. The majority of the judges' (34) arbitrators out of (40) arbitrators, which means that the evidence proposed by the researcher is valid for the teaching of art education for the sixth grade primary The research has reached a number of recommendations, the most important, H. To integrate e-learning into the teaching and learning of art education for the sixth grade of elementary school by primary school teachers and to expand the conversion of courses in art education to courses incorporating technology in teaching and learning.  

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