scholarly journals Modeling the process of future physical education teachers’ training for innovative educational activities

2020 ◽  
Vol 87 ◽  
pp. 00078
Author(s):  
Maxim Popov ◽  
Oksana Zorina ◽  
Lyubov Savchenko
Keyword(s):  
Physical Education ◽  
Optimal Level ◽  
Educational Activity ◽  
Physical Education Teachers ◽  
Educational Activities ◽  
Theoretical Substantiation ◽  
The Russian Federation ◽  
Teachers Training ◽  
Essential Problem

The article deals with the currently essential problem of improving the quality of future physical education teachers’ training in accordance with the innovative development trends in the Russian Federation. The authors place special emphasis on the modeling of the training process of Bachelors in Physical Education. The article provides insight into the concept of “physical education teachers’ innovative educational activity”. The main content of the paper considers the theoretical substantiation of the structural and logical model as a theoretical construct of training Bachelors in Physical Education for this type of activity. The authors highlight the model’s methodological, substantive, procedural and logical elements, which imply future teachers’ mastering the optimal level of readiness for innovative educational activities.

scholarly journals Main difficulties in the development of the assessment competence of teachers

2021 ◽  
Vol 21 (3) ◽  
pp. 339-343
Author(s):  
Larisa M. Vladimirova ◽  
Keyword(s):  
General Education ◽  
Russian Federation ◽  
Professional Competence ◽  
Group Discussion ◽  
Educational Activity ◽  
Federal State ◽  
Educational Activities ◽  
Normative Documents ◽  
The Russian Federation

This article discusses the relevance of the problem of teachers readiness to develop assessment competence. A modern teacher should have professional competencies to adequately and objectively assess not only the quality of educational planned results of students, but also the quality of their own educational activities. To implement new and modern procedures for evaluating and controlling the quality of professional and educational activities, every teacher must have the desire and willingness to develop evaluation competence. In accordance with the normative documents, such as the Federal Law “On Education in the Russian Federation”, the State Program of the Russian Federation “Development of Education” for 2013–2020 and the Federal State Educational Standard of Primary General Education, the problem of developing the assessment competence of teachers in modern conditions has become very relevant and important recently. This study was conducted on the basis of Kuzbass Regional Institute of Advanced Training and Retraining of Educational Workers, in which we used theoretical and practical analysis, as well as observation, focus group discussion, survey and questionnaire survey of primary school teachers. The concept of “evaluative competence” is considered by us as an important and necessary component of educational activity, which is included in the structure of the teacher’s professional competence.

scholarly journals Pode a academia formar professores? Uma experiência de formação de professores de educação física na universidade

2021 ◽  
Vol 14 (2) ◽  
pp. 294
Author(s):  
Deise de Jesus Soares Nunes ◽  
Maria Amélia da Costa Lopes ◽  
Maria Amélia Pina Tomás Veiga
Keyword(s):  
Physical Education ◽  
Social Inclusion ◽  
Teacher Educators ◽  
National Level ◽  
Course Evaluation ◽  
Physical Education Teachers ◽  
Initial Training ◽  
Documentary Analysis ◽  
Dual Identities

A educação equitativa e de qualidade para todos os cidadãos é uma das mais importantes formas de ultrapassagem das desigualdades que ainda se fazem sentir fortemente nas sociedades. A qualidade dos professores é uma dimensão central dos processos educativos, a qual depende em grande parte da qualidade da formação inicial. Este artigo apresenta uma pesquisa desenvolvida com o objetivo de explorar as características das identidades de professores formadores e dos climas de formação que formam professores focados na inclusão social e na humanização. Teoricamernte o estudo ancora-se no conceito de identidade profissional.  Metodologicamente, a pesquisa segue uma orientação qualitativa que se estrutura através de entrevista em grupo com professoras formadoras de um curso de ensino da educação física em uma universidade portuguesa e de análise documental sobre o ensino superior em Portugal a nível nacional e a nível da instituição das pessoas em estudo. A instituição foi escolhida devido à qualidade reconhecida de seu curso. Para dar conta da identidade dos formadores, a entrevista considerou o percurso profissional dos professores formadores e a sua perspectiva sobre a formação inicial; os documentos incluíram legislação, planos de estudos, ementas de documentos de auto e hétero avaliação do curso. A análise sugere que é possível a academia formar professores para a inclusão e a humanização, nomeadamente em certas condições: (i) existência de identidades duais (de registro acadêmico e profissional) e (ii) existência de verdadeiras comunidades de prática de professores formadores, professores cooperantes e estudantes estagiários.Palavras-chave: Formação de Professor. Percurso Profissional.  Ensino da Educação Física.Can the academy train teachers? An experience of training physical education teachers at the universityABSTRACTEquitable and quality education for all citizens is one of the most important ways to overcome the inequalities that are still strongly felt in societies. The quality of teachers is a central dimension of educational processes, which largely depends on the quality of initial training. This article presents a research developed with the objective of exploring the characteristics of the identities of teacher educators and the training climates that form teachers focused on social inclusion and humanization. Theoretically, the study is based on the concept of professional identity. Methodologically, the research follows a qualitative orientation that is structured through a group interview with teachers who teach a physical education teaching course at a Portuguese university and documentary analysis on higher education in Portugal on national level and on studied people institutional level. The institution was chosen due to the recognized quality of its course. To account for the identity of the trainers, the interview considered the professional path of the teacher educators and their perspective on initial training; the documents included legislation, study plans, menus for self and straight course evaluation documents. The analysis suggests that it is possible for the academy to train teachers for inclusion and humanization, namely under certain conditions: (i) existence of dual identities (of academic and professional record) and (ii) existence of true communities of practice for teacher educators, cooperating teachers and student trainees.Keywords: Teacher Training. Professional Path. Physical Education Teaching.¿Puede la academia formar profesores? Una experiencia de formación de profesores de educación física en la universidadRESUMENLa educación equitativa y de calidad para todos los ciudadanos es una de las formas más importantes de superar las desigualdades que aún se sienten con fuerza en las sociedades. La calidad de los docentes es una dimensión central de los procesos educativos, que depende en gran medida de la calidad de la formación inicial. Este artículo presenta una investigación desarrollada con el objetivo de explorar las características de las identidades de los formadores de docentes y los climas de formación que forman los docentes enfocados en la inclusión social y la humanización. Teóricamente, el estudio se basa en el concepto de identidad profesional. Metodológicamente, la investigación sigue una orientación cualitativa que se estructura a través de una entrevista grupal con profesores que imparten un curso de docencia de educación física en una universidad portuguesa y un análisis documental sobre la educación superior en Portugal a nivel nacional y a nivel institucional. La institución fue elegida por la reconocida calidad de su curso. Para dar cuenta de la identidad de los formadores, la entrevista consideró la trayectoria profesional de los formadores de docentes y su perspectiva sobre la formación inicial; los documentos incluían legislación, planes de estudio, menús para autoevaluación y documentos de evaluación del curso. El análisis sugiere que es posible que la academia capacite a los docentes para la inclusión y la humanización, es decir, bajo ciertas condiciones: (i) existencia de identidades duales (de expediente académico y profesional) y (ii) existencia de verdaderas comunidades de práctica para los formadores de docentes, profesores colaboradores y alumnos en formación.Palabras clave: Formación Docente. Carrera. Enseñanza de la Educación Física.

scholarly journals Patologías físicas sufridas por los profesores de Educación Física de E.S.O de la provincia de Jaén en su lugar de trabajo(Physical injuries related to workplace conditions in secondary school Physical Education teachers in Jaen)

Retos ◽  
2015 ◽  
pp. 118-121
Author(s):  
María Carrasco Poyatos ◽  
Manuel Vaquero Abellán ◽  
Alberto Espino Poza
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Physical Education Teachers ◽  
Building Conditions ◽  
Workplace Conditions ◽  
Calidad De Vida ◽  
Physical Injuries ◽  
Safety And Health ◽  
State Administration

La finalidad del presente estudio fue conocer las patologías más frecuentes que afectan a los profesores de Educación Física de E.S.O. de la provincia de Jaén, las bajas que habitualmente les mantienen alejados de su lugar de trabajo y las soluciones que proponen para mejorar su situación laboral y a la vez su salud y su calidad de vida. Participaron 216 docentes de los que se seleccionó al azar una muestra de 50 profesionales. La recogida de datos se llevó a cabo mediante una encuesta original auto cumplimentada. El 30% de la muestra sufrió alguna patología física en su lugar de trabajo. Las patologías más frecuentes fueron: esguince de tobillo (13%) y lumbalgia (10%). La duración de la baja laboral producida por estas patologías fue de 1 a 20 días. Las soluciones que propusieron para reducir la incidencia de lesiones fueron: mejorar los materiales y las instalaciones (72%) y menos horas de trabajo por jornada laboral (20%). En conclusión, las soluciones propuestas por los docentes para reducir la incidencia de estas patologías son competencia de la Administración General del Estado y, por consiguiente, es su labor resolver esta situación para mejorar la seguridad y la salud de sus trabajadores.Abstract: The aim of the present study was to investigate Physical Education teacher’s injuries related to their workplace conditions in the secondary schools from Jaen province, their effect in sick leaves, and the solutions suggested to enhance their health and quality of life. 50 teachers were randomly chosen from a sample of 216 instructors. All teachers filled in a standard questionnaire. 30% suffered any injury in their workplace. The most common injuries suffered were: uncle sprain (13%) and backache (10%). These injuries caused 1 to 20 days long sick leaves. The solutions suggested by those Physical Education teachers were related to change teaching material and building conditions (72%), and to reduce the timetable (20%). In conclusion and owing to legal regulations, General State Administration should improve Physical Education teacher’s workplace conditions in order to keep their safety and health.

scholarly journals Development of teacher assessment competence as a pedagogical problem

2020 ◽  
pp. 93-99
Author(s):  
Larisa M. Vladimirova
Keyword(s):  
Evaluation System ◽  
Summative Assessment ◽  
Teacher Assessment ◽  
Learning Objectives ◽  
Educational Activity ◽  
Quality Of Education ◽  
Educational Activities ◽  
Teaching Activities ◽  
Educational Achievements

The article refers to the use of a system for assessing educational achievements of students as an important component of the evaluative competence of a teacher. The use of different methods of formative and summative assessment in the teacher’s evaluating activity is very important for the objectivity of evaluating all planned results, which leads to an increase in the quality of students’ learning. The article considers the comparison of the content of formative and summative assessment Modern quality of education focuses on teachers’ readiness to solve professional tasks of both teaching activities and tasks related to the assessment of educational achievements, which undoubtedly contributes to the development of evaluation competence of the teacher himself. In order for the educational activity to be effective, it is important to constantly monitor and evaluate the educational results of students in accordance with the set learning objectives. It is important in the implementation of the evaluation system to apply modern approaches that allow to meet all the requirements of the organization of educational activities.

scholarly journals Information and communication technologies as an actual resource of educational activity

2021 ◽  
Vol 13 (3) ◽  
Author(s):  
M.V. Vakulenkova ◽  
Keyword(s):  
Information And Communication Technologies ◽  
Information Technologies ◽  
Basic Research ◽  
Communication Technologies ◽  
Educational Process ◽  
Educational Activity ◽  
Educational Activities ◽  
Information And Communication ◽  
Modern Information

Cybernation of the world, which began in the middle of the 20th century, encompassed all spheres of the life of society, becoming an essential component of the environment. Electronic technologies are used in various industries and services, including education. The implementation of the idea of e-education has contributed to the change in educational technologies, the dominant component of which are information and communication technologies. The research problem lies in the need to disclose modern information and communication technologies as an actual resource for educational activities. The purpose of the research is to substantiate the effectiveness of the use of information and communication technologies in the educational process. The research methods are analysis, synthesis, generalization, description. The basic research method is a pedagogical experiment. The research results: the concept of "information and communication technologies" has been considered, their tools have been described; the advantages of using information and communication technologies in educational activities in the direction of training 44.03.02 Psychology and Pedagogy of primary education have been disclosed; the efficiency has been substantiated and the possibilities of using informatization means in the educational process on the basis of the branch of FSBEI HE "Adyghe State University" in the city of Belorechensk have been determined; examples of the use of information and communication technologies in the educational process in the disciplines "Modern information technologies", "Information and communication technologies in education" have been given; the results of experimental work have been presented, that confirm the increase in the efficiency of the quality of knowledge. Key conclusions: information and communication technologies include the integration of methodological techniques, technological processes, software and hardware that interact with each other in the process of using information for a specific purpose, determined by the interests of its consumers; the advantages of information and communication technologies in educational activities are the expansion of the possibilities of the educational process, the development of positive educational motivation and interest of students, an increase in the quality of knowledge, etc.

scholarly journals Produção de conhecimento vinculada a formação de professores de Educação Física para atuação junto de pessoas com deficiência: contribuições do Unigepafa

2020 ◽  
Vol 18 (1) ◽  
pp. 105-111
Author(s):  
Douglas Roberto Borella ◽  
Gabriela Simone Harnisch ◽  
Jalusa Andreia Storch Diaz
Keyword(s):  
Teacher Training ◽  
Physical Education ◽  
People With Disabilities ◽  
Physical Education Teachers ◽  
Continuous Training ◽  
Constant Attention ◽  
Abstract Knowledge ◽  
Specific Discipline ◽  
The University ◽  
Teachers Training

INTRODUÇÃO: A produção e difusão do conhecimento científico sobre formação de professores tem sido alvo de constante atenção de pesquisadores no âmbito nacional e internacional, principalmente no que tange ao trabalho junto de alunos com algum tipo de deficiência. OBJETIVO: Identificar a produção de conhecimento bem como as contribuições do Grupo de Estudos e Pesquisa em Atividade Física Adaptada (Unigepafa) acerca da formação de professores para atuações com pessoas com algum tipo de deficiência. MÉTODOS: Realizou-se um relato de experiência. A distribuição da produção científica cujo foco foi Formação de Professores, revelou que das 88 produções (total), 34 (38,36%) foram com esta temática. RESULTADOS: Os resultados apontaram as seguintes principais fragilidades: 1) na formação inicial: a disciplina específica não contribuiu com a formação; a disciplina específica com insuficiência de experiências com pessoas com algum tipo de deficiência; ausência de interlocução da disciplina específica com demais disciplinas do curso; escassa oferta de projetos de extensão. 2) na formação continuada: professores relatam participar esporadicamente em cursos para este fim; outros não possuem cursos algum para este fim; professores apontam os motivos para não realizarem formação continuada com este fim: desinteresse, distância dos locais de oferta, disponibilidade, situação financeira. CONCLUSÃO: Evidenciamos que o Unigepafa apresentou um volume de produções significativas centradas na formação de professores ao longo de dez anos. Em suma, as pesquisas apontaram fragilidades no processo de formação inicial e continuada de professores de Educação Física, o que indica a necessidade de fomento e incentivos à pesquisa neste campo, de modo que a universidade seja o elo com a sociedade capaz de articular o conhecimento teórico com as praxis pedagógica em contextos reais, obtidos por meio de cursos de curta ou longa duração, rodas de conversa e eventos científicos. ABSTRACT. Knowledge production associated to the physical education teachers’ training to work with people with disabilities: contributions from Unigepafa. BACKGROUND: The production and dissemination of scientific knowledge on teacher training has been the subject of constant attention by researchers at the national and international levels, especially with regard to working with students with disabiliies. OBJECTIVE: To verify the production of knowledge as well as the contributions of the Group of Studies and Research in Adapted Physical Activity (Unigepafa) about the training of teachers process to work with people with disabilities. METHODS: The experience report method was performed. The distribution of scientific production, whose focus was Teacher Training, revealed that of the 88 productions (total), 34 (38.36%) were with this theme. RESULTS: The data collect showed the following main weaknesses: 1) in the initial training: the specific discipline did not contribute to the training; specific discipline with insufficient experiences with people with some type of disability; absence of interlocution of the specific discipline with other subjects of the course; little offer of extension projects. 2) in continuing education: teachers report sporadically participating in courses for this purpose; others have no courses for this purpose; teachers point out the reasons for not carrying out continuous training for this purpose: disinterest, distance from the places of supply, availability, financial situation. CONCLUSION: We conclued that the Unigepafa presented a significant volume of productions centered on teacher training along ten years. In short, the research pointed out weaknesses in the process of initial and continuing training of Physical Education teachers, which indicates the need to foster and encourage research in this field, so that the university is the link with society capable of articulating theoretical knowledge with pedagogical praxis in real contexts, obtained through short or long courses, conversation circles and scientific events.

Sign in / Sign up

Export Citation Format

Share Document