The national programme for school success promotion and the role of technology: Challenges for teacher training

2017 ◽  
Author(s):  
Ana Paula Faria Ferreira ◽  
Celio Goncalo Cardoso Marques ◽  
Agripina Carrico Vieira ◽  
Antonio Manso ◽  
Ana Amelia Amorim Carvalho
Keyword(s):  
Teacher Training ◽  
School Success ◽  
National Programme ◽  
Success Promotion

School Success and School Engagement of Immigrant Children and Adolescents

2013 ◽  
Vol 18 (2) ◽  
pp. 126-135 ◽  
Author(s):  
Frosso Motti-Stefanidi ◽  
Ann S. Masten
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Children And Adolescents ◽  
School Engagement ◽  
School Success ◽  
Immigrant Children ◽  
Integrative Model ◽  
High Stakes ◽  
The Individual

Academic achievement in immigrant children and adolescents is an indicator of current and future adaptive success. Since the future of immigrant youths is inextricably linked to that of the receiving society, the success of their trajectory through school becomes a high stakes issue both for the individual and society. The present article focuses on school success in immigrant children and adolescents, and the role of school engagement in accounting for individual and group differences in academic achievement from the perspective of a multilevel integrative model of immigrant youths’ adaptation ( Motti-Stefanidi, Berry, Chryssochoou, Sam, & Phinney, 2012 ). Drawing on this conceptual framework, school success is examined in developmental and acculturative context, taking into account multiple levels of analysis. Findings suggest that for both immigrant and nonimmigrant youths the relationship between school engagement and school success is bidirectional, each influencing over time the other. Evidence regarding potential moderating and mediating roles of school engagement for the academic success of immigrant youths also is evaluated.

The Role of Social and Humanitarian Education in Teacher Training

2020 ◽  
Author(s):  
Е.Ф. Теплова
Keyword(s):  
Teacher Training ◽  
Public Consciousness

функция образования по формированию общественного сознания и мировоззрения является одной из важнейших. В статье социально-гуманитарное образование рассматривается как исключительно значимая часть подготовки педагога. the function of education for the formation of public consciousness and worldview is one of the most important. In this article, social and humanitarian education is considered as an extremely important part of teacher training.

scholarly journals Knowledge in (Trans)Training and the Role of Experts: Curricula, Mathematics Education and Teacher Training, 1920-2020

2020 ◽  
Vol 22 (5) ◽  
pp. 65-83
Author(s):  
Wagner Rodrigues Valente ◽  
André Francisco de Almeida ◽  
Marylúcia Cavalcante Silva
Keyword(s):  
Elementary Schools ◽  
Teacher Training ◽  
Main Question ◽  
Study Results ◽  
New Knowledge ◽  
In Trans ◽  
Teaching Programs ◽  
Changes Over Time ◽  
Over Time

Background: Mathematics for basic and elementary schools and teacher education changes over time; and their official expression is given by these documents that guide teaching work in schools. Objective: What processes and dynamics are involved in the systematisation of new knowledge in the production of curriculum references? In particular, the text focuses on mathematics for the first school years. Design: The analysis of curricular reforms, considering official documents, prioritises the role of specialists, treated as experts, considering that following the actions of these researchers it may be possible to answer the main question of the study. Results: Analysis shows that the changes that have occurred over time, from teaching programs to the current BNCC, are linked to the progressive stratification of experts who go from being a highly visible public authority to an increasing set of representatives from different social segments interested in the curricular debate. Conclusions: This stratification makes it more difficult to locate those specialists responsible for the internal organisation of the proposals with regard to teaching objects, the content of mathematics to be present in teaching and teacher training.

scholarly journals FORMACIÓN EN TIC DEL PROFESORADO UNIVERSITARIO. FACTORES QUE INFLUYEN EN LA TRANSFERENCIA A LA FUNCIÓN DOCENTE

2018 ◽  
Vol 22 (3) ◽  
Author(s):  
Roberto Cejas-León ◽  
Antonio Navío Gámez
Keyword(s):  
Teacher Training ◽  
Transfer Of Training ◽  
Influential Factor ◽  
Training Design ◽  
Cross Sectional ◽  
Technological Competence ◽  
Integrate Technology ◽  
Design Factors ◽  
And Training

Resumen:La transferencia de la formación, junto a los factores que la facilitan o la inhiben, forma parte de los retos a los que se enfrentan las instituciones universitarias. Teniendo como foco la formación en TIC que recibe el profesorado universitario, en este trabajo se analiza la influencia que tienen los factores relativos a la formación y al propio participante en la posterior transferencia al puesto de trabajo. Se ha llevado a cabo una investigación transeccional de corte correlacional en la que han participado 155 docentes de tres universidades catalanas que habían pasado por un proceso formativo en TIC. En cuanto al diseño de la formación, los resultados apuntan a que una formación diseñada según el contexto real de participante influye significativamente en la posterior puesta en práctica de lo aprendido. En cuanto al participante, los resultados sugieren que lo que influye en la transferencia es la capacidad de integrar tecnología, pedagogía y disciplina (TPACK). Se concluye el artículo con una serie de recomendaciones con ánimo de facilitar la transferencia de las formaciones en TIC que se ofertan al profesorado universitario. Abstract:The transfer of training is, together with the factors involved, one of the challenges that universities have to face. Focusing on the teacher training in ICT, in this work we analyse the role of individual and training design factors on transfer. A cross-sectional correlation investigation was performed, participating 155 teachers from three Catalan universities who had been trained in ICT. As far as the training design, the results show that a training designed according to the real context of the participant is the biggest influential factor on transfer. Also, the results suggests that the capacity of the participant to integrate technology, pedagogy and content (TPACK) is an influential factor on transfer. The technological competence, which is similar to instrumental ability, obtained the 4th position in the correlation analysis. This paper concludes with recommendations in order to facilitate the transfer of teacher training in ICT.

scholarly journals Interface das políticas da Educação Especial e Educação do Campo sobre a formação de professores

2020 ◽  
pp. 1-24
Author(s):  
Arlindo Lins de Melo Junior ◽  
Ivan Fortunato ◽  
Jackeline Silva Alves ◽  
Teresa Cristina Leança Soares Alves
Keyword(s):  
Higher Education ◽  
Special Education ◽  
Rural Education ◽  
Teacher Training ◽  
Rural Schools ◽  
Special Education Students ◽  
Education Students ◽  
Legal Documents

In special education and rural education interface we find important points about teacher training and their reflexes in the schooling of special education students in rural schools. This paper fulfills the objective of analyzing fundamental documents of the two teaching modalities in question in order to understand mainly what concerns teacher training. The methodological path used in the construction of this text was guided by documentary research of four legal documents of the two teaching modalities. In the policy interface, we saw that the investigated documentation shows concern with the quality of teacher training, although it does not deal with careers and professional development, nor with more specific aspects of the role of Higher Education Institutions in their training. In the end, it is hoped that the discussions presented here will help to promote new and denser research on the fundamental role that teachers play in rural schools.

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