Understanding the pedagogical practice in futsal teaching and learning process based on the TGfU approach

Author(s):  
Guy Ginciene ◽  
Camila Amato ◽  
Eduardo Rodrigues de Oliveira ◽  
Ivan Oliveira dos Santos ◽  
Eduardo Dell Osbel ◽  
...  

The aim of the current study is to understand the pedagogical practice of coaches of youth futsal players based on the TGfU approach. Action Research (AR) approach, developed according to the planning, teaching, observing and reflecting spiral steps, was applied for the teaching of futsal for 12 children aged 9–11 years. An eight-member research group (five student coaches, one research coach and two university professors) was subjected to the same practice. Information was collected from class planning meetings, diagnostic assessment and field diaries of participant and non-participant observers. Based on results, changes in the pedagogical practice were aimed at helping players understanding and using actions to support futsal improvements. AR application also highlighted the emerging understanding about student-coach practices, the influence of coaches who adopt reflective practices or not; and the relevance of using critical player observation at the time of reflecting on how to develop supportive pedagogical practices. Results have shown that the pedagogical practice of coaches has changed over time. The researcher-coach practice and the assistant coach (student-coach 1) was influenced by the perceptions of student-coaches and reflections made in meetings.

2021 ◽  

This study addresses the issue of literacy and literacy in the early years of elementary school, considering the classes with regular and multi-grade education, starting from an analysis of pedagogical practices developed in the classroom, with relevant aspects such as: initial education and continuing of teachers, relating to the practices carried out in the school environment and at work with literacy and literacy. The objective was to analyze which factors influence the development of pedagogical practices from the perspective of literacy and literacy in the early years of elementary school in regular and multi-grade classes in the city of Pombal-PB. The methodology used starts from a descriptive study with qualitative and quantitative approach, characterized as a field research and having as research instruments structured questionnaires with open and closed questions, in an attempt to get as close to the reality of the object of study as possible analysis and reflection of the collected data and the contribution of some authors on the aborted theme. It was found with field research that several factors influence the development of pedagogical practice, such as: lack of teacher training programs that contribute to the relationship between theory and practice, more effective family participation in school and organization of teaching. meet the needs of the teaching and learning process with smaller classes not organized in multi-grade education. It is hoped that the present study can contribute to important discussions about pedagogical practices focused on the teacher's work and the process of literacy and literacy, with influence on the academic environments, the pedagogical practice of teachers and the different contexts that involve actions turned on the teaching and learning process.


2021 ◽  
pp. 113-114
Author(s):  
Melise Maia Ribeiro

The objective of this research is to know new decisions about the teaching and learning process in the context of the pandemic in the state of Amazonas, Brazil. The pandemic suspended classroom classes at more than 200 schools, causing the reorganization of pedagogical practices in distance education. The result was the applicability of the Special Regime of Non-Attendance Classes adopted by the Government of Amazonas (Aula em Casa Project). It is concluded that new directions can be taken from formal education in view of this new reality.


Author(s):  
Ernest Ampadu ◽  
Emmanuel Adjei-Boateng

Students learning and understanding is enhanced if the teaching and learning process is authentic. Authentic learning process leads to understanding and meaningful application of concepts learned. One way by which teachers can to provide authentic learning environment is through Problem-Based Learning (PBL). PBL offers opportunity for students to learn about something that is real and beneficial. Teacher education programs, pre-service or in-service, should help teachers to understand how to use PBL to provide students with authentic learning environments. The chapter aims at supporting teachers' understanding and application of PBL so that they can provide students with meaningful learning experiences. Specifically, this chapter is intended to assist teachers have a better understanding of PBL as a strategic approach to meaningful teaching and learning as well as identify effective ways to incorporate this approach into their pedagogical practices.


EAD em FOCO ◽  
2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Emmanuele Maria Correia Costa ◽  
Cleide Jane de Sá Araújo Costa

O estudo investiga contribuições do plano de tutoria para a prática do tutor na UAB/EaD de um curso da Universidade Federal de Alagoas, com objetivo de analisar a efetividade dos planos de tutoria na ação do tutor e se eles são instrumentos de suporte que auxiliam no processo de aprendizagem dos estudantes da EaD. É um estudo de caso de natureza qualitativa com finalidade de perceber a prática do tutor a partir do uso dos planos de tutoria que auxiliam no processo de aprendizagem dos estudantes. Para a coleta de dados, realizou-se pesquisa bibliográfica com base no Guia do Tutor da Coordenadoria Institucional de Educação a Distância da Ufal, análise dos planos de tutoria e aplicação de questionário com tutores. O problema referiu-se às contribuições do plano de tutoria para a prática pedagógica do tutor no processo de aprendizagem na sala de aula virtual. Os resultados apontam que os planos de tutoria são efetivos na ação docente do tutor e são instrumentos de suporte que contribuem para o processo de ensino e aprendizagem desde que respeitem os elementos mínimos considerados essenciais pela Coordenadoria Institucional de Educação a Distância (Cied), estejam descritos de forma clara e objetiva e ser socializados entre os tutores, com vistas a favorecer uma efetiva ação docente.Palavras-chave: Plano de tutoria, Tutoria, Planejamento, Aprendizagem. The Use of the Tutoring Plan in the Online Tutor's Teaching Practice at the Open University in BrazilAbstractThe study investigates contributions of the tutoring plan in the tutor practice at the OUB/DE of a course at the Federal University of Alagoas with the objective of analyzing the effectiveness of the tutoring plans in the tutor's action and whether they are support tools that help in the learning process of the students of the DE. It is a case study of a qualitative nature with the purpose of perceiving the practice of the tutor from the use of the mentoring plans that aid in the learning process of the students. For data collection, a bibliographic research was carried out based on the Tutor's Guide to the Institutional Coordination of Distance Education of UFAL, the analysis of the tutoring plans and the application of a questionnaire with tutors. The problem was: What are the contributions of the tutoring plan to the pedagogical practice of the tutor in the learning process in the virtual classroom? The results show that tutoring plans are effective in the tutor's teaching action and are support tools that contribute to the teaching and learning process, as long as they respect the minimum elements considered essential by the Institutional Coordination of Distance Education (ICDE) and are described in a clear and objective way, to be shared among the tutors, in order to favor an effective teaching action.Keywords: Tutoring plan, Mentoring, Planning, Learning.


Author(s):  
SRI WIJAYANTI

AbstrakKurangnya fasilitas yang mendukung dalam proses belajar mengajar merupakansalah satu faktor rendahnya motivasi siswa untuk belajar bahasa Inggris. Hal iniberimbas pula pada rendahnya hasil belajar siswa. Oleh karena itu salah satuupaya yang dapat dilakukan dalam inovasi proses belajar mengajar yaitu denganmenerapkan pendekatan TALULAR (Teaching And Learning Using Locally AvailableResources) yaitu pembelajaran dengan menggunakan sumber-sumber belajar lokalyang tersedia di lingkungan sekitar. Jenis penelitian ini merupakan PenelitianTindakan Kelas yang meliputi empat tahapan penelitian yakni: (1) perencanaan,(2) pelaksanaan, (3) pengamatan, (4) refleksi. Pendekatan TALULAR telah berhasilmeningkatkan motivasi dan hasil belajar bahasa Inggris siswa kelas V SD Negeri 3Sedayu Grobogan. Hasil penelitian menunjukkan ada peningkatan motivasi danhasil belajar sebelum dan sesudah tindakan. Pada siklus I peningkatan motivasimencapai 27.06%, sedangkan rerata kelas meningkat dari 61 menjadi 68.45dengan 67.74% siswa mencapai KKM. Pada siklus II rerata kelas meningkat dari68.45 menjadi 82.07 dengan disertai 83.87% siswa mencapai KKM. Untuk motivasibelajar telah mencapai 75.61%, sehingga telah mencapai target indikatorkeberhasilan yaitu 75%.Kata kunci: motivasi, hasil belajar, pendekatan TALULARAbstractLack of facilities that support the learning process is one of the causes of low studentmotivation to learn English. This is also affecting the low student learning outcomes.Therefore, one of the efforts to be made in innovation learning process byimplementing the approach TALULAR (Teaching And Learning Using LocallyAvailable Resources) is educations using local learning resources available in theneighborhood. This type of research is a classroom action research which includesfour stages of the study are: (1) planning, (2) implementation, (3) observation, (4)reflection. TALULAR approach has succeeded in increasing the motivation andlearning outcomes English fifth grade students of SD Negeri 3 Sedayu Grobogan.Results showed there was an increase in motivation and learning outcomes beforeand after the action. In the first cycle in creased motivation reached 27.06%, whilethe average grade increase of 61 into 68.45 by 67.74% of students achieving KKM. Inthe second cycle increases the average grade of 68.45 into 82.07 by 83.87% ofstudents achieving accompanied KKM. For motivation to learn has reached 75.61%,so it has reached the target indicator of success is 75%.Keywords: motivation, learning outcomes, TALULAR approach


2020 ◽  
Vol 4 (2) ◽  
pp. 52-58
Author(s):  
Dhitta Puti Sarasvati Ramli

This research aims to qualitatively portrait the changes of beliefs that the prospective teachers have since they were at the middle of their second year until the end of their third year in university. The data from this research is taken from the reflection the prospective teachers made in February 2017 and an interview done on the same prospective students in May 2019. The research shows that prospective teachers’ belief of an ideal classroom changes over time and their reason is categorized by several reasons such as the courses they take, their experiences when practice teaching students in schools, and also by the exposure they have related to the resources related to teaching and learning mathematics.


Author(s):  
Ang Leng Hong ◽  
Tan Kim Hua

This paper aims to review the concepts of literacy, multiliteracies, and multimodality in educational settings and their relevance in classroom practice. Literacy has emerged in recent years as an essential concept in the classroom teaching and learning process. With literacy views beyond the conventional print medium, it is important for teachers, educators, and learners to be given a new understanding of multiliteracies pedagogies. This paper also reflects on the development of multiliteracies paradigms. Specifically, it discusses the relevance and potentials of multimodal teaching and learning in dealing with the multiliteracies school learners bring into the classrooms including digital literacies and online literacies. This paper adopted a systematic literature review approach exploring issues and trends related to multiliteracies in the classroom context. The findings indicate that past studies often consider both the multimodality of meaning-making and meaning-recreating as well as different multiliteracies skills learners bring to the classroom. The review presented here addresses multiliteracies pedagogy in classroom teaching that benefits teachers, educators, and learners. Recommendations are made for future multiliteracies studies to strengthen the pedagogical practices in the emerging digital classroom.


Author(s):  
Rúbia Juliana Gomes Fernandes ◽  
Guataçara Dos Santos Junior ◽  
Rudolph Dos Santos Gomes Pereira

ResumoO objetivo deste trabalho é divulgar um fragmento de uma pesquisa de mestrado sobre as contribuições de uma Sequência de Intervenção (SI) para o processo de ensino e aprendizagem da Estatística para os anos iniciais de escolarização. Com o intuito de atingir o objetivo apresentado, foi desenvolvida uma pesquisa numa turma de alunos do 4º Ano do Ensino Fundamental de uma escola da Rede Municipal de Curitiba. Para tal, foi trabalhada uma sequência de intervenção direcionada aos conteúdos básicos de Estatística. A metodologia utilizada na pesquisa é aplicada, descritiva e os resultados foram analisados na perspectiva qualitativa. Ao analisar os resultados advindos do desempenho dos alunos durante a execução dessa proposta pedagógica, percebeu-se um avanço significativo quanto à aquisição dos conteúdos, conhecimentos e saberes envolvendo Estatística.AbstractThe purpose of this paper is to disseminate a fragment of a master's research on the contributions of a sequence of intervention (IS) to the teaching and learning process of statistics for the initial years of schooling. In order to reach the objective presented, a research was developed in a class of students of the 4th Year of Elementary Education of a school of the Curitiba Municipal Network. For this, a sequence of intervention directed to the basic contents of Statistics was worked out. The methodology used in the research is applied, descriptive and the results were analyzed in the qualitative perspective. In analyzing the results of students' performance during the execution of this pedagogical proposal, a significant advance was made in the acquisition of contents, knowledge and knowledge involving Statistics.


2019 ◽  
Vol 18 (1) ◽  
pp. 119-123
Author(s):  
Evandra Hein Mendes ◽  
Ieda Parra Barbosa-Rinaldi

INTRODUÇÃO: Ao longo da trajetória histórica da educação física os professores seguiram por diferentes caminhos e enfrentaram inúmeros desafios para avaliar a aprendizagem dos estudantes. OBJETIVO: Nesse sentido, esse estudo buscou analisar os caminhos percorridos e os desafios que se aprensentam para a avaliação da aprendizagem dos estudantes ao longo do tempo na área da educação física escolar. MÉTODOS: Para tanto, foram consultadas obras científicas e analisados documentos oficiais normativos da educação brasileira, que permitiram elaborar conclusões acerca do tema de estudo. RESULTADOS: Inicialmente os professores caminharam pela via quantitativa para avaliar a aprendizagem, valorizando o desempenho físico, motor ou técnico. Contudo, ao longo do tempo a via qualitativa também foi incorporada pelos professores, que passaram a analisar a evolução e a participação dos alunos nas aulas. Com as mudanças paradigmáticas e conceituais relativas à avaliação, os professores sentiram a necessidade de modificar práticas avaliativas já estabelecidas e desafiados a reconhecer a avaliação como um dos elementos constituintes do processo de ensino, pois ele possibilita orientar e aprimorar a aprendizagem. Assim, as práticas seletivas ou classificatórias de avaliação foram repensadas e os professores desafiados a adotar uma perspectiva formativa de avaliação, sendo um elemento de reflexão sobre o processo de ensino e aprendizagem tanto para o professor quanto para o aluno. CONCLUSÃO: Os desafios, que se apresentaram no decorrer do tempo e ainda permanecem nos dias atuais para a avaliação dos estudantes, exige dos professores o reconhecimento da necessidade de discutir, refletir e diversificar as estratégias avaliativas. Para tanto, se torna necessário ampliar os espaços e momentos de reflexão ou trocas de experiência sobre o tema, tanto na formação inicial quanto na prática pedagógica, assim como aumentar a produção científica e de pesquisas sobre o tema, para fortalecer as discussões e fomentar mudanças nas práticas avaliativas da educação física escolar. ABSTRACT. Evaluation of learning in school physical education: current ways and current challenges. BACKGROUND: Throughout the historical trajectory of physical education teachers have followed different paths and faced numerous challenges to assess student learning. OBJECTIVE: In this sense, this study sought to analyze the paths taken and the challenges that arise for the assessment of student learning over time in the area of school physical education. METHODS: For this, scientific works were consulted and official normative documents of the Brazilian education were analyzed, which allowed to draw conclusions about the subject of study. RESULTS: Initially the teachers walked the quantitative way to evaluate learning, valuing the physical, motor or technical performance. However, over time the qualitative path was also incorporated by teachers, who began to analyze the evolution and participation of students in class. With the paradigmatic and conceptual changes related to assessment, teachers felt the need to modify assessment practices already established and challenged to recognize assessment as one of the constituent elements of the teaching process, as it enables to guide and improve learning. Thus, the selective or classificatory evaluation practices were rethought and the teachers challenged to adopt a formative perspective of evaluation, being an element of reflection on the teaching and learning process for both the teacher and the student. CONCLUSION: The challenges that have been presented over time and still remain today for student assessment require teachers to recognize the need to discuss, reflect and diversify assessment strategies. Therefore, it is necessary to expand the spaces and moments of reflection or exchange of experience on the subject, both in initial training and pedagogical practice, as well as increase scientific production and research on the subject, to strengthen discussions and foster change. evaluative practices of school physical education.


2019 ◽  
Vol 8 (1) ◽  
pp. 5
Author(s):  
Elcimar Simão Martins ◽  
Ana Lúcia Nobre da Silveira ◽  
Elisangela André da Silva Costa

A educação escolar no contexto prisional apresenta-se como resultado de lutas e efetivação de políticas públicas e possui o propósito de reeducar e reintegrar o privado de liberdade para o convívio em sociedade. Nesse contexto, a presente pesquisa teve como objetivo investigar as contribuições da educação para as pessoas privadas de liberdade no Maciço de Baturité-CE. Esta investigação está fundamentada em uma abordagem qualitativa, por meio de um estudo de casos múltiplos em virtude da educação em prisões ser um fenômeno denso, complexo e contemporâneo, desenvolvido em um contexto da vida real. Além da revisão bibliográfica, como forma de aproximação com a realidade, foram realizadas entrevistas com uma representação dos sujeitos participantes do processo educacional carcerário, diretor administrativo da unidade prisional, educandos privados de liberdade e professoras responsáveis pela educação em prisão nas unidades prisional nos municípios de Pacoti, Aracoiaba e Ocara, pertencentes à região do Maciço de Baturité-CE. Os resultados apontam para a efetividade do processo de ensino aprendizagem, por meio das práticas pedagógicas da educação de jovens e adultos, além das participações e obtenção e êxito nas avaliações externas, com certificação do nível médio e inserção ao nível superior, constatando a superação da ociosidade e compreendendo que tais ações influenciam no processo de ressocialização dos privados de liberdade. YOUTH AND ADULT EDUCATION IN THE PRISON CONTEXT: LIMITS AND POSSIBILITIES IN MACIÇO DE BATURITÉ/CE ABSTRACT School education in the prison context is a result of struggles and acting of public policies and it has the purpose of reeducating and reintegrating the imprisoned person to live in society. In this context, this research aimed at investigating the contributions of education to inmates in the region of Maciço de Baturité-CE. This research is based on a qualitative approach, through a multiple case studies since education in prison is a dense, complex and contemporary phenomenon, developed in a real context. Besides the bibliographic review, as a way to come close to reality, interviews were carried out with the representatives who participate in the education process in prison: the administrative director of the prison unit, the inmates and teachers responsible to education in prison units in the towns of Pacoti, Aracoiaba and Ocara, part of the region of Maciço de Baturité-CE. The results indicate effectiveness of the teaching and learning process, through youth and adult education’s pedagogical practices, besides the participations, achievement and success in external evaluations, providing middle school certification and insertion in higher education, observing overcoming of idleness and understanding that such actions influence in the resocialization process of prisoners.


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