scholarly journals Ambientes de aprendizagem, tecnologias digitais e formação inicial de professores

2018 ◽  
Vol 11 (4) ◽  
pp. 564
Author(s):  
Angélica Monteiro ◽  
Rita Barros
Keyword(s):  
Teacher Training ◽  
State Of The Art ◽  
Digital Technologies ◽  
Theoretical Models ◽  
Teaching Profession ◽  
Future Teachers ◽  
Initial Teacher Training ◽  
Technological Advances ◽  
Pedagogical Relation ◽  
Teachers Training

Technological advances require a flexible curriculum adapted to the new realities and challenges imposed to society and to education, in particular to current and future teachers. The initial teachers training constitutes an initial opportunity for socialization with the teaching profession and, in this sense, has to meet the profile of the student of the XXI century. However, there is a mismatch between the approach and contents of digital technologies and the needs for integrated, comprehensive and articulated training, as referred to in the ICT competency framework (UNESCO, 2011), and the curriculum for teacher training in media literacy and information literacy (Wilson et al., 2013). The aim of this exploratory article is to contribute to the state of the art about learning environments using digital technologies in the initial teacher training (methodological options, resources, theoretical reference, ...) based on a systematic literature review of 17 recent articles (2016-2017) from different countries. The main results point to a tendency to value the "testing" and application of theoretical models and the use of certain new or innovative digital technologies through observations, open questionnaires and pre-defined scales. At the same time, it was verified that the personal and professional development aspects of the future teachers, as well as the pedagogical relation, are not the research paper’s privileged focus. This work allows to conclude that the research follows the trend of the contexts of practice of initial teacher training, in which there is a disarticulation between theory and educational practices using digital technologies in a contextualized and meaningful way.

scholarly journals As Contribuições do Pibid para a Formação Inicial e a Construção dos Saberes Docentes

2021 ◽  
Vol 22 (3) ◽  
pp. 362-368
Author(s):  
Cristiane Katsue Miyazaki Nishiyama ◽  
Helenara Regina Sampaio Figueiredo
Keyword(s):  
Teacher Training ◽  
Theoretical Framework ◽  
Teaching Profession ◽  
Theory And Practice ◽  
Quality Education ◽  
Training Process ◽  
Teaching Knowledge ◽  
Initial Teacher Training ◽  
Personal Skills ◽  
The Relationship

ResumoEste artigo tem por objetivo investigar as relações entre teoria e prática para a construção dos saberes docentes e as contribuições evidenciadas para os licenciandos de Pedagogia, participantes do Programa PIBID (Programa Institucional de Bolsas de Iniciação à Docência), em que se busca refletir as discussões sobre o PIBID e suas contribuições para o processo de formação inicial docente. Como referencial teórico são consideradas as três categorias dos saberes: Conhecimento, Pedagógico e da Experiência. Para alcançar o objetivo foi aplicado um questionário com questões semiestruturadas para trinta participantes do Programa Pibid da Universidade Pitágoras Unopar - Londrina. Apresentam-se os resultados da categoria “Saberes do Conhecimento” e da subcategoria “Ser Pedagogo”. Os resultados evidenciam que os pibidianos mobilizam e desenvolvem saberes relacionados à profissão docente ao participar do PIBID. A vivência no PIBID oportunizou a reflexão sobre as competências profissionais e pessoais sobre ser um Pedagogo comprometido com a busca de ações efetivas para a conquista de uma educação de qualidade. Palavras-chave: Competências Profissionais. Teoria. Prática. Licenciatura. Abstract This article aims to investigate the relationship between theory and practice for the building of teaching knowledge and the evidenced contributions for the Pedagogy Licensiature students participants in PIBID Program (Institutional Program for Teaching Initiation Scholarships), in which it is sougth to reflect the discussions about PIBID and its contributions to the initial teacher training process. As a theoretical framework, three knowledge categories are considered : Knowledge, Pedagogical and Experience. To achieve the objective, a questionnaire with semi-structured questions was applied to thirty participants in Pibid Program of Pitágoras Unopar University - Londrina. The results are presented of “Acquaintance of Knowledge” category and of the “Being a Pedagogue” subcategory. The results reveal that the PIBID students mobilize and develop knowledge related to the teaching profession by participating in PIBID. The experience at PIBID provided an opportunity for reflection on professional and personal skills about being a Pedagogue committed to the search for effective actions to achieve quality education. Keywords: Professional skills. Theory. Practice. Licensiature degree.

scholarly journals Contribuições do CHIC para identificar o significado do Pibid na formação inicial de professores de matemática

2019 ◽  
Vol 8 (1) ◽  
Author(s):  
MARIA APARECIDA SILVA DE SOUZA ◽  
SADDO AG ALMOULOUD
Keyword(s):  
Teacher Training ◽  
Undergraduate Students ◽  
Basic Education ◽  
Teaching Profession ◽  
Integration Theory ◽  
Multidimensional Data ◽  
Initial Formation ◽  
Initial Teacher Training ◽  
Scholarship Program

ResumoEste trabalho objetiva mostrar parte dos resultados de uma pesquisa. Se insere no campo da formação inicial de professores e nasceu das reflexões acerca do Pibid (Programa Institucional de Bolsas de Iniciação a Docência) no curso de Licenciatura em Matemática. O programa, tem por finalidade apoiar a iniciação à docência de estudantes licenciandos, visando valorizar o magistério e contribuir para a elevação do padrão de qualidade da educação básica, pela integração: teoria, prática e universidade e escola. Para examinar os discursos, utilizamos a Análise de Dados Multidimensionais, empregando o método de análise de similaridade viabilizado pelo software CHIC: Classificação Hierárquica, Implicativa e Coesitiva. A análise pertmitiu afirmar que os significados são positivos para a formação inicial dos estudantes de Matemática. O Pibid contribuiu para o aprimoramento da formação desses sujeitos, oportunizando a prática, a reflexão sobre a prática, integrandotais significados em atividades de pesquisa e divulgação científica. Palavras-Chave: Pibid; Formação de professores; CHIC.AbstractThis work aims to show part of the results of a research. It is inserted in the field of initial teacher training and was born from the reflections about the Pibid (Institutional Scholarship Program) in the Mathematics Undergraduate course. The purpose of the program is to support the teaching of undergraduate students, in order to enhance the teaching profession and contribute to raising the standard of quality of basic education through integration: theory, practice and university and school. To examine the discourses, we used Multidimensional Data Analysis, using the method of similarity analysis made possible by the CHIC software: Hierarchical, Implication and Coefficient Classification. The analysis allowed affirming that the meanings are positive for the initial formation of the students of Mathematics. The Pibid contributed to the improvement of the training of these subjects, providing the practice, the reflection on the practice, integrating these meanings in activities of research and scientific dissemination.Keywords: Pibid; Teacher training; CHIC. 

scholarly journals Recordar el pasado… insumo para reflexionar sobre cómo enseñar ciencias naturales / Beyond the Past... a Pause to Thought How to Teach Natural Sciences

2016 ◽  
Vol 3 (1) ◽  
pp. 73-80
Author(s):  
Maria Mercedes Jimenez Narvaez
Keyword(s):  
Teacher Training ◽  
Research Area ◽  
Learning To Teach ◽  
Natural Sciences ◽  
Main Aspect ◽  
Future Teachers ◽  
Teaching Methodologies ◽  
Initial Teacher Training ◽  
The Past ◽  
Futuros Maestros

ABSTRACTOn the research area of Sciences Teacher Training one main aspect of reflection is the question of how teachers learn to teach. From the study of Lortie (1975) until the current decade, it is reiterated that one of the main influences on learning to teach the own experience that students -future teachers- lived during its school days. Then, as part of a course of initial teacher training, it was implemented an activity called how I was taught and how I learned natural sciences? The written answers are socialized and analyzed with the group. This exercise has been adopted in each semester course Teaching of Science II (2013 - 2014), and results are currently being systematized by the author. The emerged categories are repeatedly related to: the curriculum (aims, contents and grades); the teaching methodologies (strategies and activities that they lived); the evaluation forms; their motivations and frustrations as students; and relationships with teachers in one way or another feel they marked their own experience. The challenge ... mobilize students' acting to plan their future as independent professionals, critics who regulate their own learning to teach.RESUMENEn la línea sobre formación de docentes de ciencias uno de los aspectos que genera inquietud, es la pregunta de cómo aprenden a enseñar los profesores. Desde el estudio de Lortie (1975), hasta la década actual, se reitera que una de las influencias en el aprender a enseñar esta dada por las experiencias que los estudiantes –futuros maestros– vivieron en su época escolar. Entonces, en el marco de un curso de formación inicial de profesores, se implementa al inicio del mismo, una actividad llamada ¿cómo me enseñaron y cómo aprendí ciencias naturales?, a través de la cual los estudiantes realizan escritos, que posteriormente son socializados y analizados en el grupo. Este ejercicio ha sido adoptado en cada semestre del curso de Didáctica de las Ciencias II (2013 – 2014), y sus resultados están siendo sistematizados actualmente por la profesora que lo orienta. Las categorías que emergen reiteradamente están relacionadas con el currículo (propósitos, contenidos y grados escolares); metodologías de enseñanza (estrategias y actividades que vivieron); formas de evaluación; sus motivaciones o frustraciones como estudiantes; y las relaciones con los profesores que de una u otra forma sienten que marcaron su propia experiencia. El reto… movilizar su actuar para proyectar su futuro como profesionales autónomos, críticos que regulan su propio aprender a enseñar. Contacto principal: [email protected]

scholarly journals Representaciones sociales sobre la formación inicial docente: evaluación diagnóstica a estudiantes que ingresan a carreras pedagógicas en dos universidades chilenas/Social Representations about Initial Teacher Training : Diagnostic Assessment of Students who Enroll in Pedagogical Programs at two Chilean Universities

2020 ◽  
Vol 39 (1) ◽  
pp. 77
Author(s):  
Pedro Sandoval-Rubilar ◽  
Alex Pavié-Nova ◽  
Claudia Edelmira Rubio-Benítez ◽  
Ana Carolina Maldonado-Fuentes ◽  
Claudia González-Castro
Keyword(s):  
Teacher Training ◽  
Social Representations ◽  
Teaching Profession ◽  
Public Institutions ◽  
Diagnostic Assessment ◽  
Institutions Of Higher Education ◽  
Social Image ◽  
Professional Performance ◽  
Initial Teacher Training ◽  
Assurance System

<p><strong>Español</strong></p><p>Este estudio es de tipo descriptivo e interpretativo y da cuenta de los resultados de las representaciones sociales sobre la profesión docente que autorreportan alumnos que ingresan a la formación inicial de profesores en dos instituciones chilenas de educación superior estatales; una de la región de Ñuble y la otra de la Región de Los Lagos. Este estudio surge a partir de la actualización del sistema nacional de aseguramiento de la calidad de la educación, en donde se establece la obligatoriedad de aplicar test de evaluación diagnóstica. Para tal efecto la población estuvo conformada por 834 estudiantes de la cohorte 2018, pertenecientes a 15 carreras de Pedagogía en dos universidades del país. Se aplicóun instrumento escala tipo Likert, validado en una población similar en el año 2017. Para realizar el análisis de la información, se aplicaron métodos descriptivos numéricos e inferenciales. En sus principales conclusiones, se devela representaciones sociales comunes en dimensiones sobre vocación, ejercicio de la profesión, prestigio e imagen social del profesorado,independiente del sexo, de lo que se desprende que los sujetos evaluados conforman una identidad profesional claramente modelada antes de comenzar su formación inicial docente.</p><p><strong>English </strong></p><p>This descriptive and interpretative study accounts for results of social representations regarding the teaching profession which students of initial teacher training report in two Chilean public institutions of Higher Education, from Ñuble and Los Lagos regions. This study arises from the updating of the National Educational Quality Assurance System, which establishes the obligation to apply a diagnostic test. To this end, the population was composed of 834 students from the 2018 cohort of 15 pedagogical programs from two national universities. A Likert-like scale instrument was applied, it was validated in a similar population in 2017. Numerical descriptive and inferential methods were applied to analyze the information. Generally concluding, common social representations are revealed about vocation, professional performance, prestige and social image of teachers regardless of sex; it suggests that the evaluated subjects shape a clearly modelled professional identity before starting their Initial Teacher Training.</p>

scholarly journals Increasing effective students’ engagement in study

2018 ◽  
Vol 10 (3) ◽  
pp. 261-268
Author(s):  
Gabriela Kelemen Kelemen
Keyword(s):  
Teacher Training ◽  
Low Income ◽  
Teaching Profession ◽  
Social Value ◽  
Educational Institutions ◽  
Future Teachers ◽  
Pre Service Teacher

The study stresses out the interest that pedagogy specialist’s show towards education and mostly tries to find proper methods to improve pre-service teacher training. A career in teaching and education has become unattractive for new generations of graduates and we will point out the reasons that led to a low interest for this career: low social value of teaching profession, low income, and lack of students` interest for learning. More and more specialists draw attention upon the fact that education and educational institutions are in a serious crisis. It is a warning for both theoreticians and practitioners. We believe that education is more than a science; it contains also elements of art because it involves judgements, feelings and values. It is necessary for future teachers to be aware of the role and importance of metacognitive self-training in becoming good professionals.

scholarly journals Reconstruyendo el conocimiento práctico en confinamiento. Una experiencia de enseñanza en la formación inicial de docentes.

2021 ◽  
Vol 21 (65) ◽  
Author(s):  
Encarnación Soto Gómez ◽  
Gonzalo Maldonado-Ruiz ◽  
Ana Márquez-Román ◽  
Noemí Peña Trapero
Keyword(s):  
Early Childhood ◽  
Social Context ◽  
Teacher Training ◽  
Practical Knowledge ◽  
Early Childhood Teachers ◽  
Training Experience ◽  
Initial Teacher Training ◽  
Childhood Education ◽  
Didactic Triangle ◽  
Teachers Training

Este artículo presenta la experiencia y los dilemas de enseñanza de un grupo de docentes en la formación inicial de profesorado del Grado en Educación Infantil, en su adaptación a la virtualidad ocasionada por la COVID-19. Un proyecto que, con 10 años de andadura, ofrece una oportunidad para repensar la formación inicial en el marco del confinamiento. Inicialmente se describe el complejo e incierto contexto social actual y los retos ineludibles para la formación inicial del profesorado: la reconstrucción del conocimiento práctico de nuestras estudiantes y el diseño de un habitus vivencial y crítico como sostén de los principios pedagógicos de la experiencia que describimos en la segunda parte. Un triángulo didáctico en relación permanente con las reflexiones de las estudiantes y los debates e inquietudes que como docentes hemos compartido en los espacios de coordinación y adaptación a la virtualidad. Las conclusiones de esta experiencia sitúan la coordinación y la tutorización como ejes relevantes, al mismo tiempo en el que se advierten las dificultades e imposibilidad de que una experiencia de formación inicial de docentes íntegramente virtual -sin una práctica en relación y presencia de los niños y niñas- facilite la reconstrucción del conocimiento práctico de maestras y maestros de Educación Infantil. This article presents the experience and teaching dilemmas of a group of teachers in the Initial Early Childhood Teachers’ Training, in their adaptation to the virtuality caused by COVID-19. A 10-year-old project that offers an opportunity to rethink Initial Teacher Training in confinement. Initially, the complex and uncertain current social context and the inescapable challenges for Initial Teacher Training are described: the reconstruction of the practical knowledge of our students and the design of an experiential and critical habitus as support for the pedagogical principles of the experience that we describe in the second part. A didactic triangle in permanent relationship with the students’ reflections and the debates and concerns that we, as teachers, have shared in the spaces of coordination and adaptation to virtuality. The conclusions of this experience place coordination and tutoring as relevant axes. At the same time, the difficulties and impossibility of a fully virtual Initial Teacher Training experience facilitating the reconstruction of the practical knowledge of Early Childhood Education teachers without a practice in relation to children are noted.

scholarly journals MODERN EUROPEAN EXPERIENCE OF PRACTICAL TEACHER TRAINING

2021 ◽  
Vol 32 (1) ◽  
pp. 143-155
Author(s):  
Natalia Kosharna
Keyword(s):  
Teacher Training ◽  
Teacher Educator ◽  
Integrated Approach ◽  
Teaching Profession ◽  
Training System ◽  
Practical Training ◽  
Special Role ◽  
Future Teachers ◽  
European Experience ◽  
State Educational

The article considers the issue of studying modern European experience of practical teacher training. It was found out that efficiency of preparing future teachers to their practical activity directly depends on all the levels – from top to bottom – state educational policies and support, regulations in the field of teacher training, modern initial teacher training programmes, inner motivation to become a teacher. It is pointed out the need to apply an integrated approach in mastering the readiness to follow the profession. As we are talking about the European experience, a special attention is paid to study and analysis of regulatory European framework. It helps to define new strategies of developing practical teacher training system, offers recommendations on efficiency of implementing innovative methods and technologies in teacher training process. According to some reports of European Commission, the effectiveness of teacher training is determined by comprehending the teaching profession and the professional development of teachers as a coherent continuum with several, interconnected perspectives, which include teachers’ learning needs, support structures, job and career structures, competence levels and local school culture. Within practical teacher training there is a special role of partner schools where a special position belongs to a school-based teacher/ educator, who does his/ her duties on the basis of a partner school. That educator teaches pupils at school and has responsibilities to support partnership with a teacher training university or college in providing the practical training of students – future teachers. It means to be a mentor/ facilitator/ cooperating teacher. It is found out that basis of training is the practical formation of qualities which are essential for the future teacher`s practical training. Students are educated to develop such pedagogical characteristics as flexibility, reflexivity, awareness of the internal ambiguity of positions and points of view, ability to take alternative decisions and to form the following basic personality traits as sociability, creativity, mobility, independence, responsibility for the personal choice, decision and the results of the teachers` activities.

scholarly journals Analysis of Future Teachers’ Perceptions on the Evaluation of Learning: A Case Study of Chile

2021 ◽  
Vol 20 (2) ◽  
pp. 270-289
Author(s):  
José Hernández Sepúlveda ◽  
Rodrigo Panes Chavarría ◽  
Karla Rosalía Morales Mendoza
Keyword(s):  
Teacher Training ◽  
Practical Implementation ◽  
Evaluation Instrument ◽  
Future Teachers ◽  
Teachers Perceptions ◽  
Initial Teacher Training ◽  
Descriptive Research ◽  
Practical Evaluation ◽  
Perceptions Of Students ◽  
Evaluation Of Learning

Practising teachers and future Chilean teachers show weaknesses in developing learning evaluation processes efficiently. The polysemic concept of evaluation in Initial Teacher Training (FID, Spanish acronym for Initial Teacher Training) is one of the main difficulties for the students of pedagogy as well as their limited possibilities to implement practical evaluation processes. In this context, the present work analyses the perceptions of 189 students from different pedagogy careers (Chile) on the evaluation of learning. The current study is descriptive research with a quantitative approach in which a questionnaire was designed and used as research instrument to address the conceptual, functional and experiential dimensions of the evaluation. The results indicate that the perceptions of the evaluation of the students are up to date and according to specialised literature. Likewise, the results show that the training experiences are based on traditional perceptions, such as the control and value given to the evaluation instrument. However, there were statistically significant differences between the groups which were measured by the Kruskal-Wallis H test. The projection of the study leads us to suggest that for the training of future teachers, instances of reflective action in the evaluation should be considered, based on professional practices. The recognition of educational communities and their environments is necessary to give rise to an evaluative praxis that relates the perceptions of students to the practical implementation of the evaluation processes to have a favourable impact on the training of future teachers.

scholarly journals TENDENCIES OF PEDAGOGICAL EDUCATION DEVELOPMENT IN UKRAINE: CHALLENGES AND PROSPECTS

2020 ◽  
pp. 150-165
Author(s):  
M. Vovk
Keyword(s):  
Teacher Training ◽  
Soft Skills ◽  
Quality Criteria ◽  
Future Teachers ◽  
Education Development ◽  
Academic Mobility ◽  
Production Practice ◽  
Self Development ◽  
Teachers Training

The review article identifies and characterizes the main tendencies of pedagogical education development in Ukraine: entering the European Higher Education Space internationalization, modernization, ensuring individual educational trajectory of teacher self-development, affirming academic integrity, ensuring future teachers' academic mobility, educators, formation and improvement of teacher's "soft skills". There are identified challenges in the process of pedagogical education reforming, including the implementation of the policy of higher pedagogical education institutions autonomy, the financial capacity of academic mobility the future teachers of various specialties, teachers, education managers, ensuring the quality of teacher training in a pandemic, creating resource content for informal training of future teachers, etc. The prospects of pedagogical education development have identified the unification of the process of future teachers' training in accordance with European quality standards; accreditation of educational programs on the basis of real quality criteria taking into account the needs of labour and the regional context; introduction of innovative forms, methods, technologies of teacher training in partnership of science, business, production, practice, etc.

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