scholarly journals O papel do Pibid em Diferentes Ações do Estágio Curricular Supervisionado: Perspectivas de Futuros Professores

2019 ◽  
Vol 12 (2) ◽  
pp. 145
Author(s):  
André Lima Rodrigues ◽  
Paulo Henrique Rodrigues ◽  
Márcia Cristina Costa Trindade Cyrino
Keyword(s):  
Student Teaching ◽  
Mathematics Teacher ◽  
Teaching And Learning ◽  
Basic Education ◽  
Mathematics Teacher Education ◽  
Education Student ◽  
State University ◽  
Future Teachers ◽  
Teacher Education Student ◽  
De Se

O presente artigo tem como objetivo analisar as influências das ações do Programa Institucional de Bolsa de Iniciação à Docência de Matemática – Pibid nas diferentes fases do Estágio Curricular Obrigatório Supervisionado – ECS (estágio de observação, elaboração dos planos de oficina, estágio de regência e elaboração do relatório final), na perspectiva de futuros professores que participam do programa. Foi realizada uma pesquisa qualitativa de cunho interpretativo a partir de entrevistas realizadas com estudantes pibidianos do curso de licenciatura em Matemática da Universidade Estadual de Londrina – UEL. Os resultados revelam que as ações do Pibid orientaram reflexões no decorrer de diferentes fases do ECS, nomeadamente aquelas a respeito: do estar na sala de aula, dos conteúdos matemáticos, dos processos de ensino e de aprendizagem de Matemática, do papel do professor nesses processos e das ações do professor. Tais reflexões ampliaram as discussões presentes nas etapas do ECS e permitiram, ao articular teoria e prática, um aprofundamento de conhecimentos necessários aos futuros professores. Evidencia-se, assim, a necessidade de se valorizarem as políticas públicas de inserção de futuros professores na Educação Básica, como o Pibid, que potencializam aspectos importantes da formação de professores de Matemática.Palavras-chave: Educação Matemática. Formação de Professores de Matemática. Estágio Curricular Supervisionado.AbstractThe purpose of this article is to analyze the influence of the actions of the Institutional Program of Initiation Scholarship to the Teaching ofMathematics - Pibid in the different phases of the Student Teaching (observation stage, preparation of workshop plans, teach, of the finalreport) from the perspective of future teachers participating in the program. A qualitative research of an interpretive nature was carried outfrom interviews with pibidian students of the degree course in Mathematics of the State University of Londrina - UEL. The results reveal thatthe actions of Pibid guided reflections in the course of different phases of the SI, namely reflections on: being in the classroom, mathematicalknowledge, teaching and learning processes in Mathematics, the role of the teacher in these processes, and teacher actions. Such reflectionsbroadened the discussions in the stages of SI and allowed a deepening of knowledge needed for future teachers, articulating theory andpractice. We highlight the need to value the public policies of insertion of future teachers in Basic Education, such as the Pibid, that potentiateimportant aspects of mathematics teacher education.Keywords: Mathematics Education. Mathematics Teacher Education. Student Teaching.

scholarly journals Formação de professores de matemática e o ensino de polinômios Mathematics teacher education and teaching of polynomials

2017 ◽  
Vol 19 (2) ◽  
Author(s):  
Etienne Lautenschlager ◽  
Alessandro Jacques Ribeiro
Keyword(s):  
Teacher Education ◽  
Continuing Education ◽  
Mathematics Teacher ◽  
Mathematical Knowledge ◽  
Teaching And Learning ◽  
Basic Education ◽  
Mathematics Teacher Education ◽  
Pedagogical Knowledge ◽  
Interpretive Research

ResumoO presente artigo tem por objetivo investigar o conhecimento matemático de professores para o ensino de polinômios na Educação Básica. Escolheu-se o conceito de polinômio devido à sua importância dentro do conhecimento matemático e à sua pouca exploração em pesquisas que abordam do ensino e da aprendizagem de conteúdos algébricos. Trata-se de uma pesquisa qualitativa interpretativa, a qual se utilizou de sequências didáticas elaboradas pelos professores em suas análises, as quais foram realizadas à luz do trabalho de Ball e colaboradores. As conclusões de nossa investigação apontam que as sequências didáticas destinadas ao ensino dos polinômios elaboradas pelos professores contemplam aspectos de um conhecimento matemático para o ensino puramente relacionado a aspectos procedimentais e, muitas vezes, desprovido de significados. Alerta-se para a urgência da formação continuada, com foco não somente nos conhecimentos pedagógicos, mas também nos conhecimentos específicos matemáticos. AbstractThis article aims to investigate the mathematical knowledge of teachers for the teaching of polynomials in Basic Education. The concept of polynomial was chosen due to its importance within the mathematical knowledge and to its little exploration in research that deals with the teaching and learning of algebraic contents. It is a qualitative interpretive research, which used didactic sequences elaborated by the teachers in their analyzes, which are realized under Ball and colleagues’ work. The conclusions of our investigation indicate that the didactic sequences destined to the teaching of the polynomials, elaborated by the teachers, contemplate aspects of a mathematical knowledge for the teaching purely related to procedural aspects and, often, devoid of meanings. It is alerted to the urgency of continuing education, focusing not only on pedagogical knowledge but also on specific mathematical knowledge.

scholarly journals A PRÁTICA DE CAMPO COMO INSTRUMENTO DE VALORIZAÇÃO DO SABER AMBIENTAL E CULTURAL COM ALUNOS DE UMA ESCOLA PÚBLICA DE TERESINA/PIAUÍ

2018 ◽  
Vol 4 (13) ◽  
pp. 240
Author(s):  
Hikaro Kayo De Brito Nunes ◽  
Maria Luzineide Gomes Paula ◽  
Jorge Eduardo De Abreu Paula
Keyword(s):  
Public School ◽  
Teaching And Learning ◽  
Basic Education ◽  
Cultural Knowledge ◽  
Geographic Education ◽  
Geography Teaching ◽  
De Se ◽  
Field Practice ◽  
8Th Grade ◽  
The City

THE FIELD PRACTICE AS AN INSTRUMENT OF VALORIZATION OF ENVIRONMENTAL AND CULTURAL KNOWLEDGE WITH STUDENTS OF A PUBLIC SCHOOL OF TERESINA/PIAUÍLA PRÁCTICA DE CAMPO COMO INSTRUMENTO DE VALORIZACIÓN DEL SABER AMBIENTAL Y CULTURAL CON ALUMNOS DE UNA ESCUELA PÚBLICA DE TERESINA/PIAUÍCiente da necessidade de se conhecer e investigar o processo de educação geográfica na educação básica e as inter-relações necessárias, o presente trabalho tem como objetivo discutir a importância da prática de campo no ensino e aprendizagem de Geografia como instrumento facilitador na construção do saber ambiental e cultural com alunos do 8º ano de uma escola pública de Teresina/Piauí. A prática foi subdividida em três etapas: a primeira (com planejamento e com aulas expositivas e dialogadas); a segunda (com a prática de campo seguindo um roteiro pela cidade) e a terceira (com a discussão e apresentação dos dados coletados para a comunidade escolar). As atividades instigaram a compreensão do alunado em relação à cultura e aos aspectos ambientais de Teresina, além da capacidade de organização e da criação de um senso crítico de observação.Palavras-chave: Prática de campo; Ensino de Geografia; Saber Ambiental e Cultural; Teresina/Piauí.ABSTRACTAware of the need to know and investigate the geographic education process in basic education and the necessary interrelationships, the present work aims to discuss the importance of field practice in the teaching and learning of Geography as a facilitator in the construction of environmental and cultural knowledge with students from the 8th grade of a public school in Teresina/Piauí. The practice was subdivided into 3 stages, the first one (with planning and with expositive and dialogic classes), the second (with field practice following a script by the city) and the third (with the discussion and presentation of data collected for the community School). The activities instilled the student's understanding of the culture and environmental aspects of Teresina, as well as the capacity for organization and the creation of a critical sense of observation.Keywords: Field practice; Geography Teaching; Environmental and Cultural Knowledge; Teresina/Piauí.RESUMENConsciente de la necesidad de conocer y investigar el proceso de educación geográfica en la educación básica y las interrelaciones necesarias, el presente trabajo tiene como objetivo discutir la importancia de la práctica de campo en la enseñanza y aprendizaje de Geografía como instrumento facilitador en la construcción del saber ambiental y cultural con alumnos del 8º año de una escuela pública de Teresina / Piauí. La práctica fue subdividida en 3 etapas, la primera (con planificación y con clases expositivas y dialogadas), la segunda (con la práctica de campo siguiendo un itinerario por la ciudad) y la tercera (con la discusión y presentación de los datos recogidos para la comunidad escolar). Las actividades instigaron la comprensión del alumnado en relación a la cultura y los aspectos ambientales de Teresina, además de la capacidad de organización y de la creación de un sentido crítico de observación.Palabras clave: Práctica de campo; Enseñanza de Geografía; Saber ambiental y cultural; Teresina/Piauí.

Mathematics Teacher Education Quality in TEDS-M: Globalizing the Views of Future Teachers and Teacher Educators

2011 ◽  
Vol 62 (2) ◽  
pp. 172-187 ◽  
Author(s):  
Feng-Jui Hsieh ◽  
Chiu-Keung Law ◽  
Haw-Yaw Shy ◽  
Ting-Ying Wang ◽  
Chia-Jui Hsieh ◽  
...  
Keyword(s):  
Teacher Education ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Mathematics Teacher Education ◽  
Education Quality ◽  
Future Teachers

scholarly journals A faculty member learning with and from an undergraduate teaching assistant: Critical reflection in higher education

2019 ◽  
Vol 3 (2) ◽  
pp. 109-117
Author(s):  
Frank Daniello ◽  
Caroline Acquaviva
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Faculty Member ◽  
Teaching And Learning ◽  
Critical Reflection ◽  
Undergraduate Teaching ◽  
Power Dynamics ◽  
Working Relationships ◽  
Education Student ◽  
Teacher Education Student

This case study describes a student-faculty partnership between an undergraduate teacher education student and a faculty member of teacher education. This faculty-centric partnership aimed to enhance the faculty member’s critical reflection on his pedagogy in an introduction to teacher education course. In this jointly-written article, we offer student and faculty insights about the process we employed, the outcomes of our teaching and learning together, and the complexities of student-faculty working relationships stemming from power dynamics. We also provide recommendations for faculty and students looking to engage in collaborations. These recommendations center on defining partner roles, using video recordings, and addressing power dynamics between students and faculty within higher education. Drawing from our experience, we suggest that student-faculty partnerships are one fruitful avenuefor improving the quality of instruction in higher education. They require minimum financial resources and can enhance faculty pedagogy, which will benefit current and future students.

scholarly journals UM ESPAÇO ESCOLAR CRIATIVO E ECOFORMADOR COMO POSSIBILIDADE DE CRIAR, INVENTAR, DESCOBRIR E TRANSFORMAR SABERES E FAZERES

2020 ◽  
pp. 23-35
Author(s):  
Gláucia Nogara ◽  
Jullie Sellau Koppe ◽  
Silvia Adriany Kochan Marcon ◽  
Silvia Laís Cordeiro ◽  
Vera Lúcia Simão
Keyword(s):  
Teaching And Learning ◽  
Basic Education ◽  
Qualitative Approach ◽  
The Self ◽  
The Other ◽  
Social Commitment ◽  
Design Methodologies ◽  
De Se ◽  
Integral Development

A escola é um lugar de possibilidades por apresentar diferentes formas de ensinar a aprender. Diante das incertezas proeminentes da pandemia do Covid-19, o uso de metodologias de projeto como meio de se aprender de forma significativa torna-se um diferencial muito importante diante do compromisso educacional e social para com os estudantes. A partir de então, o objetivo deste artigo relatar sobre a construção de um espaço na Escola Municipal Professor Didio Augusto, União da Vitória Paraná com proposta criativa e ecoformadora, visando ao protagonismo infantil e ao desenvolvimento do eu, do outro e do meio. Metodologicamente, decidiu-se pelo uso da pesquisa documental e bibliográfica, amparadas na abordagem qualitativa, dando ênfase a uma disciplina apresentada no Mestrado Profissional de Educação Básica – PPGEB da UNIARP.  Entre os autores utilizados, destacam-se Torre e Zwierewicz (2009), Moraes (2011), Torre e Pujol (2013), Velasco (2015). Entre os resultados, espera-se promover o desenvolvimento integral das crianças a partir da organização de espaços de interações e brincadeiras, motivados pelas perspectivas da criatividade e da ecoformação. Palavras-chave: Escola. Criatividade. Ecoformação. Espaço. PCE.   ABSTRACT: The school is a place of possibilities, presenting different ways of teaching and learning. In the view of the prominent uncertainties of the Covid-19 pandemic, the use of design methodologies as a mean of learning in a meaningful way becomes a very important differential in the educational and social commitment to students. From then on, the objective of this paper is to report the construction of a space at the Professor Didio Augusto Municipal School, at União da Vitória, Paraná, with a creative and ecoforming proposal, aiming at children's protagonism and the development of the self, the other and the environment. Methodologically, it was decided to use documentary and bibliographic research, supported by the qualitative approach, emphasizing a discipline presented in the Professional Master of Basic Education - PPGEB of UNIARP. Among the authors used, Torre and Zwierewicz (2009), Moraes (2011), Torre and Pujol (2013), Velasco (2015) stand out. Among the results, it is expected to promote the integral development of children through the organization of spaces for interactions and games, motivated by the perspectives of creativity and eco-training. Keywords: School. Creativity. Ecoformation. Space. PCE

The Impact of Digital Technologies in Mathematics Pre-Service Teacher Preparation Over Four Decades

2018 ◽  
pp. 23-49
Author(s):  
Sarah B. Bush ◽  
Shannon O. Driskell ◽  
Margaret L. Niess ◽  
David Pugalee ◽  
Christopher R. Rakes ◽  
...  
Keyword(s):  
Teacher Preparation ◽  
Mathematics Teacher ◽  
Teaching And Learning ◽  
New Technologies ◽  
Mathematics Teacher Education ◽  
Digital Technologies ◽  
Rapid Expansion ◽  
Mathematics Teacher Preparation ◽  
The Impact ◽  
Pre Service Teacher

The rapid expansion of technology integration in everyday lives calls for a rethinking of teaching and learning with current and emerging digital technologies. How have pre-service teachers been prepared for teaching with these new technologies? Are they prepared for this educational revolution? This chapter presents an analysis of the impact of digital technologies in mathematics pre-service teacher preparation over the past four decades. The chapter examines how various technology types, content strands, grade-level bands, teacher outcomes, conceptual frameworks, research questions, and alignment with the Common Core State Standards for Mathematics (CCSSM) (CCSSO, 2010) Mathematical Practices (CCSSM-MP) have influenced the outcomes from mathematics teacher education papers and how this literature has affected teacher preparation. The goal of this examination is to identify recommendations for future mathematics teacher preparation research that show promise for revising mathematics teacher preparation in this digital age.

scholarly journals Incidence of Design-Based Research Methodology in Science Education Articles: A Bibliometric Analysis

2021 ◽  
pp. e25369
Author(s):  
Luciana Natália Cividatti ◽  
Vagner Antonio Moralles ◽  
Amadeu Moura Bego
Keyword(s):  
Science Education ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Education Student ◽  
Educational Innovations ◽  
Design Based Research ◽  
Teacher Education Student ◽  
The North ◽  
Information And Communication ◽  
Number Of Publications

The design-based research (DBR) methodology has been standing out in the field of educational research promising to adapt to different scenarios and boost the development of educational innovations. However, 17 years after the beginning of the use of this methodology, there are still doubts about its potentiality. Given this, it is necessary to ascertain in which contexts this methodology has been used and what are the educational advances related to it. Thus, bibliometric mapping was carried out in this paper to generate indicators of studies on DBR, to indicate its relationship with the field of Science Education and situate Brazilian production in the international context. The study identified the distribution of publications by year, according to the number of publications, the main journals where these articles were published, the authors nationality, the most cited articles, the main keywords, and the network collaboration between authors. Data showed that the last five years have been the most promising for DBR publications and the North Americans were those who published more about this methodology. Despite the growing number of publications, the field of Science Education still makes little use of this methodology. The main applications found in DBR were related to teacher education, student motivation, and the use of information and communication technologies on teaching and learning.

The Impact of Digital Technologies in Mathematics Pre-Service Teacher Preparation over Four Decades

2015 ◽  
pp. 1-27 ◽  
Author(s):  
Sarah B. Bush ◽  
Shannon O. Driskell ◽  
Margaret L. Niess ◽  
David Pugalee ◽  
Christopher R. Rakes ◽  
...  
Keyword(s):  
Teacher Preparation ◽  
Mathematics Teacher ◽  
Teaching And Learning ◽  
New Technologies ◽  
Mathematics Teacher Education ◽  
Digital Technologies ◽  
Rapid Expansion ◽  
Mathematics Teacher Preparation ◽  
The Impact ◽  
Pre Service Teacher

The rapid expansion of technology integration in everyday lives calls for a rethinking of teaching and learning with current and emerging digital technologies. How have pre-service teachers been prepared for teaching with these new technologies? Are they prepared for this educational revolution? This chapter presents an analysis of the impact of digital technologies in mathematics pre-service teacher preparation over the past four decades. The chapter examines how various technology types, content strands, grade-level bands, teacher outcomes, conceptual frameworks, research questions, and alignment with the Common Core State Standards for Mathematics (CCSSM) (CCSSO, 2010) Mathematical Practices (CCSSM-MP) have influenced the outcomes from mathematics teacher education papers and how this literature has affected teacher preparation. The goal of this examination is to identify recommendations for future mathematics teacher preparation research that show promise for revising mathematics teacher preparation in this digital age.

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