scholarly journals Análise de Trajetórias de Professores que Ensinam Probabilidade e Estatística com Auxílio do Software IRAMUTEQ

2021 ◽  
Vol 13 (4) ◽  
pp. 420-428
Author(s):  
Geovane Carlos Barbosa ◽  
Sidney Silva Santos ◽  
Douglas da Silva Tinti ◽  
Celi Espasandin Lopes
Keyword(s):  
Elementary Education ◽  
Continuing Education ◽  
Social Contexts ◽  
Pedagogical Practices ◽  
Professional Performance ◽  
Statistics And Probability ◽  
Analysis Strategy ◽  
Technical Rationality ◽  
Probability And Statistics ◽  
Training Professional

ResumoCompreende-se que, para que o ensino da estatística e da probabilidade cumpra sua função de instrumento modificador, a formação continuada assume um papel essencial, sobretudo quando são propostos espaços formativos que superem a lógica da racionalidade técnica. Nesse direcionamento, o presente artigo é fruto de uma pesquisa qualitativa, na perspectiva (auto)biográfica, que tem por objetivo analisar narrativas (auto)biográficas de professores que ensinam probabilidade e estatística na educação básica, tomando como suporte o software IRAMUTEQ. As narrativas que compõem o corpus de análise foram produzidas durante o primeiro módulo de um curso de formação continuada no formato EaD, gratuito, que focaliza diferentes práticas pedagógicas para o ensino da estatística. Participaram dez docentes que ensinam estatística nos anos finais do ensino fundamental e no ensino médio. Como estratégia de análise tomaram-se como base estatísticas textuais clássicas, a nuvem de palavras e a análise de similitude. As análises lexicográficas do corpus textual das narrativas evidenciaram possíveis categorias que emergiram diretamente dos dados, das quais se elegeram “Formação”, “Atuação profissional” e “Anseios e expectativas” como eixos de análise. Os resultados deste estudo possibilitam enfatizar que as narrativas, quando utilizadas em processos de formação continuada de professores que ensinam probabilidade e estatística, podem auxiliar o docente na (re)construção da identidade do educador estatístico. Além disso, permitiram refletir sobre a importância da confrontação do conhecimento estatístico com os contextos sociais, para diferenciar as práticas educativas em matemática e estatística. Palavras-chave: IRAMUTEQ. Formação Professores. Atuação Profissional. Narrativas. Pesquisas (Auto)Biográficas. AbstractIt is believed that, for the teaching of statistics and probability to fulfill its role as a modifying instrument, continuing education plays an essential part, especially when formative spaces that surpass the logic of technical rationality are proposed. In this direction, the present article is the result of a qualitative research project, from an (auto)biographical perspective, which aims to analyze (auto)biographical narratives of teachers who teach probability and statistics in elementary education, using the IRAMUTEQ software as a support. The narratives that make up the corpus of analysis were produced during the first module of a free distance learning training course (EaD), focused on different pedagogical practices for teaching statistics. This continuing education course was attended by 10 teachers who teach statistics in the final years of elementary school and in high school. As an analysis strategy, classical textual statistics, word cloud and similarity analysis were used. The lexicographic analyses of the textual corpus of the narratives showed possible categories that emerged directly from the data, from which we chose “Training”, “Professional performance” and “Wishes and expectations” as axes of analysis. Research results enabled us to emphasize that, when used in continuous education processes for teachers who teach probability and statistics, narratives can assist the teacher in the process of (re)building their identity as statistical educators. In addition, they allowed us to reflect on the importance of confronting statistical knowledge with social contexts, making it possible to differentiate educational practices in mathematics and statistics. Keywords: IRAMUTEQ. Teacher Education. Professional Performance; Narratives, (Auto) Biographical Research.

scholarly journals Fiandeiras do cotidiano: um alinhavo de saberes pessoais e profissionais nas tramas da educação

2019 ◽  
Vol 89 (222) ◽  
Author(s):  
Ormezinda Ribeiro
Keyword(s):  
Continuing Education ◽  
Preliminary Analysis ◽  
Professional Knowledge ◽  
Pedagogical Practices ◽  
Personal Knowledge ◽  
Classroom Discussions ◽  
School Teachers ◽  
Primary School Teachers ◽  
Starting Point ◽  
Permanent Formation

Este artigo analisa as memórias discursivas de um grupo de professores, matriculados em um curso de formação continuada, ministrado pelo Centro de Formação Permanente de Professores em Uberaba, MG. Buscou-se a concepção que os professores têm atualmente do que é ser criança e ser professor. Por meio de diferentes formas de linguagem os professores alfabetizadores, participantes desta pesquisa, expressaram-se oferecendo elementos para a compreensão das experiências que subjazem as suas práticas pedagógicas. Numa análise preliminar, privilegiou-se a importância da reflexão que o professor faz consigo mesmo, considerando seus saberes pessoais como ponto de partida para a compreensão de seus saberes profissionais, uma vez que esse tema foi considerado por nós de alta relevância nas discussões em classe, tendo em vista a ênfase dada a ele pelos professores-cursistas. Palavras-chave: memória discursiva; saberes pessoais; saberes profissionais. This article analyzes the discursive memories of a group of professors, registered in a continuing education course, ministered by the Professors Permanent Formation Center at Uberaba, MG. The focus was the professors` conception about what is to be child and to be professor nowadays. By many different forms of language, the primary school teachers who participated of this research had expressed themselves offering elements for the experiences understanding that are behind of their pedagogical practices/skills. In a preliminary analysis, the importance of the professor reflection was privileged, considering his personal knowledge as the starting point for the understanding of his professional knowledge, once that this subject was considered of high relevance in the classroom discussions, in view of the emphasis gave by the professors-students to it. Key words: discursive memory; personal knowledge; professional knowledge

scholarly journals PROBLEMAS PRÁTICOS PROFISSIONAIS:

2020 ◽  
Vol 10 (20) ◽  
pp. 124-147
Author(s):  
Ismael Donizete Cardoso de Moraes
Keyword(s):  
Qualitative Research ◽  
Elementary School ◽  
Continuing Education ◽  
Cultural Theory ◽  
Lesson Plans ◽  
Early Years ◽  
Pedagogical Practices ◽  
Daily Lives ◽  
Geography Teaching ◽  
The Individual

Este estudo teve como propósito discutir alguns resultados da pesquisa intitulada “Problemas práticos profissionais: aportes teórico-metodológicos do ensino de geografia na formação continuada de professores dos anos iniciais do ensino fundamental”. Nesse sentido, o objetivo geral consistiu em compreender se a formação continuada, centrada nos problemas práticos profissionais, contribui para que as professoras superem o ensino empírico dos conteúdos geográficos. Em consonância, os objetivos específicos visaram: discutir os principais conceitos da teoria histórico-cultural e do Ensino de Geografia; mediar a elaboração dos planos de aula; e entender a formação continuada como possibilidade de superação do ensino empírico dos conteúdos geográficos. A pesquisa qualitativa e os procedimentos de análise dos planos de aula, de observação e de narrativas foram utilizados para levantamento dos dados junto às professoras durante o curso de formação continuada, que contou com os conteúdos de paisagem, lugar, urbano e cidade. Como resultado, mesmo diante da complexidade do tema, houve mudanças nas práticas pedagógicas das professoras, entre as quais se destacaram: o avanço na apropriação desses conceitos, na contextualização dos conteúdos, na articulação destes com os conhecimentos cotidianos dos alunos, na organização de textos e imagens e nas tarefas dos alunos do coletivo para o individual. PALAVRAS-CHAVE Teoria histórico-cultural, Problemas práticos profissionais, Ensino de Geografia, Conceitos.   PRACTICAL PROFESSIONAL PROBLEMS: theoretical and methodological contributions of teaching Geography in continuing training of teachers from the early years in the Elementary School ABSTRACT This study aimed to discuss some results of the research entitled" practical professional problems: theoretical and methodological contributions of teaching geography in continuing training of teachers from the early years in the elementary school". Therefore, the general objective was to understand if continued training, focused on practical professional problems, contributes to teachers surmount empirical teaching of geographic contents. In harmony, the specific objectives aimed to: discuss the main concepts of historical-cultural theory and geography teaching; mediate the preparation of lesson plans; and to understand continued training as a possibility of surpassing the empirical teaching of geographic contents. Qualitative research and procedures for analyzing lesson plans, observation and narratives were used to survey data with teachers during the continuing education course, which included the contents of landscape, place, urban and city. As results, even before the complexity of the theme, there were changes in the pedagogical practices of the teachers, among which stood out: the advance in the appropriation of these concepts, in the contextualization of the contents, in the articulation of these with the knowledge students' daily lives, in the organization of texts and images, and in the tasks of the students from the collective to the individual. KEYWORDS Historical-cultural theory, Professional practical problems, Geography teaching, Concepts.

Acti-Plan

2014 ◽  
Vol 5 (3) ◽  
pp. 15-24
Author(s):  
María Graciela Badilla Quintana ◽  
Cristian Lara Valenzuela
Keyword(s):  
Elementary Education ◽  
Technological Development ◽  
Learning Opportunities ◽  
Virtual Space ◽  
Community Members ◽  
Professional Performance ◽  
Complex Process ◽  
Pedagogical Models ◽  
Technological Model ◽  
Scientific And Technological Development

Two 3D-learning environments in SecondLife and OpenSim have been developed as part of a grant project called TYMMI -Technology and Pedagogical Models in Immersive Worlds- funded by the National Fund for Scientific and Technological Development (FONDECYT) in Chile. The main objective is to strengthen the professional performance of pre-service teachers (bachelor students), by simulating teaching practices and virtual learning opportunities where the community members join a meeting or class, share and interact in the complex process of assimilation teaching skills. Preliminary results are related to the design of two immersive simulation platforms and to develop a conceptual and technological model for teaching in Immersive Worlds. In this context, the authors created an ACTI-PLAN that allows pre-service teachers to act in two areas: cataloging resources and educational planning. Also, in this virtual space there is an architecture that supports pedagogical proposal that includes classrooms for Mathematic and Language for elementary education.

E-Learning as Nation Building

2011 ◽  
pp. 1-16
Author(s):  
Marco Adria ◽  
Katy Campbell
Keyword(s):  
Social Change ◽  
Continuing Education ◽  
Geographic Location ◽  
Social Contexts ◽  
Learning Needs ◽  
Face To Face ◽  
Progressive Development ◽  
E Learning ◽  
Prior Experiences ◽  
Diverse Cultures

This chapter is concerned with how individuals may examine the potential for social change arising from interactions in an e-learning environment. We explore continuing education as the site for e-learning in the context of developing a civil society. Referring to Anderson’s (1991) work on nationalism, and Wenger, McDermott, and Snyder’s (2002) discussion of communities of practice, we argue that the transition from face-to-face teaching to e-learning has the potential to appeal to those learners, and their instructors, who are interested in the capacity of a community to contribute to social change. We are particularly interested in the potential of e-learning to be socially transformative in its power to be inclusive, that is, to support diverse cultures, languages, work contexts, learning needs and styles, prior experiences, generations, economic circumstances, social contexts, and geographic location. We have suggested that the metaphor of an e-learning nation supports the reflective and progressive development of learning communities in which identity is consciously and critically examined.

Activities for Students: Teaching Probability and Statistics Using Game Shows

2005 ◽  
Vol 98 (8) ◽  
pp. 564-570
Author(s):  
Matthew A. Carlton ◽  
Mary V. Mortlock
Keyword(s):  
Statistics And Probability ◽  
Probability And Statistics

The mathematical branch of probability has its origins in games and gambling. And so it is not surprising that our most common examples for teaching probability in the classroom—coins, dice, and cards—come from this domain. But how else can we teach probability, once these basic examples have been exhausted? Television game shows provide an answer. What we present here is just one of the game shows we have used to introduce students to several aspects of statistics and probability and to spark their interest in these topics.

scholarly journals Formal and Informal Continuing Education Activities and Athletic Training Professional Practice

2010 ◽  
Vol 45 (3) ◽  
pp. 279-286 ◽  
Author(s):  
Kirk J. Armstrong ◽  
Thomas G. Weidner
Keyword(s):  
Continuing Education ◽  
Patient Care ◽  
Athletic Training ◽  
Professional Practice ◽  
Professional Growth ◽  
Clinical Skills ◽  
Athletic Trainers ◽  
Demographic Characteristics ◽  
Cross Sectional ◽  
Training Professional

Abstract Context: Continuing education (CE) is intended to promote professional growth and, ultimately, to enhance professional practice. Objective: To determine certified athletic trainers' participation in formal (ie, approved for CE credit) and informal (ie, not approved for CE credit) CE activities and the perceived effect these activities have on professional practice with regard to improving knowledge, clinical skills and abilities, attitudes toward patient care, and patient care itself. Design: Cross-sectional study. Setting: Athletic training practice settings. Patients or Other Participants: Of a geographic, stratified random sample of 1000 athletic trainers, 427 (42.7%) completed the survey. Main Outcome Measure(s): The Survey of Formal and Informal Athletic Training Continuing Education Activities was developed and administered electronically. The survey consisted of demographic characteristics and Likert-scale items regarding CE participation and perceived effect of CE on professional practice. Internal consistency of survey items was determined using the Cronbach α (α  =  0.945). Descriptive statistics were computed for all items. An analysis of variance and dependent t tests were calculated to determine differences among respondents' demographic characteristics and their participation in, and perceived effect of, CE activities. The α level was set at .05. Results: Respondents completed more informal CE activities than formal CE activities. Participation in informal CE activities included reading athletic training journals (75.4%), whereas formal CE activities included attending a Board of Certification–approved workshop, seminar, or professional conference not conducted by the National Athletic Trainers' Association or affiliates or committees (75.6%). Informal CE activities were perceived to improve clinical skills or abilities and attitudes toward patient care. Formal CE activities were perceived to enhance knowledge. Conclusions: More respondents completed informal CE activities than formal CE activities. Both formal and informal CE activities were perceived to enhance athletic training professional practice. Informal CE activities should be explored and considered for CE credit.

scholarly journals Contextualizando a educação continuada de professores de línguas estrangeiras no Brasil

2016 ◽  
Vol 9 (1) ◽  
pp. 173-186
Author(s):  
Vanderlice dos Santos Andrade Sól
Keyword(s):  
Foreign Language ◽  
Continuing Education ◽  
English Language ◽  
Applied Linguistics ◽  
Language Teachers ◽  
General Context ◽  
Public Authorities ◽  
Language Teacher Education ◽  
Professional Performance ◽  
Lay Teachers

RESUMO:A expressão “Educação Continuada” (EC) ou “Formação Continuada” aparece nos documentos oficiais brasileiros de maneira ampla e genérica, compreendendo qualquer tipo de atividade que venha a contribuir para o desempenho profissional. Muitos documentos intitulam de programas de EC os que formam professores das redes municipais e estaduais (aqueles professores chamados de professores leigos), tanto em nível médio quanto superior. O objetivo deste artigo é contextualizar e problematizar a educação continuada de professores de línguas estrangeiras (LE) no Brasil. A trajetória teórico-metodológica deste estudo ancora-se na teoria do discurso e nos estudos da Linguística Aplicada. Mediante a análise dos discursos que circulam nos documentos oficiais sobre a EC, pode-se dizer, a partir do panorama ora apresentado, que diversos órgãos do poder público brasileiro chancelam a EC em âmbito geral, mas os incentivos parecem não alcançar todas as áreas do conhecimento. Nessa perspectiva, vale indagar como se vêm realizando propostas de educação continuada em línguas estrangeiras no Brasil e quais incentivos existem de fato. As reflexões suscitadas pelo estudo revelam que as legislações se constituem a partir de processos históricos e são fruto de negociações sociais, políticas e ideológicas que, ao mesmo tempo em que abrem espaço para as iniciativas de EC, também as circunscrevem a partir de discursos do que se considera ensinar e aprender um LE no contexto brasileiro. A partir dessa contextualização da educação continuada, é importante trazer tais discussões para o campo da Linguística Aplicada ao ensino de LE, para produzir reflexões para esse campo.PALAVRAS-CHAVE: educação continuada; língua estrangeira; formação de professores.  ABSTRACT:The term "Continuing Education" (CE) appears in Brazilian official documents widely and generally, including any kind of activity that will contribute to the professional performance. Many of these official documents name CE programmes those that train teachers from municipal and state school systems (those teachers called lay teachers), those without secondary and graduated levels. This paper aims at contextualizing and discussing the continuing education of foreign language teachers (EFL) of English language in Brazil. The theoretical-methodological trajectory of this study is based on discourse theories and applied linguistics studies. Through the analysis of the discourses circulating in official documents about the CE, it is possible to state, from the presented scenario, that several Brazilian public authorities approve the CE in general context, but the encouragements do not seem to reach all areas of knowledge. Through this perspective, it is worth asking how have the proposals for continuing education in foreign languages in Brazil been developed and what kind of actions have been put into practice. Reflections arising from this paper reveal that the laws are formed by historical processes and are the result of social, political and ideological negotiations, which seem to give opportunities for changes, however end up been limited by representations about what means to teach and learn a foreign language in the Brazilian context. Summing up, from these perspectives about continuing education, it is important to bring such discussions to the field of applied linguistics to EFL teaching to produce reflections for this field.KEYWORDS: continuing education; foreign language; teacher education.

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