scholarly journals Constituindo-se Professora que Ensinará Matemática nos Anos Iniciais: o que Revelam as Narrativas Quanto a Alfabetização Matemática?

2021 ◽  
Vol 14 (1) ◽  
pp. 61-72
Author(s):  
Américo Junior Nunes da Silva
Keyword(s):  
Teacher Training ◽  
Narrative Analysis ◽  
Narrative Research ◽  
Early Years ◽  
Teaching Mathematics ◽  
Mathematical Literacy ◽  
Initial Teacher Training ◽  
Analysis Process ◽  
Literacy Process ◽  
Conceptual Difficulties

ResumoEste artigo é recorte de um doutoramento, resultado de uma pesquisa narrativa, e objetiva investigar o que revelam as narrativas de estudantes do curso de Pedagogia da Universidade Federal de São Carlos (UFSCar), construídas durante dois encontros da disciplina “Matemática: conteúdos e seu ensino”, sobre a ludicidade, o ensinar matemática no ciclo de alfabetização e o constituir-se professora que ensinará matemática nos anos iniciais. Nesse percurso, escolhemos as narrativas enquanto método e fenômeno a ser estudado. Constituímos diários de formação, produzidos pelas cinco participantes e por mim, e as entrevistas narrativas realizadas, como textos de campo. O processo de análise realizado se deu por meio da análise narrativa. As narrativas produzidas revelaram algumas dificuldades conceituais sobre a matemática e o processo de alfabetização matemática. Ao longo dos encontros, percebemos que as diferentes estratégias formativas propostas contribuíram para repensar essas crenças e ressignificar essas marcas negativas e as dificuldades que apresentaram.Palavras-chave: Alfabetização Matemática. Formação Inicial de Professores. Narrativas. Diários de Formação. AbstractThis article is an excerpt from a PhD, the result of a narrative research, and aims to investigate what the narratives of students in the Pedagogy course at the Federal University of São Carlos (UFSCar) reveal, built during two meetings of the discipline “Mathematics: Contents and their teaching ”, On playfulness, teaching mathematics in the literacy cycle and becoming a teacher who will teach mathematics in the early years. Along this path, we chose narratives as a method and phenomenon to be studied. We constituted the training diaries, produced by the 05 participants and mine, and the narrative interviews carried out, as field texts. The analysis process carried out took place through narrative analysis. The narratives produced revealed some conceptual difficulties about mathematics and the mathematical literacy process. Throughout the meetings, we realized that the different training strategies proposed contributed to rethink these beliefs and reframe these negative marks and the difficulties they presented. Keywords: Mathematical Literacy. Initial Teacher Training. Narratives. Training Diaries

Find something to make them smile…

2021 ◽  
Vol 22 (7) ◽  
pp. 30-31
Author(s):  
Sian Marsh
Keyword(s):  
Mental Health ◽  
Teacher Training ◽  
Emotional Development ◽  
Best Practice ◽  
Positive Attitude ◽  
Early Years ◽  
Social And Emotional Development ◽  
Initial Teacher Training ◽  
Social And Emotional

Personal, social and emotional development is a key area of the EYFS and it begins with early years educators who have a positive attitude to their role. With this in mind Best Practice Network's Sian Marsh explains why mental health is a focus for Initial Teacher Training.

Where progress begins

2020 ◽  
Vol 21 (12) ◽  
pp. 21-23
Author(s):  
Sian Marsh
Keyword(s):  
Teacher Training ◽  
Training Programme ◽  
Early Years ◽  
Initial Teacher Training ◽  
Language And Communication

Find out how practitioners who have undertaken the Early Years Initial Teacher Training programme have the skills and knowledge to maximise all children's progress in language and communication.

Bouncing back

2021 ◽  
Vol 22 (8) ◽  
pp. 24-25
Author(s):  
Sian Marsh
Keyword(s):  
Teacher Training ◽  
Emotional Development ◽  
Early Years ◽  
Social And Emotional Development ◽  
Initial Teacher Training ◽  
Social And Emotional

Sian Marsh outlines why it is more important than ever for trainees on the Early Years Initial Teacher Training (EYITT) programme to critically reflect on approaches to supporting children's social and emotional development – and particularly look at ways to build their resilience.

scholarly journals Finnish Pre-Service Teachers’ Perceptions of Perceived Competence in Early Childhood Physical Education

2021 ◽  
Vol 18 (12) ◽  
pp. 6454
Author(s):  
Anne Soini ◽  
Anthony Watt ◽  
Arja Sääkslahti
Keyword(s):  
Early Childhood ◽  
Teacher Training ◽  
Early Childhood Education ◽  
Motor Skills ◽  
Perceived Competence ◽  
Early Years ◽  
Self Report ◽  
Linear Regression Models ◽  
Teachers Perceptions ◽  
Childhood Education

Early childhood education and care (ECEC) teachers have a central role in supporting young children’s physical activity (PA) and overall development in the early years. However, the value of early childhood education teacher training (ECETT) programmes is not widely understood. This study aimed to investigate pre-service teachers’ perceptions of perceived competence when (1) supporting a child’s PA, (2) teaching PE, and (3) observing and assessing a child’s motor skills and PA. These self-evaluations were compared with a range of individual, educational, and behavioural characteristics. Final-year Bachelor degree pre-service teachers (n = 274; 54%) from seven universities in Finland participated in the self-report questionnaire. The results of the linear regression models showed that the relevant PE studies and previous experiences of pre-service teachers predicted higher perceived competence of supporting a child’s PA, teaching PE, and observing and assessing a child’s motor skills and PA. Thus, the study findings demonstrated how teacher training could positively influence perceptions and attitudes to increase a person’s perceived competence when implementing PE in the early years. Overall, results reinforce the importance of PE in ECETT, and the time devoted to this syllabus area should be maintained or increased.

scholarly journals A jovem normalista que fui, a professora que fui: inserção profissional feminina através de memórias de normalistas

2017 ◽  
Vol 1 (1) ◽  
pp. 193
Author(s):  
Raquel Silveira Martins
Keyword(s):  
Teacher Training ◽  
Primary School ◽  
Narrative Research ◽  
History Of Education ◽  
Minas Gerais ◽  
Oral Narratives ◽  
Normal School ◽  
Research Results ◽  
Woman Teacher ◽  
History Of

Esse artigo busca apresentar os resultados de uma pesquisa sobre a escolha do magistério como forma de inserção profissional de normalistas que frequentaram a Escola Normal Nossa Senhora de Oliveira, na cidade Oliveira, no  Centro-Oeste de Minas Gerais, entre os anos 1971 e 1974. Nesse sentido, as ideias que permeiam esse esboço vão ao encontro das concepções e conceitos sobre a mulher-professora, a formação de professores, em especial para o antigo ensino primário, e a história da educação em Minas Gerais. A metodologia utilizada é concernente à pesquisa narrativa e os dados terão como fonte principal narrativas orais de formandas da referida escola normal no período assinalado.The young normalist I was, the teacher I was: female professional insertion through normalist memories. This article aims to present research results on the choice of teaching as a form of professional insertion for normalistas who attended the Normal School of Our Lady of Oliveira, Oliveira city, Midwest of Minas Gerais, between 1971 and 1974. In this sense, the ideas that pervade this outline will meet the ideas and concepts of the woman - teacher, teacher training, especially for the old primary school, and the history of education in Minas Gerais. The methodology used is concerning the narrative research and data will have as the main source of oral narratives trainees said normal school in the indicated period. Keywords: Normalists; Feminization; Teacher school; Narrative research.

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