scholarly journals Reflections upon the Mandatory Internships on Mathematics Teacher Training Undergraduate Courses

2017 ◽  
Vol 20 (2) ◽  
pp. 393
Author(s):  
Dalva Eterna Gonçalves Rosa ◽  
Ana Paula De Almeida Saraiva Magalhães
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Mathematics Teacher ◽  
Teaching Practices ◽  
Public University ◽  
Qualitative Approach ◽  
The State ◽  
Reflective Teaching ◽  
Undergraduate Teaching ◽  
Teacher Training Program

Abstract: this essay’s main objective is to present some of the results from a research which investigated the investigated the Mandatory Internship in Mathematics undergraduate teaching courses at a public university in the state of Goiás. Its goals were to comprehend how this specific curricular component encouraged the teachers-to-be’s reflective practices. The subjects analyzed were seven professors from the Mathematics teacher training program in seven different university units. They worked with MI in 2008 or 2009. The theoretical and methodological qualitative approach made this paper, and its documental analysis of surveys and reflective intervivews, possible. The context and data diagnosed that, on Mathematics teacher training undergraduate courses, the development of reflective teaching practices are still timid and isolated. Reflexões sobre o estágio supervisionado nos cursos de Licenciatura em Matemática Resumo: este artigo tem o objetivo de apresentar alguns resultados de pesquisa realizada sobre o Estágio Supervisionado nos Cursos de licenciatura em matemática de uma universidade pública do estado de Goiás. O objetivo da pesquisa foi compreender se esse componente curricular tem provocado a prática reflexiva dos licenciandos. Os sujeitos foram sete professores de licenciatura em matemática de sete unidades universitárias dessa instituição, que trabalharam com o Estágio Supervisionado em 2008 ou 2009. O enfoque teórico-metodológico qualitativo possibilitou a análise documental, de questionários e entrevistas de caráter reflexivo. No contexto investigado, ações para o desenvolvimento de práticas reflexivas na formação de professores de Matemática ainda são tímidas e isoladas.

Teacher education in cooperative learning and its influence on inclusive education

2020 ◽  
Vol 23 (3) ◽  
pp. 277-290
Author(s):  
Yolanda Muñoz-Martínez ◽  
Carlos Monge-López ◽  
Juan Carlos Torrego Seijo
Keyword(s):  
Public Schools ◽  
Teacher Training ◽  
Cooperative Learning ◽  
Training Program ◽  
Inclusive Education ◽  
Teaching Practices ◽  
Positive Influence ◽  
Teacher Training Program ◽  
Depth Interviews

This article presents the study of the perception of teachers and principals participating in a teacher training program about cooperative learning with the focus on the transformation of teaching practices for inclusive education. The aim is to analyze the effect of a teacher training program on teaching practices and school transformation. We carried out an exploratory case study involving eight public schools of the Community of Madrid. Twenty-nine teachers (including principals) and two counselors agreed to participate. The process involved discussion groups, in-depth interviews, questionnaires about the training received, and analysis of documents (reports, stories, and projects). The results found that there is a positive influence on how students live together, their learning, emotional intelligence, and social relationships.

scholarly journals Compreendendo o papel dos orientadores pde: identidade, espaço e lugar

2018 ◽  
Vol 9 (1) ◽  
pp. 42
Author(s):  
Denise Akemi Hibarino ◽  
Janice Inês Nodari
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Basic Education ◽  
The State ◽  
Space And Place ◽  
Interpretive Research ◽  
Teacher Training Program

This paper aims at discussing the identity of English professors who are advisors in the Programa de Desenvolvimento Educacional from the state of Paraná and their perceptions regarding the aforementioned continuous teacher training program for basic education teachers. The qualitative-interpretive research (Bortoni-Ricardo, 2008) articulates contributions from Norton (1997; 2013) about identity and investment, with the notions of space and place provided by Tuan (2013). Frominterviews with the professors who are advisors in the program, it was possible to notice an awareness of the limitation of their agency, and a resulting discomfort from it. Such awareness impacts on the understanding of their identities and ontheir places as trainers who are in training as well.

Blended Teacher Training Program

2021 ◽  
pp. 337-358
Author(s):  
Marcos Andrei Ota ◽  
Andreia Cristina Nagata ◽  
Tatiane Carvalho Ferreira
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Teaching Practices ◽  
Basic Education ◽  
Training Programs ◽  
Digital Learning ◽  
Learning Spaces ◽  
Teaching Methodologies ◽  
Teacher Training Program

Nowadays information is processed quickly, and it provides new ways of interaction between the students and the teachers. The digital learning process has entered in our schools and has also brought a great discussion: how to teach in the digital age. To answer it, the authors aim to present a case study about the teacher training program developed in a blended model. Its purpose was to support the teaching practices and to rethink the learning spaces as well as to generate reflections on the issues of how to evaluate the application of active methodologies which are used in the basic education. A total of 20 teachers from four private schools in São Paulo have completed the training program. Thus, it enabled considerable advances in the planning of active classes. It was noticed, according to the results, that the teaching methodologies represent a challenge to be overcome in new training programs.

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