scholarly journals Integrated Engineering in Elementary Education: Tackling Challenges to Rural Teacher Training

2016 ◽  
Author(s):  
Toni Ivey ◽  
Nicole Colston ◽  
Julie Thomas ◽  
Juliana Utley
Keyword(s):  
Teacher Training ◽  
Elementary Education ◽  
Rural Teacher

scholarly journals ENTRE OS DITOS E OS INTERDITOS: representações de professores e professoras do ensino fundamental sobre gênero e sexualidade

2016 ◽  
Vol 23 (1) ◽  
pp. 107
Author(s):  
Sandra Regina De Oliveira Faustino ◽  
Jonas Alves Da Silva Júnior ◽  
Mônica Pinheiro Fernandes
Keyword(s):  
Teacher Training ◽  
Elementary Education ◽  
Elementary School Teachers ◽  
Social Representations ◽  
Social Representation ◽  
Gender And Sexuality ◽  
Palabras Clave ◽  
The Social ◽  
Effective Use ◽  
Educación Primaria

Este artigo é fruto de entrelaçamentos de vivências advindas do trabalho realizado no PIBID/UFRRJ e da investigação sobre as representações de professores/as do Ensino Fundamental de uma escola municipal de Queimados/RJ no que concerne a gênero e sexualidade, desenvolvida pelo Grupo de Pesquisa Infâncias até os 10 anos (GRUPIs). Esta pesquisa adotou o método exploratório-qualitativo para produzir reflexões e conhecimentos de uso mais efetivo no âmbito das representações sociais sobre gênero e sexualidade. Para atingir o nosso objetivo, valemo-nos de teóricos que estudam sobre formação de professores, bem como os que pesquisam sobre gênero e sexualidade e das respostas obtidas com base no questionário aplicado aos professores da escola-campo. As reflexões resultantes das discussões relativas à pesquisa com os/as professores/as revelaram representações carregadas de preconceitos e ambiguidades, urgindo como guisa de conclusão a necessidade de abordar os temas gênero e sexualidade no currículo de formação inicial e continuada dos/as educadores/as, com o intuito de enfrentar e desconstruir preconceitos de forma criativa, crítica e dialógica. Devido à complexidade e urgência do tema, a investigação apontou para continuidade e aprofundamento de estudos sobre gênero e sexualidade na escola. Palavras-chave: Gênero. Sexualidade. Representação social. PIBID. Formação de professores.   BETWEEN SAID AND PROHIBITED: representations of teachers and teaching of elementary education on gender and sexuality Abstract: This article is the result of entanglements of resulting experiences from work carried out PIBID / UFRRJ and research on the representations of elementary school teachers from a municipal school in Queimados / RJ with regard to gender and sexuality developed by childhoods Research Group up 10 years (GRUPIs). This research adopted the exploratory qualitative method to produce ideas and knowledge more effective use within the social representations of gender and sexuality. To achieve our goal, we make use of theorists who study on teacher training, as well as researching on gender and sexuality, and the answers obtained based on the questionnaire administered to school-field teachers. The reflections resulting from discussions concerning the survey of teachers showed charged representations of prejudices and ambiguities, urging as a way of conclusion the need to address the issues gender and sexuality in the curriculum of initial and continuing training of teachers, in order to confront and deconstruct prejudices of creative, critical and dialogical way. Due to the complexity and urgency of the issue, the investigation pointed to continuing and deepening studies on gender and sexuality at school. Keywords: Gender. Sexuality. Social representation. PIBID. Teacher training.    ENTRE DICHO Y PROHIBIDOS: representaciones de  los maestros y  maestras de la enseñanza de la educación primaria sobre el género y la sexualidadResumen: Este artículo es el resultado de los entrelazamiento de vivencias adviniendo del trabajo llevado a cabo por el PIBID / UFRRJ y de la investigación sobre las representaciones de los profesores de la escuela primaria de una escuela municipal en Queimados / RJ, con respecto al género y la sexualidad desarrollada por infancias Grupo de Investigación hasta los 10 años (GRUPIs). Esta investigación adoptó el método cualitativo exploratorio para producir ideas y conocimientos uso más eficaz dentro de las representaciones sociales de género y la sexualidad. Para lograr nuestro objetivo, hicimos uso de los teóricos que estudian en la formación del profesorado, así como la investigación sobre el género y la sexualidad, y las respuestas obtenidas en base al cuestionario aplicado a los docentes de campo de la escuela. Las reflexiones resultantes de los debates relativos a la encuesta de los profesores mostrarán representaciones de los prejuicios y las ambigüedades, lo que necesita como una manera de conclusión, en la necesidad de abordar cuestiones de género y la sexualidad en el currículo de la formación inicial y continua de los docentes, con el fin de enfrentar y deconstruir prejuicios de manera creativa, crítica y dialógica. Debido a la complejidad y la urgencia de la cuestión, la investigación apuntó a continuar y profundizar los estudios sobre género y sexualidad en la escuela. Palabras Clave: Género. Sexualidad. Representación Social. PIBID. La formación del Profesorado.

To Disappear The Escuelas Normales Rurales: Political Anxieties, the Secretaría de Educación Pública, and Education Reform in Mexico in 1969

2020 ◽  
Vol 77 (3) ◽  
pp. 443-468
Author(s):  
Carla Irina Villanueva
Keyword(s):  
Cold War ◽  
Teacher Training ◽  
Education Reform ◽  
Teacher Training Colleges ◽  
Cold War Era ◽  
Rural Teacher ◽  
Student Politics ◽  
Internal Student ◽  
The Cold War

ABSTRACTThis article analyzes a 1969 education reform in Mexico that resulted in the closure of 14 of the then 29 escuelas normales rurales (rural teacher-training colleges) and the annihilation of their internal student organizing structures. I argue that the reform was politically motivated and impelled by the anxieties produced by student politics in the Cold War era. I show also how the Secretaría de Educación Pública (SEP) participated in the authoritarian surveillance of students during the presidency of Díaz Ordaz and in a long campaign to delegitimize the Federación de Estudiantes Campesinos Socialistas de México (FECSM), the federation that united the students from these schools.

scholarly journals Historical Experience and Contemporary Reflection of the Supply Side Reform of Rural Teacher Training in China

2021 ◽  
Vol 10 (S1) ◽  
pp. 6
Author(s):  
Feng Li
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Historical Analysis ◽  
Supply System ◽  
Supply Management ◽  
Supply Side ◽  
Rural Teachers ◽  
Education Movement ◽  
Rural Teacher ◽  
Historical Reflection

The supply-side reform of rural teachers’ teaching is not only a realistic problem but also a historical problem. Based on the historical analysis framework of teachers’ training, the thesis conducted the historical reflection and interpretative analysis of the top-down practice of the supply-side reform during the Rural Teacher Education Movement in China. According to the supply-side reform on rural teacher training, there exist problems such as city-oriented supply structure, disconnected supply system, and upper-dominant supply management. Therefore, it is suggested to getting rid of the homogeneous supply structure, breaking the enclosed supply system, and improving the educational governance paths such as the centralized supply management. Furthermore, the supply-side reform practice of the Rural Teacher Education Movement can provide historical reflection and enlightenment for supply-side reform of rural teacher training, teacher education revitalization and intensive development, and governance modernization in the Post-poverty Alleviation Era.

scholarly journals DA EDUCAÇÃO INFANTIL AO ENSINO FUNDAMENTAL – APONTAMENTOS SOBRE A FORMAÇÃO DOCENTE AOS ACONTECIMENTOS COMO POTENCIALIDADE PARA OS ENCONTROS E SENTIDOS FROM CHILDREN EDUCATION TO FUNDAMENTAL TEACHING - PRESENTATIONS ON TEACHER TRAINING TO EVENTS AS POTENTIALITY FOR MEETINGS AND MEANINGS

RevistAleph ◽  
2018 ◽  
Author(s):  
Letícia Santos Da Cruz
Keyword(s):  
Early Childhood ◽  
Teacher Training ◽  
Early Childhood Education ◽  
Elementary Education ◽  
Teaching Practice ◽  
Childhood Education ◽  
Transitional Process ◽  
Starting Point ◽  
Children Education

O texto apresentado toma como ponto de partida o processo transitório da Educação Infantil para o Ensino Fundamental a fim de compreender como a formação pode contribuir para o estabelecimento de diálogos. Baseia-se nas contribuições de Cruz (2012) e Saviani (2007) para abordar o caráter da pedagogia em sua dimensão teórica e prática e, Nóvoa (2017), no sentido de olharmos para a prática docente comoposições entre os sujeitos e seus conhecimentos, assim como em demais autores relevantes. Propõe que a prática docente, no processo de transição da Educação Infantil para o Ensino Fundamental, instaure possibilidades significativas ,  configurando-se como acontecimentos em transição e nestes, estabeleça potencialidades da prática nos encontros em espaços de enunciações. The text presented takes as a starting point the transitional process from Early Childhood Education to Elementary Education in order to understand how training cancontribute to the establishment of dialogues. It is based on the contributions of Cruz (2012) and Saviani (2007) to approach the character of pedagogy in its theoretical andpractical dimension, in Nóvoa (2017) in order to look at teaching practice as positions between subjects and their knowledge, as well as in other relevant authors. It proposes that the teaching practice in the process of transition from Early Childhood Education to Elementary Education establishes significant possibilities as events in transition, in these, the potentiality of practice lies in the meetings in spaces of enunciations.

scholarly journals ENTRE OS DITOS E OS INTERDITOS: representações de professores e professoras do ensino fundamental sobre gênero e sexualidade

2016 ◽  
Vol 23 (1) ◽  
pp. 107
Author(s):  
Sandra Regina De Oliveira Faustino ◽  
Jonas Alves Da Silva Júnior ◽  
Mônica Pinheiro Fernandes
Keyword(s):  
Teacher Training ◽  
Elementary Education ◽  
Elementary School Teachers ◽  
Social Representations ◽  
Social Representation ◽  
Gender And Sexuality ◽  
Palabras Clave ◽  
The Social ◽  
Effective Use ◽  
Educación Primaria

Este artigo é fruto de entrelaçamentos de vivências advindas do trabalho realizado no PIBID/UFRRJ e da investigação sobre as representações de professores/as do Ensino Fundamental de uma escola municipal de Queimados/RJ no que concerne a gênero e sexualidade, desenvolvida pelo Grupo de Pesquisa Infâncias até os 10 anos (GRUPIs). Esta pesquisa adotou o método exploratório-qualitativo para produzir reflexões e conhecimentos de uso mais efetivo no âmbito das representações sociais sobre gênero e sexualidade. Para atingir o nosso objetivo, valemo-nos de teóricos que estudam sobre formação de professores, bem como os que pesquisam sobre gênero e sexualidade e das respostas obtidas com base no questionário aplicado aos professores da escola-campo. As reflexões resultantes das discussões relativas à pesquisa com os/as professores/as revelaram representações carregadas de preconceitos e ambiguidades, urgindo como guisa de conclusão a necessidade de abordar os temas gênero e sexualidade no currículo de formação inicial e continuada dos/as educadores/as, com o intuito de enfrentar e desconstruir preconceitos de forma criativa, crítica e dialógica. Devido à complexidade e urgência do tema, a investigação apontou para continuidade e aprofundamento de estudos sobre gênero e sexualidade na escola. Palavras-chave: Gênero. Sexualidade. Representação social. PIBID. Formação de professores.   BETWEEN SAID AND PROHIBITED: representations of teachers and teaching of elementary education on gender and sexuality Abstract: This article is the result of entanglements of resulting experiences from work carried out PIBID / UFRRJ and research on the representations of elementary school teachers from a municipal school in Queimados / RJ with regard to gender and sexuality developed by childhoods Research Group up 10 years (GRUPIs). This research adopted the exploratory qualitative method to produce ideas and knowledge more effective use within the social representations of gender and sexuality. To achieve our goal, we make use of theorists who study on teacher training, as well as researching on gender and sexuality, and the answers obtained based on the questionnaire administered to school-field teachers. The reflections resulting from discussions concerning the survey of teachers showed charged representations of prejudices and ambiguities, urging as a way of conclusion the need to address the issues gender and sexuality in the curriculum of initial and continuing training of teachers, in order to confront and deconstruct prejudices of creative, critical and dialogical way. Due to the complexity and urgency of the issue, the investigation pointed to continuing and deepening studies on gender and sexuality at school. Keywords: Gender. Sexuality. Social representation. PIBID. Teacher training.  ENTRE DICHO Y PROHIBIDOS: representaciones de  los maestros y  maestras de la enseñanza de la educación primaria sobre el género y la sexualidadResumen: Este artículo es el resultado de los entrelazamiento de vivencias adviniendo del trabajo llevado a cabo por el PIBID / UFRRJ y de la investigación sobre las representaciones de los profesores de la escuela primaria de una escuela municipal en Queimados / RJ, con respecto al género y la sexualidad desarrollada por infancias Grupo de Investigación hasta los 10 años (GRUPIs). Esta investigación adoptó el método cualitativo exploratorio para producir ideas y conocimientos uso más eficaz dentro de las representaciones sociales de género y la sexualidad. Para lograr nuestro objetivo, hicimos uso de los teóricos que estudian en la formación del profesorado, así como la investigación sobre el género y la sexualidad, y las respuestas obtenidas en base al cuestionario aplicado a los docentes de campo de la escuela. Las reflexiones resultantes de los debates relativos a la encuesta de los profesores mostrarán representaciones de los prejuicios y las ambigüedades, lo que necesita como una manera de conclusión, en la necesidad de abordar cuestiones de género y la sexualidad en el currículo de la formación inicial y continua de los docentes, con el fin de enfrentar y deconstruir prejuicios de manera creativa, crítica y dialógica. Debido a la complejidad y la urgencia de la cuestión, la investigación apuntó a continuar y profundizar los estudios sobre género y sexualidad en la escuela. Palabras Clave: Género. Sexualidad. Representación Social. PIBID. La formación del Profesorado.

scholarly journals MIRÓ E CABRAL: UMA CONTRIBUIÇÃO INTERTEXTUAL PARA A FORMAÇÃO DOCENTE

2022 ◽  
Vol 18 (1) ◽  
pp. 209-227
Author(s):  
Rosemary Aparecida de Almeida Moraes ◽  
Regiane Magalhães Boainain ◽  
Fabiana Frolini Marques Mangili ◽  
Jhenifer Prescilla Dias Fuzinelli
Keyword(s):  
Teacher Training ◽  
Elementary Education ◽  
Classroom Performance ◽  
Early Grades ◽  
The World ◽  
The Creation ◽  
Joan Miro

This theoretical essay sought to debate the importance of the teacher's cultural repertoire in classroom performance, regardless of the segment in which he/she works. In order to exemplify the importance of this repertoire, the objective was to analyze the productions of two great renowned artists: the poet João Cabral de Melo Neto and the painter Joan Miró, discussing the artistic dialogue between them. Apparently, this research for teachers of Kindergarten and Elementary Education I hardly sees the itinerary to be followed for teacher training since, from the early grades, the child has contact with different artistic productions. Therefore, the teacher's gaze must be focused on a more complex and deeper knowledge of these analyses. The research includes that this itinerary is what offers relevant discoveries that will nourish the teaching repertoire, enabling the creation of situations that lead the child to knowledge of the world and an openness to the sensitive.

How a Specific Task Was Developed Through Multimodal Narratives

2019 ◽  
pp. 80-108
Author(s):  
Domingos Kimpolo Nzau
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
Elementary Education ◽  
Teaching Practices ◽  
Science And Technology ◽  
Academic Training ◽  
Specific Task ◽  
Pedagogical Tool ◽  
Training Course ◽  
Holistic Manner

Multimodal narratives (MNs) in the teaching of science and technology seek to report many aspects of a pedagogical nature in a complete and holistic manner. This chapter shows how six teachers of physics, from Angolan elementary education, without adequate pedagogical or academic training to teach physics, specifically the Newtonian concept of force, worked on a task during an intensive teacher training course. The MNs documents the professional development of the teachers in particular showing how they appropriated a tool (a specific didactic model) that was object of the training. The results achieved, with the help of multimodal narratives to register the occurrences in the seminar, once again reveal that MNs are as valuable a pedagogical tool in teachers' teaching practices as in their professional development (PD).

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