scholarly journals CONFIGURAÇÃO DA ÁREA DE DIDÁTICA NAS LICENCIATURAS: para além de uma didática geral ou específica

2021 ◽  
Vol 28 (2) ◽  
pp. 294
Author(s):  
Ireuda da Costa Mourão ◽  
Evandro Ghedin
Keyword(s):  
Teaching And Learning ◽  
Social Role ◽  
Qualitative Approach ◽  
Curriculum Planning ◽  
Theory And Practice ◽  
Initial Formation ◽  
Teacher Formation ◽  
General Didactics ◽  
Historical Trajectory ◽  
The Relationship

Considerando que boa parte dos professores tem apresentado dificuldades ao ingressarem no magistério, especialmente quanto à compreensão do seu papel social e de como tratar questões de ensino e aprendizagem na escola, este trabalho teve como objetivo discutir o papel e a configuração da didática na formação de inicial de professores. A pesquisa assume-se numa abordagem qualitativa e numa perspectiva hermenêutica. As técnicas utilizadas foram a entrevista e o questionário aplicados a professores de didática geral e específica em universidades federais de cinco regiões do Brasil. Os resultados demonstram que a didática ensinada nas licenciaturas nas cinco regiões do país se configura como uma didática “geral”, com exceção de uma instituição. Essa didática geral considera como condição de seu ensino metodologias diversificadas e ativas para ensinar conteúdos considerados clássicos, como: Tendências Pedagógicas; Trajetória histórica da Didática. Currículo; Planejamento e Avaliação, além de outros conteúdos, como Formação e Identidade Docente. A conclusão aponta para a necessidade de articulação e configuração da didática enquanto uma área nas licenciaturas, na qual fariam parte todas as disciplinas que discutem os processos de ensino, inclusive as didáticas específicas. Como área, a didática teria possibilidade de viabilizar melhor a relação entre teoria e prática como um dos instrumentos para formar o professor mais consciente do seu papel social, e melhor preparado para atuar nas salas de aulas.Palavras-chave: didática; didática específica; formação de professores.DIDACTICS AREA CONFIGURATION IN TEACHING’S DEGREE: for beyond a general or specific didacticsAbstractConsidering that the majority of teachers has presented difficulties when joining the mastership, especially in understanding their social role and how to deal with issues of teaching and learning in schools, this work has as its objective to discuss the role and configuration of Didactics in the initial formation of teachers. The research is based on a qualitative approach and in a hermeneutic perspective. The techniques used were the interview and the questionnaire applied to teachers of General and Specific Didactics in federal universities of Brazil’s five regions. The results showed that the Didactics taught in teaching’s degree of these five regions is configured like General Didactics, excepting one institution. This General Didactics considers as condition of its teaching diversified and active methodologies to teach content considered classic, such as: Pedagogical Tendencies, Historical Trajectory of Didactics, Curriculum, Planning and Evaluation, besides other subjects, such as Teacher Formation and Identity. The conclusion points to the necessity of articulation and configuration of Didactics while an area in teaching’s degree in which all the subjects that discuss the learning process would be part of it, including Specific Didactics. As an area, Didactics would have the possibility of better enabling the relationship between theory and practice as one of the instruments to form teachers more conscious of their social role and better prepared to act in classrooms.Keywords: didactics; specific didactic; teachers formation.CONFIGURACIÓN DEL ÁREA DE DIDÁCTICA EN LAS LICENCIATURAS:además de una didáctica general o específicaResumenPor considerar que buena parte de los maestros han presentado dificultades al ingresar en el magisterio, especialmente en cuanto a la comprensión de su papel social y de como tratar cuestiones de enseñanza y aprendizaje en la escuela, este trabajo hubo como objetivo discutir el papel y la configuración de la didáctica en la formación inicial de maestros. La pesquisa es asumida en un enfoque qualitativo, así como en una perspectiva hermenéutica. Las técnicas utilizadas fueron la entrevista y el cuestionario aplicados a maestros de Didáctica General y Específica en universidades federales de cinco regiones del Brasil. Los resultados obtenidos demostraron que la didáctica enseñada en las licenciaturas de las cinco regiones del país se configura como una didáctica “general”, con excepción de una institución. Esa didáctica general considera, como condición de su enseñanza, metodologías diversificadas y activas para enseñar contenidos considerados clásicos, tales como: Tendencias Pedagógicas; Trayectoria Histórica de la Didáctica; Currículum; Planeamiento y Evaluación, además de otros contenidos, tales como Formación e Identidad Docente. La conclusión apunta la necesidad de articulación y configuración de la didáctica mientras un área en las licenciaturas, en lo cual harían parte todas las disciplinas que discurran los procesos de enseñanza, incluso las didácticas específicas. Como un área, la didáctica habría posibilidad de mejor permitir la relación entre teoría y práctica, como uno de los instrumentos, para que puedan formar un maestro más consciente de su papel social y, también, mejor preparado para actuar en salas de clase.Palabras clave: didáctica; didáctica específica; formación de maestros.

scholarly journals CHALLENGES OF SERVICE LEARNING PRACTICES: STUDENT AND FACULTY PERSPECTIVES FROM MALAYSIA

2020 ◽  
Vol 17 (Number 2) ◽  
pp. 279-309
Author(s):  
Norhafezah Yusof ◽  
Tengku Faekah Tengku Ariffin ◽  
Rosna Awang Hashim ◽  
Hasniza Nordin ◽  
Amrita Kaur
Keyword(s):  
Service Learning ◽  
Teaching And Learning ◽  
Theory And Practice ◽  
Face To Face ◽  
Structural Support ◽  
Cognitive Autonomy ◽  
Service Learning Projects ◽  
Group Interviews ◽  
The Relationship ◽  
Ministry Of Higher Education

Purpose – The primary aim of service learning is to produce holistically developed students. Despite the mandate from the Ministry of Higher Education, Malaysia to infuse service learning in the programs of studies since 2015, service learning in the country remains in its infancy. Critical insights concerning contextual compatibility are still missing in the Malaysian context. In this regard, the current paper aims to investigate the perspectives of lecturers and students on the challenges they have encountered while participating in service learning. Methodology – The study employed a qualitative approach and the principles of Scholarship of Teaching and Learning (SoTL) guided the collection of data. Students and lecturers who participated in the study were selected using purposive sampling techniques. The data from the students was collected using focus group interviews, while in-depth face to face interviews were used to collect data from the lecturers. These two sources of data were then analysed using a thematic analysis method. Findings – From the perspectives of the students, the challenges encountered were as follows: 1) there is a gap between theory and practice and 2) the lack of cognitive autonomy, while from the perspectives of the lecturers, the challenge was lack of structural support. There was also a theme seen in the common challenges experienced by the participants which was about the relationship and rapport with the community. Significance –The findings provide insights into the challenges faced by lecturers and students in a public university where service learning is practised. These insights may have implications for academic developers providing training workshops on service learning and for lecturers involved in the design and implementation of service-learning projects.

scholarly journals Percepção dos docentes de Enfermagem sobre ensino das competências gerenciais: estudo descritivo

2016 ◽  
Vol 15 ◽  
pp. 587
Author(s):  
Luciene Rodrigues Barboza ◽  
Luciane Lucio Pereira
Keyword(s):  
Higher Education ◽  
Content Analysis ◽  
Nursing Students ◽  
Nursing Care ◽  
Teaching And Learning ◽  
Descriptive Study ◽  
Qualitative Approach ◽  
Theory And Practice ◽  
Managerial Competencies ◽  
Managerial Skills

Aim: to determine the viewpoint of professors on developing managerial skills inundergraduate nursing students. Methods: an exploratory and descriptive study, using a qualitative approach, undertaken with nine professors of a higher education institute located in Guarulhos, between the months of January and May 2013. The data were systematically evaluated using content analysis. Results: five major topics emerged: The development of an academic approach to nursing care; the importance of acquiring techno-scientific knowledge; student’s struggles regarding managerial subjects; teaching strategies for bringing theory and practice together; professional managerial skills to be developed in the future. Conclusion: the professors made use of the connection between theory and practice to facilitate the process of teaching and learning.  They acknowledged the importance of developing managerial competencies, although they could only designate three of them. They point to them as being vital for the development of managerial activities.

Developing the skills of future teachers to fine-tune pupils’ learning through lesson studies

2016 ◽  
Vol 5 (3) ◽  
pp. 239-254 ◽  
Author(s):  
Mylene Ducrey Monnier
Keyword(s):  
Learning Process ◽  
Lesson Study ◽  
Teaching And Learning ◽  
Mental Arithmetic ◽  
Theory And Practice ◽  
Fine Tuning ◽  
Content Type ◽  
Trainee Teachers ◽  
Training Approach ◽  
The Relationship

Purpose – The purpose of this paper is to present an adaptation of the lesson study (LS) approach to the training of future generalist teachers. It aims to improve their interactions with pupils when fine-tuning their learning process. The reiteration of study cycles enables a critical analysis of trainee teacher’s interventions in the light of pupils’ responses and work. It thus allows students to improve their interventions by employing new theoretical contributions, for instance, about the management of both uncertainty and didactic heterogeneity which are two fundamental concepts in the relationship between teaching and learning. Design/methodology/approach – The training portfolios handed in by students at the end of the semester include the transcripts of the records of all teacher-pupil interactions for five LS cycles with the corresponding work of pupils. These portfolios conserve traces of the learning process from the first to the last interventions of the trainee teachers with their pupils. The portfolios analyzed for this paper deal with the teaching of mental arithmetic at elementary school. Findings – The analysis aims to pinpoint transformations enacted by trainee teachers in how they intervene with pupils and how their actions incorporate new theoretical contributions. Practical implications – This analysis shows that LS, as a training approach, can facilitate the articulation of theory and practice and enable teachers to experience the effects of improved teaching on pupils’ learning. In terms of training, it makes it possible to understand how theoretical choices take on meaning in the improved practices of trainee teachers. Originality/value – The interest of this contribution lies in the presentation of successive transcripts obtained during an LS approach and in the description of levers that such an approach provides for teaching training.

scholarly journals ALFABETIZAÇÃO CARTOGRÁFICA NOS ANOS INICIAIS COMO DESAFIO DE UMA PEDAGOGA

2018 ◽  
Vol 7 (14) ◽  
pp. 242-253
Author(s):  
Andressa Bilhalva Rodrigues Bartz ◽  
Lígia Cardoso Carlos ◽  
Madalena Klein
Keyword(s):  
Teaching And Learning ◽  
Theory And Practice ◽  
Early Years ◽  
Rio Grande Do Sul ◽  
Teacher Formation ◽  
Geography Teaching ◽  
Pedagogical Reasoning ◽  
Continuous Formation ◽  
School Based ◽  
The City

O artigo apresenta reflexões sobre o ensino e a aprendizagem da alfabetização cartográfica nos anos iniciais do Ensino Fundamental, tendo como eixo o Estágio Obrigatório do curso de Pedagogia, realizado em uma escola pública estadual do município de Pelotas/RS, com turma de 3o ano do Ensino Fundamental. O objetivo é registrar e discutir algumas atividades pedagógicas que foram realizadas nos espaços de sala de aula durante o estágio, tendo como foco os desafios que emergiram para a aprendiz de professora e as aprendizagens adquiridas pelos alunos enquanto aprendizes das noções espaciais. A escrita inspira-se em uma perspectiva defendida por Shulmann (2014) de que o registro de situações de ensino, nas quais ações e raciocínios pedagógicos sejam explicitados, tem um bom potencial formativo. Através desse registro escrito e da sua socialização com os pares, situações e decisões pedagógicas podem ser fortalecidas, bem como construídas aprendizagens para a docência e elos entre a teoria e a prática dos professores que contribuem tanto em processos de formação inicial quanto de formação continuada de docentes. O texto mostra um processo de ressignificação teórico-metodológica ocorrido no estágio que proporcionou o ensino e a aprendizagem de elementos da cartografia, bem como uma etapa da formação docente. PALAVRAS-CHAVE Estágio curricular. Ensino da Geografia nos anos iniciais. Alfabetização cartográfica. CARTOGRAPHIC LITERACY IN INITIAL YEARS AS A CHALLENGE OF A PEDAGOGUE ABSTRACT The article presents reflections on the teaching and learning of cartographic literacy in the early years of elementary school, based on the Mandatory Internship of Pedagogy course realized at a state public school in the city of Pelotas, Rio Grande do Sul, Brazil. The objective is to register and discuss some pedagogical activities that were implemented in the classroom during the internship, focusing on the challenges that emerged for the apprentice teacher and the learning acquired by the students while apprentices of the spatial notions. The writing is inspired by a perspective defended by Shulmann (2014) that the educational situations records in which actions and pedagogical reasoning are explicit has a good formative potential. Through this written record and their socialization with the peers, pedagogical situations and decisions can be strengthened, as well as constructed learning for teaching and links between the theory and practice of teachers that contribute both to processes of initial formation as well as to continuous formation of teachers. The article shows a theoretical-methodological re-signification process that took place at the internship that provided the teaching and learning of cartography elements, as well as a stage of teacher formation. KEYWORDS Curricular internship. Geography teaching in the initial years. Cartographic literacy. ISSN: 2236-3904REVISTA BRASILEIRA DE EDUCAÇÃO EM GEOGRAFIA - RBEGwww.revistaedugeo.com.br - [email protected]

scholarly journals O O ENSINO DE GEOGRAFIA E O APRENDIZADO SOBRE O CONCEITO DE ESPAÇO GEOGRÁFICO: NOTAS SOBRE PRÁTICAS PEDAGÓGICAS

2020 ◽  
Vol 11 (38) ◽  
pp. 18-34
Author(s):  
Vanessa Manfio ◽  
Keyword(s):  
Teaching And Learning ◽  
School Discipline ◽  
School Context ◽  
Qualitative Approach ◽  
Geographic Education ◽  
Geographic Space ◽  
Research Initiative ◽  
Everyday Reality ◽  
Geographic Thinking ◽  
The Relationship

The study of space in the school discipline of Geography is very important for the development of a clear interpretation of the various spatial nuances. With this in mind, this article had the research initiative to address the concept of geographic space in geographic education, going beyond the student's everyday reality and going beyond other spatial analyzes, and also to demonstrate didactic practices for teaching this concept with students. This study is based on a literature review, qualitative approach and dialogue on practical interventions applied in the school context. In this expectation, the work intends to contribute with a richer and more geographic thinking, teaching and learning. Since the teaching of geographic space brings the dimension of other themes and concepts, the expression accurately the relationship between society and nature and establishes a vision of the lived, conceived and represented, allowing the georeferenced vision of the student.

scholarly journals Limits and possibilities for teaching and learning about breastfeeding

2019 ◽  
Vol 72 (1) ◽  
pp. 3-8 ◽  
Author(s):  
Valeska Delgado Viaro ◽  
Francisca Márcia Pereira Linhares ◽  
Maria Wanderleya de Lavor Coriolano Marinus ◽  
Tatiane Gomes Guedes ◽  
Luciane Soares de Lima Vanderley
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Learning Process ◽  
Teaching And Learning ◽  
Education Institution ◽  
Structured Interview ◽  
Theory And Practice ◽  
Public Higher Education ◽  
Thematic Content Analysis ◽  
The Relationship

ABSTRACT Objective: To point out limits and possibilities involved in the teaching and learning process of undergraduate students from Health of a Federal Public Higher Education Institution on breastfeeding. Method: Instantaneous photography study carried out in undergraduate courses in the area of Health with professors and students involved in the teaching and learning process on breastfeeding. For data collection, the Focal Group technique was used with the students and the semi-structured interview with the professors. The speeches were submitted to the thematic content analysis of Bardin. Results: It was identified the thematic category: Limits and possibilities for the teaching and learning process on breastfeeding, from two sub-categories: Structural limitations of the courses; and Advances and obstacles in the relationship between theory and practice. Final considerations: Limits indicated as workload deficit and professor-centered teaching made progress in learning about breastfeeding difficult, and interdisciplinarity was a step forward in this process.

The Evolution of Experiential Learning Theory: Tracing Lines of Research in the JEE

2017 ◽  
Vol 40 (4) ◽  
pp. NP1-NP21 ◽  
Author(s):  
Jayson Seaman ◽  
Mike Brown ◽  
John Quay
Keyword(s):  
Experiential Learning ◽  
Social Practice ◽  
Current Theory ◽  
Theory And Practice ◽  
Experiential Learning Theory ◽  
Technical Problems ◽  
Naturally Occurring ◽  
Historical Trajectory ◽  
The Relationship ◽  
Human Relations Training

This essay introduces a collection of past articles from the Journal of Experiential Education ( JEE) focused on the concept of experiential learning. It outlines the historical trajectory of the concept beginning with human relations training practices beginning in 1946, as it came to be understood as a naturally occurring psychological process and a grounding for pedagogical reforms. The eight articles included in the issue reflect the way JEE authors have contended with problems arising from the concept’s departure from its origins in practice. We suggest that experiential learning’s evolution into a general theory was accomplished by decoupling it from its roots in a particular social practice and ideology, and then focusing on the concept’s technical problems. It is now important for researchers to revisit assumptions underpinning current theory and practice, situate research on experiential learning in wider practical and scholarly traditions, and develop new vocabularies concerning the relationship between experience and learning in educational programs.

Taxonomies of Educational Objectives as Bases for Curriculum Planning

2020 ◽  
Author(s):  
Lorin W. Anderson
Keyword(s):  
Teacher Training ◽  
Curriculum Development ◽  
Educational Programs ◽  
Curriculum Theory ◽  
Curriculum Planning ◽  
Theory And Practice ◽  
Cognitive Domain ◽  
Educational Objectives ◽  
The Relationship ◽  
Curriculum Theory And Practice

Benjamin Bloom’s vision of a taxonomy of educational objectives was very ambitious; it could bring order out of chaos, facilitate meaningful descriptions of educational programs and experiences, enable the development of theories and research studies, and improve teacher training in part by “orienting [teachers] to the varied possibilities of education” (emphasis by the author). Since the 1950s, numerous taxonomies have been developed, most in the cognitive domain, but also a few in the affective and psychomotor domains. During these seven decades the relationship between taxonomies of educational objectives and curriculum scholars and curriculum workers has been quite complex and, often, difficult. Claims have been made for both the potential of taxonomies for curriculum development and for the harm that taxonomies, particularly cognitive taxonomies, can do (and, some would say, have done) to curriculum theory and practice.

Responding 30 Years Later

2014 ◽  
Vol 30 (1) ◽  
pp. 8-8 ◽  
Author(s):  
Ian Robottom
Keyword(s):  
Classroom Practice ◽  
Teaching And Learning ◽  
Doctoral Degree ◽  
Development Project ◽  
Theory And Practice ◽  
New Wave ◽  
Nature Study ◽  
Relationship Of ◽  
Professional Contexts ◽  
The Relationship

This article was written very early in my career. I was part way through my doctoral degree study on environmental education (EE) theory and practice, and had just completed an evaluation of a national EE curriculum development project. In both of these projects, I found that despite the presence of an emerging discourse about what a distinctive EE is or ought to be, classroom practice represented as EE was essentially either informational or nature study in character — somewhat different from the ‘education for the environment’ being advanced by researchers and curriculum developers internationally at the time. It seemed to me that this situation was less one of teachers’ failure to implement government policy than one of EE curriculum developers failing to recognise teachers’ existing, robust personal constructions of EE (of the environment, education, teaching and learning . . .). An entailment of this position is that EE research has the opportunity and responsibility of exploring the relationship of teachers’ theories and practices and the professional contexts within which these are intelligible. Consequently, a new wave emerged of participatory research involving teachers-as-researchers directly investigating the meaning and significance of their professional work. Some of this work is represented in the following publications.

scholarly journals OS COORDENADORES DE ÁREA DO PIBID: PERCEPÇÕES SOBRE O SER PROFESSOR FORMADOR

2020 ◽  
Vol 17 (1) ◽  
pp. 188-202
Author(s):  
Celia Maria Fernandes Nunes ◽  
Fernanda Karine Moura Silva Sales
Keyword(s):  
Teacher Training ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Basic Education ◽  
Theory And Practice ◽  
The Public ◽  
Pedagogical Tact ◽  
Educational Processes ◽  
Scholarship Program ◽  
The Relationship

Teacher training is a theme that permeates the field of studies in the field of education, as well as educational policies. Among the policies, we highlight the Institutional Teaching Initiation Scholarship Program (PIBID), which consists of an inductive action in the training of teachers aiming to value and improve teacher training. The programis developed in partnership with Universities and Basic Education Schools and involves graduates, supervisors (basic education teachers), area coordinators and teachers who work in institutional coordination and in the management of educational processes (higher education teachers). This article is part of a qualitative research that sought to investigate the relationship between training and teaching practice in theperception of the area coordinators of PIBID / Federal University of Ouro Preto (UFOP). In this article, we will present the analysis of the data collected, through questionnaires and interviews, referring to the category: “What it is to be a teacher and teacher trainer”. Among the perceptions, it was possible to identify that the PIBID / UFOP area coordinators are in permanent training and the PIBID was a possibility of approaching the public school of basic education. The study allowed us to conclude that there is a formative reciprocity among the participants, which as they form. The area coordinators reinforced the conception of knowledge and pedagogical tact in line with the inseparation of theory and practice, the work of the trainer based on dialogue, commitment to public education, teacher training, teaching and learning and the constant reassessment of its own practice.

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