NARRATIVAS DE PROFESSORES INICIANTES E A FORMAÇÃO EM PEDAGOGIA EAD

Esse artigo tem como foco compreender como se dá o início da carreira docente para professores que realizaram o curso de Pedagogia EaD e como eles analisam essa formação. Buscou-se compreender como se deu o ingresso na carreira docente de cinco professores iniciantes, acerca dos espaços formativos e das narrativas sobre sua formação. Esse artigo compõe uma tese de doutorado no formato multipaper, realizada com financiamento CAPES. Os dados foram produzidos a partir de entrevistas narrativas e identificou-se, nas narrativas dos depoentes, a incerteza do que é o “fazer docente” e como os conhecimentos teóricos se aproximam das práticas do professor em sala de aula. Palavras-chave: formação; professor iniciante; narrativas.NARRATIVES OF BEGINNING TEACHERS AND PEDAGOGY EDUCATION THROUGH DISTANCE LEARNINGAbstractThis paper is part of a doctoral thesis in the multi-paper format, carried out with CAPES funding. It focuses on the beginning of the teaching career of teachers who studied Pedagogy through a Distance Education (DE) program and their analysis of this training. We sought to understand how five teachers entered the teaching career, how they perceive this formative space and their education narratives. In narrative interviews that generated the data for the research, the interviewees revealed their uncertainty about the nature of the “teaching activity” and how theoretical knowledge approaches the teacher's practices in the classroom.Keywords: professional education; teacher; narrative.NARRATIVAS DE PROFESORES PRINCIPIANTES Y LA LICENCIATURA EN PEDAGOGÍA A DISTANCIAResumenEste artículo, el cual forma parte de una tesis doctoral en formato multi-paper llevada a cabo con fondos CAPES, se centra en el comienzo de la carrera docente de los profesores que hicieron la licenciatura en Pedagogía en la modalidad EaD y en cómo ellos analizan esa formación. Intentamos comprender cómo cinco profesores ingresaron a la carrera docente, cómo perciben ese espacio formativo y las narrativas sobre su formación. En las entrevistas narrativas que generaron los datos para la investigación, los entrevistados revelaron la incertidumbre sobre lo que es el "quehacer docente" y la forma en que los conocimientos teóricos se acercan a las prácticas del profesor en el aula.Palabras clave: formación; profesor principiante; narrativas.

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SUSTAINABLE DEVELOPMENT OF EDUCATIONAL INSTITUTIONS IN THE CONTEXT OF THE INTRODUCTION OF ELEMENTS OF DISTANCE EDUCATION IN THE LEARNING PROCESS

Periódico Tchê Química ◽

10.52571/ptq.v16.n33.2019.419_periodico33_pgs_404_422.pdf ◽

2019 ◽

Vol 16 (33) ◽

pp. 404-422

Author(s):

B. M. AITBAYEVA ◽

A. M. MAULENOVA ◽

Z. B AKHMETZHANOVA ◽

Z. A. KENZHEBEKOVA ◽

B. O. RAKHIMBAYEVA

Keyword(s):

Distance Education ◽

Distance Learning ◽

Learning Process ◽

Professional Education ◽

Postgraduate Education ◽

Learning Technologies ◽

Educational Process ◽

Practical Significance ◽

Educational Institutions ◽

Global Trends

Distance education is essentially the basis for the development of educational institutions that provide innovative services, which cannot be obtained elsewhere. It is believed that distance education is a substitute for the traditional as part of simplifying and cheapening the learning process. At the same time, the leading global trends suggest the need for the development of elements of self-education and the expansion of the geographical nature of educational offers. The relevance of the study is that it is necessary to distinguish between the use of distance education methods in the traditional sphere and the sphere of training professionals. The paper presents the concept of the need to integrate elements of distance education in the process of preparing university teachers. The authors believe that teachers in drawing up courses and applying learning technologies use the same techniques as in distance learning. Therefore, the use of distance learning technologies can be shown as the basis for the development of advanced training programs and additional professional education. The authors proposed a study on the need and sufficiency of the use of distance education technologies and the possibilities for their integration into the process of postgraduate education. The practical significance of the work is determined by the fact that the possibilities of self-development of teachers are fully disclosed, not only as subjects of the educational process but also as subjects of training.

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INVESTIGATING EARLY-CAREER TEACHERS’ ADAPTATION CHALLENGES: A CASE OF INDONESIAN EFL TEACHERS

PROJECT (Professional Journal of English Education) ◽

10.22460/project.v3i3.p367-378 ◽

2020 ◽

Vol 3 (3) ◽

pp. 367

Author(s):

Yogi Saputra Mahmud

Keyword(s):

Professional Development ◽

Classroom Management ◽

Beginning Teachers ◽

Professional Education ◽

Teaching Experience ◽

Early Career ◽

Structured Interviews ◽

Teaching Resources ◽

Efl Teachers ◽

Teacher Professional

Teacher professional development has recently become a central focus in the Indonesian context, particularly after the implementation of the post-bachelor teacher professional education program or Pendidikan Profesi Guru (PPG) for both pre-service and in-service EFL teachers in 2013. However, studies reveal that the transition from teacher education programs to the initial teaching career at schools has been described as a challenging phase. Despite the growing attention of scholars in exploring beginning teachers’ challenges, studies focusing on the early-career Indonesian EFL teachers, particularly those who just completed the PPG program, are considered limited. Therefore, drawing on a qualitative case study with two beginning Indonesian secondary EFL teachers, this study aims to unravel the challenges during their first-year teaching experience at school after completing the PPG program. By thematically analysing the semi-structured interviews, this study indicated that the teachers experienced four significant challenges: 1) pedagogical (classroom management, lack of teaching resources, test-based learning atmosphere), 2) professional (complex self-identification), 3) social (maintaining rapport with senior teachers), and 4) personal (mood management). Despite having been trained professionally through the PPG program, the result suggested that the beginning teachers still faced considerable challenges during their initial endeavour as an English teacher at school. Pedagogical implications are discussed in terms of the need for continuous professional development for the newly certified teachers during their initial career at schools.

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The Mathematical Culture of Ojibwe Students – An Ethnographic Study

Theory and Practice: An Interface or A Great Divide? ◽

10.37626/ga9783959871129.0.21 ◽

2019 ◽

pp. 104-109

Author(s):

Porter Coggins

Keyword(s):

College Students ◽

Student Learning ◽

Professional Education ◽

Tribal College ◽

Ethnographic Study ◽

Human Beings ◽

Mathematical Culture ◽

Academic Background ◽

Education Teacher ◽

Innate Capacity

Human beings have an innate capacity to communicate, count, detect patterns, locate, and create. With these capacities we invent, design, play, and explain. Regardless of academic background, we also have the innate capacity to use mathematics in meaningful ways. However, in spite of this innate capacity, there is a large disconnect between innate function and success in academic mathematics. Our research is based on interviews of 14 Ojibwe-identifying tribal college students. The instrument was constructed based on Bishop’s (1988) set of six universals or activities people have always done. We present the development of the instrument, interview process, and initial findings. Findings include common ethnomathematical threads found among the interviewed students. Our goal is to use this research to improve ourpreK-12 professional education teacher program and positively impact Ojibwe student learning.

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Distance Education Delivery

Online and Distance Learning ◽

10.4018/978-1-59904-935-9.ch120 ◽

2011 ◽

pp. 1488-1495

Author(s):

Carol Wright

Keyword(s):

Distance Education ◽

Professional Education ◽

New Technology ◽

Education Programs ◽

Educational Initiatives ◽

Correspondence Study ◽

Education Delivery

The term distance education is used to describe educational initiatives designed to compensate for and diminish distance in geography or distance in time. The introduction of technology to distance education has fundamentally changed the delivery, scope, expectations, and potential of distance education practices. Distance education programs are offered at all levels, including primary, secondary, higher, and professional education. The earliest antecedents of distance education at all levels are found worldwide in programs described most commonly as correspondence study, a print-dependent approach prolific in geographic areas where distance was a formidable obstacle to education. As each new technology over the last century became more commonly available, it was adopted by educational practitioners eager to improve communication and remove barriers between students and teachers.

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The Interprofessional Psychosocial Oncology Distance Education (IPODE) project: perceived outcomes of an approach to healthcare professional education

Journal of Interprofessional Care ◽

10.3109/13561820.2013.863181 ◽

2013 ◽

Vol 28 (3) ◽

pp. 254-259 ◽

Cited By ~ 7

Author(s):

Deborah McLeod ◽

Janet Curran ◽

Serge Dumont ◽

Maureen White ◽

Grant Charles

Keyword(s):

Distance Education ◽

Healthcare Professional ◽

Professional Education ◽

Psychosocial Oncology ◽

Perceived Outcomes ◽

Healthcare Professional Education

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School-Based Professional Development Programs for Beginning Teachers

Oxford Research Encyclopedia of Education ◽

10.1093/acrefore/9780190264093.013.575 ◽

2019 ◽

Author(s):

Joanna Madalińska-Michalak

Keyword(s):

Professional Development ◽

Teacher Education ◽

Beginning Teachers ◽

Professional Learning ◽

Professional Education ◽

Early Career ◽

Learning And Development ◽

Quality Teachers ◽

High Quality ◽

School Based

School-based professional development for beginning teachers must be seen as a dynamic identity and decision-making process. Teachers as lifelong learners from the beginning of their career should be able to engage in different forms of teacher education that enable them to progress their learning and development in ways that are relevant to their own individual needs and the needs of their schools and pupils. Teacher individual professional learning is necessary but not sufficient for sustainable change within groups in school and within school as an organization. It is helpful to consider three elements. First, note the importance to schools of recruiting and developing high-quality teachers. Teachers are among the most significant factors in children’s learning and the quality school education, and the questions why and how teachers matter and how teacher quality and quality teacher education should be perceived require serious considerations from academics, policymakers, and practitioners. Second, understand teacher education as career-long education, and problematize the issue of teachers and coherent professional development within schools, asking key questions including the following: “how do schools create effective opportunities for teachers to learn and develop?” Third, focus on the particular journey and the needs of beginning teachers because their early career learning and development will have an impact on retention of high-quality teachers. It is important that coherent lifelong professional education for teachers is planned and implemented at the level of education systems, individual schools, teaching teams, and individual teachers.

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Distance education as means of ensuring accessibility of professional education for persons with special educational needs

Alma mater Vestnik Vysshey Shkoly ◽

10.20339/am.02-19.061 ◽

2019 ◽

pp. 61-66 ◽

Cited By ~ 2

Author(s):

T.A. Naumova ◽

◽

E.V. Neborsky ◽

N.I. Vitovtova ◽

A.E. Shklyaev ◽

...

Keyword(s):

Distance Education ◽

Professional Education ◽

Educational Needs ◽

Special Educational Needs

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NURSES EDUCATION AND SPECIFIC CHARACTERISTICS IN MEDICAL COLLEGE IN EMERGENCY SITUATION

Education Reform: Education Content Research and Implementation Problems ◽

10.17770/er2020.1.5196 ◽

2020 ◽

Vol 1 ◽

pp. 15

Author(s):

Livija Jankovska ◽

Velta Lubkina ◽

Liga Danilane

Keyword(s):

Higher Education ◽

Medical Education ◽

Professional Education ◽

Emergency Situation ◽

Doctoral Thesis ◽

Medical College ◽

Global Pandemic ◽

Higher Medical Education ◽

Present Emergency

Transformation of medical education in Latvia is connected to new requirements which are focused on developing complex competences that have become especially important in specific and health threatening conditions of Covid-19 global pandemic. Qualitative use of specific and transversal competences is necessary for more complicated and autonomous dimensions of the nurses’ responsibilities. Uniting of the existing 2nd level of the professional education with the 1st level of higher education into common higher medical education frame is planned in order to make nurses’ certification easier, to improve employment, mobility and adaptability to the unexpected conditions as, for the example, the present emergency pandemic situation. The study in the doctoral thesis frame reveals that improvement of acquisition of the competences can be promoted by transforming educational documents and focusing on practice-based environment.

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PARENTS’ EVALUATION OF DISTANCE PIANO EDUCATION DURING ISOLATION PROCESS AND COMPARISON OF STUDENTS’ SCORE

Idil Journal of Art and Language ◽

10.7816/idil-09-76-06 ◽

2020 ◽

Vol 9 (76) ◽

Keyword(s):

Distance Education ◽

Multiple Choice ◽

Parent Communication ◽

Education Teacher ◽

National Education ◽

Face To Face ◽

Teacher Student ◽

Piano Education ◽

Part Time ◽

Multiple Choice Questionnaire

As of mid-March 2020, distance education has begun in Turkey. This situation has continued until the end of the 2019-2020 academic years. During this period, also instrument education was continued in distance at part-time conservatories affiliated to the Ministry of National Education. In this process, which is new for instrument education, teacher-student-parent communication has also become mandatory. Within the scope of this study, the year-end grades of the students of Istanbul Maltepe University Part -Time Conservatory Department of Piano for 2019 and 2020 were compared. In the instrument education that starts at a young age, the support and the attention of the parents as well as the teacher's effort is of significant importance to the students. A multiple-choice questionnaire has been sent to all parents who consisted of 75 students, and 50 parents among them have answered. As a result of the questionnaire, it has been seen that merely face-to-face education and the combination of face-to-face and distance education were equally marked. In the light of the findings, perspective of the parents towards distance piano education, which is new in Turkey, has been evaluated in the scope of mentioned sample and suggestions has been made for the next researches.

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