scholarly journals CONTEXTUALIZANDO O ENSINO DE QUÍMICA NA FORMAÇÃO INICIAL DO PROFESSOR: analisando os limites e potencialidades de uma oficina temática sobre cerveja artesanal

2021 ◽  
Vol 7 (20) ◽  
pp. 202134
Author(s):  
Hanna Pinheiro Mascarenhas ◽  
José Gilberto da Silva ◽  
Mara A. Alves da Silva
Keyword(s):  
Teacher Training ◽  
Undergraduate Students ◽  
Field Research ◽  
Theory And Practice ◽  
Initial Training ◽  
Significant Development ◽  
Craft Beer ◽  
Chemical Concepts ◽  
Investigación Cualitativa ◽  
Study Participants

CONTEXTUALIZING THE TEACHING OF CHEMISTRY IN THE TEACHER’S INITIAL TRAINING: analyzing the limits and potentials of a thematic workshop on craft beerCONTEXTUALIZANDO LA ENSEÑANZA DE QUÍMICA EN LA FORMACIÓN INICIAL DEL DOCENTE: analizando los límites y las potencialidades de un escritorio temático referente a la cerveza artesanalRESUMOEste estudo baseou-se na elaboração e execução de uma Oficina Temática norteada por meio da temática Cerveja Artesanal, e se propôs a analisar os seus limites e potencialidades para um grupo de alunos de Licenciatura em Química. A pesquisa qualitativa e de campo teve os dados obtidos analisados por meio da Análise de Conteúdo, aliado à triangulação de dados. A partir das discussões, constatou-se que a oficina temática contribuiu para a formação inicial do professor, pois os participantes do estudo destacaram como potencialidades: aprendizados dos conceitos químicos; ampliação dos recursos e estratégias didáticas a serem utilizados em sala de aula; articulação teoria e prática. Contudo, a análise também revelou algumas limitações conceituais dos licenciandos. Esse fato demonstrou que uma intervenção pontual é pouco para o desenvolvimento significativo de um conteúdo tão abrangente como a Química da Cerveja. Apesar disso, a Oficina Temática foi uma possibilidade de explorar a contextualização do referido tema e, quando se agrega à licenciatura, proporciona aos futuros profissionais novas experiências que possibilitam repensar a realidade escolar.Palavras-chave: Contextualização; Formação de professores; Ensino de Química.ABSTRACTThis study was based on the creation and execution of a Thematic Workshop having craft beer as a theme. The proposal was to analyze the limits and potentials of the workshop for a group of undergraduate students in Chemistry. The data obtained from the qualitative and field research were analyzed through Content Analysis, combined with data triangulation. From the discussions, it was found that the thematic workshop contributed to the initial training of the teachers, as the study participants highlighted the following potentialities: learning of chemical concepts; expansion of resources and teaching strategies to be used in the classroom; connection between theory and practice. However, the analysis also revealed some conceptual limitations of the undergraduates. This fact demonstrated that a specific intervention is not enough for the significant development of a content as comprehensive as the chemistry of beer. In spite of this, the Thematic Workshop was a possibility to explore the context of such theme and, when added to the teacher training, it provides future professionals with new experiences that make it possible to rethink the school reality.Keywords: Contextualization; Teacher Training; Chemistry Teaching.RESUMENEste estudio se basó en la elaboración y ejecución de un Escritorio Temático conducido por medio del tema Cerveza Artesanal, el cuál se propuso analizar sus límites y potencialidades para un grupo de alumnos de Licenciatura en Química. La investigación cualitativa y de campo obtuvo los datos examinados por medio del Análisis de Contenido, alineándose a la triangulación de datos. A través de las discusiones, se constató que el Escritorio Temático contribuyó para la formación inicial del docente, puesto que los participantes del estudio destacaron como potencialidades: aprendizajes de los conceptos químicos; ampliación de los recursos y estrategias didácticas para ser utilizados en el aula de clase; articulación teoría y práctica. No obstante el análisis también reveló algunas limitaciones conceptuales de los estudiantes. Este hecho demostró que una intervención puntual es poco para el desenvolvimiento significativo de un contenido tan amplio como la Química de Cerveza. Sin embargo el Escritorio Temático fue una posibilidad de explorar la contextualización del tema tratado, y cuando se añade a la licenciatura, proporciona a los futuros profesionales nuevas experiencias que posibilitan repensar sobre la realidad estudiantil.Palabras clave: Contextualización; Formación de Profesores; Enseñanza de Química.

scholarly journals MINICURSO DE CIÊNCIA FORENSE E A RELAÇÃO TEORIA E PRÁTICA NA FORMAÇÃO INICIAL: UMA INICIATIVA DO PET QUÍMICA E FÍSICA

2020 ◽  
Vol 17 (1) ◽  
pp. 385-396
Author(s):  
Taís Andrade dos Santos ◽  
Gabriel Ernesto Silva Trentin ◽  
Valdemiro Pereira de Carvalho-Júnior ◽  
Beatriz Eleutério Goi
Keyword(s):  
Teacher Training ◽  
Undergraduate Students ◽  
School Environment ◽  
Teaching Experience ◽  
Theory And Practice ◽  
Future Teacher ◽  
Close Connection ◽  
Teacher Understanding ◽  
Short Course ◽  
The Future

This paper aims to detail in the intrinsic formative environmentthe experience of an itinerant educational laboratory with the forensic theme for undergraduate students in Chemistry and Physics belonging to the Grupo PETQuímica e Física. The short course aims to provide Licensee with teaching experience in a school environment in addition to the mandatory supervised undergraduate internships. Qualitatively,through documentary research Contreras (2002) and Pimenta (1995),the results were obtained from a reflection on the activities that integrate the practice of the short course and that directly interfere in the construction of the teacher training profile due to its close connection theory and practice. This activity was structured works on the students' reflective potential and contributes to the future teacher understanding the multiple educational situations.

scholarly journals EDUCATION AND DIGITAL INFORMATION AND COMMUNICATION TECHNOLOGIES: A THEORETICAL/PRACTICAL EXPERIENCE IN INITIAL TEACHER TRAINING

2018 ◽  
Vol 11 (2) ◽  
pp. 228
Author(s):  
Ronaldo Nunes Linhares ◽  
Luiz Rafael Dos Santos Andrade
Keyword(s):  
Teacher Training ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Practical Experience ◽  
Theory And Practice ◽  
Digital Information ◽  
Initial Training ◽  
Initial Teacher Training ◽  
Information And Communication ◽  
The Relationship

This article aims to discuss the relationship between theory and practice in the initial training of teachers for the use of Digital Information and Communication Technologies (DICT), based on an experience report from a class of Education and Communication Technologies, of the course of licenciatura in pedagogy, of Tiradentes University (Unit). As procedures were qualitatively analyzed the participation of students during and after the pedagogical activities developed in this discipline, on the use of DICT in initial teacher training. The sources, the productions and the evaluations of the experience were considered through questionnaire responses. As results we find that the answers and activities contribute with the vision that the future teachers are connected in the daily by technological devices, however they face considerable challenges related to the training for the use of these technologies in teaching, in what concerns the domain of communication potentialities of mediation of DICT for teaching practices in and outside the classroom.

scholarly journals A educação de jovens e adultos nas vozes de licenciandos (as) de Letras

2021 ◽  
Vol 7 (3) ◽  
pp. 258-266
Author(s):  
Luane Machado da Silva Pacheco ◽  
Sita Mara Lopes Sant'Anna
Keyword(s):  
Undergraduate Students ◽  
Rio Grande ◽  
Paulo Freire ◽  
State University ◽  
Initial Training ◽  
Rio Grande Do Sul ◽  
Porto Alegre ◽  
Palabras Clave ◽  
Investigación Cualitativa ◽  
Structured Questionnaire

Resumo   Este artigo apresenta pesquisa enfocando os sentidos da formação inicial em Educação de Jovens e Adultos – EJA tendo por base as vozes de estudantes do Curso de Licenciatura em Letras da Universidade Estadual do Rio Grande do Sul. Para tanto, efetivou-se uma pesquisa qualitativa, bibliográfica e com aplicação de questionário semiestruturado, com uma parte fechada e outra aberta, com respostas livres. Visou-se, com isso, a compreender quais sentidos da formação inicial se fazem presentes nas vozes de três licenciandos(as) do Curso de Letras que desenvolveram atividades na EJA. As reflexões sobre o tema foram referenciadas com base nos estudos de Dourado (2009) e Freire (1997, 2002, 2009), entre outros. Como principais resultados, destacam-se as aprendizagens destes acadêmicos e acadêmicas a partir das práticas desenvolvidas, como bolsistas do PIBID/ CAPES/UERGS, no Centro Municipal de Cultura Paulo Freire em Porto Alegre e as suas demandas de maior inserção de abordagens de EJA no currículo do Curso de Letras. Palavras-chave: PIBID-EJA; EJA na letras; vozes de licenciandos(as) de Letras; EJA no Rio Grande do Sul. Abstract This article presents a research focusing on the meanings of initial training in Youth and Adult Education - EJA (abbreviation in Portuguese), based on the voices of students from the Licentiate Degree Course in Languages at the State University of Rio Grande do Sul. For this purpose, a qualitative bibliographical research was carried out with the application of a semi-structured questionnaire, with a closed and an open part, with free answers. With this, the aim was to understand which meanings of initial training are present in the voices of three undergraduates of the Languages Course who developed activities in EJA. Reflections on the theme were referenced based on studies by Dourado (2009) and Freire (1997, 2002, 2009), among others. As main results, we highlight the learning of these academics from the practices developed, as scholarship holders from PIBID/ CAPES/UERGS, at the Paulo Freire Municipal Culture Center in Porto Alegre and their demands for greater inclusion of EJA approaches in the curriculum of  Languages Course. Keywords: PIBID-EJA; EJA in languages; voices of undergraduate students of languages; EJA in Rio Grande Sul. Resumen Este artículo presenta una investigación centrada en los significados de la formación inicial en Educación de Jóvenes y Adultos - EJA, teniendo por base las voces de los estudiantes de Licenciatura en Letras de la Universidade Estadual do Rio Grande do Sul. Por lo tanto, se realizó una investigación cualitativa, bibliográfica y con aplicación de un cuestionario semiestructurado, con una parte cerrada y una parte abierta, con respuestas libres por parte de los participantes. Se buscó comprender qué significados de formación inicial están presentes en las voces de tres profesores con Licenciatura en el Curso de Letras que desarrollaron actividades en la EJA. Las reflexiones sobre el tema fueron referenciadas a partir de estudios de Dourado (2009) y Freire (1997, 2002, 2009), entre otros. Como principales resultados, destacamos el aprendizaje de estos académicos a partir de las prácticas desarrolladas como becarios de PIBID / CAPES / UERGS, en el Centro Municipal de Cultura Paulo Freire, en Porto Alegre, y de las demandas de mayor inclusión de los enfoques EJA en el currículo del Curso de Letras. Palabras clave: PIBID-EJA; EJA en Letras; voces de los licenciantes de letras; EJA en Rio Grande Sul.

scholarly journals The Initial Training of Science Teachers in African Countries: A Systematic Literature Review

2021 ◽  
Vol 13 (10) ◽  
pp. 5459
Author(s):  
Diana Soares ◽  
Betina Lopes ◽  
Isabel Abrantes ◽  
Mike Watts
Keyword(s):  
Teacher Education ◽  
Education Research ◽  
Literature Review ◽  
Science Teachers ◽  
Systematic Literature Review ◽  
Theory And Practice ◽  
Initial Training ◽  
African Countries ◽  
Learning And Teaching ◽  
Teacher Education Research

This study presents a systematic literature review (SLR) on the initial training of science teachers in Africa based on selected research articles, in the period 2000–2020, that emphasize the importance of surveying knowledge that goes beyond those that historically have a longer path in the building of scientific knowledge, such as that of European or North American countries. The analysis included a total of 31 articles from the Web of Science (WoS) and Scopus databases. The findings indicate a lack of knowledge, or at least visibility, considering the initial training of African teachers, particularly in developing countries. South Africa leads the number of publications. Within the five African countries implied in the SLR the following outputs were identified: (i) a division between teacher education research that is ‘place-based’ and one that uses (only) ‘universal theories’ (such as Vygotsky and Bandura); (ii) a tension between the application of student-centered learning and teaching models and more traditional classroom practices. Finally, the majority of articles highlight the importance of investing in further research around teacher education. Based on these outputs the importance of international cooperation in teacher education research articulating theory and practice to ensure a global and local perspective towards sustainable development is reinforced.

IMPACT OF COVID-19 ON MENTAL HEALTH AND CONCERNS REGARDING CURRICULUM IN FINAL YEAR MBBS STUDENTS

2021 ◽  
pp. 11-13
Author(s):  
Mruthyunjaya N ◽  
Vaibhavi PS ◽  
Vinod Kulkarni G
Keyword(s):  
Mental Health ◽  
Undergraduate Students ◽  
Sleep Disturbances ◽  
Online Survey ◽  
Clinical Skills ◽  
Psychiatric Morbidity ◽  
P Value ◽  
Medical Undergraduate ◽  
Spss Software ◽  
Study Participants

Background: The current SARS CoV-2 pandemic has affected the mental health of various sectors of the country while it has also jeopardised the education system. In this background the present study was done to explore the mental health of the nal year medical undergraduate students and their concerns regarding the curriculum. Materials and Methods:An online survey was conducted among the nal year MBBS students in India and psychiatric morbidity was measured by the Depression, Anxiety, and Stress Scale-21. A total of 83 complete responses out of 130 were received and the data was assessed using SPSS software. Results: Out of the 83 study participants, about 34.9% were depressed, about 39.5% and 32.9% were having anxiety and stress, respectively. Sleep disturbances were signicantly associated with depressive symptoms (p value - 0.0001) and those with stress (p value - 0.01) while change in appetite was also signicantly associated with stress (p value - 0.01). Conclusion: The current pandemic has led to growing concerns in the educational sector especially medical education where MBBS students are facing psychological distress along with newer challenges in their academics like distant education as against traditional bedside teaching for acquiring clinical skills.

scholarly journals Longitudinal Study of EFL Students Using the Systemic Functional Linguistics Method

2017 ◽  
Vol 10 (11) ◽  
pp. 47 ◽  
Author(s):  
Akiko Nagao
Keyword(s):  
Undergraduate Students ◽  
Meaning Making ◽  
Systemic Functional Linguistics ◽  
First Year ◽  
Theory Approach ◽  
Essay Writing ◽  
Functional Linguistics ◽  
Genre Awareness ◽  
Efl Students ◽  
Study Participants

This study examined the progress of English as a foreign language (EFL) writers using the instructional framework of systemic functional linguistics (SFL) and the communities of practice (CoPs) model. The study participants comprised 11 first-year undergraduate students in Japan with intermediate-level English proficiency who were exposed to SFL in a single EFL classroom (CoP). The participants’ genre understanding and meaning-making decisions when writing discussion essays were studied over two semester-long courses. To do so, their developmental changes were analyzed using pre- and post-instructional writing tasks. In particular, their ability to convey interpersonal meaning, such as through the use of modal verbs, was examined and compared between the pre- and post-tasks. To triangulate the findings, participants’ genre awareness in relation to discussion essays was also examined using in-depth qualitative analysis of their self-reflective texts and peer assessments, based on a grounded theory approach. In the pre-writing task, it was apparent that the learners lacked understanding of the components of discussion essay writing. However, analysis of their post-instructional tasks revealed that most had begun to apply the language components required to convey interpersonal meaning in their discussion genre texts. These results suggest that the changes in learner’s genre awareness and knowledge affected the lexicogrammatical features they used when writing discussion essays. Thus, this study concludes that applying the SFL framework to writing instruction enhanced EFL learners’ awareness of textual meaning and their understanding of the function of discussion essay texts.

scholarly journals Relações com o saber, com o ensinar e com a aprendizagem em um projeto de formação inicial de professores de matemática no Brasil Relations with the knowledge, teaching and learning in a initial training Project of mathematic teachers in Brazil

2017 ◽  
Vol 19 (2) ◽  
Author(s):  
Diego Fogaça Carvalho ◽  
Marinez Meneghello Passos ◽  
Sergio De Mello Arruda ◽  
Angela Marta Pereira das Dores Savioli
Keyword(s):  
Elementary School ◽  
University Students ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Analytical Instrument ◽  
Initial Training ◽  
School Students ◽  
Training Project ◽  
The University ◽  
The Relationship

ResumoNeste artigo analisamos as relações com o saber, com o ensinar e com o aprender em atividades desenvolvidas em um subprojeto de Matemática no Programa Institucional de Bolsas de Iniciação à Docência (PIBID). Os dados consistiram no registro das ações realizadas em sala de aula por um supervisor (professor), seis estudantes da licenciatura em Matemática e alunos do Ensino Fundamental de uma escola pública do estado do Paraná, Brasil. Para a interpretação dos dados foi utilizado um instrumento que possibilita evidenciar as relações com o saber na sala de aula denominado Matriz 3x3. As análises revelaram implicações da ação do supervisor na ação tanto dos estudantes universitários quanto dos alunos da escola e, consequentemente, nas relações que estes estabeleceram com o saber, o ensinar e o aprender.AbstractIn this article we analyze the relationship with knowledge, with teaching and with learning in activities developed in a subproject of Mathematics in the Institutional Program of Initiation to Teaching (PIBID). The data consisted of the registration of actions carried out in the classroom by a supervisor (teacher), six undergraduate students in Mathematics and students of the Elementary School of a public school in the state of Paraná, Brazil. For the interpretation of the data we used an analytical instrument called Matrix 3x3. The analyses revealed the implications of the supervisor's action on the actions of the university students and of the school students and consequently on the relationships they established with knowledge, teaching and learning.

scholarly journals La formazione degli insegnanti di italiano in Austria

2018 ◽  
Author(s):  
Cristina Gavagnin
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Training System ◽  
Language Teachers ◽  
Initial Training ◽  
Apprenticeship Programs ◽  
Teachers Training ◽  
The Way

This paper describes language teachers’ training in Austria where, following a 2013 law, in 2016-17 a new initial training system was implemented nationwide. The paper then focuses on the training of Italian teachers in Carinthia, where the new training system was first tested. In this region, cornered between Latin, German and Slav Europe, Italian is, notably, the second most studied foreign language after English. Finally, Austria’s old and new initial teacher trainings are compared, and particular attention is paid to the structure of the apprenticeship programs and to the way the guidelines set out in the EPOSTL and the EPLTE, the two EU documents on teacher training, are implemented.

scholarly journals Community Service-Learning in a Large Introductory Sociology Course: Reflections on the Instructional Experience

2018 ◽  
Vol 4 (1) ◽  
pp. 61-78
Author(s):  
Jana Grekul ◽  
Wendy Aujla ◽  
Greg Eklics ◽  
Terra Manca ◽  
Ashley Elaine York ◽  
...  
Keyword(s):  
Graduate Students ◽  
Service Learning ◽  
Community Service ◽  
Graduate Student ◽  
Undergraduate Students ◽  
Teaching Experience ◽  
Pilot Project ◽  
Theory And Practice ◽  
Community Service Learning ◽  
Introductory Sociology

This paper reports on a pilot project that involved the incorporation of Community Service-Learning (CSL) into a large Introductory Sociology class by drawing on the critical reflections of the six graduate student instructors and the primary instructor who taught the course. Graduate student instructors individually facilitated weekly seminars for about 30 undergraduate students, half of which participated in CSL, completing 20 hours of volunteer work with a local non-profit community organization. We discuss the benefits of incorporating CSL into a large Introductory Sociology class and speculate on the value of our particular course format for the professional development of graduate student instructors. A main finding was the critical importance to graduate students of formal and informal training and collaboration prior to and during the delivery of the course. Graduate students found useful exposure to CSL as pedagogical theory and practice, and appreciated the hands-on teaching experience. Challenges with this course structure include the difficulty of seamlessly incorporating CSL student experiences into the class, dealing with the “CSL”/ “non CSL” student division, and the nature of some of the CSL placements. We conclude by discussing possible methods for dealing with these challenges.  

scholarly journals Teaching Foundational Data Skills in the Library

2017 ◽  
Author(s):  
Adam Beauchamp ◽  
Christine Murray
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Teaching Strategies ◽  
Literacy Instruction ◽  
Literacy Skills ◽  
Theory And Practice ◽  
Data Literacy ◽  
Research Libraries ◽  
Reference Services ◽  
Effective Teaching Strategies

In Databrarianship: The Academic Data Librarian in Theory and Practice, edited by Linda Kellam and Kristi Thompson. Chicago: Association of College and Research Libraries, 2015.Undergraduate students often struggle when asked to locate, evaluate, and use data in their research, and librarians have an opportunity to support them as they learn data literacy skills. Much of the literature on data librarianship in this area focuses on data reference services, but there is a lack of scholarship and guidance on how to translate data reference expertise into effective teaching strategies. In this chapter, the authors will bridge that gap between data reference and information literacy instruction.

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