scholarly journals Saberes matemáticos na orientação de professores paranaenses: expertises e contribuições (1970-1980)

2021 ◽  
Vol 7 (2) ◽  
pp. 79
Author(s):  
Danilene Gullich Donin Berticelli ◽  
Mariliza Simonete Portela
Keyword(s):  
Teacher Education ◽  
Cultural History ◽  
Teaching Methods ◽  
Knowledge For Teaching ◽  
Methodological Foundation ◽  
Educational Institute ◽  
Mathematics Knowledge ◽  
Curricular Model ◽  
Teachers Training ◽  
The Voice

A pesquisa aqui apresentada, de caráter investigativo, aponta evidências presentes em documentos produzidos por professores paranaenses para responder a uma demanda de pesquisa manifesta das décadas de 1970 e 1980: como se apresentaram os saberes para ensinar matemática nas orientações para os professores do ensino de 1º Grau no estado do Paraná? Procurou-se responder à essa questão tomando por base a teoria e metodologia da história cultural, a leitura e análise de documentos como a Lei de Diretrizes e Bases da Educação (1971), o Projeto HAPRONT (modelo curricular de formação de professores), “Revista Currículo” (PARANÁ, 1977; 1978; 1979) da SEC do PR, e a “Revista A voz da Escola” (PARANÁ, 1981) do IEP. A organização e abordagem das propostas educativas que fizeram parte do contexto de produção de manuais didáticos para a orientação de formação, tanto inicial quanto continuada de professores, tiveram a participação de educadores cuja expertise associou os saberes para ensinar às teorias educacionais e métodos de ensino em voga na educação brasileira, traduzindo as expectativas para o período em questão. A fundamentação teórico-metodológica da história cultural nas teorias de Julia, Chervel e Chartier deram sustento às argumentações aqui expostas.Mathematical knowledge in the teacher’s orientation of Paraná: expertises and contributions (1970-1980)The research presented here, of an investigative nature, points to evidence present in documents produced by teachers from Paraná to respond to a clear demand for research from the 1970s and 1980s: how was presented the knowledge for teaching mathematics in the guidelines for teachers of elementary school in the state of Paraná? We sought to answer this question based on the theory and methodology of cultural history, the reading and analysis of documents such as Lei de Diretrizes e Bases da Educação (1971), the HAPRONT Project (curricular model for teacher education), “Curriculum magazine” (1977, 1978, 1979), from Education Secretary of Paraná, and “The voice of the school magazine” (1981) from Educational Institute of Paraná. The organization and approach of educational proposals that were part of the context of the production of textbooks to guide both initial and continuing teacher education had the participation of educators whose expertise associated the knowledge to teach with the educational theories end teaching methods in vogue in Brazilian education translating expectations for the period in question. The theoretical methodological foundation of cultural history in the theories of Julia, Chervel and Chartier supported the arguments presented here.Keywords: Education; Teachers’ training; Mathematics knowledge.

scholarly journals Peculiarities in Construction of Future Teachers’ Professional Training Content in the System of Multilevel Pedagogical Education in Canada

2016 ◽  
Vol 6 (1) ◽  
pp. 36-40 ◽  
Author(s):  
Victoria Pavlyuk ◽  
Halyna Ivanchyuk
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teaching Methods ◽  
Creative Thinking ◽  
Professional Training ◽  
Canadian Society ◽  
Future Teachers ◽  
Training Content ◽  
Professional Evaluation ◽  
Teachers Training

AbstractThe article deals with the peculiarities of future teachers’ training content in the system of Canadian multilevel teacher education. Main features of the Canadian teachers’ training content are the standardization of multilevel pedagogical education content, Canada’s focus on multilevel teachers’ education in professional development of future teachers, establishing optimal scientific balance between disciplines of different cycles, theoretical and practical units (modules), interdisciplinary guidelines for Canadian teachers. Teaching methods oriented at obtaining professional training by future teachers in Canada, including selected methods of preparation for practical activities and methods of creative thinking, have been emphasized. Based on research and analysis of reference-encyclopedic sources it has been found out that changes in Canadian society in the late 19th-21st centuries led to new demands and duties of teachers set out in the standards of their professional evaluation. It has been determined that the development of the Canadian system of teacher education in terms of multilevelness is targeted at training future teachers competitive in the labour market.

scholarly journals Improving the ability of writing advertising sentences in students

2021 ◽  
Vol 6 (2) ◽  
pp. 358
Author(s):  
Amri As ◽  
Ratu Wardarita ◽  
Dessy Wardiah
Keyword(s):  
Teacher Education ◽  
Data Analysis ◽  
Data Collection ◽  
Student Learning ◽  
Teaching Methods ◽  
Research Data ◽  
Average Increase ◽  
Positive Direction ◽  
Analysis Technique ◽  
Classical Average

The purpose of this study was to improve the students' ability to write classified ad sentences in class IXA SMP Negeri 14 OKU . Research data collection techniques using observation, tests, documentation. The research data analysis technique used observation to see the activeness of student learning and the test of understanding writing classified advertisements . Based on the analysis of research data on the improvement of writing classified ad sentences in cycles I and II, the following results were obtained. The results of the first cycle test showed that the average increase in writing classified ad sentences for students was 61.45. Average it rose to 94.45 or 53.7% in cycle II. The increase in the classical average was also followed by the increase in the scores obtained by the students in each aspect of the assessment of writing classified ad sentences . The improvement in writing student classifieds sentences in each cycle was followed by changes in the students ' behavior in a positive direction . This can be seen in the activeness and enthusiasm of students in receiving learning because students feel happy and interested in participating in learning to write classified ad sentences through . From these results, suggestions can be taken by the researcher, the researcher me recommend , among others, 1) teachers should use teaching methods that vary to attract students, and 2) The researchers or teacher education field of language Indonesia should be able to conduct similar studies yet with different methods in order to obtain various learning methods through.

scholarly journals Ações colaborativas na formação de professores: investigação dos conceitos de padrão e generalização

2020 ◽  
Vol 15 (2) ◽  
pp. 1-18
Author(s):  
Maria Auxiliadora Vilela Paiva ◽  
Tatiana Bonomo de Sousa
Keyword(s):  
Teacher Training ◽  
Elementary School Teachers ◽  
Cultural Context ◽  
School Teachers ◽  
Teaching Knowledge ◽  
Knowledge For Teaching ◽  
Mathematics Knowledge For Teaching ◽  
Mathematics Knowledge ◽  
Mathematics For Teaching

Esse artigo traz reflexões sobre uma formação continuada, parte de uma pesquisa qualitativa, que teve por objetivo investigar os saberes docentes (re)construídos por professores do Ensino Fundamental, por meio do estudo de padrões e generalizações com enfoque de uma matemática para o ensino. Destaca-se nessa pesquisa o papel dos saberes que emergem da prática para construção de saberes próprios da profissão docente. O estudo baseou-se em teorias que valorizassem a apropriação de um saber matemático para o ensino, em um processo coletivo e colaborativo de formação. Os relatos dos professores nas discussões coletivas revelaram que eles, em sua maioria, se apropriaram de uma cultura matemática referente ao conteúdo de padrões e generalizações, pois conceitos relacionados a esses conteúdos e às ideias subjacentes surgiram das reflexões da prática docente e das discussões das problematizações propostas.  Ao enfatizar processos de colaboração e investigação, essa formação continuada proporcionou, dentro de um contexto histórico, social e cultural, a (re)construção de novos saberes de uma Matemática para o ensino da Álgebra. This article brings reflections on continuing teacher training, part of a qualitative research that aimed to investigate the teaching knowledge (re) constructed by elementary school teachers through the study of patterns and generalizations focusing on mathematics for teaching. Stands out In this research, the role of the knowledges that emerge from practice, for the construction of specifics knowledges of teacher profession. The study based on theories that value a mathematics knowledge for teaching, in a colletive and colaborative process. The teachers reports in the colletive discussion revealed that them, in their majority, appropriated of a mathematics culture referring to the content of patterns and generalizations, since concepts related to these contents and the underlying ideas emerged from their teachers practice reflections and from proposed problematizations discussions. To emphasize collaboration and investigation this teacher training process provided, within a historical, social, cultural context, the (re) construction of new mathematics knowledge for teaching.  

scholarly journals Mathematics teachers’ knowledge for teaching problem solving

2015 ◽  
Vol 3 (1) ◽  
pp. 19-36 ◽  
Author(s):  
Olive Chapman
Keyword(s):  
Problem Solving ◽  
Mathematics Teachers ◽  
Mathematical Problem ◽  
Research Literature ◽  
Mathematical Problem Solving ◽  
Knowledge For Teaching ◽  
General Ability ◽  
Mathematics Knowledge ◽  
Teaching Problem ◽  
Problem Solvers

In recent years, considerable attention has been given to the knowledge teachers ought to hold for teaching mathematics. Teachers need to hold knowledge of mathematical problem solving for themselves as problem solvers and to help students to become better problem solvers. Thus, a teacher’s knowledge of and for teaching problem solving must be broader than general ability in problem solving. In this article a category-based perspective is used to discuss the types of knowledge that should be included in mathematical problem-solving knowledge for teaching. In particular, what do teachers need to know to teach for problem-solving proficiency? This question is addressed based on a review of the research literature on problem solving in mathematics education. The article discusses the perspective of problem-solving proficiency that framed the review and the findings regarding six categories of knowledge that teachers ought to hold to support students’ development of problem-solving proficiency. It concludes that mathematics problem-solving knowledge for teaching is a complex network of interdependent knowledge. Understanding this interdependence is important to help teachers to hold mathematical problem-solving knowledge for teaching so that it is usable in a meaningful and effective way in supporting problem-solving proficiency in their teaching. The perspective of mathematical problem-solving knowledge for teaching presented in this article can be built on to provide a framework of key knowledge mathematics teachers ought to hold to inform practice-based investigation of it and the design and investigation of learning experiences to help teachers to understand and develop the mathematics knowledge they need to teach for problem-solving proficiency.

scholarly journals Enhancing the Delivery of the Teacher Education Courses through the Development of OBE-Based Teaching Guides

2020 ◽  
Vol 8 (1) ◽  
pp. p36
Author(s):  
Agripina B. Maribbay
Keyword(s):  
Teacher Education ◽  
Monitoring And Evaluation ◽  
Instructional Delivery ◽  
Teacher Education Programs ◽  
Project Proposal ◽  
Teaching Resources ◽  
Principles And Standards ◽  
Faculty And Administrators ◽  
Teachers Training ◽  
Study Participants

This project aimed to develop Outcomes-Based Education (OBE) teaching guides to enhance the delivery of courses in the teacher education programs. This paper specifically provides the result of the participants’ assessment and problems encountered in the implementation of the OBE-based approach in teaching. The 200 study participants covered faculty and administrators of thirty (30) selected Teacher Education Institutions in Region 02. Results reveal that the OBE-based approach was implemented to a great extent along Institutional Mission, moderate extent in terms of outcomes and low extent along areas such as curriculum, instructional delivery, assessment, and reporting. Participants’ inadequacy of knowledge and skills, teaching resources, and time were among the problems encountered by the participants in the implementation of the OBE-approach in the teacher education curriculum. These results serve as a guide for the development of OBE-based teaching guides to enhance the implementation of the curriculum. The development of the teaching guides was based on a set of frameworks. The Project Proposal Framework particularly details the processes undertaken in the development of the teaching guides while the SPUP-OBE Framework provides the teaching guides’ content. Furthermore, it presents the specific methods for the teachers’ training on the principles and standards of OBE, the development of OBE-based teaching guides, the logical framework of the proposed teaching guide, the monitoring and evaluation plan, and the dissemination plan. This method includes the design, scope, tools, and analytical procedures for the specific processes involved.

Tertiary EFL Practitioners’ Beliefs and Attitudes Towards Professional Development in the Area of Assessment and Testing–An Exploratory Study

2021 ◽  
Vol 3 ◽  
pp. 17-32
Author(s):  
Muhammad Wasim Latif ◽  
Arzoo Wasim
Keyword(s):  
Professional Development ◽  
Teacher Beliefs ◽  
Teacher Practices ◽  
Language Teachers ◽  
Self Awareness ◽  
Educational Institute ◽  
Assessment And Testing ◽  
Teachers Training ◽  
Beliefs And Attitudes ◽  
Insight Into

Professional development of teachers, the greatest strength of any educational institute, implies advancement of pedagogical, assessment and success standards. All teacher education activities whether during the pre-or/and in-service phases, should aim to bring about teacher change which refers to the procedures targeting reform in teacher beliefs, attitudes, knowledge, self-awareness, skills and practices. Since teacher beliefs and attitudes serve as an integral part of the process to comprehend how teachers conceptualise, approach and practice their work, change in teacher practices generally precede a change in teacher beliefs and attitudes. In the background of the paucity of scholarship about tertiary EFL practitioners’ beliefs and attitudes about their professional development, in general, and in assessment, testing and evaluation, in particular, the present study mainly based on interview data collected from 10 tertiary EFL teachers working in three tertiary educational institutes in Saudi Arabia aimed at exploring tertiary EFL practitioners’ philosophies and attitudes towards their PD in assessment and testing to get better insight into language teachers’ training needs. It is hoped that the findings of the study will create awareness among novice as well as experienced teachers and help their respective institutions in having better understanding about the various dynamics of teacher PD in assessment and testing.

Schubert’s “Ständchen” in the Voice of the Cinematic Amateur

2019 ◽  
Vol 42 (3) ◽  
pp. 157-183
Author(s):  
Jennifer Ronyak
Keyword(s):  
Nineteenth Century ◽  
Twentieth Century ◽  
Cultural History ◽  
Real Life ◽  
Documentary Evidence ◽  
Continuity And Change ◽  
Literary Sources ◽  
Musical Practices ◽  
The Relationship ◽  
The Voice

Scholars who have analyzed performances of Schubert’s Lieder have generally focused on the voices of masterful professionals, whether looking at performances before or during the age of sound recordings. This tendency overlooks one historically important group of performers: the amateurs who made up the broad marketplace for the genre during Schubert’s lifetime and throughout the nineteenth century. Studying this group of performers with any level of aesthetic particularity is, however, difficult: documentary evidence of particular singers in this group in the nineteenth century and even the early twentieth is scarce. Yet as the real-life practice of the amateur singing of Schubert’s Lieder in the home gradually dwindled after the nineteenth century, fictional representations of this nineteenth-century practice began to appear in period sound films across the twentieth. While not a substitute for documentary evidence of real practices, this film phenomenon meaningfully engages with nineteenth-century cultural history, literary sources, and musical practices through presentist conventions and concerns. Such films thus offer a vehicle through which to think about continuity and change in the relationship between Schubert’s song and the figure of the amateur in the nineteenth century, the twentieth century, and today. This article analyzes three period film scenes involving nineteenth-century “amateur” performances of Schubert’s “Ständchen” (Schwanengesang, D. 957, no. 4). It does so in order to think about the combined aesthetic and social ramifications of the figure of the amateur in relationship to Schubert’s Lieder. I look at scenes in the following three films: the operetta-influenced Schubert picture Leise flehen meine Lieder (1933), in which operetta star Mártha Eggerth sings as the Countess Esterházy, the classic novel adaptation Jane Eyre (1934), in which Virginia Bruce sings as the titular character, and a newly written piece of “governess fiction,” The Governess (1998), in which Minnie Driver performs the song as said governess. None of these scenes offers unmed­iated or simple access to amateurism. Instead, in each scene, a professional, twentieth-­century celebrity woman movie star both sings and otherwise portrays the nineteenth-century amateur musician and character onscreen. Keeping this tension in mind, I explore how this contradiction and other elements in each scene would have and can still provide audiences opportunities to think about the relationship between amateurism and Schubert’s most popular songs. In so doing, I explore the term “amateur” in a number of overlapping senses that embrace positive and, to a lesser extent, pejorative meanings. My analysis ultimately shows how these three diverse film stagings valorize the figure and, indeed, the voice of the amateur in relationship to Schubert’s music. These conclusions have implications regarding Schubert’s songs and successful modes of performance that might attend them.

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