scholarly journals Teacher education in Pará’s Amazonia: a relationship with Rural Education

2021 ◽  
pp. 1-26
Author(s):  
Cleide Carvalho de Matos ◽  
Solange Pereira da Silva
Keyword(s):  
Teacher Education ◽  
Rural Education ◽  
Teacher Training ◽  
The State ◽  
Educational Policies ◽  
Historical Process ◽  
Brazilian Government ◽  
Rural Teacher ◽  
The University

The purpose of this article is to problematize the historical process associated with basic teacher training for Rural Education in the Amazonia with the state of Pará. It also aims produce reflections regarding the challenges of such formative processes in the sight of the homogenous model of training provided by the Brazilian government by means of educational policies and the demands from the local and regional realities in Para´s Amazonia. The study was conducted by means of bibliographical and documental review and interviews. Conclusion is that the role played by the university is urgent and necessary towards rural teacher education as well as to reflect on the emergency nature of the policies intended for in-service teacher training.

scholarly journals Estudos sobre formação inicial de professores em Moçambique e sua relação com as políticas de formação de professores (2012-2017)

2019 ◽  
Vol 27 ◽  
pp. 149
Author(s):  
Santa Mónica Julião Mugime ◽  
Feliciano Mapezuane Mahalambe ◽  
José Cossa ◽  
Carlinda Leite
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Inclusive Education ◽  
State Of The Art ◽  
The State ◽  
Initial Teacher Education ◽  
Educational Policies ◽  
Initial Training ◽  
Education Policies ◽  
Training Models

The article reports a study that aimed to analyze the state of the art of the research produced in Mozambique on initial teacher education (ITE) in its relationship with education policies. A mapping of studies on “initial teacher education in Mozambique” was carried out, through scientific articles and doctoral theses written by Mozambicans in the period between 2012 and 2017, and 20 articles were identified. However, seven articles were excluded because they had not been published in journals or periodicals. Regarding the theses, four were identified. For the identification of articles and theses, the keywords initial training/education, teachers, and Mozambiquewere used. The findings suggest diverse approaches to ITE, with an emphasis on criticizing the diversity of teacher training models, issues of school inclusion and inclusive education. In particular, the intentions of the discourses conveyed in educational policies were not reciprocated in Initial Training Education curricula and in the professionalization of teacher training. 

scholarly journals Technologies and Distance Education with Focus on Teacher Training

2016 ◽  
Vol 3 (2) ◽  
pp. 502
Author(s):  
Anair Altoé ◽  
Aldevino Ribeiro Da Silva ◽  
Luciano Gonsalves Costa ◽  
Neusa Altoé ◽  
Heliana da Silva
Keyword(s):  
Teacher Education ◽  
Twentieth Century ◽  
Distance Education ◽  
Teacher Training ◽  
Systematic Study ◽  
Information Technologies ◽  
The State ◽  
State University ◽  
The University ◽  
Technology In School

<p><em>The microelectronics revolution in the twentieth century and the evolution of the profile of Information Technologies and Communication require a teacher able to adapt to a changing world. The simple proposition of using technology in school, with the goal of making teaching innovative, is naive. Teachers need to be trained competently in order to open paths in the construction of their own knowledge and creativity. Therefore, researching the fundamentals of distance education to build a path that allows the university community to access the achievements of this type of education in the initial and continuing training of teachers from the State University of Maringá (UEM) is the challenge before us. For this, we proposed systematic study along with institutional projects to identify activities developed in distance education that make it possible to analyze the proposed teacher education projects developed, identifying actions that enable the initial and continuing training of the teacher within development of the course in the modality of </em><em>D</em><em>istance </em><em>E</em><em>ducation (DE).</em><em></em></p>

scholarly journals Powstanie krakowskiej Wyższej Szkoły Pedagogicznej i próba jej przyłączenia do Uniwersytetu Jagiellońskiego w 1956 roku

2020 ◽  
pp. 167
Author(s):  
Wanda Łuczak
Keyword(s):  
Teacher Training ◽  
The State ◽  
University Curriculum ◽  
Teacher Training College ◽  
Training Schools ◽  
The Right ◽  
The University ◽  
Ministry Of Higher Education ◽  
Second World

Establishment of the National Higher Teacher Training College (WSP) and an attempt to merge it with the Jagiellonian University in 1956 After the Second World War, the Jagiellonian University lost its autonomy and the state authorities destroyed its structures by separating the departments and creating new universities out of them. Independently, in 1946, the National Higher Teacher Training College in Krakow was established. In 1954, it received the right to run a master’s course. The quality of education in WSP was assessed negatively by the Jagiellonian University. In turn, the WSP authoritiesclaimed that their school provided better training for future teachers. At the beginning of the 1950s, some reservations were voiced as to the grounds for the existence of higher teacher training schools due to overlaps with the university curriculum. In 1956, the state authorities decided to close some of these colleges. WSP was to be merged with the Jagiellonian University. A meeting was organized at the Jagiellonian University in April 1956, where representatives of the Ministry of Higher Education, the Jagiellonian University and WSP discussed the merger. However, the meeting didn’t yield the expected results due to the firm objection on the part of WSP. The opportunity to strengthen the Jagiellonian University’s position by merging with WSP was ultimately lost.

scholarly journals ANALISANDO AS CONCEPÇÕES TRABALHO E FORMAÇÃO DOCENTE NOS GOVERNOS LULA E DILMA ATRAVÉS DO PIBID

2019 ◽  
Vol 10 (1) ◽  
pp. 4
Author(s):  
Everaldo José da Silva Lima ◽  
Jamerson Antônio de Almeida da Silva
Keyword(s):  
Teacher Education ◽  
Content Analysis ◽  
Teacher Training ◽  
Training Evaluation ◽  
Educational Policies ◽  
Learning To Learn ◽  
Conceptions Of Teaching ◽  
Historical Materialist ◽  
Teacher Work ◽  
Methodological Strategy

O presente artigo tem por objetivo analisar as concepções de trabalho docente e formação de professores nos documentos oficiais do Programa Institucional de Bolsas de Iniciação à Docência – PIBID, entre o segundo governo Lula (2007-2010) e os governos Dilma (2011-2016). Utilizamos como estratégia teórico-metodológica o enfoque da dialética materialista histórica e a abordagem qualitativa hermenêutica-dialética. Através da análise de conteúdo concluímos que as concepções de trabalho docente e formação de professores expressas nos relatórios do PIBID são orientadas pelas teorias “do profissionalismo”, “produtivista” e “da responsabilização” e pelas pedagogias “do professor reflexivo”, “das competências” e “do aprender a aprender”. AbstractThe objective of this article is to analyze the conceptions of teacher work and teacher training in the official documents of the Institutional Program of Initiatives for Teaching - PIBID, between the second Lula government (2007-2010) and the Dilma governments (2011-2016) . We use as theoretical methodological strategy the approach of the historical materialist dialectic and the qualitative hermeneutic-dialectic approach. Through content analysis, we conclude that the conceptions of teacher work and teacher education expressed in the PIBID reports are guided by the theories of “professionalism”, “productivist”, “accountability” and pedagogies “reflective teacher” and “learning to learn”. KeywordsIntroduction to Teaching - PIBID; Conceptions of Teaching Work and Teacher Training; Evaluation of Educational Policies.

scholarly journals El arte de la educación en México

2019 ◽  
pp. 45-52
Author(s):  
José De La Cruz Diaz-Ledezma
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Critical Analysis ◽  
Basic Education ◽  
The State ◽  
Educational Process ◽  
Educational Levels ◽  
The Subject ◽  
The Relationship

This article presents a vision of the relationship that can be established between education and art in our country, starting from the analysis of the objectives of teacher education and the role it plays in the educational process, presents a critical analysis of the intentionality of Basic education and teacher training. It is an intentional study of the role of the teacher in a country where the role of the educating State takes on the functions of designing, orienting, organizing and directing, through the school the destinies of the new generations, forming them in an educational process according to the interests and needs of. Objective: to identify the influence that the State exerts through education, in active teachers, in the training of teachers and in students of the different educational levels of our country. Methodology: qualitative documentary research, where different moments of teacher training are analyzed in the light of theory, educational laws and others related to the subject. Contribution: originate discussion points around the educational process and the State's aims in educational matters, from the training of teachers and their performance in the classroom as an agent not of transformation, but as a reproductive agent of the wishes of the State.

scholarly journals A Educação do Campo na rede pública de ensino do estado do Tocantins, Brasil (1999-2013)

2020 ◽  
Vol 28 ◽  
pp. 54
Author(s):  
Cícero Da Silva ◽  
Letícia Brito de Oliveira Suarte ◽  
Rosângela Ribeiro de Sousa Leitão
Keyword(s):  
Rural Education ◽  
Public School ◽  
School System ◽  
Public Policies ◽  
The State ◽  
Public School System ◽  
The Public ◽  
Brazilian Government ◽  
Data Source

This paper analyzes public policies for rural education developed by State Secretariat of Education and Culture (SEDUC-TO) in the state of Tocantins, Brazil. The research is bibliographical and documentary nature, and has as main data source documents such as projects, reports, and spreadsheets of the SEDUC-TO and others available on official agency sites, such as projects, edicts, regulations, resolutions, decrees, and laws. The results showed that the main programs of the Brazilian government to the Rural Education were developed in the public school system of the state of Tocantins from 1999 to 2013, although they are characterized as occasional actions.

scholarly journals A Critical Teacher Education Experience in the State of Goiás, Brazil

2017 ◽  
Author(s):  
Rosane Rocha Pessoa ◽  
Maria Eugênia Sebba Ferreira de Andrade ◽  
Edilson Pimenta Ferreira
Keyword(s):  
Teacher Education ◽  
Critical Discourse Analysis ◽  
Teacher Educators ◽  
Basic Education ◽  
The State ◽  
Female Teacher ◽  
Language Teacher Education ◽  
Language Teacher ◽  
National Network ◽  
Brazilian Government

ABSTRACT One of the Brazilian government initiatives to improve basic education was to create the National Network of Continuing Education for Teaching Professionals of Public Basic Education in 2011. Our extension program in this network was implemented in 2013 in 10 towns of the state of Goiás and counted on 21 teacher educators and 110 teacher-participants. Part of the empirical material of one of these teacher educators will be analyzed in this article, focusing on the discourses of seven female teacher-participants about their previous language teacher education experiences and about the first two months of the extension course. The qualitative discussion draws on theorizations from Critical Discourse Analysis and Teacher Education in Brazil, and shows that discourses on language teacher education, English teaching, and English were problematized.

Long Distance Teacher Education

1981 ◽  
Vol 75 (8) ◽  
pp. 335-337
Author(s):  
Ouida Fae Morris
Keyword(s):  
Teacher Education ◽  
South Carolina ◽  
Educational Television ◽  
The State ◽  
Viable Alternative ◽  
University Of South Carolina ◽  
Long Distance ◽  
Mastery Testing ◽  
The Future ◽  
The University

The University of South Carolina used an educational television format for an introductory braille course to reach a population of teachers scattered throughout the state. Results indicate that this format is a viable alternative to on-campus sessions. Three major components of the course were fifteen weekly television class sessions, five Saturday class sessions, and mastery testing on six unit tests. This article reports on the television course, how it was structured, the reactions of students and professor, and its feasibility for use in the future.

scholarly journals PROPOSIONAL COURSES OF TEACHER EDUCATION: ISSUES AND CHALLENGES

2012 ◽  
Vol 47 (1) ◽  
pp. 110-125
Author(s):  
Joana Paulin Romanowski ◽  
Pura Oliver Martins ◽  
Simone Manosso Cartaxo
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teaching Practice ◽  
Research Problem ◽  
The State ◽  
Academic Disciplines ◽  
First Year ◽  
Educational Legislation ◽  
Teacher Formation ◽  
The University

The research focuses on the reformulation of undergraduate courses in universities in the state of Parana, Brazil. The research problem arises in the context of reformulations in the courses of teacher formation, the undergraduate courses encouraged by the demands of current educational policies for these courses, with the following questions: What changes to current policies of teacher education were produced in the organization of undergraduate courses? The overall objective was to analyze the reformulations of the undergraduate courses in relation to established priorities and the implications to the professional development of teachers indicating the tensions caused in this process and to indicate alternatives that contribute to the improvement of basic teacher education. The methodology of the study considers the assumptions of the theory as practice of expression, performs the analysis of educational legislation, organization of curriculum matrices of undergraduate courses at universities in the State of Parana and includes interviews with coordinators and teachers from the course. Results show that the courses differ in the composition of the curriculum matrices in each of the institutions examined, as for example: the organization of the curriculum regarding the disciplines that are part of it; sorting the disciplines; the number of hours of each discipline; the design of the training process; the apprenticeship supervision processes. This means that the tensions and priorities generated at each university in the constitution of the identity of the undergraduate courses are disparate from the proceedings in which these courses are instituted because of the institutional clashes priorities. The performed reformulations extend the amount of teaching time for teaching practice, starting from the first year of the course, in the form of professional practice and in the final years the completion of supervised practice. However, the university remains far removed from the elementary school, the academic disciplines do not articulate these practices. It is noteworthy that the undergraduate courses in Brazil have been the subject of debates and proposals, since the 1.980s. Key words: teacher education, undergraduate courses, professional development.

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.

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