Teacher Training Policy: state of the art on the Pedagogical Residency Program from 2018 to 2020

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Cíntia de Cássia Marcolan ◽  
Aline Lima de Oliveira Nepomuceno
Keyword(s):  
Teacher Education ◽  
Residency Program ◽  
State Of The Art ◽  
Theory And Practice ◽  
The Other ◽  
Pedagogical Practice ◽  
Initial Training ◽  
Collaborative Process ◽  
Curriculum Guidelines ◽  
Training Policy

The present study performs a diagnosis of the scientific productions in Brazil about the Pedagogical Residency Program (PRP), from 2018 to 2020, in the repositories CAPES Periodicals and BDTD. Three dissertations and 41 articles were found. The results showed that the contributions of the program in initial training, the experiences of pedagogical practice and the studies relating the supervised internship and the PRP were the most recurrent themes in the analyzed publications. It is possible to conclude that the program has contributed to initial and continuing teacher education from a critical and reflective perspective of pedagogical practice, highlighting the importance of the collaborative process in the dialogue between university and school, and the articulation between theory and practice. On the other hand, it also presents the concern with the implementation of the program in terms of curriculum guidelines aligned to the BNCC, the overvaluation of practice and the permanence of effective public policies for training.

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.

scholarly journals THE EFFECTS OF THE PEDAGOGICAL EXPERIENCE ON THE QUALITY OF TEACHER EDUCATION

2015 ◽  
Vol 3 (2) ◽  
pp. 41-46
Author(s):  
Tatjana Koteva-Mojsovska ◽  
Suzana Nikodinovska Bancotovska
Keyword(s):  
Teacher Education ◽  
Educational Process ◽  
Teaching Science ◽  
The Other ◽  
Initial Teacher Education ◽  
Theoretical Knowledge ◽  
Pedagogical Practice ◽  
Scientific Thought ◽  
Positive Effects

Faculties should ensure integration of science and teaching: science that constantly evolves following the changes in scientific thought and teaching that incorporates these changes in their own organization. So there is a need of including the students, who are prepare for teachers, in the process of pedagogical experience during their study. Pedagogical experience is a completed with a pedagogical practice and hospitation on one side and theoretical knowledge on the other side. Pedagogical experience is a kind of activities that students are involved in the educational process. Considering the importance of these activities, we made a research to determine the effects of pedagogical experience of students in the fourth year of studies at the Pedagogical Faculty in Skopje. This research is guided by two assumptions: 1. Pedagogical experience as an integral part of studies has positive effects on the quality of initial teacher education and educators; 2. The organization of pedagogical internship does not fully satisfy the educational-applicative needs of students and objectives of the internship.During the survey, we have found that the students have good theoretical knowledge about the educational process and are successful in selecting topics for discussion with the competent persons in institutions. But they are not initiative enough and they are not sufficiently active in the process that have no direct obligation to implement and to record. Because of that, students have to be well prepared and instructed for all activities through the practice that will relate to their overall engagement as teachers.It shows that there is a necessity to redefine the structure, objectives, content and organization of the internship.

scholarly journals Crossing the “Theory-practice Divide”: Learning to Be(come) a Teacher

2012 ◽  
Vol 2 (2) ◽  
Author(s):  
Sarah Gravett
Keyword(s):  
Teacher Education ◽  
Theory And Practice ◽  
The Other ◽  
Philosophical Question ◽  
Common View ◽  
Theory To Practice ◽  
The World ◽  
Apply Theory ◽  
The One ◽  
The University

A common view of theory and practice as domains is that it is difficult, if not impossible, to traverse the epistemological chasm between them. After all, theories are ways of organising our world abstractly in ideas and concepts. Practice is the world that we inhabit empirically. It is a tangible world that we can see, feel, act on, act in, and so on. So, how can one even begin to argue that these apparently disparate worlds can be unified or that they are in the first instance not separate at all? My stance on this is that we, the educators of teachers, are party to the separation. In fact, we teach students that they should ‘apply’ theory to practice. Working with our own struggle at the university where I am based, I will argue that there may be ways of opening the borders between what is, on the one hand a philosophical question, and on the other, a purely empirical question. How do we teach and how do we teach the doing of teaching? My argument explores one way we might begin to restore; to whatever extent this is possible, the unity of theory and practice in teacher education.

Theory and practice in language teacher education

2019 ◽  
Vol 52 (4) ◽  
pp. 450-459 ◽  
Author(s):  
Penny Ur
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Language Teachers ◽  
Theory And Practice ◽  
The Other ◽  
Professional Expertise ◽  
Language Teacher Education ◽  
Optimal Learning ◽  
Language Teacher ◽  
Education Courses

We often hear language teachers say ‘Don't confuse me with theories, just give me practical ideas I can take into the classroom’. Many teacher educators and researchers, on the other hand, believe that (research-based) theory is more important, and should be used and implemented by practitioners. This paper will propose an approach to the use of theory and practice in teacher education that may help to resolve this dissonance. After some preliminary definitions and clarification of some common confusions, it is suggested that theory and practice in the context of language teaching are not polar opposites, but points on a continuum: any statement or guideline about teaching can be, more or less, practical or theoretical. The rest of the paper will focus on the questions how the various types of published theories or teacher theorizing can contribute to professional expertise, what is the place of practical tips or recipes, and how all these can be used or combined in teacher education courses to bring about optimal learning by novice teachers, or increased expertise on the part of the more experienced ones.

scholarly journals A dicotomia entre teoria e prática na formação do enfermeiro docente

2018 ◽  
Vol 8 (22) ◽  
pp. 93
Author(s):  
Marcus Vinicius da Rocha Santos da Silva ◽  
Francidalma Soares Sousa Carvalho Filha ◽  
Franc-Lane Sousa Carvalho do Nascimento ◽  
Tairo Barros Branco ◽  
Najra Danny Pereira Lima ◽  
...  
Keyword(s):  
Teacher Education ◽  
Nursing Education ◽  
Literature Review ◽  
Scientific Production ◽  
Theory And Practice ◽  
Initial Training ◽  
Teaching Activity ◽  
Nursing Professionals ◽  
Current Guidelines ◽  
Education Nursing

Analisar a produção científica sobre a dicotomia existente entre a teoria e a prática na formação do enfermeiro docente. Revisão integrativa da literatura utilizando as seguintes bases de dados: LILACS, BDENF e MEDLINE, mediante a utilização da associação dos descritores: educação em enfermagem and docentes de enfermagem and práticas do docente de enfermagem, obtendo-se 14 estudos. O período de busca foi 2006 a 2015. A formação inicial nos cursos de graduação em enfermagem apresenta deficiências quando se trata de formar profissionais enfermeiros para a atividade docente, uma vez que ela se pauta na formação norteada pelo modelo tecnicista, hospitalocêntrico, que contraria as diretrizes atuais, e privilegia um enfoque mais centrado na saúde coletiva. Há necessidade de formação, seja inicial e/ou continuada, voltada ao enfermeiro docente, para que a ciência da enfermagem seja direcionada rumo à autoconstrução de forma integral, consciente e emancipada.Descritores: Educação em Enfermagem, Docente de Enfermagem, Prática do Docente de Enfermagem.The dichotomy between theory and practice in teacher educationAbstract: To analyze the scientific production about the dichotomy existing between theory and practice in teacher education. Integrative literature review using the following databases: LILACS, BDENF and MEDLINE, using the association of descriptors: nursing education and nursing teachers and practices of the nursing teacher, obtaining 14 studies. The search period was from 2006 to 2015. The initial training in nursing undergraduate courses presents deficiencies when it comes to training nursing professionals for teaching activity, since it is based on the training guided by the technicist, hospital-centered models that contrary to current guidelines, and favors a more focused approach to collective health. There is a need for training, either initial and / or continuous, aimed at teaching nurses, so that the science of nursing is directed towards selfconstruction in an integral, conscious and emancipated way.Descriptors: Nursing Education, Nursing Teacher, Nursing Teacher Practice.La dicotomía entre teoría y práctica en la formación del enfermero docenteResumen: Analizar la producción científica sobre la dicotomía existente entre la teoría y la práctica en la formación del enfermero docente. Revisión integrativa de literatura utilizando las siguientes bases de datos: LILACS, BDENF y MEDLINE, mediante la utilización de la asociación de los descriptores: educación en enfermería y docentes de enfermería y prácticas del docente de enfermería, obteniendo 14 estudios. El período de búsqueda fue de 2006 a 2015. La formación inicial en los cursos de graduación en enfermería presenta deficiencias cuando se trata de formar profesionales enfermeros para la actividad docente, una vez que ella se pauta en la formación orientada por el modelo tecnicista, hospitalocéntrico, que contrarresta las directrices actuales, y privilegia un enfoque más centrado en la salud colectiva. Hay necesidad de formación, sea inicial y/ou continuada, orientada al enfermero docente, para que la ciencia de la enfermería se a dirigida hacia la autoconstrucción de forma integral, consciente y emancipada.Descriptores: Educación en Enfermería, Docente de Enfermería, Práctica del Docente de Enfermería.

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 Formação docente e início da carreira na educação infantil

2015 ◽  
Vol 4 (2) ◽  
Author(s):  
Klinger Teodoro Ciríaco ◽  
Márcia Aparecida de Camargo Yamanaka
Keyword(s):  
Teacher Education ◽  
Beginning Teachers ◽  
Methodological Approach ◽  
Early Career ◽  
Theory And Practice ◽  
Early Years ◽  
Pedagogical Practice ◽  
Basic Training ◽  
Structured Interviews ◽  
Child Education

Resumo: O artigo relata resultados de uma pesquisa que teve como objetivo compreender os sentidos e contribuições da formação inicial em Pedagogia para o processo de iniciação à docência no contexto da creche. O referencial teórico contempla questões ligadas à formação docente e aos desafios da prática pedagógica nos anos iniciais da carreira. Como eixo metodológico, utilizamos a pesquisa qualitativa de caráter descritivo-analítico sendo que levantou-se a tendência investigativa sobre a docência na Educação Infantil junto ao Banco de Teses e Dissertações da CAPES e nos GT´s 07 e 08 da ANPED, bem como recorremos a dados de entrevistas semiestruturadas com quatro professoras iniciantes que atuam no município de Naviraí/MS. Os resultados do trabalho de campo identificaram os seguintes elementos: a) a pesquisa sobre professores iniciantes na Educação Infantil ainda é pouco explorada nos estudos brasileiros; b) a relação entre teoria e prática foi apontada pelas entrevistadas como sendo o principal desafio nas primeiras vivências no espaço escolar; c) o estágio e o sentido da experiência prática com a docência foram apontados como elementos que contribuem para o início da carreira e; d) a necessidade da formação inicial de professores incorporar, no processo formativo, momentos de reflexão tendo a inserção na escola como objeto de aprendizagem para os futuros docentes. Palavras-Chave: Formação docente. Professoras iniciantes. Educação Infantil. TEACHER TRAINING AND EARLY CAREER IN EARLY CHILDHOOD EDUCATION Abstract: This paper is an account of the results from a study whose purpose was to understand the meanings and contributions of the basic training in Pedagogy for the process of transition to start teaching in the context of a daycare center. The theoretical framework includes issues associated with teacher education and the challenges of the pedagogical practice in the early years of their career. As methodological approach, we have utilized qualitative research of descriptive/analytical nature in which the investigative trend was surveyed in the search for teaching in Child Education in the Database of Theses and Dissertations of CAPES and in the Work Groups 07 and 08 of ANPED, and we turned to data form semi-structured interviews with four beginning teachers who serve in city of Naviraí/MS. The results of the fieldwork identified the following elements: a) the research on beginning teachers in Child Education remains unexplored in the Brazilian studies; b) the relationship between theory and practice was pointed by the interviewees as the major challenge in the first experiences in the school ambience; c) internship and the meaning of the practical experience with teaching were indicated as elements that contribute in the beginning of the career; and d) the need for basic training of teacher to include, along the formative process, moments of reflection having the entry in a school as the object of learning for future teachers. Keywords: Teacher education. Beginning female teachers. Child education.

scholarly journals DESAFIOS DA FORMAÇÃO DOCENTE NO CURSO DE PEDAGOGIA: aligeiramento e pragmatismo

2013 ◽  
Vol 21 ◽  
pp. 84
Author(s):  
Maria Izaura Cação
Keyword(s):  
Teacher Education ◽  
National Curriculum ◽  
Theory And Practice ◽  
Teacher Education Programs ◽  
Practical Training ◽  
State University ◽  
University Campus ◽  
Schools Of Education ◽  
Education Policies ◽  
Curriculum Guidelines

This paper analyzes recent policies of teacher eduation in Brazil related to the employment and professional dimmensions of the teaching career. It analyzes teacher education policies, and the guidelines established by the World Bank in the 1990s, to reform higher education in the so-called developing countries, focusing on th implementation of neolibera educational policies. These policies have produced a "new" value for educational insititutions: they are emptying schools of education; “defertilization” of schools; “deintellectualization” of the teacher profession; pauperization, fragmentation and emptying the contents teacher education programs and recontextualization of the nexus theory-practice. The reforms after the Directives and Bases of Education - Law No. 9394/1996, with respect to the education of teachers, are analyzed in relation to the process of productive restructuring. We analyze the relation between theory and practice, given the National Curriculum Guidelines for the Education Course (DCNCP, 2006), focusing on the Course of Pedagogy for the Faculty of Philosophy and Science, at the Paulista State University, Campus of Marilia. This course offers an extensive practical training, but restricted as to the academic content offered, limiting the possibilities of  an in-depth training for the future teachers. Discussing these relations, this article presents the assessment of the students in the course and concludes offering perspectives for a humanizing and critical training.

Do we form or deform? Qualitative Investigation in Public Hospitals of Madrid

2019 ◽  
Author(s):  
María Jesús Gómez Camuñas ◽  
Purificación González Villanueva
Keyword(s):  
Participant Observation ◽  
Scientific Evidence ◽  
Theory And Practice ◽  
Public Hospitals ◽  
The Other ◽  
The Novel ◽  
Business Growth ◽  
Small Hospital ◽  
Student Learn ◽  
Depth Interviews

<div><i>Background</i>: the creative capacities and the knowledge of the employees are components of the intellectual capital of the company; hence, their training is a key activity to achieve the objectives and business growth. <i>Objective</i>: To understand the meaning of learning in the hospital from the experiences of its participants through the inquiry of meanings. <i>Method</i>: Qualitative design with an ethnographic approach, which forms part of a wider research, on organizational culture; carried out mainly in 2 public hospitals of the Community of Madrid. The data has been collected for thirteen months. A total of 23 in-depth interviews and 69 field sessions have been conducted through the participant observation technique. <i>Results</i>: the worker and the student learn from what they see and hear. The great hospital offers an unregulated education, dependent on the professional, emphasizing that they learn everything. Some transmit the best and others, even the humiliating ones, use them for dirty jobs, focusing on the task and nullifying the possibility of thinking. They show a reluctant attitude to teach the newcomer, even if they do, they do not have to oppose their practice. In short, a learning in the variability, which produces a rupture between theory and practice; staying with what most convinces them, including negligence, which affects the patient's safety. In the small hospital, it is a teaching based on a practice based on scientific evidence and personalized attention, on knowing the other. Clearly taught from the reception, to treat with caring patience and co-responsibility in the care. The protagonists of both scenarios agree that teaching and helping new people establish lasting and important personal relationships to feel happy and want to be in that service or hospital. <i>Conclusion</i>: There are substantial differences related to the size of the center, as to what and how the student and the novel professional are formed. At the same time that the meaning of value that these health organizations transmit to their workers is inferred through the training, one orienting to the task and the other to the person, either patient, professional or pupil and therefore seeking the common benefit.</div>

Computer Vision and robotics in postal automation

1999 ◽  
Vol 18 (3-4) ◽  
pp. 265-273
Author(s):  
Giovanni B. Garibotto
Keyword(s):  
Image Processing ◽  
Computer Vision ◽  
Pattern Recognition ◽  
Material Handling ◽  
State Of The Art ◽  
Short Description ◽  
The Other ◽  
Functional Requirements ◽  
Postal Automation ◽  
And Robotics

The paper is intended to provide an overview of advanced robotic technologies within the context of Postal Automation services. The main functional requirements of the application are briefly referred, as well as the state of the art and new emerging solutions. Image Processing and Pattern Recognition have always played a fundamental role in Address Interpretation and Mail sorting and the new challenging objective is now off-line handwritten cursive recognition, in order to be able to handle all kind of addresses in a uniform way. On the other hand, advanced electromechanical and robotic solutions are extremely important to solve the problems of mail storage, transportation and distribution, as well as for material handling and logistics. Finally a short description of new services of Postal Automation is referred, by considering new emerging services of hybrid mail and paper to electronic conversion.

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