INITIAL TEACHER TRAINING IN THE INFORMATION AND COMMUNICATION SOCIETY: AN ANALYSIS OF THE DIGITAL COMPETENCES OF THE STUDENTS IN PRIMARY AND INFANT EDUCATION DEGREES IN THE UNIVERSITY OF CADIZ

2016 ◽  
Author(s):  
Mónica López ◽  
Miguel Gómez ◽  
Rosa Vázquez ◽  
Guadalupe Calvo ◽  
Pilar Calvo
Keyword(s):  
Teacher Training ◽  
Initial Teacher Training ◽  
Information And Communication ◽  
Infant Education ◽  
The University

scholarly journals Evolución de los planes de estudio de Educación Física y Ciencias de la Actividad Física en la Universidad de León: estudio de un (fra)caso (Evolution of the syllabi in physical education and physical activity sciences at the University of León: a (failur

Retos ◽  
2015 ◽  
pp. 101-107
Author(s):  
Miguel Vicente Pedraz ◽  
María Paz Brozas Polo
Keyword(s):  
Physical Activity ◽  
Data Analysis ◽  
Teacher Training ◽  
Physical Education ◽  
University Reform ◽  
Initial Teacher Training ◽  
Fundamental Transformation ◽  
The University

Este artículo analiza la evolución de los planes de estudio de educación física y ciencias de la actividad física en la Universidad de León desde su implantación en 1987. Aunque es un estudio de un caso, se plantea como ejemplo del proceso de transformación de dichos estudios en España en los últimos 25 años. El análisis de los datos permite colegir que en este tiempo dichos estudios han sufrido una transformación de fondo al calor de los saberes hegemónicos: la formación humanística, social y pedagógica ha sido sustituida por materias de índole deportivo. Se argumenta que esta transformación provocará cambios en el perfil de los titulados y, eventualmente, puede redefinir el significado y las funciones de la educación física escolar.Palabras clave: planes de estudio, formación inicial de profesores, reforma universitaria, educación física.Abstract: This article analyzes the evolution of the syllabi in physical education and physical activity sciences at the University of León since its introduction in 1987. Although this is a case study is presented as an example of the transformation of these studies in Spain in the last 25 years. The data analysis can infer on that at this time these studies have undergone a fundamental transformation in the heat of the hegemonic knowledge: the humanistic, social and pedagogical education, has been replaced by maters subject sport competitions the humanistic, social and pedagogical education has been replaced by sports. It argues that this transformation will change the profile of graduates and may eventually redefine the meaning and functions of school physical education.Key words: syllabi, initial teacher training, university reform, physical education.

scholarly journals Formación y uso de TIC en educación superior: opiniones del profesorado

2018 ◽  
pp. 33-59
Author(s):  
José Ricardo López Espinosa ◽  
Edgar Oswaldo González Bello ◽  
Rocío López González
Keyword(s):  
Teacher Training ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Descriptive Study ◽  
Teaching Performance ◽  
Quantitative Methodology ◽  
Information And Communication ◽  
Training Courses ◽  
The University ◽  
Formación Docente

En este trabajo se analizan las deficiencias y avances que se han generado en el marco del Programa Institucional de Formación Docente de la Universidad de Sonora y su contribución al desarrollo de la enseñanza mediante la capacitación del profesorado sobre el uso de Tecnologías de Información y Comunicación en la enseñanza. Es un estudio de corte cuantitativo en el cual se aplicó un cuestionario a 80 profesores, de distintas disciplinas, quienes han participado en cursos de capacitación que ofrece la institución para el uso de recursos digitales. Los resultados revelan la necesidad de ofrecer capacitaciones acordes a los requerimientos particulares de la planta docente, así como cursos especializados enfocados en instruir cómo emplear pedagógicamente las tecnologías en cada asignatura con el propósito de mejorar el ejercicio docente. También se advierte que la formación ofrecida en la institución poco ha logrado motivar a los profesores para utilizar las tecnologías.Training and use of ICT in higher education: teachers opinionsAbstractThis paper analyzes the deficiencies and progress that has been generated under the Institutional Program of Teacher Training of the University of Sonora and its contribution to the development of teaching through teacher training on the use of Information and Communication Technologies in teaching. It is a descriptive study of quantitative methodology in which questionnaires were applied to 80 teachers from different disciplines who have participated in training courses offered by the institution the use of ICT. The results reveal the need for trainings according to the requirements of teachers, as well as the lack of specialized courses focused on instructing how to use the technologies in each subject for the purpose of improving the teaching performance. It is also noted that the training provided in the institution has not managed to motivate teachers to use the technologies. Recibido: 18 de agosto de 2017Aceptado: 10 de julio de 2018

scholarly journals Adaptación de los estudios de magisterio al EEES: las TIC en los nuevos planes de estudio

2011 ◽  
pp. a169
Author(s):  
Rosario Isabel Herrada Valverde ◽  
Gabriel Herrada Valverde
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Preservice Teacher ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Adaptation Process ◽  
European Higher Education Area ◽  
Information And Communication ◽  
European Higher Education ◽  
The University

Este artículo analiza el proceso de adaptación de los antiguos títulos de Maestro a los nuevos Grados adaptados al Espacio Europeo de Educación Superior en las universidades públicas españolas y, en particular, la presencia de asignaturas relacionadas con las Tecnologías de la Información y la Comunicación. El análisis de los datos recopilados muestra como este proceso ha dado lugar a una dispersión de la presencia de estas asignaturas  dependiendo de cada universidad y especialidad.Adaptation of teacher training degrees to the EHEA: ICT in the new study plansAbstractThis paper analyzes the adaptation process of the old preservice teacher degrees to the new ones adapted to the European Higher Education Area, in particular, about the presence of subjects related with Information and Communication Technologies. The analysis of the collected data shows that this process has involved dispersion in the presence of these subjects according to the university and speciality. 

Technological Skills and Initial Teacher Training

2017 ◽  
Vol 8 (3) ◽  
pp. 39-54 ◽  
Author(s):  
Antonella Nuzzaci
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Education Technology ◽  
Primary Teacher ◽  
Professional Conduct ◽  
Teachers Perceptions ◽  
Initial Teacher Training ◽  
Primary Teacher Education ◽  
Digital Skills ◽  
The University

This article describes how the use of education technology by those responsible for teacher training is one of the training issues that are often associated with the importance of enhancing didactic efficiency and the procedural and logistical difficulties associated with the instructional design that are identified as the main sources of concern in the professionalization of teachers and sometimes lead to unjustified assumptions about the very nature of the formation. Understanding attitudes towards ICT is important in determining whether future teachers' perceptions about the advantages or disadvantages of using ICT in higher education may condition their proper use in teaching as this provides the basics for professional conduct that is most appropriate. The present article aims to investigate the attitudes of personal and didactic use of technologies and the perception of their digital skills in students attending the Degree Course in Primary Teacher Education at the University of Aquila Studies.

scholarly journals O diálogo como experiência constituinte na formação inicial do professor de Matemática

2021 ◽  
Vol 16 ◽  
pp. 1-14
Author(s):  
Francisco Jeovane do Nascimento ◽  
Eliziane Rocha Castro ◽  
Luciana Rodrigues Leite ◽  
Maria Socorro Lucena Lima
Keyword(s):  
Teacher Training ◽  
Undergraduate Students ◽  
Qualitative Approach ◽  
International Integration ◽  
Initial Teacher Training ◽  
Theoretical Category ◽  
The University ◽  
Afro Brazilian ◽  
Mathematics Course

Based on the Freirean premises, this work makes explicit the dialogical relevance in initial teacher training, being the result of an experience developed in the context of the Supervised Internship with 14 undergraduate students of the Mathematics course of the University for International Integration of the Afro-Brazilian Lusophony (UNILAB). In this investigation, the dialogue assumes the condition of theoretical category, and the methodological assumptions are based on the qualitative approach. The reflections coming from this dialogic moment highlight the importance of the contact of teachers in training with more experienced professionals and strengthen the Supervised Internship as an opportunity to contact diverse practices and knowledge, beyond the knowledge of the complexity that permeates the school.

scholarly journals O campo de saber artístico nos currículos de formação de pedagogos e seu eco nas escolas

2021 ◽  
Vol 33 (69) ◽  
pp. 1373-1400
Author(s):  
Ana Cristina Moraes ◽  
Luis Távora Furtado Ribeiro
Keyword(s):  
Teacher Training ◽  
Theoretical Basis ◽  
Public University ◽  
Training Curriculum ◽  
Initial Formation ◽  
Initial Teacher Training ◽  
The Arts ◽  
The University ◽  
E Mail ◽  
Bibliographic Study

* Doutora em Educação pela Universidade Estadual de Campinas (UNICAMP). Professora na Universidade Estadual do Ceará (UECE). E-mail: [email protected]. ** Doutor em Sociologia pela Universidade Federal do Ceará (UFC). Professor titular da Faculdade de Educação da Universidade Federal do Ceará (UECE). Professor-pesquisador do convênio de colaboração entre a l’Université Paris I Panthéon-Sorbonne (Laboratoire Phare - Philosophie, Histoire et analyse des representations économiques), a linha de pesquisa Marxismo, educação e luta de classes (e-luta) do Programa de Pós-Graduação em Educação Brasileira da Universidade Federal do Ceará (UFC) e o Mestrado Acadêmico Intercampi em Educação e Ensino (MAIE), da Universidade Estadual do Ceará. Professor-pesquisador do Convênio de Colaboração entre o Programa de Mestrado em Antropologia de Iberoamérica da Universidade de Salamanca (MAI) e Linha de Pesquisa Marxismo, Educação e Luta de Classes (E-Luta) do Programa de Pós-Graduação em Educação Brasileira da Universidade Federal do Ceará (UFC). E-mail: [email protected]. Resumo: O texto problematiza a legitimação das Artes como campo de saber nos currículos de cursos de Pedagogia. Reflete, pois, sobre formação inicial de pedagogos e o repertório artístico-cultural desses profissionais para atenderem às demandas escolares referentes ao ensino de Artes. Tomamos como base de fundamentação teórica, principalmente, a noção de campo de Bourdieu (2006; 2004; 1983) e sua idéia de consagração desse campo como um processo constituído relacionalmente. O trabalho traduz um estudo bibliográfico imerso no campo da Educação, guiado, entretanto, por reflexões sustentadas em observações e vivências estético-pedagógicas no âmbito da formação inicial docente, numa universidade pública estadual brasileira. Com o estudo, infere-se que à universidade cabe a responsabilidade estratégica de garantir a ampliação de componentes curriculares que abranjam saberes em Artes.Palavras-chave: Campo de saber. Artes. Formação de pedagogos.  The field of artistic knowledge in the training curriculum of pedagogos and its echo in schools Abstract: The text problematizes the legitimization of the Arts as a field of knowledge in the curricula of Pedagogy courses. It reflects, therefore, on the initial formation of pedagogues and the artistic-cultural repertoire of these professionals to attend to the school demands related to the teaching of Arts. We take as theoretical basis mainly the notion of Bourdieu's field (2006, 2004, 1983) and his idea of ​​consecration of this field as a process constituted relationally. The work translates a bibliographic study immersed in the field of Education, guided, however, by reflections sustained in observations and aesthetic-pedagogical experiences in the scope of initial teacher training, in a Brazilian state public university. With the study, it is inferred that the university has the strategic responsibility to guarantee the expansion of curricular components that cover knowledge in Arts.Keywords: Field of knowledge. Arts. Formation of pedagogues.  El campo de saber artístico en los curriculos de formación de pedagogos y su eco en las escuelas Resumen: El texto problematiza la legitimación de las Artes como campo de saber en los currículos de cursos de Pedagogía. Refleja, pues, sobre formación inicial de pedagogos y el repertorio artístico-cultural de esos profesionales para atender a las demandas escolares referentes a la enseñanza de Artes. Tomamos como base de fundamentación teórica principalmente la noción de campo de Bourdieu (2006; 2004; 1983) y su idea de consagración de ese campo como un proceso constituido relacionalmente. El trabajo traduce un estudio bibliográfico inmerso en el campo de la Educación, guiado, sin embargo, por reflexiones sostenidas en observaciones y vivencias estético-pedagógicas en el ámbito de la formación inicial docente, en una universidad pública estatal brasileña. Con el estudio, se infiere que a la universidad cabe la responsabilidad estratégica de garantizar la ampliación de componentes curriculares que abarquen saberes en Artes.Palabras Clave: Campo de saber. Artes. Formación de pedagogos. Data de registro: 15/02/2019Data de aceite: 23/04/2020

scholarly journals Máster de secundaria: análisis de situación en la universidad española

2020 ◽  
Vol 38 (1 Marzo-Ju) ◽  
pp. 183-208
Author(s):  
Víctor López Ramos ◽  
Rocío Yuste Tosina ◽  
Pello Urkidi Elorrieta ◽  
Daniel Losada Iglesias
Keyword(s):  
Teacher Training ◽  
Teaching Staff ◽  
Education Teacher ◽  
Initial Teacher Training ◽  
Great Heterogeneity ◽  
Professional Profile ◽  
Spanish Universities ◽  
Deans Of Education ◽  
The University ◽  
Implementation Data

Este artículo pretende dar respuesta a la preocupación surgida en la Conferencia de Decanos de Educación de las Universidades españolas sobre la implantación y desarrollo del Máster que habilita para la profesión docente en la enseñanza secundaria. Hemos tratado de aportar datos que sirvan como mapa de situación acerca de la realidad de estos estudios y las diferencias en su implantación. El trabajo se ha elaborado a partir de las respuestas obtenidas a un cuestionario que cumplimentaron 35 universidades, de las 72 que imparten el Máster en España. Los resultados muestran una gran heterogeneidad, principalmente, en cuatro aspectos: la oferta de plazas y de especialidades, la estructura del plan de estudios, el perfil profesional del profesorado que imparte docencia en el mismo y la realización del Practicum y del Trabajo de Fin de Máster. Del estudio, se concluye la necesidad de que el Máster deba gestionarse académicamente por los centros universitarios responsables de la formación inicial del profesorado, así como la exigencia de una clarificación precisa, por parte de las agencias de evaluación, que homogenice los criterios de acreditación para el conjunto de universidades y comunidades autónomas. This article aims to respond to the concern raised in the Conference of Deans of Education of Spanish Universities regarding the implementation and development of the Master’s Degree in Secondary Education Teacher Training. We aim to provide data that serve as a situation map about the reality of these studies and the differences in their implementation. Data were obtained through a questionnaire completed by 35 universities, of the 72 that teach this master’s in Spain. The results show a great heterogeneity, mainly in four aspects: the offer of seats and specialties, the structure of the curriculum, the professional profile of the teaching staff and the development of school trainings and master’s theses. The results highlight the need for the master’s to be managed academically by the university faculties in charge of initial teacher training, as well as the need for precise clarifications, on the part of the evaluation agencies, with a view to homogenizing accreditation processes for all universities.

scholarly journals Políticas de integración de tecnologías y Formación Inicial de Maestros en Uruguay

2016 ◽  
Vol 24 ◽  
pp. 22
Author(s):  
Rosana Elizabeth Martínez Barcellos ◽  
Carlinda Leite ◽  
Angélica María Reis Monteiro
Keyword(s):  
Teacher Training ◽  
Information And Communication Technologies ◽  
Teaching Practice ◽  
Basic Education ◽  
Ict Integration ◽  
Education Policies ◽  
Initial Teacher Training ◽  
Teachers And Students ◽  
Information And Communication ◽  
Global Agenda

This article takes into discussion as problematic Initial Teacher Training (ITT) of Basic Education in Uruguay and analyses the place of information and communication technologies (ICT) in it, and also how they are influenced (Ball, 1998, 2001; Bowe, Ball & Gold, 1992) by international policies and how they are recontextualized (Bernstein, 1993, 1998). The questions that guide the study are: What did the Global Agenda on ICT stated in the ITT? What influences do these policies have on ITT? How recontextualization process occurs? In the empirical part, the study collected and analyzed ITT plans and interviews with the director of the course, training teachers and students who are doing their teaching practice. These data, processed by content analysis, suggests that there is a global agenda that points to the need of ICT integration in education, and as a result, initial teacher training should have content that ensures the effective use ICT. This global agenda influences Uruguay’s education policies which are recontextualized through institutional practices that have to adapt to students and teacher’s needs. Nevertheless, at teacher training level, an investment is needed in order to achieve the objectives towards policies that aim at ICT integration.

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.

Learning to teach with lesson study

2016 ◽  
Vol 5 (2) ◽  
pp. 116-129 ◽  
Author(s):  
Encarna Soto Gómez ◽  
María J Serván Núñez ◽  
Rosa Caparros-Vida
Keyword(s):  
Teacher Training ◽  
Lesson Study ◽  
Teaching Practice ◽  
Practical Knowledge ◽  
Training Model ◽  
Practical Training ◽  
Content Type ◽  
Initial Teacher Training ◽  
Work Model ◽  
The University

Purpose – The purpose of this paper is to incorporate Lesson Study (LS) from initial teacher training as a privileged area in which to accompany and tutor future teachers in the complex but necessary scenario of reflective practice in cooperative processes. Design/methodology/approach – This paper presents an innovative educational experience in the university context, incorporating Lesson Study as a strategy for research and improvement of teaching practice, and, in consequence, for students’ learning, in two key subjects in the syllabus: Practicum III and Degree Essay. Findings – A process, positively reviewed by all agents involved, which has shown the need for the reconstruction of the practical knowledge of participating students. Originality/value – This is the first experience in the Spanish university context where LS is introduced as one of the key areas of initial teacher training. The paper presents a work model which may inspire the introduction of Lesson Study as an initial training model during practical training.

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