scholarly journals FOMENTANDO A FORMAÇÃO DOCENTE DE PÓS-GRADUANDOS EM QUÍMICA: UM ESTUDO DE CASO NA DISCIPLINA DE ESTÁGIO DOCÊNCIA

Química Nova ◽  
2021 ◽  
Author(s):  
Welington Francisco ◽  
Wilmo Junior
Keyword(s):  
Teacher Education ◽  
Graduate Students ◽  
Teacher Knowledge ◽  
Teacher Development ◽  
Graduate Program ◽  
Teaching Methodology ◽  
Chemistry Teaching ◽  
Post Graduate ◽  
Teacher Professional ◽  
Teaching Qualifications

PROMOTING THE TEACHER EDUCATION OF POST-GRADUATE STUDENTS IN CHEMISTRY: A CASE STUDY IN THE DISCIPLINE OF INTERNSHIP TEACHING. The objective of this work was to identify evidences related to the teacher knowledge and professional identity characteristics developed by post-graduate students in Chemistry during a discipline of Teaching Internship and Teaching Methodology in Chemistry from a Federal University. The activities carried out were leaned on the discussion of chemistry teaching aspects, planning, developing and reflection about teaching experiences. The teacher education process was analyzed by students themselves by means of metacognitive reports that was employed as data research and examined using content analysis to investigate their teacher knowledge development. The results pointed out the appropriation as much teacher knowledges as aspects of teacher professional identities: search for a flexible and singular didactic-pedagogical profile; belief in constant training/ qualification; difficulties and social obligation of the profession. Such results show that the activities proposed can be useful and adaptable to the reality of each post-graduate program in Chemistry. The approach is an opportunity and an incentive for post-graduate tudents to seek other teaching qualifications during the journey to become a university professor. Despite having contributed to teacher development, just a discipline is not enough to encompass the complexity of this process.

scholarly journals Language teacher professional education:

2021 ◽  
Vol 9 (4) ◽  
pp. 304-317
Author(s):  
Kátia Muck ◽  
Denise Cristina Kluge
Keyword(s):  
Teacher Education ◽  
Language Learning ◽  
Teacher Development ◽  
Professional Learning ◽  
Prospective Teachers ◽  
Professional Education ◽  
Sociocultural Perspective ◽  
Language Teacher ◽  
Use Of Technology ◽  
Teacher Professional

This article provides a theoretical discussion regarding the implications of peer-to-peer learning in online environments for language teacher professional learning and second language academic literacy. It approaches the use of technology as means to enhance prospective teachers’ cognition and metacognition skills and to foster their language learning, as Language Teacher Education programs usually fulfil a twofold purpose: to learn the language itself and to learn how to teach it as a foreign language. In order to arrive at these implications, it presents a grounded discussion on sociocultural perspective within L2 teacher education, teachers’ beliefs, and mediation in the sociocultural perspective. The discussion reinforces the significance of peer-activities (peer-observation and peer-feedback) to foster a teacher development process. Moreover, it suggests that a guided peer-activity, such as employing the use of carefully elaborated rubrics, could enhance this process.

scholarly journals Διερευνώντας τα αίτια της χαμηλής ικανότητας ανάπτυξης συλλογιστικής σκέψης σε φοιτητές μεταπτυχιακού προγράμματος

2016 ◽  
Author(s):  
Evagelia Frydaki
Keyword(s):  
Graduate Students ◽  
Critical Literacy ◽  
Graduate Program ◽  
Theoretical Perspective ◽  
Literary Reading ◽  
Spring Semester ◽  
Educational Work ◽  
Post Graduate ◽  
Low Ability

<p>It has been argued that what marks the fully literate person in modern societies is the ability to reason effectively about what one reads and writes in order to extend one’s understanding of the ideas expressed by developing reasoning. Although current literacy theory and practices are being fundamentally altered (multiliteracies, multimodality) and put aside explicit instruction on argumentation, this capacity remains a fundamental element of literacy and of critical literacy. On the other hand, both experience and research findings reveal increasingly poor argumentation of students and their low ability to develop reasoning in the school and University context.  A qualitative case study was carried out during the spring semester 2014-2015 in the Post-graduate Program “Theory, Praxis and Evaluation of Educational Work” (Department of Education, University of Athens, Faculty of Philosophy, Education and Psychology). A task assigned to 17 post-graduate students in the course of Teaching Literature triggered the conduct of the present research. Students were asked to indicate a number of strategies to support literary reading, drawing criteria from the Vygotskian theoretical concept of Zone of Proximal Development, as well as scaffolding instruction theory. In these tasks we found that students had problems using the criteria and evidence reasoning; they simply described some literary reading strategies without developing a rationale on why they are seen as supportive. The poor argumentation of almost all post-graduate students’ work, which the 17 students recognized during the process of correction, led us to investigate the causes from the subjective perspective of those involved. That is the purpose of the research: to reveal the causes to which the post-graduate students themselves attribute their low ability to use criteria, to argue and develop reasoning. The main sources of data for this case study were the focus group discussion with 11 students of the above mentioned group, and 17 individual semi-structured interviews. The method of analysis used is grounded theory. The qualitative data were analyzed without an existing theoretical framework, by the method of constant comparison, so that they could develop by themselves some theoretical considerations that would contribute to the understanding and the interpretation of the phenomenon. The categories emerged open, axial and selective coding became the basis for theoretical perspective literacy as a socially constructed process. Key findings highlight the causes of their low ability to develop reasoning and attribute it to: a) the new social literacy practices resulting from evolving web technologies and primarily b) school practices which do not promote personal or critical thinking, but the skill of the students to know how to say "what must be said" about everything, thus weakening their cognitive as well as language use abilities. These results suggest the need for a research focus on the processes by which literacy is constructed in everyday life, through conversational exchanges and the negotiation of meanings in many different contexts of schooling.  </p>

Promoting Teacher Professional Development through Online Task-Based Instruction

2010 ◽  
Vol 1 (4) ◽  
pp. 52-65 ◽  
Author(s):  
María Elena Solares-Altamirano
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Online Education ◽  
Teacher Development ◽  
Online Course ◽  
Task Definition ◽  
Teacher Professional ◽  
Based Instruction ◽  
Task Based Instruction ◽  
Teachers Professional Development

The importance of teachers in the success of Task-Based Language Teaching (TBLT) is unquestionable. However, designing a teacher course on TBLT raises many questions concerning ‘what’ and ‘how’ it can be implemented. Can teachers’ professional development be promoted through Task-Based Instruction (TBI)? This paper explores this question by examining the design and implementation of an online course for teacher development on TBLT at the National Autonomous University of Mexico. This paper proposes a task definition for teacher education and develops a framework for TBI in online teacher education. The tasks, suggested framework for professional development, and potential of online education resulting from the interaction tools used in this course also provide insights into the development of online TBI for teacher education.

No Apologies: A Graduate Program in Teacher Education and Teacher Development

1995 ◽  
Vol 7 (1) ◽  
pp. 53-62
Author(s):  
Jonathan Neufeld ◽  
Peter P. Grimmett ◽  
Michael Manley‐Casimir
Keyword(s):  
Teacher Education ◽  
Teacher Development ◽  
Graduate Program

scholarly journals SABERES E AUTONOMIA DOCENTE: UM DIÁLOGO ENTRE ELEMENTOS IMPRESCINDÍVEIS À FORMAÇÃO DO PROFESSOR

2021 ◽  
Vol 14 (23) ◽  
pp. 25
Author(s):  
Nilce Pantoja do CARMO (UFPA) ◽  
Waldir Ferreira de ABREU (UFPA)
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Teacher Knowledge ◽  
Graduate Program ◽  
School Context ◽  
Educational Practice ◽  
Evaluation Criterion ◽  
Training Process ◽  
Theoretical Contribution ◽  
Educational Sciences

O presente trabalho faz-se como um desdobramento da dissertação “Um rio no caminho: processos de escolarização de alunos ribeirinhos em contexto escolar urbano”, apresentada em 2019 como critério avaliativo do título de Mestre em Educação ao Programa de Pós-Graduação em Educação (do Instituto de Ciências da Educação da Universidade Federal do Pará). Neste ínterim, “Saberes e autonomia docente: um diálogo entre elementos imprescindíveis à formação do professor”, caracteriza-se como uma pesquisa bibliográfica, que objetiva compreender as relações peculiares aos saberes e à autonomia, discorrendo sobre como essa interação vem se constituindo no processo de formação do professor. Para tanto, buscou-se aporte nos trabalhos de Freire (1996), Contreras (2002) e Tardif (2014), autores que se debruçaram na abordagem de tais categorias (saberes e autonomia) vinculadas ao contexto formativo daqueles que estão afrente da prática educativa formal dos sujeitos. Os resultados do estudo apontam que a constituição da autonomia se associa diretamente ao aguçar dos saberes. Assim, a formação do professor deve considerar a relevância dos saberes como basilares ao fomento da autonomia docente.Palavras-chave: Saberes; Autonomia; Formação do Professor.KNOWLEDGE AND TEACHING AUTONOMY: A DIALOGUE BETWEEN COMPREHENSIVE ELEMENTS FOR TEACHER TRAININGThe present work unfolds from the dissertation “A river on the way: schooling processes of riverside students in an urban school context”, presented in 2019 as an evaluation criterion for the title of Master in Education to the Graduate Program in Education (from the Institute of Educational Sciences of the Federal University of Pará). In the interim, “Teacher knowledge and autonomy: a dialogue between elements essential to teacher education”, is characterized as bibliographic research, which aims to understand the peculiar relations to knowledge and autonomy, discussing how this interaction has been constituted in the teacher training process. Therefore, we sought theoretical contribution in the works of Freire (1996), Contreras (2002), and Tardif (2014), authors who focused on the apprehension and approach of such categories (knowledge and autonomy) linked to the formative context of those who are responsible for the formal educational practice of the subjects. The results of the study show that the constitution of autonomy is directly associated with the improvement of knowledge. Thus, teacher education must consider the relevance of knowledge as fundamental to the promotion of teacher autonomy.Keywords: Knowledge; Autonomy; Teacher Education 

scholarly journals APPLICATION OF GOOGLE TRANSLATE FOR WRITING THESIS ABSTRACT IN ENGLISH (GRAMMAR ERROR ANALYSIS)

Akademika ◽  
2021 ◽  
Vol 10 (02) ◽  
pp. 349-360
Author(s):  
Mulyadi Mulyadi ◽  
Dini Hidayati
Keyword(s):  
Graduate Students ◽  
Graduate Program ◽  
Appropriate Use ◽  
Post Graduate ◽  
Inappropriate Use ◽  
Study Approach ◽  
English Grammar ◽  
The World ◽  
Speed Up ◽  
Academic Assignments

Google Translate is a popular translation and is used by most people around the world. Google Translate not only offers translation in various languages, it can even speed up work Translate. In learning the new norm, Google Translate is considered the easiest way to facilitate translation work and assist students in completing academic assignments. Based on the preliminary survey that had been done toward fifteen English thesis abstracts of  post  graduate  students,  it  was  found  a  lot  of  mistakes  in  the  writing  (tenses).  This research aims at identifying the use of tenses/grammar  in English thesis abstracts. The type of this research is descriptive through documentation study approach. The population was all English thesis abstracts at post graduate program Jakarta Islamic University. The sampling was purposive sampling. The data were analyzed descriptively. The results of the research showed that the inappropriate use of tense was more than that of theappropriate one in the part of background; the inappropriate use of tense was more than that of the appropriate one in the part of research method; the inappropriate use of tense  was  more  than  that  of  the  appropriate  one  in  the  part  of  result  (findings); the appropriate  use  of  tense  was  more  than  that  of  the  inappropriate  one  in  the  part  of discussion; and the appropriate use of tense was more than that of the inappropriate one in the part of conclusion and suggestion

Aspirations of Post Graduate Students

2012 ◽  
Vol 3 (6) ◽  
pp. 1-3
Author(s):  
K.Shireesha K.Shireesha ◽  
◽  
M. Srikala M. Srikala
Keyword(s):  
Graduate Students ◽  
Post Graduate

Features of Preparation of Teachers of Higher School: Flexible Management Technologies

2020 ◽  
Author(s):  
А.Н. Лебедев ◽  
О.А. Бурукина
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Teacher Development ◽  
Educational Programs ◽  
Development Programs ◽  
Modern Management ◽  
University Teachers ◽  
Flexible Management ◽  
Applied Knowledge ◽  
Modern Technologies

авторы рассматривают консерватизм вузовских образовательных программ в качестве одного из препятствий в подготовке потенциальных преподавателей университетов. Рассмотрены особенности подготовки педагогов высшей школы по направлениям социально-гуманитарного образования. Авторы презентуют результаты анкетирования магистрантов и аспирантов, свидетельствующие о дефиците прикладных знаний респондентов в области современных технологий, таких как Agile. Обоснованы предложения по интенсификации программ повышения квалификации преподавателей, насыщению образовательных программ вопросами применения современных технологий менеджмента. the authors consider the conservatism of university educational programs as one of the obstacles in the preparation of potential university teachers. The article discusses the features of training higher education teachers in the areas of social and humanitarian education. The authors present the results of a survey of undergraduates and graduate students, indicating a lack of applied knowledge of postgraduate and graduate students in the field of modern technologies such as Agile. The article substantiates the proposals on the intensification of teacher development programs, the saturation of educational programs with the application of modern management technologies.

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