scholarly journals Discursos expositivos enquanto recurso pedagógico : análise de uma experiência escolar desenvolvida entre 2006 e 2017

2020 ◽  
pp. 118-140
Author(s):  
Sérgio Pereira
Keyword(s):  
School Context ◽  
Teaching Experience ◽  
School Community ◽  
Educational Resources ◽  
Cultural Activities ◽  
Museum Experience

This chapter elaborates a reflection about using the expository discourses as educational resources in a school context. Focusing the teaching experience of the author, the chapter aims to show how the traditional visits to museums began to be complemented by the progressive elaboration of expositive activities within the school, extending the museum experience in time, which contributed to the students learning and to the valorisation of cultural activities among the school community.

scholarly journals Challenges for implementing open educational resources by teachers in higher education

2018 ◽  
Vol 325 ◽  
pp. 479-490
Author(s):  
Roza Dumbraveanu
Keyword(s):  
Higher Education ◽  
Digital Divide ◽  
Educational Philosophy ◽  
Teaching And Learning ◽  
Teaching Experience ◽  
Fair Use ◽  
Open Educational Resources ◽  
Educational Resources ◽  
European Universities ◽  
Teachers Training

Higher Education Institutions (HEI) are facing a number of problems during the last decades: the need to update the curricula to make it compatible with the similar ones from other national and European universities; demand to update the content and the pedagogical approach due to knowledge, technological and research development. Open Educational Resources (OER) might be a sound strategy for institutions to meet these challenges. At the same time OER are themselves one of the challenges that the teachers are faced with. OER could be implemented in courses in different ways, depending on the types of OER and the educational philosophy adopted by the teachers. The paper describes some challenges for implementing Open Educational Resources by teachers in Higher Education in Moldova: the level of awareness on availability and usage of OER; fair use matters; quality assurance of resources; pedagogical approaches for implementing OER into teaching and learning. The paper also grasps the issues of the digital divide that emerge when investigating these challenges. The judgment is based on the literature analysis and on the author’s teaching experience within courses for initial and continuous professional teachers’ training.

scholarly journals The relationship between assessment and preparing BEd undergraduate students for the South African school context

2020 ◽  
pp. 1-12
Author(s):  
Nicole Imbrailo ◽  
Karen Steenekamp
Keyword(s):  
Teacher Preparation ◽  
South African ◽  
Undergraduate Students ◽  
School Context ◽  
Teaching Experience ◽  
The South ◽  
Bachelor Of Education ◽  
Work Integrated Learning ◽  
Emotional Strain ◽  
Pre Service Teacher

The Bachelor of Education (BEd) undergraduate degree at a university in the Gauteng province, South Africa, aims to prepare pre-service teachers by using their experiences to expose them to the South African schooling context. This is done using a scaffolded process that includes formative assessment, summative assessment and Work-Integrated Learning (WIL, also known as teaching experience). This paper describes research findings based on a sequential mixed method design used within a constructivist paradigm to collect data on the role of assessment in pre-service teacher preparation. Eighty participants answered 16 questions on a nominal scale, and from this sample, 8 participants took part in semi-structured, one-on-one interviews. Based on the findings, it was concluded that all types of assessment were beneficial for pre-service teacher preparation as part of an assessment schedule – especially the case with WIL. However, WIL was criticised for not aligning with the current context and for a need to include the realities of paperwork, policies and systems as well as the emotional strain experienced by in-service teachers. The results suggest that by making WIL more authentic could impact pre-service teachers during their careers when deciding whether to remain in the profession.

scholarly journals A critical look at the portfolio as a tool for teacher cognition at pre-gradual level: perceptions of students

2016 ◽  
Vol 4 (3) ◽  
pp. 71-85
Author(s):  
Zuzana Straková
Keyword(s):  
Teacher Training ◽  
Student Teachers ◽  
Teaching Practice ◽  
School Context ◽  
Teaching Experience ◽  
Lesson Plans ◽  
Beneficial Effects ◽  
Teaching Aids ◽  
Hands On ◽  
Specific Duty

Abstract Trainees in teacher training programmes experience a variety of courses focusing on helping them to master the basic skills as future language teachers. The most important issue in the entire training is the appropriate balance between the input they receive from the trainer and the hands-on experience in which they learn through experience. One of the best hands-on activities during teacher training is indisputably teaching practice, i.e. real experience of trainees in the school context. Teaching practice offers to trainees first experience with teaching English lessons with holding responsibility for planning, carrying out the lessons as well as learning from this experience, maintaining a good rapport with students and many other aspects. Since trainees work in the external setting without the presence of their Methodology course trainers, it is often a custom to ask trainees to keep a portfolio with lesson plans or material they used during teaching as well as some reflections on the first teaching experience, so that the trainers could create a picture of how their trainees succeeded “out there”. Such a portfolio serves as a useful tool not only for the trainee since the portfolio offers a record of how they managed to carry out specific duty at a specific time; portfolio of this type can provide the trainer with a plastic picture of how trainee managed to apply what they had learned in their Methodology courses. There are many elements which can be included in the teaching practice portfolio such as lesson plans, reflections, various case studies, textbook evaluations, sample teaching aids prepared by the trainee, etc. However, the biggest benefit that portfolio provides the trainee with is the reflection itself – thinking about how successfully something has been mastered and thinking about how things could be done better. EPOSTL (European Portfolio for Student Teachers of Languages) where trainees focus on self-evaluation of their own teaching skills is one of the tools that can help to focus the trainee on specific skill the teacher needs to master. This article tries to answer the question whether trainees are aware of the beneficial effects of such reflection, whether they perceive a tool like the EPOSTL as something that can help them to develop or they consider it rather a duty to be carried out as a part of training. Based on the experience with a group of trainees who used EPOSTL during their teaching practice this case study analyses possible strengths and weaknesses of including such a complex material as EPOSTL in pre-service teacher training.

Negotiating Disruption in Visual Arts Education

2011 ◽  
pp. 135-146
Author(s):  
Jennifer Elsden-Clifton
Keyword(s):  
Secondary Schools ◽  
Visual Arts ◽  
Arts Education ◽  
School Context ◽  
School Community ◽  
Art Teachers ◽  
Social Practices ◽  
Visual Arts Education ◽  
Cultural Codes ◽  
General School

The visual arts has a long tradition of providing a space for artists to take up disruptive practices such a, challenging what is known, questioning and exploiting cultural codes, and providing alternative social practices. This chapter is interested in how visual arts students take up these disruptive possibilities within the complexity of secondary schools; a space historically characterised by hierarchal power, surveillance, and institutionalized structure. This chapter draws upon interviews with art teachers to examine the discourses surrounding their observations of ‘disruptive’ art created in their classrooms. In particular, the author focuses on the stories of two students who through their artwork explored and transgressed normalised notions of sexualities and bodies, which was signalled to be problematic within the school context by the teachers. This discussion explores how teachers, students, and the general school community respond and negotiate the tension and discomfort that can arise from ‘disruptive’ art.

scholarly journals Relationships at School: External Evaluation Angle

Pedagogika ◽  
2016 ◽  
Vol 121 (1) ◽  
pp. 83-100
Author(s):  
Elvyda Martišauskienė ◽  
Snieguolė Vaičekauskienė
Keyword(s):  
General Education ◽  
Student Performance ◽  
School Environment ◽  
School Context ◽  
School Community ◽  
Educational Process ◽  
Community Relations ◽  
External Evaluation ◽  
National Agency ◽  
Evaluation Data

A humane relationships at school develop favourable micro-climate for learning, promote good student behaviour, learning motivation and provides the right conditions for becoming a mature personality. For this research external evaluation data from schools of general education collected by the National Agency for School Evaluation in 2012 was used. This paper analyses students’, parents’ and external evaluators’ approaches and discusses the relationships in the modern school – situation and expression; highlights the most important trends in the relationships, relevant to all members of the school community; raises actual educational problems. Sociologists and educationists recognize that the nature of the relationships depends on a person’s self-determination, which is based on their perceived motives, beliefs, values and attitudes. Study data also shows that good relationships are influenced by the teacher’s personality and competencies: strictness, properly organized educational process with emotional basis and respect for the student; the school context: social, economic, cultural, educational school environment and prevailing micro-climate. The study also highlights the fact that students and their parents differently rate relationships at school: prevailing relationships at school usually satisfies parents and are evaluated positively, however, students believe that the school can achieve better (especially at 5–8 grades lessons). Schools focus on moral community relations, but still occur simulation, activities and behaviour that encourage alienation. External evaluation data shows that high student performance, achievements, knowledge is often considered to be the most important, however education of moral values, humane relationships – less significant thing. In schools of general education dominate business like and interpersonal relationships. Transcendental school community relations (the ability to go deep into yourself and others, rely on the phenomenon of conscience, overstep yourself) are aspirational so far.

scholarly journals Fluência tecnológico-pedagógica na produção de Recursos Educacionais Abertos (REA) / Technological-pedagogical fluency in the production of Open Educational Resources (OER)

2017 ◽  
Vol 10 (2) ◽  
pp. 185-205
Author(s):  
Sabrina Bagetti ◽  
Eunice Maria Mussoi ◽  
Elena Maria Mallmann
Keyword(s):  
Teaching And Learning ◽  
Basic Education ◽  
Participant Observation ◽  
School Context ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Educational Technologies ◽  
Implementation Evaluation ◽  
Teachers And Students ◽  
Santa Maria

 RESUMO: A preocupação temática geradora desta pesquisa está centrada na integração das tecnologias educacionais em rede no Ensino Superior, com foco na produção, adaptação e compartilhamento de Recursos Educacionais Abertos (REA). Investigou-se as implicações da fluência tecnológico-pedagógica na produção de videoaulas no formato REA. O grupo de envolvidos foram os docentes e estudantes do curso de Licenciatura em Letras Espanhol matriculados no componente curricular Políticas Públicas Educacionais e Gestão da Educação Básica, do primeiro semestre de 2017, na Universidade Federal de Santa Maria (UFSM). Metodologicamente realizaram-se observação participante, registro e análise dos procedimentos que envolvem videoaulas no formato REA. Para tanto, a concepção teórico-metodológica da pesquisa-ação orientou o estudo no estabelecimento de etapas cíclicas de planejamento, implementação, avaliação e replanejamento das ações pedagógicas. Os resultados apontam que videoaulas no formato REA são ferramentas de integração das tecnologias no contexto escolar. Por isso, elas potencializam o desenvolvimento da fluência tecnológico-pedagógica emancipatória na formação de professores. Conclusivamente, no ensino-aprendizagem mediado por REA, a finalidade de potencializar (co)autoria, dentre outros elementos formadores, constitui movimento de mobilização do conhecimento escolar.PALAVRAS-CHAVE: recursos educacionais abertos; fluência tecnológico-pedagógica; tecnologia educacional.ABSTRACT:  The thematic concern generating this research is centered in the promotion of the integration of the educational technologies in network in Higher Education, focusing on the production and adaptation of Open Educational Resources (OER). In this sense, we propose to investigate the implications of technological-pedagogical fluency in the production of videoaulas in the OER format. The group involved were the teachers and students of the degree in Letras/Spanish, enrolled in the Discipline of Public Educational Policies and Management of Basic Education, in the first term of 2017, at the Federal University of Santa Maria (UFSM). Methodologically, we conducted participant observation, registering, and analyses of the procedures that involve the production of video classes in the REA format. For this, we were guided by the theoretical-methodological conceptions of action research, establishing cyclical stages of planning, implementation, evaluation and replanning in our pedagogical actions. The results indicate that the use of OER as tools for integrating technologies in the school context, potentiate the development of emancipatory technological-pedagogical fluency in initial teacher training. Conclusively in the REA-mediated teaching and learning, the purpose of promoting authorship and co-authorship, among other formative elements, consisted of a movement also to mobilize knowledge in school.KEYWORDS: open educational resources; technological-pedagogical fluency; technology integration.

Access Denied

2015 ◽  
Vol 6 (4) ◽  
pp. 49-63
Author(s):  
Kristine E. Pytash ◽  
Elisabeth Testa
Keyword(s):  
Preservice Teachers ◽  
Student Teachers ◽  
Student Teaching ◽  
School Context ◽  
Teaching Experience ◽  
Teaching Writing ◽  
Digital Writing ◽  
Pedagogical Tools ◽  
Use Of Technology ◽  
Teachers Experiences

The purpose of this study was to explore three preservice teachers' experiences teaching writing with technology and digital tools during a year-long student teaching experience. Research found that while the three student teachers demonstrated conceptual understandings about the teaching of writing, their use of technology (or lack of) did not always reflect their views. When considering what influenced their transformations as teachers capable and willing to integrate technology into their writing instruction, the school context, particularly the notion of access, significantly shaped their appropriation of pedagogical tools for the teaching of digital writing. In addition, the student teachers were influenced not only by the resources that they had access to, but their perceptions of students' abilities and needs, as well as their own needs and efficacy as novice teachers.

Formação Continuada de Professores: Discussões Acerca do Lócus e do Fazejamento Pedagógico

2018 ◽  
Vol 19 (3) ◽  
pp. 270
Author(s):  
Antonio Gomes ◽  
Cilene Maria Lima Antunes Maciel ◽  
Cleonice Terezinha Fernandes ◽  
Edenar Souza Monteiro
Keyword(s):  
Content Analysis ◽  
Teaching Practice ◽  
A Priori ◽  
School Context ◽  
Teaching Experience ◽  
Exploratory Research ◽  
A Posteriori ◽  
Mato Grosso ◽  
Continuous Formation ◽  
Teaching Learning

Este artigo visa apresentar o resultado de uma pesquisa exploratória do tipo descritiva e qualitativa, que versa sobre a formação continuada de professores realizada nos últimos quatro anos. A área de estudo foram quatro escolas do Mato Grosso. A amostra foi de 20 professores efetivos e contratados de ambos os sexos, com média de 10 a 15 anos de experiência docente. O instrumento de coleta foi uma entrevista, cujo roteiro foi elaborado por peritagem de dois experts. O método de análise dos dados constante de gravações transcritas foi Análise de Contéudo - AC de Bardin (2016), cuja categorização ocorreu a priori e a posteriori. A triangulação surgiu da necessidade ética para confirmar a validade dos processos inerentes `a pesquisa. Constatou-se que a formação continuada de professores da forma “genérica” que é realizada, ou seja, para grandes grupos, não os satisfazem, perdendo a particularidade de cada equipe e respectivo contexto escolar. A pesquisa apresenta indícios de que a formação in loco, poderia tanto satisfazer os anseios dos professores, quanto possibilitar melhorias no processo de ensinoaprendizagem efetivos.Palavras-chave: Prática Docente. Qualidade em Ensino-Aprendizagem. Análise de Conteúdo. Práxis Pedagógica.AbstractThis article aims to present the result of an exploratory research of the descriptive and qualitative type, which deals with the teachers’ continuous formation carried out in the last four years. The study area was 4 schools in Mato Grosso. The sample comprises 20 effective and hired teachers of both sexes, with an average of 10 to 15 years of teaching experience. The collection instrument was an interview whose script was elaborated by experts opinion. The data analysis method data contained in transcribed recordings was Bardin’s (2016) Content Analysis - AC whose categorization was given a priori and a posteriori. Triangulation arose from the ethical need to confirm the validity of processes inherent in research. It was verified that the teachers’ continuous formation of the “generic” form that is performed, that is, for large groups, does not satisfy them, losing the particularity of each team and its school context. The research presents indications that on site training could both satisfy teachers’ wishes and enable improvements in the effective teaching-learning process.Keywords: Teaching Practice. Quality in the Teaching-Learning. Content Analysis. Pedagogical Praxis.

scholarly journals Analysis of the pre-service teachers’ teaching anxiety and coping strategies: A Turkish Elementary School Context

2019 ◽  
pp. 49-83
Author(s):  
Turgay Han ◽  
Ayşegül Takkaç-Tulgar
Keyword(s):  
Classroom Management ◽  
Coping Strategies ◽  
School Context ◽  
Teaching Experience ◽  
Self Report ◽  
Self Confidence ◽  
Major Teaching ◽  
Teaching Anxiety ◽  
Practicum Experiences ◽  
And Coping

The aim of this study is to investigate the construct of English as a foreign language (EFL) pre-service teachers' feelings of anxiety before, while, and after experiencing teaching English within a Turkish elementary classroom setting. Specifically, this intrinsic qualitative study investigates the anxiety sources for pre-service teachers in their practicum experiences and the ways they adapted to cope with these anxiety-provoking sources. The data were triangulated by consulting three sources of data (e.g., open-ended questions in the self-report forms, open-ended questions in the peer-reflection forms, and diaries) relating the 32 participants' teaching experiences. The findings indicated that prior to teaching experience, classroom management is the major teaching anxiety source and the frequently employed coping strategy is to consult their mentors and cooperating teachers. However, during the actual teaching experience, being observed by a mentor was the most common concern and to cope with it, each participant developed different coping mechanisms. Finally, receiving negative feedback from mentors decreased self-confidence and to compensate, pre-service teachers frequently asked mentors to provide further advice. It is implicated that teacher education programs raise the awareness of pre-service teachers of the potential challenges awaiting them in the practicum experience and equip them with coping strategies. 

scholarly journals Teaching Experience on Faculty Members’ Perceptions about the Attributes of Open Educational Resources (OER)

2017 ◽  
Vol 12 (04) ◽  
pp. 191 ◽  
Author(s):  
Muhua Zhang ◽  
Yan Li
Keyword(s):  
Data Analysis ◽  
Online Teaching ◽  
Teaching Experience ◽  
Open Educational Resources ◽  
Faculty Members ◽  
Educational Resources ◽  
Relative Advantage ◽  
Theoretical Base ◽  
Teaching Experiences ◽  
The Impact

The purpose of this study was to investigate the impact of online teaching experience on faculty members’ perceptions about attributes of OER. Rogers’ (2003) attributes of innovation theory was adopted as the theoretical base in this study. And questionnaire survey was carried out at Zhejiang University (ZJU) in China. 360 faculty members from ZJU were randomly invited to complete a questionnaire. The results of data analysis found that (1) only small portion of surveyed faculty members had online teaching experience while there was large portions of participants indicated that they would be willing to share their educational resources on the ZJU website or on outside websites; (2) the majority of the participants tended to agree that there is a relative advantage and compatibility of OER, though they were more neutral regarding the complexity, trialability and observability of OER; (3) online teaching experiences significantly impacted faculty members’ perceived trialability and observability of OER. Based on the finding, the study suggested that universities may carry out more initiatives efforts to increase faculty members’ online teaching experience and to improve faculty members’ perceived attributes of OER.

Sign in / Sign up

Export Citation Format

Share Document