scholarly journals A base de conhecimentos e a identidade de mentores participantes do Programa de Formação Online de Mentores da UFSCar-Brasil

2017 ◽  
Vol 30 (2) ◽  
pp. 133 ◽  
Author(s):  
Paula Grizzo Gobato ◽  
Aline Maria De Medeiros Rodrigues Reali
Keyword(s):  
Beginning Teachers ◽  
Knowledge Base ◽  
Content Knowledge ◽  
Education Program ◽  
Teacher Identity ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Pedagogical Knowledge ◽  
Experienced Teachers ◽  
Specific Content

O objetivo deste artigo é analisar a base de conhecimentos de professores experientes e participantes do Programa de Formação Online de Mentores da UFSCar-Brasil, bem como responder à seguinte questão: quais dos conhecimentos específicos, pedagógicos e sobre a função de mentor, que o auxiliarão a desempenhar a nova função, podem ser apreendidos nos professores experientes, participantes do Programa de Formação Online de Mentores? O Programa é responsável pela formação de mentores, sua proposta curricular é flexível e foca o desenvolvimento profissional de professores experientes. A investigação qualitativa baseou-se na análise descritivo-interpretativa das narrativas presentes em quatro atividades, realizadas durante o processo formativo, de quatro participantes. Foram analisados conhecimentos pedagógicos gerais, conhecimentos de conteúdo específico, conhecimentos pedagógicos do conteúdo, conhecimentos sobre formação e atuação docente e, por fim, conhecimentos sobre a função de gestor, de mentor e da escola. Como resultado, percebe-se que a base de conhecimentos atribuída ao mentor se assemelha à dos profissionais gestores e formadores de professores, ainda que a prática da mentoria e em sala de aula seja importante para que a base seja continuamente remodelada e aperfeiçoada para melhorar o desempenho do mentor e, possivelmente, dos professores iniciantes por ele acompanhados. Palavras-chave: Programa de Formação Online de Mentores; Identidade docente; Base de conhecimentos para o ensino ABSTRACTThis article aims to analyze the knowledge base of experienced teachers and participants of an Online Mentor Education Program from UFSCar Brazil and to answer the question: what specific, pedagogical and mentoring skills, that will assist the mentor to fulfill a new role, are evidenced by the experienced teachers participating of Online Mentor Education Program? This mentor training program has a flexible curriculum and focuses on the professional development of experienced teachers. The qualitative research was based on the descriptive and interpretative analysis of four narratives from four selected participants from a wider group and written during the training. It analyzed pedagogical knowledge, specific content knowledge, pedagogical knowledge content, knowledge about training and teaching practice and knowledge of the manager role, mentor and school. As results, the data analysis shows that the mentor knowledge base resembles the professional managers’ and teacher educators’. However, teaching and mentoring practice is important so that this knowledge base is continuously remodeled and improved, thus improving the mentors’ performance and, possibly, of beginning teachers accompanied by them.Keywords: Online Mentor Education Program; Teacher identity; Knowledge base for teaching

scholarly journals Assessing pre-service teachers’ professional identity construction in a three-phase teacher education program in Iran

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Fariba Haghighi Irani ◽  
Azizeh Chalak ◽  
Hossein Heidari Tabrizi
Keyword(s):  
Teacher Education ◽  
Professional Identity ◽  
Identity Construction ◽  
Education Program ◽  
Teacher Identity ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Critical Role ◽  
Assessment Tools ◽  
Problem Solving Skills

Abstract The critical role of teachers suggests that assessing teacher identity construction helps teacher educators understand the changes in teachers and design materials in harmony with their needs in teacher education programs. However, only a few studies have focused on assessing pre-service teachers’ identity in the long term in Iran. To address this gap, the contribution of a pre-service teacher education program consisting of three phases, namely engage, study, and activate to the professional identity construction of eight pre-service teachers in an institute in Tehran was assessed. Pre-course and post-course interviews, two reflective essays, ten observation notes, and two teaching performances were gathered over a year and analyzed as guided by grounded theory and discourse analysis. Findings revealed two significant changes in the participants’ identities when they transitioned from engage to study and from study to activate phases that yielded study phase as the peak of the changes. Overall, three major shifts were identified in the participants’ identities: from a commitment to evaluation towards a commitment to modality, from one-dimensional to multi-dimensional perceptions, and from problem analysis to problem-solving skills. Current findings may facilitate teacher identity construction by designing local programs matching the needs of pre-service teachers. It may also assist teacher educators by assessing the quality of teachers’ performance and developing teacher assessment tools.

Creating an Environment for Pre-Service Teachers to Develop Technical Pedagogical and Content Knowledge

2012 ◽  
pp. 115-128
Author(s):  
Chun Hu
Keyword(s):  
Teacher Education ◽  
Content Knowledge ◽  
Education Program ◽  
Formative Evaluation ◽  
Teacher Education Program ◽  
Design Principles ◽  
Pedagogical Knowledge ◽  
Learning Technology ◽  
Types Of Knowledge ◽  
Design Projects

This chapter reports a teacher education program in applying the framework of TPACK to the design of its ICT curriculum: the design principles employed, its implementation and a formative evaluation. A survey adapted from Schmidt et al. (2009) was administered at the beginning and completion of the course. The post-course survey showed an increase in pre-service teachers’ self-reported ratings in all three types of knowledge, namely technological knowledge, technological pedagogical knowledge, and technology, pedagogy and content knowledge. Although majority (53.1%) of the pre-service teachers favored the approach of learning technology through engaging in design projects, many suggested that more structured instruction would benefit their learning.

The Importance of Using Subject-Specific Technology Uses to Teach TPACK

2012 ◽  
pp. 152-169 ◽  
Author(s):  
Anne T. Ottenbreit-Leftwich
Keyword(s):  
Preservice Teachers ◽  
Educational Technology ◽  
Content Knowledge ◽  
Teacher Educators ◽  
Pedagogical Knowledge ◽  
Classroom Teachers ◽  
Technology Knowledge ◽  
Subject Specific ◽  
Specific Technology

The objective of this chapter is to describe a case study of an educational technology course that uses subject-specific contexts to address preservice teachers’ development of TPACK. Many have indicated that in order for technology knowledge to be transferred to the classroom, teachers need to find the knowledge being taught relevant to their future classrooms. This course uses various workouts and cases to develop preservice teachers’ technology abilities within the context of their future classrooms. Through these activities, preservice teachers showed improvement in technology knowledge (TK), technological pedagogical knowledge (TPK), and technological pedagogical and content knowledge (TPACK). Recommendations are made to other teacher educators on how to apply such principles within their own educational technology courses.

Experienced Teachers: Agents for Revitalization and Renewal as Mentors and Teacher Educators

1987 ◽  
Vol 169 (1) ◽  
pp. 65-79 ◽  
Author(s):  
Lois Thies-Sprinthall ◽  
Norman A. Sprinthall
Keyword(s):  
Beginning Teachers ◽  
Teacher Educators ◽  
Adult Learner ◽  
Developmental Model ◽  
Mentor Teachers ◽  
Experienced Teachers ◽  
Current Status ◽  
Substantial Evidence ◽  
Developmental Growth

After reviewing much recent research and theory, the article outlines the current status of developmental stage concepts as a basis for the teacher as an adult learner. There is substantial evidence to support the view that adults who process experience at higher and more complex levels of development perform more adequately in complex human helping roles. Using a developmental model, a system is then outlined for training both mentor teachers and educators of mentor teachers. Such new roles have substantial potential for revitalizing experienced teachers, promoting their developmental growth, and improving the quality of supervision for beginning teachers.

Providing Meaningful Fieldwork for Preservice Mathematics Teachers: A College-School Collaboration

2005 ◽  
Vol 98 (9) ◽  
pp. 604-609
Author(s):  
Frances R. Curcio ◽  
Alice F. Artzt ◽  
Merna Porter
Keyword(s):  
Preservice Teachers ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Experienced Teachers ◽  
Learning Theories ◽  
School Teachers ◽  
Mathematics Teacher Educators ◽  
School Collaboration ◽  
Student Misconceptions ◽  
Secondary Mathematics Teacher

One of the greatest challenges for secondary mathematics teacher-educators is preparing future teachers to support reform efforts that lead to high–quality teaching. In particular, careful lesson planning, anticipation of student misconceptions, and constructive reflection on a lesson after instruction are critical concerns not only for novice teachers but also for experienced teachers. One way to help preservice teachers begin to appreciate the importance of planning and reflecting entails college faculty collaborating with exemplary school teachers in integrating and connecting learning theories with teaching practice.

scholarly journals IDENTIDADE DE PROFESSORES INICIANTES: TRAJETÓRIAS FORMATIVAS À LUZ DE CARTAS NARRATIVAS

2020 ◽  
Vol 17 (1) ◽  
pp. 295-307
Author(s):  
Bruna Amaral ◽  
mariza da Costa ◽  
Giovana Maria Belém Falcão
Keyword(s):  
Beginning Teachers ◽  
Teacher Identity ◽  
Teaching Practice ◽  
Basic Education ◽  
Academic Trajectories ◽  
Identity Processes ◽  
Close Relationship ◽  
Formative Experiences ◽  
Education Network ◽  
Significant Figures

Understanding the process of constituting identity requires entering into a professional but also personal history, in view of the way we are in the interaction with the world and with others. This process becomes even more significant when we refer to teachers who are in the early stages of their careers, since it is the moment when they seek to institute their actions, positions and professional postures, based on the personal and formative experiences they have experienced. This writing aims to understand how the teachers that the beginning teachers had throughout their academic trajectories, reflect on the formation of their identity processes. The research was based on a qualitative approach and narrative letters woven by three beginning teachers from the public basic education network were used as an instrument for data production. According to the subjects’ writings, it was possible to perceive a close relationship between personal and professional identity and that the implications arising from the school or formative experiences of the profession are shaping professionality and constituting the teaching identity. It is also perceived that the subjects recognize the actions and practices of some of their masters reflected in their teaching practice, electing significant figures in the process of professional insertion and constitution of the teacher identity. It can also be seen that this process is permeated with singularity, because each one experienced formative experiences and differentiated professionals, they found teachers with specific practices and in different contexts and, thus, gave meaning and meaning to these experiences in a particular way.

scholarly journals Propositivas teóricas acerca do conhecimento pedagógico do conteúdo

2020 ◽  
Vol 4 (1) ◽  
pp. 36
Author(s):  
Luana Zanotto ◽  
Fernando Donizete Alves ◽  
Carlos Januário
Keyword(s):  
Preschool Children ◽  
Physical Education ◽  
Pedagogical Content Knowledge ◽  
Knowledge Base ◽  
Content Knowledge ◽  
Institutional Context ◽  
Pedagogical Knowledge ◽  
Physical Education Teachers ◽  
Pedagogical Content ◽  
The Subject

ResumoO objetivo deste estudo é apresentar um conjunto de assertivas teóricas acerca do conhecimento pedagógico do conteúdo de professores de Educação Física na Educação Infantil. A escolha do tema justifica-se pela possibilidade de discussão sobre os avanços e contradições da atuação desses professores na infância. Neste cerne, verifica-se que o conhecimento pedagógico do conteúdo, como agregador dos elementos da base de conhecimentos necessários para o ensino, reúne saberes acerca do sujeito para quem irá ensinar (crianças da pré-escola), sobre os temas de ensino, conhecimento pedagógico geral e do contexto das instituições. A análise empreendida permite reconhecer as potencialidades e limitações das ações pedagógicas e, em decorrência, ampliar aportes teórico-metodológicos para consolidação do professor de Educação Física na primeira etapa da Educação Básica.Palavras-chave: Conhecimento Pedagógico do Conteúdo. Professor de Educação Física. Educação Infantil.Theoretical propositional about pedagogical content knowledgeAbstractThe aim of this study is to present a set of theoretical statements about the pedagogical content knowledge of Physical Education teachers. This theme is justified by the possibility of discussing theories upon the advances and contradictions in the action for these teachers in childhood. Therefore, the pedagogical content knowledge works as an aggregator of the knowledge base elements necessary for teaching, brings together knowledge about the subject for whom it will teach (preschool children), content knowledge, general pedagogical knowledge and institutional context. The analysis achieved allows recognizing the potential and limitations of pedagogical actions and, as a result, expanding theoretical and methodological contributions to consolidate the Physical Education teachers in the first stage of Education.Keywords: Pedagogical Content Knowledge. Physical Education Teachers. Children’s Education.Propuestas teóricas acerca del conocimiento pedagógico del contenidoResumenEl objetivo de este estudio es presentar un conjunto de descriptivas teóricas acerca del conocimiento pedagógico del contenido de los maestros de Educación Física en la Educación de la primera infancia. La elección del tema se justifica por la posibilidad de crear una discusión acerca de los avances y contradicciones de la actividad de estos maestros en la infancia. En este entorno, el conocimiento pedagógico del contenido, como agregador de los elementos de la base de conocimiento necesarios para la enseñanza, reúne el conocimiento acerca del tema para el que enseñará (niños en edad preescolar), acerca de los temas de enseñanza, conocimiento pedagógico general y del contexto de las instituciones. El análisis reconoce el potencial y las limitaciones de las acciones pedagógicas y, con ellos puede expandir las contribuciones teóricas y metodológicas para consolidar el maestro de Educación Física en la primera etapa de la Educación General Básica.Palabras clave: Conocimiento Pedagógico del Contenido. Maestros de Educación Física. Educación de la Primera Infancia.

scholarly journals PEDAGOGICAL CONTENT KNOWLEDGE (PCK) ABILITY OF PRE SERVICE BIOLOGICAL TEACHERS BASED ON LESSON PLAN AND TEACHING PRACTICE

EDUSAINS ◽  
2019 ◽  
Vol 11 (1) ◽  
pp. 86-92
Author(s):  
Risya Pramana Situmorang
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching Practice ◽  
Lesson Plan ◽  
Pedagogical Knowledge ◽  
Contextual Learning ◽  
Biology Teachers ◽  
Pedagogical Content ◽  
Subject Material ◽  
Constructing Knowledge

PEDAGOGICAL CONTENT KNOWLEDGE (PCK) KEMAMPUAN GURU BIASA PRA PELAYANAN BERBASIS RENCANA PELAJARAN DAN PRAKTEK PENGAJARAN AbstrakPenelitian ini mengidentifikasi empat aspek berbeda dari pengetahuan pedagogi dan tiga aspek dari pengetahuan materi, serta terkait di antara aspek-aspek PCK. Penelitian ini menunjukkan bahwa skor PCK calon guru biologi dalam menyusun rencana pelajaran dan praktik mengajar berada dalam kategori baik, dengan hasil persentase skor CK 70,83% (baik), hasil persentase skor PK 75,70% (baik), dan hasil persentase skor PCK 66,67% (sangat baik). Temuan dalam penelitian ini adalah kemampuan smahasiswa calon guru mulai berkembang mengenai PCK melalui cara penyampaian materi pelajaran biologi dengan menghargai ide-ide siswa sebelumnya dalam pembelajaran, meskipun kedalaman pemahaman bervariasi. Selain itu, hasil PCK menunjukkan banyak perkembangan dalam perancangan rencana pelajaran melalui pengetahuan konstruktivis. Pengembangan terhadap pengetahuan pedagogi, konten dan PCK berkaitan dengan keterampilan mengajar merupakan aspek yang sangat penting. Penggunaan rencana pelajaran yang mudah diakses dapat meningkatkan kemampuan PCK untuk mengembangkan prinsip-prinsip pedagogis. Meskipun pengembangan konten dan PCK terkait pedagogis, mungkin cukup untuk memungkinkan mahasiswa calon guru untuk membuat dan menghubungkan konteks materi pelajaran biologi yang memfasilitasi siswa dalam pembelajaran kontekstual. AbstractThis study identified four distinct aspects of pedagogical knowledge and three aspects of content knowledge, as well as related among these PCK aspects. This study shows that the PCK scores of pre service biology teachers in preparing lesson plan and teaching practice are in good category, with result of CK score percentage 70.83% (good), result of PK score percentage 75.70% (good), and result of PCK score percentage 66.67% (very good). Finding in this study were pre service students ability about PCK began to develop an understanding of the way to deliver biology subject material that values students’ prior ideas in learning, eventhough the depth of this understanding varied. In addition, PCK show as much growth in their lesson plan with respect to the constructing knowledge. In developing a pedagogy and content knowledge of PCK, relating to skills about teaching, appears to be critical. Using lesson plan that is simple accessible seems to increase PCK ability to develop pedagogical principles. Although development of content and pedagogical related PCK, it may be enough to allow pre-service student to create and relate the biology subject material contexts that facilitate students in contextual learning.

scholarly journals Why didn’t anyone tell us what it would really be like?

2018 ◽  
Vol 6 (1) ◽  
pp. 26-35
Author(s):  
Russell Greinke
Keyword(s):  
Identity Formation ◽  
Teacher Identity ◽  
Educational Philosophy ◽  
Teacher Educators ◽  
Phenomenological Study ◽  
Teaching Style ◽  
Teacher Recruitment ◽  
Experienced Teachers ◽  
Significant Issue ◽  
Teacher Identity Formation

Historically, teacher retention has been a more significant issue than teacher recruitment. This study looks at how teachers become “comfortable in their own skin.” To be successful in their chosen careers, teachers undergo a process of Teacher Identity Formation that blends one’s educational philosophy, teaching style, and personality. Finding one’s own voice, one that is less imitative of influential teachers from one’s past, occurs in those “Borderlands” where the personal and the professional meet, where who you are as a person and who you are as a teacher coalesce. Via an interview-based phenomenological study, this paper uses the cumulative wisdom of successful, experienced teachers to look at how they ultimately make sense of their position and overcome obstacles to identity formation. The findings may offer guidance to new teachers and teacher educators.   

The Influence of Teacher Education Programs on the Beliefs of Student Teachers: General Pedagogical Knowledge, Pedagogical Content Knowledge, and Teacher Education Course Work

1995 ◽  
Vol 14 (2) ◽  
pp. 157-178 ◽  
Author(s):  
Kim C. Graber
Keyword(s):  
Teacher Education ◽  
Pedagogical Content Knowledge ◽  
Student Teachers ◽  
Content Knowledge ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Teacher Educator ◽  
Pedagogical Knowledge ◽  
Pedagogical Content ◽  
General Pedagogical Knowledge

The purpose of this study was to (a) examine how student teachers believed they incorporated general pedagogical knowledge into lessons, (b) examine how student teachers believed they incorporated pedagogical content knowledge into lessons, and (c) examine the beliefs held by student teachers regarding those elements of their teacher education program that most directly guided their practice. Twenty student teachers, 7 teacher educators, and 8 cooperating teachers were interviewed. Data were analyzed and grouped into themes. The results indicate that the degree to which students incorporated general pedagogical knowledge into teaching was contingent on the placement setting, support of the cooperating teacher, influence of pupils, and level the student teacher was teaching. Student teachers had greater difficulty incorporating pedagogical content knowledge. The student teachers from one university all believed they were primarily influenced by one particular teacher educator. A single powerful individual may be more important in shaping preservice student beliefs than an entire program of courses and experiences.

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