scholarly journals COMUNIDADE DE PRÁTICA E O DESENVOLVIMENTO PROFISSIONAL DOCENTE DE PROFESSORES DE EDUCAÇÃO FÍSICA EM UMA ESCOLA BRASILEIRA

2021 ◽  
Vol 27 ◽  
pp. e27073
Author(s):  
Luiza Lana Gonçalves ◽  
Melissa Parker ◽  
Michele Viviene Carbinatto
Keyword(s):  
Critical Friend

Esta pesquisa teve o objetivo de explorar o desenvolvimento profissional de professores de Educação Física (EF) em uma escola municipal brasileira. Este estudo se constituiu como uma pesquisa-ação da qual participaram seis professores de EF, uma facilitadora e uma critical friend. Reuniões com os professores e entre as pesquisadoras; entrevistas; caderno de campo foram as fontes de dados. Os resultados apontam que a comunidade de prática (CP) pôde dar suporte aos professores durante seu desenvolvimento. As necessidades essenciais dos professores foram atendidas; a CP teve decisões autônomas; e a sua voz ouvida. O suporte oferecido aos professores pela CP foi originado pelo processo de construção da própria prática dos professores, sob o apoio de seus próprios pares e da facilitadora enquanto eles se uniam em uma comunidade recém-desenvolvida. 

scholarly journals Bessere Rechtsetzung im europäischen Vergleich

2020 ◽  
Author(s):  
Antonia Schurig
Keyword(s):  
Unintended Consequences ◽  
The Political ◽  
Independent Expert ◽  
History Of ◽  
The Impact ◽  
Academic Debate ◽  
Critical Friend

In order to calculate the unintended consequences of their policies, governments conduct comprehensive assessments of the impact of legislation. In doing so, they have independent expert committees monitor them on an increasingly frequent basis. However, in what ways do these committees have an influence in this respect? And what role do they play as policy advisors in terms of dismantling bureaucracy and better legislation? This book provides new insights into the history of the development of the three most experienced supervisory bodies in Europe and the reality of how they conduct themselves. Against the backdrop of various administrative cultures, the book presents the following types of supervisory committees in detail: ‘watchdog’, ‘gatekeeper’ and ‘critical friend’. Its findings intensify the political and academic debate on the performance and efficiency of supervisory bodies.

Modelling of a self-led critical friend topology in inter-cooperative grid communities

2011 ◽  
Vol 19 (1) ◽  
pp. 5-16 ◽  
Author(s):  
Nik Bessis ◽  
Ye Huang ◽  
Peter Norrington ◽  
Antony Brown ◽  
Pierre Kuonen ◽  
...  
Keyword(s):  
Critical Friend

Views of a critical friend

2006 ◽  
Vol 8 (8) ◽  
pp. 20-22
Author(s):  
Cate Campbell
Keyword(s):  
Critical Friend

scholarly journals Finding Our Way Through a Pandemic: Teaching in Alternate Modes of Delivery

2021 ◽  
Vol 6 ◽  
Author(s):  
Edward R. Howe ◽  
Georgann Cope Watson
Keyword(s):  
Work Group ◽  
Course Evaluation ◽  
Google Docs ◽  
Face To Face ◽  
Group Activities ◽  
Self Study ◽  
Face To Face Learning ◽  
The Many ◽  
Space Data ◽  
Critical Friend

The COVID-19 pandemic caused a dramatic pivot to online learning and has forced teachers to critically re-evaluate teaching strategies. Thus, the questions, framing this self-study were: 1) How will I be able to do the learning activities I normally do in the classroom online including individual work, group activities, debates, and whole class discussions? and 2) How will I be able to pivot my signature lessons to the alternate delivery model? This self-study of teaching and teacher education practices (S-STTEP) builds on previous research to transform traditional face-to-face lessons into effective online lessons using alternate modes of delivery. In this paper, Ted shares some of his signature lessons including ice-breakers, critical response questions, discussions, group activities, and jigsaws, utilizing Moodle, Big Blue Button, Padlet, Google Docs, and other online tools. With Georgann’s help as a critical friend, Ted critically analyzed his teaching of Master of Education graduate students through S-STTEP. In addition, he explored comparative ethnographic narrative (CEN) as another way of knowing within the S-STTEP space. Data included detailed weekly reflections. In addition, students provided written feedback at the end of each class, and at the end of term through a survey and course evaluation. Ted shared weekly electronic journal reflections and student feedback with Georgann, via email and teleconferences. Then, together Ted and Georgann made meaning from these field texts. The research text evolved from teacher-to-teacher conversations. Promising pedagogies for synchronous and face to face learning were identified with several signature lessons the focus. Georgann, as Ted’s critical friend helped confirm and verify the most significant results amongst the many interesting reflections made.

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