scholarly journals Prática profissional de professores dos anos iniciais e o pensamento algébrico: contribuições a partir de uma formação continuadaTeachers’ Professional Practice in Early Years and Algebraic Thinking: Contributions from In-Service Training

2021 ◽  
Vol 23 (1) ◽  
pp. 171-200
Author(s):  
Miriam Criez Nobrega Ferreira ◽  
Alessandro Jacques Ribeiro ◽  
João Pedro Da Ponte
Keyword(s):  
Data Collection ◽  
Continuing Education ◽  
Professional Practice ◽  
Algebraic Thinking ◽  
Early Years ◽  
Teaching Approach ◽  
Mathematical Tasks ◽  
Research Perspective ◽  
Service Training ◽  
Interpretative Research

ResumoNeste artigo analisamos como dois professores dos anos iniciais do ensino fundamental planejaram e conduziram uma aula considerando aspectos do pensamento algébrico a partir de uma abordagem de ensino exploratório, tendo em conta sua participação em uma formação continuada. O estudo enquadra-se em uma perspectiva qualitativa-interpretativa de pesquisa, em que a recolha de dados foi proveniente do planejamento dos professores, de registros em áudio das aulas, com sua subsequente transcrição, e registro fotográfico das tarefas matemáticas realizadas pelos alunos. Os resultados mostram que como consequência da formação realizada, as ações de planejamento e condução das aulas dos professores consideraram as fases do ensino exploratório, bem como aspectos do pensamento algébrico.Palavras-chave: Pensamento algébrico, Prática profissional, Ensino exploratório, Anos iniciais, Formação continuada.AbstractThis article analyses how two teachers of the early years of elementary school planned and conducted a class considering aspects of algebraic thinking from an exploratory teaching approach, taking into account their participation in continuing education. The study fits into a qualitative-interpretative research perspective, in which the data collection came from the teachers' planning, from audio records of the classes, with their subsequent transcription, and photographic record of the mathematical tasks performed by the students. The results show that as a consequence of the training carried out, the actions of planning and conducting the teachers' classes considered the phases of exploratory teaching, as well as aspects of algebraic thinking.Keywords: Algebraic thinking; Professional practice; Exploratory teaching approach; Early years; In-service training.ResumenEste artículo analiza cómo dos profesores de los primeros años de la enseñanza primaria planificaron y llevaron a cabo una clase considerando aspectos del pensamiento algebraico desde un enfoque pedagógico exploratorio, llevándose en cuenta su participación en la educación continua. El estudio se enmarca en una perspectiva de investigación cualitativo-interpretativa, en la que la recolección de datos provino de la planificación de los docentes, de los registros de audio de las clases, con su posterior transcripción, y registro fotográfico de las tareas matemáticas realizadas por los estudiantes. Los resultados muestran que como consecuencia de la formación realizada, las acciones de planificación y conducción de las clases de los docentes consideraron las fases de la enseñanza exploratoria, así como aspectos del pensamiento algebraico.Palabras clave: Pensamiento algebraico, Practica profesional, Enseñanza exploratoria, Años iniciales, Educación continua

A Longitudinal Study of Occupational Therapy New Practitioners in Their First Years of Professional Practice: Preliminary Findings

1997 ◽  
Vol 60 (8) ◽  
pp. 338-342 ◽  
Author(s):  
Kim Atkinson ◽  
Barbara Steward
Keyword(s):  
Longitudinal Study ◽  
Occupational Therapy ◽  
Continuing Education ◽  
Professional Practice ◽  
Occupational Therapists ◽  
Early Years ◽  
Limited Information ◽  
East Anglia ◽  
The Public ◽  
The University

There is limited information in the public domain about the experiences of newly qualified occupational therapists during the early years of professional practice. This article presents the preliminary findings of a longitudinal study following the experiences of the first cohort of occupational therapy graduates from the School of Occupational Therapy and Physiotherapy at the University of East Anglia over the first 3 years of their professional practice. It addresses factors related to the graduates' choice of first post, their perceived level of preparation for practice and their involvement in continuing education.

Decolonizing Cultural Probes in Ethnographic Research: Perspective of African Scholars

2021 ◽  
pp. 002193472110210
Author(s):  
Akpovire Oduaran ◽  
Okechukwu S. Chukwudeh
Keyword(s):  
Data Collection ◽  
Political Development ◽  
Data Gathering ◽  
Ethnographic Research ◽  
Research Perspective ◽  
Extant Literature ◽  
The People ◽  
The Gift ◽  
Conceptual Paper

The epistemological positioning that frequently validates the application of cultural probes in eliciting detailed exploration of phenomenon has not been sufficiently interrogated. Yet the epistemological assumptions behind the value of cultural probes continue to be drummed up and foisted on Africa’s emerging ethnographic researchers who actually need to be a bit more critical in its adoption and application. This conceptual paper explores the extant literature on data collection based essentially on cultural probes as espoused in habitus. It is proposed that profound amounts of decolonization of the spirit, content, and process of data gathering is urgent and critical at this stage. Until this is done objectively, African ethnographic researchers should “look at the gift horse in the mouth” before they can properly configure what is right or wrong for the people of Africa who should be in the hot pursuit of the ownership, production and utilization of relevant and sacrosanct knowledge aimed at rapid socio-economic and political development of the continent.

scholarly journals Consulta de enfermagem no pré e pós-operatório de transplante renal: faz a diferença?

2009 ◽  
Vol 3 (2) ◽  
pp. 237
Author(s):  
Adriana Valongo Zani ◽  
Giovana Paz ◽  
Glaucimara Boniotti
Keyword(s):  
Renal Failure ◽  
Kidney Transplantation ◽  
Data Collection ◽  
Kidney Transplant ◽  
Professional Practice ◽  
Thematic Analysis ◽  
Descriptive Study ◽  
Qualitative Approach ◽  
Number Of Patients ◽  
Random Draw

ABSTRACTObjective: to describe the patient’s knowledge with chronic renal failure submitted to kidney transplantation on the importance of consultation with nursing for his treatment. Methodology: this is about an exploratory-descriptive study from qualitative approach. The data collection was from January to December 2007. The sample consisted of 36 patients undergoing kidney transplant from a total of 400. For the choice of the patients was a random draw simple daily. For data collection was used a questionnaire consisting of 11 questions concerning the information about the kidney transplant. For organization of the results was used thematic analysis proposed by Minayo. Results: as for nursing consultation for a significant number of patients claiming to be of importance to them, since they make them safer, take your questions and will be better targeted.  Conclusion: confirming the effectiveness of professional practice of nurses in the monitoring of renal patients who is subject to renal transplantation. Descriptors: nursing; kidney transplantation; chronic renal failure.RESUMOObjetivo: descrever o conhecimento do paciente portador de insuficiência renal crônica submetido a transplante renal referente à importância da consulta de enfermagem para seu tratamento. Metodologia: tratou-se de um estudo descritivo-exploratório com abordagem qualitativa. O período de coleta foi de janeiro a dezembro de 2007. A amostra foi constituída por 36 pacientes submetidos a transplante renal de um total de 400. Para a escolha dos pacientes foi realizado um sorteio aleatório simples diário. Para a coleta de dados foi utilizado um questionário composto por 11 perguntas referentes as informações sobre o transplante renal. Para organização dos resultados foi utilizada a análise temática proposta por Minayo. Resultados: quanto à consulta de enfermagem um número significativo de pacientes afirmam ser de importância aos mesmos, uma vez que os tornam mais seguros, tiram suas dúvidas e  serão melhor orientados. Conclusão: estes dados vêm a confirmar a eficácia da atuação profissional do enfermeiro no acompanhamento dos pacientes renais que se submeterão ao transplante renal. Descritores: enfermagem; transplante renal; insuficiência renal crônica.RESUMENObjetivo: describir el conocimiento del paciente portador de insuficiência renal crónica sometido a transplante renal, referente a la importáncia de la consulta de enfermería para su tratamiento. Metodologia: studio exploratório y descriptivo con abordaje cualitativa. El período de recogida fue de enero a diciembre de 2007. La muestra consistió de 36 pacientes sometidos a trasplante de riñón de un total de 400. Para la elección de los pacientes fue de un sorteo aleatorio simple diario. Para la recogida de datos se utilizó un cuestionario de 11 preguntas relativas a la información sobre el trasplante de riñón. Para la organización de los resultados se utilizó el análisis temático propuesto por Minayo. Resultados: cuanto a consulta de enfermeria, un número significativo de pacientes, afirma ser de importância a los mismos, una vez que los hacen mas seguros, disipan sus dudas y serán mejor orientados. Conclusión: lo que confirma la eficácia de la actuación profesional del enfermero, en el acompañamiento de los pacientes renales que se sometieron al transplante renal. Descriptores: enfermería; transplante renal; insuficiéncia renal crónica.

scholarly journals Motivation and difficulties to reduce or quit smoking

2020 ◽  
Vol 73 (1) ◽  
Author(s):  
Maria Odete Pereira ◽  
Bianca Cristina Silva de Assis ◽  
Natália de Magalhães Ribeiro Gomes ◽  
Alisson Rubson Alves ◽  
Amanda Márcia dos Santos Reinaldo ◽  
...  
Keyword(s):  
Discourse Analysis ◽  
Data Collection ◽  
Tobacco Use ◽  
Community Support ◽  
Key Factors ◽  
Professional Help ◽  
Quit Smoking ◽  
Treatment Benefits ◽  
Interpretative Research ◽  
Process Method

ABSTRACT Objective: To understand what factors motivate people to reduce or stop tobacco use and what difficulties they face in this process. Method: Qualitative, empirical and interpretative research that used a focal group technique for data collection and Discourse Analysis as a theoretical reference for analysis. Results: The responses centered on the following aspects: motivation for reduction or cessation of smoking, family and community support received during treatment, benefits from cessation of tobacco, difficulties encountered and strategies for overcoming triggers. Final Considerations: The results showed that the users expressed their desire for cessation of tobacco use and that to achieve this goal, family and group support, professional help and changing habits are key factors for this process.

scholarly journals Supporting Student Transition into Professional Practice

2017 ◽  
Vol 5 (2) ◽  
Author(s):  
Donna Jacqueline Dey ◽  
Angela Lindsay ◽  
Patricia Thomson
Keyword(s):  
Higher Education ◽  
Professional Practice ◽  
Local Authority ◽  
Early Years ◽  
Initial Teacher Education ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Student Transition ◽  
Student Focus ◽  
Student Transitions

Transitions can affect students throughout their time at university. This study aims to show the potential of an additional, non-assessed placement in supporting MA3 Initial Teacher Education (ITE) students with skills thought to benefit transitions. Much of the research around student transitions focuses upon transitions into and out of higher education. In addition, within the MA ITE programme, students perceive challenges in transitioning into Professional Practice during their four year programme. A pilot study was undertaken to support third year MA ITE students in developing skills and attributes associated with the enhancement theme of student transitions in higher education: self-efficacy; reflection; and connectedness. The study involved MA3 students visiting an Early Learning and Childcare (ELC) setting in one local authority, one afternoon a week for eight weeks, the aim of the placement being for them to gain experience in playing and communicating with younger children, prior to their official early years placement. Initial findings from student focus group discussions suggest that students perceived that the study did help to support them in further developing transition skills and attributes.

scholarly journals PROBLEMAS PRÁTICOS PROFISSIONAIS:

2020 ◽  
Vol 10 (20) ◽  
pp. 124-147
Author(s):  
Ismael Donizete Cardoso de Moraes
Keyword(s):  
Qualitative Research ◽  
Elementary School ◽  
Continuing Education ◽  
Cultural Theory ◽  
Lesson Plans ◽  
Early Years ◽  
Pedagogical Practices ◽  
Daily Lives ◽  
Geography Teaching ◽  
The Individual

Este estudo teve como propósito discutir alguns resultados da pesquisa intitulada “Problemas práticos profissionais: aportes teórico-metodológicos do ensino de geografia na formação continuada de professores dos anos iniciais do ensino fundamental”. Nesse sentido, o objetivo geral consistiu em compreender se a formação continuada, centrada nos problemas práticos profissionais, contribui para que as professoras superem o ensino empírico dos conteúdos geográficos. Em consonância, os objetivos específicos visaram: discutir os principais conceitos da teoria histórico-cultural e do Ensino de Geografia; mediar a elaboração dos planos de aula; e entender a formação continuada como possibilidade de superação do ensino empírico dos conteúdos geográficos. A pesquisa qualitativa e os procedimentos de análise dos planos de aula, de observação e de narrativas foram utilizados para levantamento dos dados junto às professoras durante o curso de formação continuada, que contou com os conteúdos de paisagem, lugar, urbano e cidade. Como resultado, mesmo diante da complexidade do tema, houve mudanças nas práticas pedagógicas das professoras, entre as quais se destacaram: o avanço na apropriação desses conceitos, na contextualização dos conteúdos, na articulação destes com os conhecimentos cotidianos dos alunos, na organização de textos e imagens e nas tarefas dos alunos do coletivo para o individual. PALAVRAS-CHAVE Teoria histórico-cultural, Problemas práticos profissionais, Ensino de Geografia, Conceitos.   PRACTICAL PROFESSIONAL PROBLEMS: theoretical and methodological contributions of teaching Geography in continuing training of teachers from the early years in the Elementary School ABSTRACT This study aimed to discuss some results of the research entitled" practical professional problems: theoretical and methodological contributions of teaching geography in continuing training of teachers from the early years in the elementary school". Therefore, the general objective was to understand if continued training, focused on practical professional problems, contributes to teachers surmount empirical teaching of geographic contents. In harmony, the specific objectives aimed to: discuss the main concepts of historical-cultural theory and geography teaching; mediate the preparation of lesson plans; and to understand continued training as a possibility of surpassing the empirical teaching of geographic contents. Qualitative research and procedures for analyzing lesson plans, observation and narratives were used to survey data with teachers during the continuing education course, which included the contents of landscape, place, urban and city. As results, even before the complexity of the theme, there were changes in the pedagogical practices of the teachers, among which stood out: the advance in the appropriation of these concepts, in the contextualization of the contents, in the articulation of these with the knowledge students' daily lives, in the organization of texts and images, and in the tasks of the students from the collective to the individual. KEYWORDS Historical-cultural theory, Professional practical problems, Geography teaching, Concepts.

scholarly journals Meaningful learning of biomechanical concepts: an experience with physical education teachers in continuing education

1989 ◽  
Author(s):  
Rachel Belmont ◽  
◽  
Duane Knudson ◽  
Paula Hentschel Lobo da Costa ◽  
Evelyse dos Santos Lemos
Keyword(s):  
Physical Education ◽  
Continuing Education ◽  
Professional Practice ◽  
Test Scores ◽  
Intervention Study ◽  
Meaningful Learning ◽  
Physical Education Teachers ◽  
Pedagogical Intervention ◽  
Mixed Methods Approach ◽  
Post Test

Biomechanical knowledge is essential for professional practice of physical education teachers, but it is still little applied by them. This study examined the effectiveness of a continuing education program based on meaningful learning theory to improve understanding of biomechanical principles and their application by physical education teachers. A pedagogical intervention study was developed using a mixed methods approach. Statistical analysis was performed to compare pretest and post-test scores, and content analysis to categorize the teachers' evaluation of classes. The program created significant increases in mastery of biomechanical concepts in teachers studied who had strong perceptions of the course, peer interaction, and application to professional practice. Difficulties perceived were related to lack of time to study and prior biomechanical knowledge.

scholarly journals Strategi Pembelajaran Instruktur Menurut Warga Belajar pada Pelatihan Menyulam

2018 ◽  
Vol 1 (1) ◽  
pp. 9
Author(s):  
Aldi Saputra ◽  
Syafruddin Wahid ◽  
Ismaniar Ismaniar
Keyword(s):  
Data Collection ◽  
Learning Process ◽  
Random Sampling ◽  
Sampling Method ◽  
Learning Strategy ◽  
Teaching Approach ◽  
Data Collection Tool ◽  
Study Population

The background of this research is the success of learning process of embrioder at HP3 Padang Pariaman. The purpose of this research is to describe instructor's learning strategy, that is: (1) teaching stage, (2) teaching approach, (3) teaching principle. This type of research is descriptive quantitative. The populations of the study consist of thirty-five peoples. The technique in this research is random sampling method. The number of samples in this study were twenty-five participants. Techniques of data collection are questionnaires, while questions is used as data collection tool. The results showed that the instructor's learning strategy according to the study population is interesting, it can be seen from the aspect: (1) teaching stage, (2) teaching approach, (3) teaching principle. Suggestions for learning strategy of these three aspects can be maintained and further enhanced by training Instructor.

Sign in / Sign up

Export Citation Format

Share Document