scholarly journals “Qual a base de conhecimentos que meu aluno deve ter?”: uma experiência de ensino e aprendizagem de construção de indicadores educacionais

2019 ◽  
Vol 85 (209-10-11) ◽  
Author(s):  
Aline Reali ◽  
Claúdia Reyes ◽  
Elisabeth Martucci ◽  
Maria Mizukami ◽  
Emilia Lima ◽  
...  
Keyword(s):  
Professional Development ◽  
Primary Education ◽  
Teaching And Learning ◽  
Sao Paulo ◽  
São Paulo ◽  
Definition Of ◽  
Teachers Professional Development ◽  
Teachers Training ◽  
Collective Construction ◽  
Educational Indicators

Aponta alguns aspectos relacionados ao processo de construção coletiva de indicadores educacionais por professores das séries iniciais. Os dados foram obtidos por meio da realização de uma experiência de ensino e aprendizagem junto a um grupo de professores de uma escola da rede pública do Estado de São Paulo. Como referência para a discussão realizada, os indicadores construídos para os diferentes componentes curriculares por professoras de 4ª série do Ensino Fundamental são apresentados. Foi possível evidenciar a potencialidade dos processos de construção de indicadores educacionais, tanto no que se refere à definição de um quadro de referências sobre os conteúdos instrucionais que podem ser desenvolvidos em salas de aula, de uma ferramenta para o monitoramento do ensino promovido e das bases para a progressão continuada, conforme objetivado por aquela comunidade escolar. Foram ainda objetivados subsídios importantes para promoção do desenvolvimento profissional das professoras e para a construção do projeto pedagógico da escola investigada. Palavras-chave: indicadores educacionais; formação de professores; progressão continuada; séries iniciais. Abstract This paper aims at pointing out some aspects related to the collective construction of educational indicators by teachers. The data were obtained through teaching and learning experiences conducted by a group of teachers from a public school of the state of São Paulo. To enrich the discussion, we now present the constructed indicators for the different curricular components considering the 4th grade of primary education. It was possible to evidence the potentiality of the educational indicators construction processes for the definition of a framework to specify the curricular contents that can be taught in classrooms, of a tool to monitor pupils’ learning (Porter and Smithson, 2001) and the continued progression according to the school community. Important subsidies for the teachers’ professional development and for the construction of the school pedagogical project were also evidenced. Keywords: educational indicators; knowledge basis; teachers training; continued progression; primary school.

scholarly journals Realities of Teachers' Professional Development in Community Campuses of Tribhuvan University

NUTA Journal ◽  
2019 ◽  
Vol 6 (1-2) ◽  
pp. 32-38
Author(s):  
Nani Babu Ghimire
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Modern Technology ◽  
New Techniques ◽  
Training Time ◽  
Teacher Professional ◽  
Teachers Professional Development ◽  
Teaching Learning ◽  
Teachers Training

Teacher professional development (TPD) is the modern aspect of teaching learning process. To do effective teaching, the teacher should be trained, excellent as well as up-date according to the change of time. The main purpose of this paper is to explore realities of the teachers’ professional development of the teachers in community campuses of Tribhuvan University (TU). There is great importance of TPD in the teachers of the community campuses since it helps the teacher to develop various kinds of professional skills, knowledge, new techniques and modern technology of teaching. Similarly, there is the great role of TU for the TPD of the teachers of community campuses. As the affiliation university it should organize subject wise teachers’ training time and again. Similarly, it should hold seminar, workshop and conference on the burning issues of teaching and learning. Teachers’ professional development is the demand of the present time and promoting teachers’ capacity is the most important aspect of the quality education. This article is based on the theme of the mini research which is approved by University Grants Commission (UGC) Nepal.

scholarly journals Secondary School Teachers’ Professional Development in Australia and Shanghai: Needs, Support, and Barriers

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110269
Author(s):  
Guangbao Fang ◽  
Philip Wing Keung Chan ◽  
Penelope Kalogeropoulos
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Secondary School Teachers ◽  
New Technology ◽  
Development Program ◽  
Future Research ◽  
Information And Communication ◽  
Using Data ◽  
Teachers Professional Development ◽  
Scheduled Time

Using data from the Teaching and Learning International Survey (TALIS; 2013), this article explores teachers’ needs, support, and barriers in their professional development. The research finds that Australian teachers expressed greater needs in information and communication technology (ICT) use and new technology training for teaching, while Shanghai teachers required more assistance to satisfy students’ individual learning and pedagogical competencies. More than 80% of Australian and Shanghai teachers received scheduled time to support their participation in professional development, whereas less than 20% of Australian and Shanghai teachers received monetary or nonmonetary support. In terms of barriers, Australian and Shanghai teachers reported two significant barriers that conflicted with their participation in professional development: “working schedule” and “a lack of incentives to take part.” This article reveals implications of the study in the design of an effective professional development program for Australian and Shanghai teachers and ends with discussing the limitations of the research and future research directions.

scholarly journals WASHBACK TO LANGUAGE TEACHERS: A REVIEW OF MODELS AND EMPIRICAL RESEARCH IN AND BEYOND VIETNAM

2020 ◽  
Vol 36 (4) ◽  
Author(s):  
Dinh Minh Thu
Keyword(s):  
Professional Development ◽  
Foreign Language ◽  
Empirical Research ◽  
Teaching And Learning ◽  
Language Teachers ◽  
Policy Makers ◽  
Teachers Perceptions ◽  
The Past ◽  
Key Innovation ◽  
Teachers Professional Development

Washback, i.e., test effects on teaching and learning, has been emerging as an attractive research topic in language training and assessment for over the past 20 years for its significant implications of test validation and fairness for both policy-makers and practitioners. Presently, it deserves more Vietnamese researchers' interest in the context of the enactment of the National Foreign Language Project 2020 (extended to 2025), which puts language assessment as a key innovation requirement. Washback operates either positively or negatively; i.e. promoting or inhibiting learning. Teachers are considered the precursor in the washback mechanism. There is only one washback model on the washback effects on teachers, which is proposed by Shih (2009). This paper aims to critically browse other washback models besides Shin’s (2009) to generate a washback framework on teachers' perceptions and practices. Previous empirical washback research on teachers in and beyond Vietnam is, then, investigated in alignment with the aspects illustrated in the framework to point out achievements and gaps in the field. A qualitative approach of document analysis of over forty studies of differing types, i.e. books, dissertations and articles, has been adopted to reach the research aim. The discussion is divided into two major parts, including the washback models pertaining to teachers to scaffold a model for teachers' perceptions and practices, and the results in empirical research in terms of the aspects mentioned in the model. Findings show that washback on teachers' perceptions ranges from perceptions of the test itself, students' language ability, teaching contents and methodology to teachers' professional development. Plus, washback on teachers' practices concerns their selections of teaching contents and methodology in class as well as their involvement in professional development. The element of professional development can be considered a new light in the reviewed washback model. This has a significant meaning by raising teachers' awareness of developing themselves professionally. The current paper expects to contribute to elaborating the scenario of washback research for interested researchers, practitioners and policymakers not only in but beyond the context of Vietnam.

scholarly journals PROFESSOR/ALUNO: QUE RELAÇÃO É ESTA?

2014 ◽  
pp. 170
Author(s):  
Gabriella Alves Ferreira ◽  
Maria Núbia Barbosa Bonfim
Keyword(s):  
Teaching And Learning ◽  
Rio Grande ◽  
Sao Paulo ◽  
São Paulo ◽  
State University ◽  
Structured Interviews ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
Teaching Learning

Este estudo enfoca a relação professor/aluno e tem por principal objetivo analisar como se constrói essa relação no cotidiano da sala de aula do Curso de Licenciatura em Letras de uma Universi-dade Federal do Nordeste brasileiro. Insere-se no projeto de pesquisa intitulado “Projeto de Cooperação Acadêmica: Disciplinas da Licenciatura voltadas para o Ensino de Língua Portuguesa”, parceria entre as instituições Universidade Federal do Maranhão - UFMA, Universidade de São Paulo - USP e Universida-de Estadual do Rio Grande do Norte - UERN, tendo a UFMA como proponente e contando com o apoio financeiro da CAPES/Procad – NF – 2008. A referida relação pode ultrapassar a sala de aula e tornar-se um ponto relevante no desenvolvimento do ensino-aprendizagem. O processo metodológico englobou o estudo do referencial teórico, a partir dos estudos realizados por Freire (1996), Gadotti (1999), Zuin (2008), Bonfim (2007;2010;2012), dentre outros. Para realizá-lo, levantamos algumas indagações que se-riam analisadas pela pesquisa: Como a relação professor/aluno afeta o processo ensino-aprendizagem? E com quais consequências? No desenvolvimento metodológico, realizamos observação participante, elaboramos e aplicamos entrevistas semiestruturadas com alunos e professores do 8º período do Curso de Letras no turno matutino 2012.2, assim como fizemos levantamento de perfil junto aos alunos para melhor conhecimento individual dos sujeitos. Para sistematização dos dados, utilizamos a técnica de Aná-lise de Conteúdo proposta por Franco (2005). Esperamos com este trabalho mostrar o quanto a relação professor/aluno ajuda a compreender algumas tessituras no processo ensino-aprendizagem e o quanto esse entendimento se torna importante para a solução de conflitos.Palavras-chave: Relação professor/aluno. Licenciatura. Cotidiano.TEACHER/STUDENT: WHAT RELATION IS THIS?ABSTRACT: This study focuses on the teacher/student relationship and its main objective is to analyze how this relationship is built in daily classroom of the Letters Course at the Federal University in Northeast Brazil. Is part of the research project entitled “Project Academic Cooperation: Disciplines of the Degree ai-med for Teaching Portuguese Language”, partnership between institutions Federal University of Maranhão - UFMA, University of São Paulo - USP and State University of Rio Grande do Norte - UERN, having UFMA as proposer and with the financial support of CAPES/Procad - NF - 2008. That relationship can overcome the classroom and become an important point in the development of teaching and learning. The methodo-logical process involved the study of the theoretical framework, based on studies by Freire (1996), Gadotti (1999), Zuin (2008), Bonfim (2007, 2010, 2012) among others. To accomplish it, we raise some questions that would be covered by the survey: As a teacher/student relationship affects the process of teaching and learning? And with what consequences? Methodological development, we conducted participant observa-tion, elaborated and applied semi-structured interviews with students and teachers from 8th period course on literature in 2012.2 morning shift, as did raising profile with students to better knowledge of individual subjects. To systematize the data, we used the technique of content analysis proposed by Franco (2005).We expect this work to show how the relationship teacher/student help understand some tessitura in the teaching- learning process and how this understanding becomes important for conflict resolution.KEYWORDS: Teacher/student relationship. Teaching. Daily.PROFESOR/ESTUDIANTE: ¿QUÉ RELACIÓN ES ÉSTA?RESUMEN: Este estudio se centra en la relación profesor/alumno y su principal objetivo es analizar cómo es construida esta relación en el curso de Licenciatura en Letras de la Universidade Federal do Mara-nhão. Este trabajo hace parte del proyecto de investigación intitulado “Projeto de Cooperação Acadêmica: Disciplinas da Licenciatura voltadas para o Ensino de Língua Portuguesa”, en colaboración con la Univer-sidade Federal do Maranhão - UFMA, Universidade de São Paulo – USP, y la Universidade Estadual de Rio Grande do Norte - UERN , teniendo UFMA como proponente, y con el apoyo financiero de la CAPES / Procad - NF - 2008. La referida relación puede ir más allá del salón de clases, llegando a ser un punto importante en el desarrollo de la enseñanza y del aprendizaje. El proceso metodológico está basado en los estudios realizados por Freire (1996), Gadotti (1999), Zuin (2008), Bonfim (2007, 2010, 2012), entre otros. Para lograrlo, planteamos algunas preguntas analizadas por la referida investigación: ¿Cómo la relación profesor /alumno afecta el proceso de enseñanza y aprendizaje? ¿Y con qué consecuencias? En el desarrollo metodológico, realizamos una observación participante, donde construimos y aplicamos entrevistas semi-estructuradas con los estudiantes y profesores del octavo período del curso de Letras en 2012.2, en el turno de la mañana; además, hicimos un levantamiento que permitió un mejor conocimiento de los sujetos individuales. Para sistematizar los datos, utilizamos la técnica de Análisis de Contenido propuesto por Franco (2005). Esperamos con este trabajo mostrar cómo la relación profesor/alumno ayu-da a entender algunos tesituras en el proceso de enseñanza-aprendizaje y cómo este conocimiento se convierte importante para la resolución de conflictos.PALABRAS CLAVE: Relación profesor/alumno. Licenciatura. Cotidiano.

Formação de Professor e as Estruturas Multiplicativas: em Busca de Elementos Potencializadores da Aprendizagem Docente

2017 ◽  
Vol 10 (2) ◽  
pp. 107
Author(s):  
Aparecido dos Santos
Keyword(s):  
Teacher Learning ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Sao Paulo ◽  
Theory And Practice ◽  
São Paulo ◽  
Teacher Student ◽  
Student Relationship ◽  
Process Elements ◽  
Multiplicative Structures

O objetivo do presente estudo é o de identificar possíveis indícios de aprendizagem docente em um processo formativo com dimensões colaborativas. O processo de formação se pautou em dois pilares: na reflexão sobre o ensino e aprendizagem das estruturas multiplicativas e nas estratégias formativas empreendidas para o seu desenvolvimento (ação-reflexão-ação) a partir da análise da prática docente. O estudo foi realizado com um grupo de 14 professoras, atuantes nos anos iniciais do Ensino Fundamental, de uma escola pública na cidade de São Paulo. Os resultados apontam que, para além, da ação e reflexão sobre a prática, que permitiu proceder análises conceituais, didáticas e cognitivas que, em última análise, qualificaram o repertório teórico-prático para o ensino das estruturas multiplicativas, foi possível identificar nos relatos descritos pelas participantes, na avaliação final do processo formativo, elementos que, a meu ver, foram potencilizadores e indicaram indícios da aprendizagem docente. Essa aprendizagem, na voz das professoras, se deu na interface de quatro dimensões: (a) na relação professor- aluno, (b) na relação professor-professor- formadores, (c) na relação teoria e prática, e (d) na reflexão sobre a prática pedagógica.Palavras-chave: Processo Formativo. Aprendizagem Docente. Reflexão. Prática. AbstractThe objective of the present study is to identify possible evidence of teacher learning in a formative process with collaborative dimensions. The formation process was based on two pillars: reflection on the teaching and learning of multiplicative structures and the formative strategies undertaken for its development (action-reflection-action) from the analysis of teaching practice. The study was performed with a group of 14 teachers, active in the initial years of Elementary School, of a public school in the city of São Paulo. The results show that, in addition to the action and reflection on the practice, which allowed us to proceed with conceptual, didactic and cognitive analyzes that ultimately qualified the theoretical-practical repertoire for the teaching of multiplicative structures, it was possible to identify in the described narratives by the participants, in the final evaluation of the formative process, elements that, in my view, were definitive and indicated indications of teacher learning. This learning, in the teachers’ voice, took place in the four-dimensional interface: (a) in the teacher-student relationship, (b) in the teacher-teacher-formers relationship, (c) in the relation theory and practice, and (d) reflection on pedagogical practice.Keywords: Formative Process. Teacher Learning. Reflection. Practice

scholarly journals Animal-assisted therapy in early childhood schools in São Paulo, Brazil

2016 ◽  
Vol 36 (suppl 1) ◽  
pp. 46-50 ◽  
Author(s):  
Amanda O. Ferreira ◽  
Elaine A.F. Rodrigues ◽  
Amilton C. Santos ◽  
Ricardo R. Guerra ◽  
Maria A. Miglino ◽  
...  
Keyword(s):  
Early Childhood ◽  
Teaching And Learning ◽  
Sao Paulo ◽  
Animal Assisted Therapy ◽  
São Paulo ◽  
Educational Model ◽  
Innovation Capacity ◽  
Ancient Times ◽  
Teachers And Parents ◽  
Therapeutic Activities

Abstract: Since ancient times, humans and animals have interacted for different purposes. Animal Assisted Therapy (AAT) is used for the assistance and treatment in humans and educational projects where animals are used as co-therapists or co-educators. The use of animals facilitates the process of teaching and learning, and stimulates physical and therapeutic activities. So that knowledge on AAT could be expanded, current study analyzes the opinion of people directly involved in education on AAT implementation as an educational model in early childhood schools in São Paulo, Brazil. Questionnaires were handed out to 10 pedagogical coordinators, 32 teachers, 23 parents and 26 children aged 3-6 years. Results revealed that AAT is not well-known for most interviewees, including pedagogical coordinators, teachers and parents. However, interviewees believe in the benefits of child-pet interactions and are favorable to the implementation of AATs in schools. Projects should be interdisciplinary and must involve professionals from other areas, such as psychologists and veterinarians. Regarding the educational model, interviewees believe in the innovation capacity of AAT and in the possibilities of interdisciplinarity among teachers in the use of animals. Research also demonstrated that children like and support the use of animals in the school.

scholarly journals Formação técnica em enfermagem: uma experiência interdisciplinar no ensino da enfermagem

2011 ◽  
Vol 1 (1) ◽  
pp. 36
Author(s):  
Fábio Alessandro Justino de Souza
Keyword(s):  
Nursing Education ◽  
Teaching And Learning ◽  
Teaching Quality ◽  
Sao Paulo ◽  
Technical Training ◽  
Red Cross ◽  
São Paulo ◽  
Learning Context ◽  
Over Time

O ensino da enfermagem sofreu diversas transformações através dos tempos e, nesta perspectiva, o trabalho desenvolvido no Centro Formador da Cruz Vermelha Brasileira - filial Estado de São Paulo utiliza-se da interdisciplinaridade como meio de alcance dos objetivos na educação em enfermagem. Apesar de difícil conceituação, a interdisciplinaridade pode ser inserida no contexto ensino aprendizagem, o que facilitou a aquisição de conhecimentos, habilidades e atitudes por parte dos educandos e a reformulação de estratégias e métodos utilizados, facilitando o trabalho docente e melhorando a qualidade do ensino. Os resultados foram satisfatórios quando analisados dos pontos de vista pedagógico e técnico científico.Descritores: Interdisciplinaridade, Enfermagem, Ensino. Technical training in nursing: an interdisciplinary experience in nursing educationAbstractThe nursing education has undergone several transformations over time and from this perspective, the work of the Centre Trainer of the Brazilian Red Cross - branch State of São Paulo, uses of interdisciplinary as a means of achieving the objectives in nursing education. In spite of difficult concepts, interdisciplinary could be inserted into the teaching and learning context, which facilitated the acquisition of knowledge, skills and attitudes by the students and the reformulation of strategies and methods used in facilitating the work of teachers and improving teaching quality. The results were satisfactory when analyzed the views of pedagogical and technical scientific.Descriptors: Interdisciplinary, Nursing, Education. Capacitación técnica en enfermería: una experiencia interdisciplinaria en la educación de enfermeríaResumenLa formación de enfermería ha experimentado varias transformaciones en el tiempo y desde esta perspectiva, la labor del Centro de Formación de la Cruz Roja Brasileña - filial Estado de São Paulo, los usos de la interdisciplinariedad como un medio para lograr los objetivos en la educación de enfermería. A pesar de los conceptos difíciles, la interdisciplinariedad puede ser insertado en el contexto de la enseñanza y el aprendizaje, lo que facilitó la adquisición de conocimientos, habilidades y actitudes de los estudiantes y la reformulación de las estrategias y los métodos utilizados para facilitar la labor de los profesores y mejorar la calidad de la enseñanza. Los resultados fueron satisfactorios cuando se analizan las opiniones de los pedagógicos y técnico científica.Descriptores: Interdisciplinaridad, Enfermería, Educación. 

scholarly journals Multidimensional Analysis of Sao Paulo State (Brazil) Rural Development

2020 ◽  
Vol 8 (3) ◽  
pp. 447
Author(s):  
Vinicius Palácio ◽  
Wagner Luiz Lourenzani ◽  
Ferenc Istvan Bánkuti ◽  
Raquel Pereira de Souza ◽  
Thiago Reis
Keyword(s):  
Rural Development ◽  
Sao Paulo ◽  
Multidimensional Analysis ◽  
Rural Life ◽  
São Paulo ◽  
Multidimensional Index ◽  
Regional Study ◽  
Development Policies ◽  
Definition Of

The objective of this study is to evaluate, through a multidimensional index, the level of rural development of the municipalities in the state of São Paulo, Brazil. The process used to determine the rural development factors, the contextualization of the dimensions, as well as the definition of the variables assigned to each one of them were carried out in order to accomplish this proposal. Thus, it was possible to elaborate and to analyze the mathematical index. Methodologically, we used Systematic Bibliographic Review, analytical exploration of the results, cluster analysis and Tukey test for index validation. Based on the analysis of the results it was possible to observe neighboring municipalities with similar results, which may justify not only the local evaluation but also a micro-regional or meso-regional study. The understanding of the quality of rural life of São Paulo, through a multidimensional index, was able to generate prior knowledge for development policies at regional and local scale.

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