scholarly journals Escola como agente catalisador do saber cColetivo

2013 ◽  
Vol 13 (3) ◽  
pp. 450-466
Author(s):  
Hebert Gomes Oliveira ◽  
José Gomes da Silva
Keyword(s):  
Teacher Training ◽  
School Environment ◽  
Digital Technologies ◽  
Digital Inclusion ◽  
Technological Tools ◽  
The University

O presente artigo está diretamente relacionado ao trabalho de pesquisa desenvolvido na Universidade do Estado da Bahia (UNEB), como trabalho de conclusão do curso de Pedagogia. A investigação tem como objetivo apresentar resultados parciais que tratam de alguns sentidos sobre a inclusão sociodigital na era do conhecimento e a sua relação nos espaços escolares. Esses resultados foram coletados durante ação que objetivava formar professores sobre a utilização pedagógica das tecnologias digitais, realizada em uma unidade de inclusão digital vinculada ao programa Telecentros BR. Nesse sentido, esta investigação busca possíveis respostas que podem ajudar-nos na compreensão dos fatores que dificultam o trabalho de inclusão digital no ambiente escolar, tais como concepção dos professores sobre o uso pedagógico de tecnologias digitais e questões relacionadas a manutenção das ferramentas tecnológicas da escola Palavras-chave: Inclusão Sociodigital. Educação e TIC. Formação de Professores.   ABSTRACT This article is directly related to the research developed at the University of Bahia (UNEB), as work conclusion of the pedagogy course. The investigation aims to present partial results that address some forms of sociodigital inclusion in the knowledge era and their relationship in school spaces. These results were obtained during a training that aimed to train teachers about the pedagogical use of digital technologies, held in a unit of digital inclusion conected with the Telecentros BR program. Thus, this research seeks possible answers that can help us to understand the factors that hinder the work of digital inclusion in the school environment, such as the understanding of teachers on the pedagogical use of digital technologies and issues related to the maintenance of technological tools school. Keywords: Inclusion sociodigital. Education and ICT. Teacher Training.

scholarly journals TECNOLOGIAS DIGITAIS NA EDUCAÇÃO TOCANTINENSE: uma análise da contribuição para o professor

2019 ◽  
Vol 5 (6) ◽  
pp. 507-528
Author(s):  
Maria José de Pinho ◽  
Deusirene Magalhães de Araújo
Keyword(s):  
Teacher Training ◽  
School Context ◽  
Digital Technologies ◽  
Teacher Autonomy ◽  
Digital Culture ◽  
Learning Networks ◽  
Digital Inclusion ◽  
Palabras Clave ◽  
Master Of Education

O artigo tem por objetivo analisar contribuições das tecnologias digitais para o professor tocantinense. Destaca as tecnologias na educação do Tocantins e a formação do professor como espaço de reflexão e autonomia docente. O artigo é parte da dissertação de Mestrado em Educação da Universidade Federal do Tocantins, intitulada contribuições do curso Redes de Aprendizagem do ProInfo, para construção de conceitos e autonomia de professores. Os resultados apontam que a inserção de tecnologias na educação do Tocantins, aliada a formação continuada Redes de Aprendizagem, contribuíra para a reflexão a sobre o contexto escolar atravessado pela cultura digital, inclusão digital e autonomia de professores, no uso de alguns recursos tecnológicos.   PALAVRAS-CHAVE: Tecnologias digitais; Tocantins; Formação de professor, autonomia.     ABSTRACT The article aims to analyze the contributions of digital technologies to the teacher from Tocantins. It emphasizes the technologies in the education of the Tocantins and the formation of the teacher as space of reflection and autonomy teaching. The article is part of the dissertation of Master of Education of the Federal University of Tocantins, titled contributions of the ProInfo Learning Networks course, for the construction of concepts and autonomy of teachers. The results point out that the insertion of technologies in the education of Tocantins, together with the continued formation of Learning Networks, contributed to the reflection on the school context crossed by digital culture, digital inclusion and teacher autonomy, in the use of some technological resources.   KEYWORDS: Digital technologies; Tocantins; Teacher training, autonomy.     RESUMEN El artículo tiene por objetivo analizar contribuciones de las tecnologías digitales para el profesor tocantinense. Destaca las tecnologías en la educación de Tocantins y la formación del profesor como espacio de reflexión y autonomía docente. El artículo es parte de la disertación de Maestría en Educación de la Universidad Federal de Tocantins, titulada contribuciones del curso Redes de Aprendizaje del ProInfo, para la construcción de conceptos y autonomía de profesores. Los resultados apuntan que la insersión de tecnologías en la educación de Tocantins, aliada a la formación continuada Redes de Aprendizaje, contribuyeron a la reflexión sobre el contexto escolar atravesado por la cultura digital, inclusión digital y autonomía de profesores, en el uso de algunos recursos tecnológicos.   PALABRAS CLAVE: Tecnologías digitales; Tocantins; Formación de professor: autonomía.  

scholarly journals Coeducation and Citizenship: A Study on Initial Teacher Training in Sexual Equality and Diversity

2021 ◽  
Vol 13 (9) ◽  
pp. 5233
Author(s):  
Davinia Heras-Sevilla ◽  
Delfín Ortega-Sánchez ◽  
Mariano Rubia-Avi
Keyword(s):  
Secondary Education ◽  
Teacher Training ◽  
Gender Equality ◽  
School Environment ◽  
Ad Hoc ◽  
Ambivalent Sexism ◽  
Special Importance ◽  
Upper Secondary Education ◽  
Cultural Aspects ◽  
The University

The present study makes an exhaustive review of the conditions and challenges faced by society to transform the school into a truly inclusive, coeducational, and democratic space. It proposes a theoretical model, of a bottom-up nature, to achieve gender equality in the school environment, giving special importance to teacher training. This study evaluates the training in gender equality and coeducation that students with degrees related to teaching are receiving. An analysis is conducted of the presence of attitudes that support the gender/sex system and the identification of relevant female references in a sample of 452 students in the Degree in Primary Education or the University Master’s Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training, and Language Teaching (MUPES). For the collection of information, an ad hoc questionnaire was used that contemplates formative and cultural aspects, together with the Inventory of Ambivalent Sexism (ASI), the Attitudes of Heterosexuals toward Homosexuals (HATH), and the Women in History (WH) scales. Among the main results, the important lack of training in aspects related to gender equality and coeducation, as well as a general lack of knowledge of historical female references, stands out. It can be concluded that, at present, teacher training is still in the early stages of the proposed model.

scholarly journals A DIALÓGICA ENTRE O CURSO DE FORMAÇÃO DE PROFESSORES DE GEOGRAFIA E O ESTÁGIO SUPERVISIONADO NAS ESCOLAS DE ENSINO FUNDAMENTAL

2018 ◽  
Vol 7 (14) ◽  
pp. 111-126
Author(s):  
Paulo Roberto Florencio de Abreu e Silva ◽  
João Alyson Ribeiro de Carvalho ◽  
Helena de Barros Silva
Keyword(s):  
Teacher Training ◽  
School Environment ◽  
Basic Education ◽  
Decisive Factor ◽  
Theoretical Knowledge ◽  
Quantitative Methodology ◽  
Effective Practice ◽  
Qualitative And Quantitative ◽  
Geography Teaching ◽  
The University

Este artigo tem como objetivo refletir dialogicamente as experiências vivenciadas no Curso de Geografia da Universidade de Pernambuco, a partir dos componentes curriculares de estágio Supervisionado I, II, III e IV, ao longo dos anos 2015 e 2016. Apontamos a importância dessa pesquisa no que cerne a reflexão das experiências vivenciadas no campo de estágio pelos nossos discentes, observando que a metodologia quali-quantitativa subsidiada nas investigações do ambiente escolar, permitiu aos entrevistados a exposição de opiniões, mensurando aspectos positivos e negativos relacionados à execução do estágio supervisionado. Nessa perspectiva, a formação do professor de Geografia deve contemplar atividades de estágio supervisionado. Não somente em decorrência do atendimento à legislação. Mas também pela possibilidade de articular os conhecimentos teóricos trabalhados na universidade com a prática efetiva no ambiente escolar da educação básica. Assim, a realidade obtida a partir das experiências vivenciadas pelos graduandos no campo de estágio pode ser o fator decisivo que possa garantir dialogicamente o entendimento da docência, e através da atuação dos discentes no curso de Licenciatura em Geografia na escola. Fato que proporcionou discussões holísticas acerca de metodologias sobre o ensinar na universidade e aprender nas escolas, bem como, tecerem subjetividades a respeito da realidade escolar.PALAVRAS-CHAVE Estágio Supervisionado. Ensino de Geografia. Formação do professor de Geografia.THE DIALOGICAL BETWEEN THE COURSE OF GEOGRAPHY TEACHERS FROM THE UNIVERSITY OF PERNAMBUCO AND THE SUPERVISED INTERNSHIP AT THE FUNDAMENTAL SCHOOLS AROUND ABSTRACT This article has the goal to reflect dialogically on the experiences of the Geography Course at University of Pernambuco, based on the curricular components of supervised internship I, II, III and IV, throughout the years of 2015 and 2016. We consider the importance of this research in the reflection of the experiences lived in the field of internship by our students, observing that the qualitative and quantitative methodology subsidized in the investigations of the school environment, allowed the interviewees the exposure of opinions, measuring positive and negative aspects related to the supervised internship. In this perspective, the training of the Geography teacher should be a complement in the supervised internship. Not only due to compliance of the legislation. But also by the possibility to articulate the theoretical knowledge studied in the university with the effective practice in the school environment of basic education. Thus, the reality obtained from the experiences of the students in the internship can be the decisive factor to guarantee dialogically the understanding of the teaching and through the performance of the students in the Degree of Geography in the school, provided discussions about methodologies about teaching in the university and learning in schools, as well as, cause questioning about the school reality.KEYWORDS Supervised Internship. Geography Teaching. Geography teacher training. ISSN: 2236-3904REVISTA BRASILEIRA DE EDUCAÇÃO EM GEOGRAFIA - RBEGwww.revistaedugeo.com.br - [email protected]

Computers and Society

2019 ◽  
Author(s):  
Ronald M. Baecker
Keyword(s):  
Mobile Phones ◽  
Ethical Issues ◽  
Digital Technologies ◽  
Digital Inclusion ◽  
War And Peace ◽  
Modern Life ◽  
Corporate Networks ◽  
Naked Eye ◽  
Widespread Availability ◽  
Computers And Society

The last century has seen enormous leaps in the development of digital technologies, and most aspects of modern life have changed significantly with their widespread availability and use. Technology at various scales - supercomputers, corporate networks, desktop and laptop computers, the internet, tablets, mobile phones, and processors that are hidden in everyday devices and are so small you can barely see them with the naked eye - all pervade our world in a major way. Computers and Society: Modern Perspectives is a wide-ranging and comprehensive textbook that critically assesses the global technical achievements in digital technologies and how are they are applied in media; education and learning; medicine and health; free speech, democracy, and government; and war and peace. Ronald M. Baecker reviews critical ethical issues raised by computers, such as digital inclusion, security, safety, privacy,automation, and work, and discusses social, political, and ethical controversies and choices now faced by society. Particular attention is paid to new and exciting developments in artificial intelligence and machine learning, and the issues that have arisen from our complex relationship with AI.

Student Privacy and the Law in the Internet Age

2019 ◽  
Author(s):  
Leah Plunkett ◽  
Urs Gasser ◽  
Sandra Cortesi
Keyword(s):  
Learning Environments ◽  
School Environment ◽  
Privacy Protection ◽  
Data Privacy ◽  
Digital Technologies ◽  
The United States ◽  
Legal Framework ◽  
Privacy Law ◽  
Student Privacy ◽  
High Level

New types of digital technologies and new ways of using them are heavily impacting young people’s learning environments and creating intense pressure points on the “pre-digital” framework of student privacy. This chapter offers a high-level mapping of the federal legal landscape in the United States created by the “big three” federal privacy statutes—the Family Educational Rights and Privacy Act (FERPA), the Children’s Online Privacy Protection Act (COPPA), and the Protection of Pupil Rights Amendment (PPRA)—in the context of student privacy and the ongoing digital transformation of formal learning environments (“schools”). Fissures are emerging around key student privacy issues such as: what are the key data privacy risk factors as digital technologies are adopted in learning environments; which decision makers are best positioned to determine whether, when, why, and with whom students’ data should be shared outside the school environment; what types of data may be unregulated by privacy law and what additional safeguards might be required; and what role privacy law and ethics serve as we seek to bolster related values, such as equity, agency, and autonomy, to support youth and their pathways. These and similar intersections at which the current federal legal framework is ambiguous or inadequate pose challenges for key stakeholders. This chapter proposes that a “blended” governance approach, which draws from technology-based, market-based, and human-centered privacy protection and empowerment mechanisms and seeks to bolster legal safeguards that need to be strengthen in parallel, offers an essential toolkit to find creative, nimble, and effective multistakeholder solutions.

scholarly journals Practices and strategies for enhancing learning through collaboration between vocational teacher training institutions and workplaces

2021 ◽  
Vol 13 (1) ◽  
Author(s):  
Dinavence Arinaitwe
Keyword(s):  
Teacher Training ◽  
Institutional Capacity ◽  
Government Support ◽  
Activity Systems ◽  
Vocational Teacher ◽  
Training Institutions ◽  
Group Interviews ◽  
Cultural Historical Activity ◽  
Collaborative Activities ◽  
The University

AbstractThe study aimed to identify and understand practices and strategies for enhancing learning through collaboration among a master’s degree in vocational pedagogy (MVP) program, vocational teacher training institutions (VTIs), and workplaces. Using in-depth semi-structured individual and focus group interviews, data were obtained from administrators, mentors, supervisors, students, teachers, officers/managers of the MVP, two VTIs, and four workplaces from central and eastern parts of Uganda. The data analysis was based on Engestrom’s cultural-historical activity theory (CHAT) particularly the concept of expansive learning for resolving contradictions within human activity systems. The findings revealed a need for involving actors in timely planning and disseminating the activity plans, increasing duration for collaborative activities as well as involving the students in the tracking of MVP activity record in fostering the institutional capacity to plan and implement collaborative activities. To strengthen the institutional capacity to supervise learning under collaborative activities, findings indicated a need to engaging workplace mentors and facilitators in learning at the MVP as well as joint supervision and collaborative development of supervision guidelines. To foster the communication between partners, the findings revealed a need to institute a collaboration focal person, providing feedback to collaborating actors and government support on a policy encouraging workplaces’ involvement in vocational training. Relationship issues revealed a need to initiate collaboration based on a signed memorandum of understanding as well as organising workshops and symposiums to equip and orient actors to MVP work methods and practices. Due to contradicting learning cultures and traditions amongst the activity systems, some of the suggested strategies required renegotiating the system especially the university before being implemented to minimise further challenges.

Teachers in Transition. A Biographical Perspective on Transnational Professionalisation of Internationally Educated Teachers in Germany

2021 ◽  
pp. 147490412110109
Author(s):  
Henrike Terhart
Keyword(s):  
Grounded Theory ◽  
Teacher Training ◽  
Interview Study ◽  
Theory Analysis ◽  
Theoretical Concepts ◽  
Biographical Approach ◽  
Teachers In Transition ◽  
The University

Teachers trained in one country are often not allowed to serve as teachers in another country because their teacher’s license is not recognised as equivalent. The barriers these teachers have to overcome in order to work in their profession again are high and often require further (full) teacher training at the university. The paper provides insights into the conditions for teachers who participate in (re-)qualification programmes in Germany and Europe. By linking the theoretical concepts of a biographical approach to teacher professionalisation and transnationalisation in education, the results of an interview study with teachers who have participated in a programme for refugee teachers at a university in Germany are presented. The Grounded Theory analysis reconstructs the strategies of internationally educated teachers managing to keep up their hope to be able to work as teachers again and thus counter the formal de-professionalisation they are facing.

scholarly journals Teacher training does a epistemological question?

Perspectiva ◽  
2017 ◽  
Vol 35 (1) ◽  
pp. 33-48
Author(s):  
Diana Estela Pipkin
Keyword(s):  
Social Sciences ◽  
Teacher Training ◽  
Secondary School ◽  
Classroom Practices ◽  
Buenos Aires ◽  
Epistemological Question ◽  
Teaching Careers ◽  
The University

What does the learning of social sciences to the trajectories of young citizens? What to teach social sciences in secondary school? Why curricular changes in Argentina did not change classroom practices? We believe that the answers to these questions involve, though not exclusively, in the field of teacher training. Precisely, this paper aims to reflect on the characteristics of the training of teachers of History and Sociology at the University of Buenos Aires, taking account both the disciplinary aspects of the pedagogical-comment- from our students and our experience as teachers of these teaching careers. We are concerned to analyze, in particular, the presence / absence of epistemological contained in the careers of these faculties and their implications when thinking teaching.

scholarly journals Evolución de los planes de estudio de Educación Física y Ciencias de la Actividad Física en la Universidad de León: estudio de un (fra)caso (Evolution of the syllabi in physical education and physical activity sciences at the University of León: a (failur

Retos ◽  
2015 ◽  
pp. 101-107
Author(s):  
Miguel Vicente Pedraz ◽  
María Paz Brozas Polo
Keyword(s):  
Physical Activity ◽  
Data Analysis ◽  
Teacher Training ◽  
Physical Education ◽  
University Reform ◽  
Initial Teacher Training ◽  
Fundamental Transformation ◽  
The University

Este artículo analiza la evolución de los planes de estudio de educación física y ciencias de la actividad física en la Universidad de León desde su implantación en 1987. Aunque es un estudio de un caso, se plantea como ejemplo del proceso de transformación de dichos estudios en España en los últimos 25 años. El análisis de los datos permite colegir que en este tiempo dichos estudios han sufrido una transformación de fondo al calor de los saberes hegemónicos: la formación humanística, social y pedagógica ha sido sustituida por materias de índole deportivo. Se argumenta que esta transformación provocará cambios en el perfil de los titulados y, eventualmente, puede redefinir el significado y las funciones de la educación física escolar.Palabras clave: planes de estudio, formación inicial de profesores, reforma universitaria, educación física.Abstract: This article analyzes the evolution of the syllabi in physical education and physical activity sciences at the University of León since its introduction in 1987. Although this is a case study is presented as an example of the transformation of these studies in Spain in the last 25 years. The data analysis can infer on that at this time these studies have undergone a fundamental transformation in the heat of the hegemonic knowledge: the humanistic, social and pedagogical education, has been replaced by maters subject sport competitions the humanistic, social and pedagogical education has been replaced by sports. It argues that this transformation will change the profile of graduates and may eventually redefine the meaning and functions of school physical education.Key words: syllabi, initial teacher training, university reform, physical education.

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