scholarly journals Cambios al currículum de la formación inicial de profesores: resignificando el saber pedagógico

2015 ◽  
pp. 15
Author(s):  
Paula Guerra Z.
Keyword(s):  
Teacher Education ◽  
Process Development ◽  
Professional Role ◽  
Pedagogical Knowledge ◽  
Theory And Practice ◽  
Curricular Integration ◽  
Teacher Professionalization ◽  
Pedagogic Knowledge ◽  
Role Of Teachers

ResumenEn esta reflexión, se proponen algunas directrices curriculares, en el contexto de la formación inicial de profesores en que el saber pedagógico es la base de su rol profesional. A partir de diversas conceptualizaciones, se propone que su construcción se debiera abordar desde una vinculación entre teoría y práctica, el desarrollo de procesos de reflexión entre futuros docentes y en una vinculación entre pedagogía y disciplina que se funda en el conocimiento pedagógico del contenido. Se discute su integración curricular y los desafíos que implica.Palabras clave: formación inicial de profesores, saber pedagógico, reflexión docente,vinculación teoría-práctica, conocimiento pedagógico del contenido, profesionalización docente.Changes to the curriculum of initialtraining of teachers: resignifying teaching knowledgeAbstractThis reflection proposes some curricular ideas in the context of the teachers education, in which pedagogical knowledge is the base of the professional role of teachers. From diverse conceptualizations of this one, is propose that the construction must be approached from a links between theory and practice, the process development of reflection between students and a link between pedagogy and discipline that is founded on the pedagogic knowledge of the content. This curricular integration is discussed and the challenges that implies.Keywords: teacher education, pedagogical knowledge, teacher reflection, link practice-theory,pedagogic knowledge of the content, teacher professionalization

Teachers and Teaching in Game-Based Learning Theory and Practice

2013 ◽  
pp. 147-163 ◽  
Author(s):  
Mario M. Martinez-Garza ◽  
Douglas Clark
Keyword(s):  
Learning Theory ◽  
Technology Use ◽  
Theory And Practice ◽  
Theoretical Research ◽  
Game Based Learning ◽  
Learning Context ◽  
Learning Practices ◽  
Learning Research ◽  
Role Of Teachers

Interest in game-based learning has grown dramatically over the past decade. Thus far, most of the focus has not included the role of teachers. This chapter first summarizes the theoretical research on game-based learning and the implications of that research for the role of teachers. The authors next review the game-based learning literature that has specifically articulated a role for teachers or achieved an empirical description of teacher action within a game-based learning context. They then connect these accounts with more general research on teachers and technology use, elaborating on points of contact and identifying differences that may signal special challenges. Finally, the authors articulate an expanded role for teachers in game-based learning practices in terms of game-based learning research and new scholarship on the psychology of games.

Study on the Cooperative Learning in the Teaching of Civil Engineering

2013 ◽  
Vol 816-817 ◽  
pp. 943-946
Author(s):  
Jin Tuan Zhang
Keyword(s):  
Cooperative Learning ◽  
Civil Engineering ◽  
Theory And Practice ◽  
Role Of Teachers

At present, in the field of education, there are more and more attention have been paid on the theory and practice of the autonomous and cooperative learning. The implementation of the cooperative learning mode has been in-depth studied, so as the role of teachers. By defining the conception of autonomous and cooperative learning, we combined it with the characteristics of civil engineering course to study the use in the civil engineering course. The application of cooperative learning in the teaching of civil engineering is necessary, and the result is also significant.

scholarly journals Elementary Teacher Education in the Top Performing European TIMSS Countries: A Comparative Study

2018 ◽  
Vol 11 (4) ◽  
pp. 152
Author(s):  
Mohammed Sabrin
Keyword(s):  
Teacher Education ◽  
Elementary Teacher ◽  
English Language ◽  
Field Experiences ◽  
Pedagogical Knowledge ◽  
Elementary Teacher Education ◽  
Kingdom Of Saudi Arabia ◽  
Academic Subject ◽  
Diverse Field

This paper analyzed elementary teacher education (hereafter ‘TED’) programs in the top performing European (TIMSS) countries to help inform future elementary TED policy in the Kingdom of Saudi Arabia. Methodological emphasis revolved around how much emphasis should be placed on general content knowledge (GCK), as opposed to general pedagogical knowledge (GPK), as opposed to methodological pedagogical knowledge (MPK). This study explored these questions while analyzing the elementary TED programs of Germany, Finland, and the U.K. relying mainly on peer-reviewed literature on these topics published between 2000 and 2016 in the English language. Three theoretical frames of reference, aside from TIMSS, were also analyzed during this process: whether the programs were consecutive or concurrent, the model of partnership followed between universities and institutions where field experiences took place, and the overall status and role of teachers in the society as categorized by career-based or position-based. It was found that the top performing European TIMSS countries usually: have consecutive and concurrent options; attract the top academic achievers into their programs; have strict filters for admission; provide very intensive TED experiences to their students focusing on practical and diverse field experiences; enforce students to major in at least one academic subject and place more emphasis on academic subject expertise than pedagogy; have challenging criteria (including exams and portfolios) for graduation from the program; have national accreditation institutes for unifying standards; their sponsor countries enforce various types of induction and professional development once in the field; and lastly these countries offer salaries competitive with other professions that require the same amount of years and training since they are usually career-based positions.

scholarly journals LA FORMACIÓN INICIAL DE PROFESORES DE HISTORIA Y CIENCIAS SOCIALES DESDE LA PERSPECTIVA DE LA DIDÁCTICA DE LA ESPECIALIDAD: FUNDAMENTOS, DESAFÍOS Y PROYECCIONES

2015 ◽  
pp. 13
Author(s):  
Laura Valledor Cuevas
Keyword(s):  
Teacher Education ◽  
Theory And Practice ◽  
Anglo Saxon ◽  
Pedagogical Content ◽  
Teaching History ◽  
The Social ◽  
The Impact ◽  
Early Training ◽  
Formación Docente

RESUMENEste artículo aborda el rol de la Didáctica de la Historia y las Ciencias Sociales en laformación de profesores del área. Partiendo desde la evidencia disponible al respecto,generada por la tradición investigativa hispana y por la anglosajona, se afronta el análisisdel impacto en la formación docente de las demandas sociales hacia el estudio escolar dela historia, así como también de las demandas provenientes desde la epistemología de lasdisciplinas sociales. Asimismo, se releva el problema de la tensión entre teoría y práctica enla formación de docentes y se expone una propuesta de trabajo para su superación.Palabras clave: formación docente, enseñanza de la historia, conocimiento pedagógicodel contenido. The early training of teachers of historyand social science from the perspective ofmethodology: fundamentals, challengesand projections ABSTRACTThis article describes the role of History Didactics and Social Sciences in teacher education.The analysis of the impact in teacher education of the social requirements toward the schoolstudy of history is confronted, as well as the originating demands since the epistemologiesof social disciplines from both the Hispanic and the Anglo-Saxon investigative traditions.Likewise, the problem of the tension between theory and practice in the teacher educationis examined and finally, a proposal to approach this tension is exposed.Keywords: teacher education, teaching history, pedagogical content knowledge

Teacher – dilemmas related to performance of a professional role

2019 ◽  
Vol 28 ◽  
pp. 57-71
Author(s):  
Beata Detyna
Keyword(s):  
High Schools ◽  
Literature Review ◽  
Professional Role ◽  
Level Of Education ◽  
Role Of Teachers ◽  
Social Demographic ◽  
Academic Teacher

In the course of the research carried out by the author, taking into account the extremely complex and multifaceted nature of teachers’ work, the thesis was accepted that regardless of the type of schools in which teachers work, they struggle with various dilemmas. However, the number and “strength” of these dilemmas increases with the need for the implementation of the teacher to fulfill the role of educator. Presentation of dilemmas chosen by the author related to the teacher’s professional role was accepted as the main goal of this study. In confirmation of the accepted thesis, they allowed the author: literature review on pedeutology, own experience related to work as an academic teacher and interviews with many teachers of primary, middle and high schools. Numerous conversations with teachers have confirmed the correctness that the higher the level of education, the teachers report fewer dilemmas regarding the implementation of their professional role. Reflections on dilemmas concerning the role of teachers are interdisciplinary in the author’s opinion –they are inseparably connected with transformations of economic, legal, cultural, social, demographic and psychological nature, etc.

Sign in / Sign up

Export Citation Format

Share Document