scholarly journals Movilidad Internacional Brasil-Colombia: La Química Verde en la formación de profesores de Química

2019 ◽  
Vol 3 (1) ◽  
Author(s):  
Junfanlee Oliveira Felciano Manoel ◽  
Leidy Gabriela Ariza Ariza
Keyword(s):  
Teacher Training ◽  
Green Chemistry ◽  
Paulo Freire ◽  
Training Curriculum ◽  
International Mobility ◽  
Training Process ◽  
Chemistry Teachers ◽  
Undergraduate Chemistry ◽  
The University

This report of experience has as main objective to make approximations of the contributions of the Green Chemistry (QV) to the formative process of graduates in Chemistry, bringing experiences of the International Mobility Paulo Freire realized in the National Pedagogical University (UPN) in a Brazil-Colombia relation about the activities developed in the classroom and in the field. We intend with this work to broaden the discussions about the need for QV in the initial and continuing training curriculum of undergraduate chemistry teachers. This way it is presented some of the areas visited that correspond to the departments of Cundinamarca, Caldas and Antioquia held in the discipline of QV and from this perspective we seek to relate the different spaces mentioned here with the importance of the experiences for the teacher training process and for their practice professional, making a parallel with the training curriculum of Chemistry teachers of the University of origin Federal University of the Triângulo Mineiro (UFTM).

scholarly journals Analysis and Assessment of New Permanent Teacher Training Activities under the Erasmus+ Program from the Perspective of the Participants of Spain in Times of COVID-19

2021 ◽  
Vol 13 (20) ◽  
pp. 11222
Author(s):  
Daniel Salcedo-López ◽  
Mercedes Cuevas-López
Keyword(s):  
Teacher Training ◽  
Negative Impact ◽  
Positive Impact ◽  
Student Mobility ◽  
The European Union ◽  
International Mobility ◽  
Global Pandemic ◽  
Training Activities ◽  
The University ◽  
The Impact

The Erasmus+ program (2014–2020) is one of the main initiatives developed by the European Commission in the field of education and is the final joint evolution of other minor and prior actions that provide schools and teachers with funding to carry out international mobility projects with a variety of formative activities. The benefits of carrying out international mobility activities to strengthen student learning and teacher training are well known and have been researched or reported even from the early stages of a program that was born back in the 1980s but has always been focused on the university level. When considering teachers at early levels (schools and high schools), the 2014–2020 Erasmus+ program was the main source of funding to grant Spanish teachers permanent training activities abroad with a direct positive impact on their careers. The year 2020 is the last year of the first evolution of the Erasmus+ program, which has been renewed, extended, and strengthened for a new six-year term (2021–2027). However, 2020 has also been a significant year. The COVID-19 global pandemic continues to affect the mobility of citizens within the different territories of the union and, thus, have a direct negative impact on international teacher and student mobility. Being 2020 the end of a cycle and a critical moment, it is the perfect time to conduct an analysis of the data associated with the participation of teachers and schools in Spain, their perceptions of the program, the different activities carried out, and the impact of the pandemic. This research study is based on an analysis of an opinion survey through a nationwide sample of teachers participating in KA101 Erasmus+ projects. This paper gathers and presents data and conclusions using information previously not available that most of the time is published in official reports globally without considering the particularities of the different states of the European Union.

scholarly journals Research on home economics teacher training curriculum that approaches general-purpose skills by focusing on the essence of the subjects

Impact ◽  
2020 ◽  
Vol 2020 (8) ◽  
pp. 15-17
Author(s):  
Akiko Suzuki
Keyword(s):  
Social Sciences ◽  
Teacher Training ◽  
Graduate School ◽  
Family Life ◽  
General Purpose ◽  
Home Economics ◽  
Training Curriculum ◽  
The Subject ◽  
The University ◽  
Japanese Schools

Home Economics is a mandatory subject in Japanese schools. While the subject teaches valuable life skills, few understand the significance and the science behind this important topic. Professor Akiko Suzuki from the Graduate School of Our Humanities and Social Sciences at Hiroshima University, believes in the value of developing and teaching Home Economics in schools to prepare the children of today for the challenges of tomorrow. Akiko has been working on the curriculum for training Home Economics teachers at the University. In such an uncertain global environment, with the home becoming the centre of not only family life, but also work life, Home Economics is even more important than ever before. Suzuki believes that, through this work, her team can have a big impact on improving and supporting teacher training to provide students with lifelong skills and competencies.

scholarly journals O campo de saber artístico nos currículos de formação de pedagogos e seu eco nas escolas

2021 ◽  
Vol 33 (69) ◽  
pp. 1373-1400
Author(s):  
Ana Cristina Moraes ◽  
Luis Távora Furtado Ribeiro
Keyword(s):  
Teacher Training ◽  
Theoretical Basis ◽  
Public University ◽  
Training Curriculum ◽  
Initial Formation ◽  
Initial Teacher Training ◽  
The Arts ◽  
The University ◽  
E Mail ◽  
Bibliographic Study

* Doutora em Educação pela Universidade Estadual de Campinas (UNICAMP). Professora na Universidade Estadual do Ceará (UECE). E-mail: [email protected]. ** Doutor em Sociologia pela Universidade Federal do Ceará (UFC). Professor titular da Faculdade de Educação da Universidade Federal do Ceará (UECE). Professor-pesquisador do convênio de colaboração entre a l’Université Paris I Panthéon-Sorbonne (Laboratoire Phare - Philosophie, Histoire et analyse des representations économiques), a linha de pesquisa Marxismo, educação e luta de classes (e-luta) do Programa de Pós-Graduação em Educação Brasileira da Universidade Federal do Ceará (UFC) e o Mestrado Acadêmico Intercampi em Educação e Ensino (MAIE), da Universidade Estadual do Ceará. Professor-pesquisador do Convênio de Colaboração entre o Programa de Mestrado em Antropologia de Iberoamérica da Universidade de Salamanca (MAI) e Linha de Pesquisa Marxismo, Educação e Luta de Classes (E-Luta) do Programa de Pós-Graduação em Educação Brasileira da Universidade Federal do Ceará (UFC). E-mail: [email protected]. Resumo: O texto problematiza a legitimação das Artes como campo de saber nos currículos de cursos de Pedagogia. Reflete, pois, sobre formação inicial de pedagogos e o repertório artístico-cultural desses profissionais para atenderem às demandas escolares referentes ao ensino de Artes. Tomamos como base de fundamentação teórica, principalmente, a noção de campo de Bourdieu (2006; 2004; 1983) e sua idéia de consagração desse campo como um processo constituído relacionalmente. O trabalho traduz um estudo bibliográfico imerso no campo da Educação, guiado, entretanto, por reflexões sustentadas em observações e vivências estético-pedagógicas no âmbito da formação inicial docente, numa universidade pública estadual brasileira. Com o estudo, infere-se que à universidade cabe a responsabilidade estratégica de garantir a ampliação de componentes curriculares que abranjam saberes em Artes.Palavras-chave: Campo de saber. Artes. Formação de pedagogos.  The field of artistic knowledge in the training curriculum of pedagogos and its echo in schools Abstract: The text problematizes the legitimization of the Arts as a field of knowledge in the curricula of Pedagogy courses. It reflects, therefore, on the initial formation of pedagogues and the artistic-cultural repertoire of these professionals to attend to the school demands related to the teaching of Arts. We take as theoretical basis mainly the notion of Bourdieu's field (2006, 2004, 1983) and his idea of ​​consecration of this field as a process constituted relationally. The work translates a bibliographic study immersed in the field of Education, guided, however, by reflections sustained in observations and aesthetic-pedagogical experiences in the scope of initial teacher training, in a Brazilian state public university. With the study, it is inferred that the university has the strategic responsibility to guarantee the expansion of curricular components that cover knowledge in Arts.Keywords: Field of knowledge. Arts. Formation of pedagogues.  El campo de saber artístico en los curriculos de formación de pedagogos y su eco en las escuelas Resumen: El texto problematiza la legitimación de las Artes como campo de saber en los currículos de cursos de Pedagogía. Refleja, pues, sobre formación inicial de pedagogos y el repertorio artístico-cultural de esos profesionales para atender a las demandas escolares referentes a la enseñanza de Artes. Tomamos como base de fundamentación teórica principalmente la noción de campo de Bourdieu (2006; 2004; 1983) y su idea de consagración de ese campo como un proceso constituido relacionalmente. El trabajo traduce un estudio bibliográfico inmerso en el campo de la Educación, guiado, sin embargo, por reflexiones sostenidas en observaciones y vivencias estético-pedagógicas en el ámbito de la formación inicial docente, en una universidad pública estatal brasileña. Con el estudio, se infiere que a la universidad cabe la responsabilidad estratégica de garantizar la ampliación de componentes curriculares que abarquen saberes en Artes.Palabras Clave: Campo de saber. Artes. Formación de pedagogos. Data de registro: 15/02/2019Data de aceite: 23/04/2020

Greening the curriculum at the University of Toledo School of green chemistry and engineering

2020 ◽  
Vol 5 (7) ◽  
Author(s):  
Mark R. Mason
Keyword(s):  
High School ◽  
Green Chemistry ◽  
Academic Programs ◽  
High School Chemistry ◽  
College Credit ◽  
Chemistry Teachers ◽  
Graduate Curriculum ◽  
Professional Science ◽  
A Minor ◽  
The University

AbstractThis paper provides a brief overview of the formation, organization, and mission of the School of Green Chemistry and Engineering (SGCE) at the University of Toledo, and a description of SGCE efforts to introduce principles of green chemistry and green engineering into the undergraduate and graduate curriculum. This includes development of selected new courses and new academic programs such as a Minor in Green Chemistry and Engineering, a Professional Science Master’s Degree in Green Chemistry and Engineering, and an online Master in Education and Science in Chemistry degree aimed at College Credit Plus credentialing of high school chemistry teachers in Ohio.

scholarly journals A FORMAÇÃO INICIAL DE PROFESSORES QUE ENSINAM MATEMÁTICA NO ENSINO FUNDAMENTAL E AS DIRETRIZES CURRICULARES NACIONAIS PÓS-LDB 9394/96

2020 ◽  
Vol 17 (1) ◽  
pp. 27-46
Author(s):  
Kelvin Rafael Rodrigues de Oliveira ◽  
Leny Rodrigues Martins Teixeira
Keyword(s):  
Elementary School ◽  
Mathematics Education ◽  
Teacher Training ◽  
Course Completion ◽  
Training Curriculum ◽  
Initial Training ◽  
Training Process ◽  
And Mathematics

This study is part of the field of training of teachers who teach Mathematics in Elementary School and aims to analyze the constitution of the courses of formation of these teachers - Degree in Pedagogy and Mathematics. Published researches on this subject indicate some gaps in the practice of these teachers, largely due to factors related to initial training. In this sense it is necessary to understand the structure of these courses based on the National Curricular Guidelines for Teacher Training since LDB 9394/96. The text presents an analysis of these documents - a prerequisite to understand the initial training process - involving the structure and organization of the training curriculum, the workload of Mathematics and/or Mathematics Education, curricular internships and course completion work. The analysis indicates that the initial training of teachers who teach Mathematics presents different approaches for pedagogues and graduates in Mathematics, which makes it difficult to continue working with Mathematics in Elementary School.

scholarly journals Context-based chemistry problem solving

2020 ◽  
Vol 7 (3) ◽  
pp. 153-159
Author(s):  
Canan Kocak Altundag
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teacher Training ◽  
Problem Solving ◽  
Learning Science ◽  
Chemistry Teachers ◽  
Faculty Of Education ◽  
The University ◽  
Chemistry Problem

The purpose of this study was to investigate preservice chemistry teachers’ science expectations on learning science after they completed the introductory Context-Based Chemistry Problem Solving. The sampling of the study consisted of 22 preservice chemistry teachers studying at Hacettepe University, Faculty of Education. The scores obtained by participating groups from the ‘Science Expectations Questionnaire’. In addition, preservice teachers’ interviews are given as evidence. As a result of the evaluation of preservice chemistry teachers’ the expectations about learning science on independence, coherence, concept, reality link, math link and effort dimensions, it is thought that there will be important outcomes in terms of improvement of the quality of teacher training at the university and that there will be an important contribution to literature in this sense.   Keywords: Context-based chemistry problem solving, science expectations, teacher education.

AUTOMATION OF THE DEAN'S OFFICE FUNCTIONS IN ELECTRONIC INFORMATION-EDUCATIONAL ENVIRONMENT OF THE SOUTHWEST STATE UNIVERSITY

2017 ◽  
Vol 21 (6) ◽  
pp. 44-50 ◽  
Author(s):  
E. I. Anikina ◽  
A. S. Babkov ◽  
A. V. Malyshev
Keyword(s):  
Educational Environment ◽  
Federal State ◽  
Educational Standards ◽  
State University ◽  
Web Portal ◽  
Training Process ◽  
Electronic Information ◽  
State Educational ◽  
The University ◽  
And Training

Russian Federal State Educational Standards of 3+ generation impose serious requirements to resource support of educational and training process, including electronic information-educational environment of the University. In the Southwest State University (SWSU), a unified multimedia information and educational environment based on Internet-broadband access technologies was created; it successfully operates and keeps developing. The main concept of this environment construction is the idea of integrating data, applications, and business processes. SWSU Electronic information-educational environment (EIEE) is designed to provide information transparency of the University activities in accordance with the requirements of the current legislation of the Russian Federation in the sphere of education, to organize educational activities of the University and to ensure access of students and research and academic-staff of the University to information and educational resources. The main components of SWSU EIEE are: the actors of the education and training process (teachers, students, etc.), external digital library systems, internal automated information library system, “SWSU academic courses” subsystem, “Southwest State University Web portal” subsystem, and the official web site of the Southwest State University. “Southwest State University Web portal" subsystem makes it possible to automate traditional basic functions of Dean's office of the University, such as managing student conduct systems for students of Bachelor and Master Degree Programs of full-time and correspondence forms of training; recording and statistical processing of the data on students’ progress; recording students’ achievements; managing Dean's office workflow. As prescribed in Federal State Educational Standards of 3+ generation, Portal Modules are used to record the results of formative and summative assessment of students in accordance with SWSU current score rating system for learning outcomes.

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.

Catalyzing learning with green chemistry undergraduate research

2020 ◽  
Vol 5 (11) ◽  
Author(s):  
Lindsey A Welch
Keyword(s):  
Green Chemistry ◽  
Furfuryl Alcohol ◽  
Solid Acid Catalyst ◽  
Acid Catalyst ◽  
Ethyl Esters ◽  
Transfer Hydrogenation ◽  
Isopropyl Ether ◽  
Chemistry Curriculum ◽  
Undergraduate Chemistry ◽  
Chemistry Research

AbstractGreen chemistry and sustainability are important concepts to incorporate into the undergraduate chemistry curriculum. Through the development of innovative undergraduate chemistry research projects in these areas, retention of students in the physical sciences can be improved. This paper describes two projects in undergraduate catalysis research: hydrogenation of furfural and the esterification of biooil from pyrolyzed wood. Catalytic transfer hydrogenation (CTH) of furfural with Pd/C led to the production of furfuryl alcohol, furfuryl isopropyl ether, 2-methylfuran, and tetrahydrofurfuryl alcohol. The metal chloride additives improved selectivity for furfuryl alcohol and furfuryl isopropyl ether. Catalytic conversion of pyrolyzed wood biooil in ethanol with a solid acid catalyst yielded ethyl esters, including ethyl acetate and ethyl propionate, as characterized by GC/MS These projects are described in the context of engaging undergraduate students in hands-on research for the purpose of improving retention and persistence, as well as preparing young scientists to enter graduate programs and the STEM workforce.

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