scholarly journals Defining Effective Parenting and Teaching Practices Among Head Start Caregivers and Educators: A Qualitative Approach

2021 ◽  
Author(s):  
Ellen Wing
Keyword(s):  
Head Start ◽  
Teaching Practices ◽  
Qualitative Approach ◽  
Effective Parenting

Understanding the State of Nutrition Education in the Head Start Classroom: A Qualitative Approach

2014 ◽  
Vol 45 (1) ◽  
pp. 52-62 ◽  
Author(s):  
Virginia Carraway-Stage ◽  
Sydney R. Henson ◽  
Allison Dipper ◽  
Hillary Spangler ◽  
Sarah L. Ash ◽  
...  
Keyword(s):  
Head Start ◽  
Nutrition Education ◽  
Qualitative Approach ◽  
The State

scholarly journals WHAT DO YOU SEE HERE FROM THIS PICTURE?: QUESTIONING STRATEGIES OF MASTER TEACHERS IN INDONESIAN VOCATIONAL ENGLISH CLASSROOMS

2017 ◽  
Vol 28 (2) ◽  
pp. 193
Author(s):  
Akhyar Rido
Keyword(s):  
Teaching Practices ◽  
Interactive Learning ◽  
Video Recording ◽  
Classroom Interaction ◽  
Qualitative Approach ◽  
Master Teachers ◽  
Entire Class ◽  
English Classrooms ◽  
Questioning Strategies

This study is an attempt to provide an in-depth understanding of the teaching practices of Indonesian vocational English master teachers, focusing on their use of questioning strategies. Using a qualitative approach, this study was carried out in three vocational schools and involved three selected master teachers. Data were collected through 23 sessions of observations, 40 hours of video-recording, and interviews with 33 students. The findings showed that the master teachers employed an interactive style of teaching and not the monologue norm, where the teachers ask while the students answer the questions. They used close-display, open-referential, and follow-up questions. They also nominated specific students to answer questions, asked questions to the entire class, and repeated questions when there was no response. These strategies made the teachers control the lessons, guide the students towards a particular response, and promote interactions. The students were receptive to the strategies as they were keen to contribute when they were given questions and opportunities to speak. The results of this study can be used by various stakeholders to improve classroom interaction and promote interactive learning. 

Using Digital Portfolios to Enhance Students’ Capacity for Communication about Learning

2013 ◽  
pp. 37-53 ◽  
Author(s):  
Brian Kissel ◽  
S. Michael Putman ◽  
Katie Stover
Keyword(s):  
Information Sharing ◽  
Teaching Practices ◽  
Digital Technologies ◽  
Qualitative Approach ◽  
Student Writing ◽  
Global Information ◽  
Digital Environment ◽  
Digital Portfolios ◽  
International Reading Association ◽  
Writing Portfolios

There is a clear consensus that students need to be proficient in the use of digital technologies to help them become knowledgeable participants in an era of global information sharing (International Reading Association, 2009). Acknowledging this, the current study was situated in the belief that writers, when engaged in online composition and the creation of digital portfolios, engage in processes that differ from traditional pencil-paper types of writing. A qualitative approach was utilized to examine student writing samples and reflections over a two-year timeframe as the students transitioned from traditional writing portfolios to those created and maintained digitally on a wiki. The results demonstrated that digital portfolios provide a platform for students to communicate, express their ideas, share their understandings, and collaboratively construct meaning with an authentic audience. Correspondingly, it also demonstrates the necessity of adjusting teaching practices to accommodate for conditions that arise from the unique opportunities presented by the digital environment.

scholarly journals Análisis de las prácticas docentes: estado del conocimiento en DOAJ y EBSCO (2006-2016)

2018 ◽  
pp. 197-229
Author(s):  
Dra. Luz Del Carmen Montes Pacheco ◽  
Lic. Tamara Paola Caballero Guichard ◽  
Mtra. María Luisa Miranda Bouillé
Keyword(s):  
Teaching Practices ◽  
Teaching Practice ◽  
Qualitative Approach ◽  
Traditional Teaching ◽  
International Level ◽  
Research Projects ◽  
Student Centered ◽  
Classroom Implementation ◽  
Object Of Study ◽  
Analysis Of Teaching

Las prácticas docentes, como objeto de estudio, requieren de una construcción teórica, metodológica y empírica que posibilite abordajes pertinentes a las necesidades y tendencias de la investigación. En este artículo se reporta una revisión de investigaciones publicadas en inglés y español de 2006 a 2016 en las bases de datos DOAJ y EBSCO, para establecer el estado del conocimiento del análisis de las prácticas docentes a nivel internacional. Se seleccionaron y analizaron 37 investigaciones. Se encontró que, en la mayoría de los estudios en los que se analizan las prácticas docentes, se pone en el centro a las acciones del profesor, con un enfoque cualitativo, y el momento de la docencia más estudiado es la concreción. Las principales conclusiones fueron: 1) las prácticas docentes tradicionales prevalecen, 2) se usan indistintamente términos que aluden a las prácticas docentes y 3) predominan referentes conceptuales centrados en el estudiante. Analysis of teaching practices: state of knowledge in DOAJ and EBSCO (2006-2016)AbstractTeaching practices, as object of study, require theoretical, methodological and empirical foundations that enable the use of approaches that suit the needs and trends of research. In this article, a review has been made about research studies published in English and Spanish from 2006 to 2016 in the DOAJ and EBSCO databases to establish the state of knowledge of the teaching practice at an international level. Thirty seven research projects were selected and analyzed. It was found that the majority of these studies, which analyzed the teaching practice, focused in teachers’ action, with a qualitative approach; and the most studied moment of the teaching practices was classroom implementation. The main conclusions were:  1) traditional teaching practices prevail, 2) terms referring to teaching practices are used interchangeably and 3) student-centered conceptual references predominate. Recibido: 31 de enero de 2017 Aceptado: 16 de julio de 2017

scholarly journals “Ele mudou a maneira como eu enxergava a Matemática!”: a entrevista como um caminho para a prática pedagógica

Revemop ◽  
2019 ◽  
Vol 1 (3) ◽  
pp. 420
Author(s):  
Cristiane Coppe de Oliveira ◽  
Flávia De Fatima Santos Silva
Keyword(s):  
Mathematics Education ◽  
Elementary Education ◽  
Teaching Practices ◽  
History Of Mathematics ◽  
Qualitative Approach ◽  
Pedagogical Practice ◽  
History Of Mathematics Education ◽  
Proposal A ◽  
History Of ◽  
Didactics Of Mathematics

<p>O presente artigo compõe-se acerca da elaboração do <em>Caderno Dirigido</em>, inspirado pela obra Didática da Matemática de Júlio César de Mello e Souza, o Malba Tahan (1895 - 1974). Em tal proposta, de abordagem qualitativa, utiliza-se como recurso metodológico para a prática docente no Ensino Fundamental, o instrumento entrevista, realizada com o educador matemático e ex-aluno de Malba Tahan, Sergio Lorenzato. Após a análise da entrevista, buscou-se estabelecer um diálogo passado-presente entre o discurso de Malba Tahan e as falas do depoente quando foi seu aluno. O tema centrou-se no conhecimento do <em>Caderno Dirigido</em> e tal movimento possibilita a reflexão de que a História da Educação Matemática pode contribuir para criar cenários de investigação para a prática em sala de aula.</p><p><strong>Palavras-chave: </strong>Malba Tahan. Caderno Dirigido. Sergio Lorenzato.</p><p><strong><br /></strong></p><p><strong>"It changed the way i saw Math!": the interview as a path to pedagogical practice</strong></p><p align="center"> </p><p><strong>Abstract: </strong>This article is about the elaboration of the <em>Directed Notebook</em>, inspired by the Didactics of Mathematics by Júlio César de Mello e Souza, aka Malba Tahan (1895 - 1974). In this proposal, a qualitative approach was used as a methodological resource for teaching practices in elementary education. The interview instrument was carried out with a mathematical educator and former student of Malba Tahan, Sergio Lorenzato. After analyzing the interview data, we sought to establish a past-present dialogue between Malba Tahan's speech and the statements of the deponent when he was his student. The theme focused on the knowledge of the directed notebook and this movement allows the reflection that the history of mathematics education can contribute to create research scenarios for the practice in the classroom.<strong></strong></p><p><strong>Keywords:</strong> Malba Tahan. Notebook Directed. Sergio Lorenzato.</p><p><strong><br /></strong></p><p><strong>"Él cambió la forma en que yo veía las Matemáticas!": la entrevista como un camino para la práctica pedagógica</strong></p><p align="center"> </p><p><strong>Resumen: </strong>El presente artículo se compone de la elaboración del Cuaderno Dirigido, inspirado por la obra Didáctica de la Matemática de Julio César de Mello y Souza, el Malba Tahan (1895-1974). En esta propuesta, de abordaje cualitativo, se utiliza como recurso metodológico para la práctica docente en la Enseñanza Fundamental, el instrumento entrevista, realizada con el educador matemático y ex alumno de Malba Tahan, Sergio Lorenzato. Después del análisis de la entrevista, se buscó establecer un diálogo pasado-presente entre el discurso de Malba Tahan y las palabras del depoente cuando fue su alumno. El tema se centró en el conocimiento del Cuaderno Dirigido y tal movimiento posibilita la reflexión de que la Historia de la Educación Matemática puede contribuir a crear escenarios de investigación para la práctica en el aula.<strong></strong></p><p><strong>Palavras chave: </strong>Malba Tahan. Cuaderno Dirigido. Sergio Lorenzato.</p>

scholarly journals AULAS PARA TURMAS-PILOTO: INTERFACES EM DIDÁTICA E ESTÁGIO SUPERVISIONADO EM BIOLOGIA (LESSONS TO PILOT CLASSES: INTERFACES BETWEEN DIDATICS AND SUPERVISED TRAINING IN BIOLOGY) - Doi: http://dx.doi.org/10.5212/OlharProfr.v.11i2.295311

2009 ◽  
Vol 11 (2) ◽  
Author(s):  
Maiza Taques Margraf Althaus ◽  
Marcela Teixeira Godoy
Keyword(s):  
Teaching Practices ◽  
Teaching Practice ◽  
Qualitative Approach ◽  
Research Report ◽  
Biology Teaching ◽  
Supervised Training ◽  
De Se ◽  
The Impact ◽  
Empirical Material

O presente relato de pesquisa apresenta o desenvolvimento de um trabalho que, por meio de aulas para turmas-piloto, proporcionou um contato de acadêmicos com alunos antes de se adentrar no campo de estágio. A pesquisa descrita foi realizada no ano de 2005, com 13 acadêmicos do terceiro ano do curso de Ciências Biológicas da Universidade Estadual de Ponta Grossa (UEPG), no Paraná. Os principais objetivos foram: avaliar o impacto resultante da vivência das aulas para turmas-piloto na formação docente e verificar se alguns dos encaminhamentos teórico-metodológicos trabalhados nas disciplinas de Didática e Estágio Supervisionado em Biologia revelavam-se nos procedimentos dos acadêmicos durante a realização da prática em questão. Para tanto, utilizou-se a abordagem de pesquisa qualitativa, de natureza interpretativa. A metodologia abrangeu três momentos para registro e análise do material empírico, obtido através do trabalho com a tematização da prática: ação, reflexão, ação. Os principais resultados apontam para uma melhora significativa nas aulas ministradas pelos acadêmicos após a reflexão sobre a prática, pois possibilitaram aos licenciandos a análise do trabalho docente frente à classe, permitindo o aprimoramento das práticas de ensino.   Palavras-Chave: Estágio supervisionado. Didática. Formação de professores.   This research report presents the development of a work which provided this kind of contact before the students´ training by teaching lessons to pilot classes. The research was developed in 2005 by 13 trainees from the 3º serie of Biologycal Sciences course at Universidade Estadual de Ponta Grossa (UEPG) - State of Paraná. The main objectives were: to evaluate the impact for academic students formation as a result of the lessons taught to pilot classes and verify if some theoretical and methodologic procedures worked during Didactics and Biology Teaching Practice lessons have appeared during the mentioned practice. For this purpose a qualitative approach research was used, through an interpretative nature. The methodology for registration and analysis of the empirical material collected was divided into three moments: action, reflexion, action. The results pointed to significative improvement in lessons taught by students after the reflexion about their practice because it permited an analysis of the teaching work in front of the classes, allowing teaching practices improvement.   Keywords: Supervised training. Didactics. Teachers formation.

scholarly journals Reflections upon the Mandatory Internships on Mathematics Teacher Training Undergraduate Courses

2017 ◽  
Vol 20 (2) ◽  
pp. 393
Author(s):  
Dalva Eterna Gonçalves Rosa ◽  
Ana Paula De Almeida Saraiva Magalhães
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Mathematics Teacher ◽  
Teaching Practices ◽  
Public University ◽  
Qualitative Approach ◽  
The State ◽  
Reflective Teaching ◽  
Undergraduate Teaching ◽  
Teacher Training Program

Abstract: this essay’s main objective is to present some of the results from a research which investigated the investigated the Mandatory Internship in Mathematics undergraduate teaching courses at a public university in the state of Goiás. Its goals were to comprehend how this specific curricular component encouraged the teachers-to-be’s reflective practices. The subjects analyzed were seven professors from the Mathematics teacher training program in seven different university units. They worked with MI in 2008 or 2009. The theoretical and methodological qualitative approach made this paper, and its documental analysis of surveys and reflective intervivews, possible. The context and data diagnosed that, on Mathematics teacher training undergraduate courses, the development of reflective teaching practices are still timid and isolated. Reflexões sobre o estágio supervisionado nos cursos de Licenciatura em Matemática Resumo: este artigo tem o objetivo de apresentar alguns resultados de pesquisa realizada sobre o Estágio Supervisionado nos Cursos de licenciatura em matemática de uma universidade pública do estado de Goiás. O objetivo da pesquisa foi compreender se esse componente curricular tem provocado a prática reflexiva dos licenciandos. Os sujeitos foram sete professores de licenciatura em matemática de sete unidades universitárias dessa instituição, que trabalharam com o Estágio Supervisionado em 2008 ou 2009. O enfoque teórico-metodológico qualitativo possibilitou a análise documental, de questionários e entrevistas de caráter reflexivo. No contexto investigado, ações para o desenvolvimento de práticas reflexivas na formação de professores de Matemática ainda são tímidas e isoladas.

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