scholarly journals INSIGHTS INTO INNOVATION OF INITIAL SCIENCE TEACHER TRAINING

2012 ◽  
Vol 45 (1) ◽  
pp. 10-18
Author(s):  
Petr Emanovský ◽  
Bronislava Štěpánková
Keyword(s):  
Teacher Training ◽  
Science Teacher ◽  
Science Teachers ◽  
Teaching Practice ◽  
Study Programme ◽  
Study Programs ◽  
Professional Science ◽  
The Difference ◽  
Science Teacher Training

The quality of science education is a very contemporary didactic topic at present. Improving the quality of this education is unthinkable without a quality science teacher training at universities and other educational institutions. Some innovation of contents and organization of the study programme for future science teachers was realized within the ESF project "Professional science teacher training for careers in a competitive environment" at Faculty of Science of Palacký University in Olomouc, Czech Republic. The project focuses on improving the training of teachers of all science branches in connection with the growing needs of the current competitive labour market. One of the main aims of the project leading to this improvement was the creation of new and innovated subjects oriented to teaching practice. A research focused on finding benefits of the new subjects for students was realized within the project. The objective of the research was to investigate the difference between students’ expectations and real benefits of the subjects. The research results were very useful as a feedback for a subsequent modification of the study programs. Some particular examples of the process and results of the research are described in the paper. Key words: initial teacher training, science subjects, innovation, evaluation.

scholarly journals A epistemologia de Ludwik Fleck na formação de professores de Ciências: um estudo de revisão de literatura das produções em programas de pós-graduação stricto sensu

2016 ◽  
Vol 5 (2) ◽  
Author(s):  
Rodrigo Diego de Souza ◽  
Eloiza Aparecida Silva Avila de Matos
Keyword(s):  
Teacher Training ◽  
Science Teacher ◽  
Science Teachers ◽  
Historical Perspective ◽  
Modern Science ◽  
Scientific Work ◽  
Theoretical Framework ◽  
Ludwik Fleck ◽  
Review Study ◽  
Science Teacher Training

Resumo: Este artigo insere-se nas discussões em torno da Formação de Professores de Ciências e busca responder a seguinte problemática: Em que contextos a Epistemologia de Fleck contribui para refletirmos sobre a formação de professores de ciências? O referencial teórico de Ludwik Fleck (1896 – 1961) apresenta a construção contínua da ciência na perspectiva sócio histórica tendo em vista o caráter colaborativo deste processo, indagando todos os pressupostos que permeiam o fazer científico e questionando o caráter acumulativo da ciência moderna. Nesse sentido, este trabalho articula o arcabouço teórico de Fleck à formação docente e apresenta as contribuições das pesquisas em programas de pós-graduação stricto sensu sobre a importância deste referencial para uma maior compreensão da formação de professores de ciências. Palavras-chave: Formação Docente. Ludwik Fleck. Ensino de Ciências. THE LUDWIK FLECK’S EPISTEMOLOGY IN SCIENCE TEACHER TRAINING: A LITERATURE REVIEW STUDY OF PRODUCTIONS IN STRICTO SENSU POSTGRADUATE PROGRAMS Abstract: This article is part of the discussions around Science teacher training and aims to answer the following question: in what contexts Fleck’s Epistemology contributes to reflect on the training of Science teachers? The theoretical framework of Ludwik Fleck (1896 - 1961) shows the continued construction of science in social and historical perspective given the collaborative nature of this process, questioning all assumptions that permeate the scientific work and questioning the cumulative character of modern science. In this sense, this work brings together Fleck’s theoretical framework and teacher training, as well as presents the contributions of research carried on in stricto sensu postgraduate programs on the importance of this reference for a greater understanding of training concerning Science teachers. Keywords: Teacher Training. Ludwik Fleck. Science Teaching.

scholarly journals Implementing the Mindfulness-Based Interventions; Teaching Assessment Criteria (MBI:TAC) in Mindfulness-Based Teacher Training

2021 ◽  
Vol 10 ◽  
pp. 216495612199834
Author(s):  
GM Griffith ◽  
RS Crane ◽  
R Baer ◽  
E Fernandez ◽  
F Giommi ◽  
...  
Keyword(s):  
Teacher Training ◽  
Teaching Practice ◽  
Assessment Tool ◽  
Assessment Criteria ◽  
Optimal Conditions ◽  
Intervention Delivery ◽  
Effective Feedback ◽  
Teaching Assessment ◽  
Teaching Competence

The Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) was originally developed as a tool to assess the teaching competence of mindfulness-based program (MBP) teachers. The tool was made freely available and has since been used by mindfulness-based teacher training organisations internationally. During this time the MBI:TAC has evolved in its usage, from an assessment tool to one which informally supports how MBP teachers are trained. In this article, we first examine the rationale for implementing the MBI:TAC in MBP teacher training; second, we offer practical guidance on ways of integrating the tool into teacher training pathways with awareness of its potential and possible pitfalls; and third, we offer guidance on using the tool as a framework for giving effective feedback to trainees on their teaching practice. Implementing the MBI:TAC in teacher training may support the quality and integrity of MBP teacher training, and thus ensure high quality MBP teachers graduating. In turn this may help avoid the ‘implementation cliff’ – that is, the quality of an intervention delivery is delivered in optimal conditions when it is being researched, and drops in quality when delivered in sub-optimal, ‘real world’ conditions.

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