scholarly journals Formação de professores em Modelagem e a escola: que caminhos perseguir?

2020 ◽  
Vol 4 (1) ◽  
pp. 01-22
Author(s):  
Ana Paula Dos Santos Malheiros ◽  
Régis Forner ◽  
Lahis Braga Souza
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Mathematics Teacher ◽  
Paulo Freire ◽  
Mathematical Education ◽  
Future Teachers ◽  
Initial Formation ◽  
Current Context ◽  
Prescribed Curriculum ◽  
Permanent Formation

Resumo: Buscamos, com este texto, discutir possibilidades para a formação de professores em Modelagem, considerando o contexto no qual eles atuam ou irão atuar: as escolas. Em um ensaio teórico, pautado no paradigma qualitativo, e com base em pressupostos freireanos, nosso debate se dá pelo viés das potencialidades da formação de professores frente ao contexto atual em que estamos inseridos, no qual impera um currículo prescrito. Imbricados nesse cenário e a partir de nossas vivências como formadores, defendemos que a escola se constitui como um lócus privilegiado para a formação dos professores e que as pesquisas desenvolvidas podem colaborar com a prática daqueles que estão diretamente envolvidos com os alunos, assim como com os futuros professores. Nessa dinamicidade, advogamos em favor da Modelagem enquanto uma possível abordagem passível de contribuir para a formação e para a prática do professor de Matemática, além de outros significados matemáticos para os alunos em uma perspectiva emancipadora e transformadora.Palavras-chave: Educação Matemática; Formação Inicial de Professores; Formação Permanente de Professores; Paulo Freire. Formation of teachers in Modeling and school: which ways to go?Abstract: With this text, we seek to discuss possibilities for teacher training in Modeling, considering the context in which they work or will work: schools. From a theoretical essay, in a qualitative paradigm and based on Freire’s assumptions, our debate is based on the potential of teacher education in the current context in which we are inserted, in which a prescribed curriculum prevails. Imbricated in this scenario and from our experiences as formators, we defend that the school constitutes as a privileged locus for the formation of the teachers and that the research developed can collaborate with the practice of those directly involved with students, as well as with future teachers. In this dynamism, we advocate in favor of Modeling as a possible approach that can bring ways for the formation and practice of the Mathematics teacher, in addition to other mathematical meanings for students in an emancipatory and transformative perspective.Keywords: Mathematical Education; Initial Formation of Teachers; Permanent Formation of Teachers; Paulo Freire. 

Social Media Tools in Initial Teacher Education

2016 ◽  
pp. 797-822
Author(s):  
Liliana Mâţă
Keyword(s):  
Social Media ◽  
Teacher Education ◽  
Teacher Training ◽  
Initial Teacher Education ◽  
International Level ◽  
Media Technologies ◽  
Innovative Model ◽  
Current Context ◽  
Social Media Tools ◽  
Training Programmes

This chapter investigates the current context of integrating and exploiting social media tools in initial teacher education. The theoretical part highlights the latest approaches of social media on an international level from the perspective of the following elements: a) the concept of social media, b) the categories of tools, c) the implications of integrating social media technologies in the field of teacher education, and d) the configuration of innovative model of social media in the context of teacher training. The methodological part presents the results of a content analysis research of the way in which new social media tools may be used in initial teacher training. The research results contribute to establishing the main issues in this field as well as new solutions and directions for improving initial training programmes for teachers by means of social media tools.

Social Media Tools in Initial Teacher Education

2014 ◽  
pp. 129-154 ◽  
Author(s):  
Liliana Mâţă
Keyword(s):  
Social Media ◽  
Teacher Education ◽  
Teacher Training ◽  
Initial Teacher Education ◽  
International Level ◽  
Media Technologies ◽  
Innovative Model ◽  
Current Context ◽  
Social Media Tools ◽  
Training Programmes

This chapter investigates the current context of integrating and exploiting social media tools in initial teacher education. The theoretical part highlights the latest approaches of social media on an international level from the perspective of the following elements: a) the concept of social media, b) the categories of tools, c) the implications of integrating social media technologies in the field of teacher education, and d) the configuration of innovative model of social media in the context of teacher training. The methodological part presents the results of a content analysis research of the way in which new social media tools may be used in initial teacher training. The research results contribute to establishing the main issues in this field as well as new solutions and directions for improving initial training programmes for teachers by means of social media tools.

Mathematics Teacher Education Quality in TEDS-M: Globalizing the Views of Future Teachers and Teacher Educators

2011 ◽  
Vol 62 (2) ◽  
pp. 172-187 ◽  
Author(s):  
Feng-Jui Hsieh ◽  
Chiu-Keung Law ◽  
Haw-Yaw Shy ◽  
Ting-Ying Wang ◽  
Chia-Jui Hsieh ◽  
...  
Keyword(s):  
Teacher Education ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Mathematics Teacher Education ◽  
Education Quality ◽  
Future Teachers

scholarly journals CONCEPÇÕES DE PROFESSORES SOBRE FORMAÇÃO DOCENTE PARA A PRÁTICA DE ENSINO DE CIÊNCIAS

2018 ◽  
Vol 3 (2) ◽  
pp. 506-518
Author(s):  
Flávia Beatriz de Oliveira Silva ◽  
Luiz Sodré Neto ◽  
Thamara de Medeiros Azevedo
Keyword(s):  
Qualitative Research ◽  
Teacher Education ◽  
Public Schools ◽  
Teacher Training ◽  
Science Teaching ◽  
Science Teachers ◽  
Teaching Practice ◽  
Teaching Performance ◽  
Initial Formation ◽  
Professional Formation

Resumo: A formação docente para o Ensino de Ciências é imprescindível também pelos constantes avanços nesta área, que devem ser acompanhados pelos professores em formação e em atividade. Diante disso, o presente estudo objetivou investigar concepções de nove professores sobre aspectos das formações inicial e continuada que influenciam o trabalho em sala de aula. Para tanto, foi desenvolvida uma pesquisa qualitativa por meio de entrevistas com professores de Ciências de cinco escolas públicas na Paraíba. Os resultados indicaram que predomina entre professores uma visão de distanciamento entre formação inicial e continuada, cuja primeira é considerada como suficiente para a atuação em aula, enquanto a segunda é interpretada como uma complementação. Além disso, prevaleceu entre os professores a concepção de que a prática em sala de aula tem relevância equivalente ao curso de licenciatura para a atuação docente. Possivelmente, a prática é interpretada como forma de consolidar o que foi visto na formação inicial e uma justificativa para a ausência de continuidade na formação profissional. Propõe-se neste trabalho, portanto, que a formação docente seja vista como um processo permanente na qual os conhecimentos construídos no percurso das formações inicial e continuada sejam interdependentes.Palavras-chave: Ensino de ciências. Prática docente. Formação permanente Abstract: Teacher training for Science Teaching is also essential  due to constant advances in this area, which must be accompanied by the teachers in training and in activity. Thus, this work aimed to investigate teachers' conceptions about aspects of initial and continuing training that influence their work in the classroom. For that, a qualitative research was developed through interviews with science teachers from five public schools in Paraíba, Brazil. Results indicated a predominant idea of distance between initial and continued training, whose first is considered sufficient for the performance in class, while the last is interpreted as a complementation. In addition, it prevailed among teachers the conception that practice in the classroom and graduation course have an equal relevance to the teaching performance. Possibly, practice is interpreted as a way of consolidating what was learned in the initial formation and a justification for the lack of continuity in professional formation. It is proposed, therefore, that teacher education be seen as a permanent process in which the knowledges built during initial and continuing training be interdependent.Keywords: Science teaching. Teaching practice. Permanent training.

Social Media Tools in Initial Teacher Education

2015 ◽  
pp. 533-559
Author(s):  
Liliana Mâţă
Keyword(s):  
Social Media ◽  
Teacher Education ◽  
Teacher Training ◽  
Initial Teacher Education ◽  
International Level ◽  
Media Technologies ◽  
Innovative Model ◽  
Current Context ◽  
Social Media Tools ◽  
Training Programmes

This chapter investigates the current context of integrating and exploiting social media tools in initial teacher education. The theoretical part highlights the latest approaches of social media on an international level from the perspective of the following elements: a) the concept of social media, b) the categories of tools, c) the implications of integrating social media technologies in the field of teacher education, and d) the configuration of innovative model of social media in the context of teacher training. The methodological part presents the results of a content analysis research of the way in which new social media tools may be used in initial teacher training. The research results contribute to establishing the main issues in this field as well as new solutions and directions for improving initial training programmes for teachers by means of social media tools.

Reflections on Teacher Empowerment and Teacher Education

1986 ◽  
Vol 56 (4) ◽  
pp. 473-481 ◽  
Author(s):  
Margaret Yonemura
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Peer Relations ◽  
Education Program ◽  
Teacher Education Program ◽  
Paulo Freire ◽  
Teacher Empowerment ◽  
Whole Child ◽  
Child Study ◽  
Daily Experiences

Margaret Yonemura discusses the development of her concept of empowerment and its current expression in a teacher education program. The author has been influenced by the Malting House School and its Deweyan focus on the whole child actively generating knowledge out of daily experiences, guided by a teacher who helps connect it with the disciplines. She explores three ways in which she works to empower students in teacher training: through the invention of curriculum, through ongoing peer relations, and through child study. The author joins Jean Piaget, Paulo Freire, and others in suggesting that humans beings can and must shift educational perspectives in the direction of emancipation.

scholarly journals When future teachers meet real learners through telecollaboration: an experiential approach to learn how to teach languages online

2020 ◽  
Vol 3 ◽  
pp. 1-11
Author(s):  
Marco Cappellini ◽  
Yu-Yin Hsu
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Present Article ◽  
Small Groups ◽  
Language Teaching ◽  
Language Education ◽  
Future Teachers ◽  
Experiential Approach ◽  
Training Teacher ◽  
Integration Of Technology

The integration of technology in language teaching has been one important topic in language education and teacher training. Teacher education has been one of the aims of telecollaboration since the beginning of the 2000’s. While the first pioneers worked with small groups of students (Develotte, Mangenot, & Zourou, 2005; MüllerHartmann, 2006), more recent projects are widening the application of telecollaboration for teacher education (Baroni et al., 2019). In the present article we present an adaptation of the model of Le Français en (Première) Ligne (hereafter F1L) proposed by Develotte et al. (2005) in two telecollaborative projects aiming at developing trainees’ techno-semiopedagogical competences.

scholarly journals Mathematics subject teacher training at the University of Helsinki

2015 ◽  
Vol 3 (6) ◽  
pp. 763-767
Author(s):  
Terhi Hautala ◽  
Oikkonen Juha
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Mathematics Teacher ◽  
Mathematics Teacher Education ◽  
Math Education ◽  
The University

This paper describes the structure and the role of the mathematics teacher education at the Department of Mathematics and Statistics of the University of Helsinki. The article describes how innovations and research in university math education can lead to better teacher education.

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