scholarly journals Programa institucional de bolsa de iniciação à docência (Pibid 2018-2020): expectativas, contribuições e desafios do subprojeto biologia UTFPR na percepção dos pibidianos

2021 ◽  
Vol 5 (2) ◽  
pp. 272-293
Author(s):  
Eduarda Maria Schneider ◽  
Anderleia Sotoriva Damke
Keyword(s):  
Teacher Education ◽  
School Environment ◽  
Financial Support ◽  
Teaching Practice ◽  
The Future ◽  
Didactic Knowledge ◽  
Qualitative Nature ◽  
The Relationship

Resumo: Este artigo tem como objetivo debater as percepções dos pibidianos acerca das contribuições e desafios do subprojeto PIBID Biologia UTFPR 2018-2020. A pesquisa de cunho qualitativo foi realizada a partir da análise de um questionário aplicado ao final do projeto. A investigação constatou que a participação no projeto atendeu às expectativas de vivenciar a realidade da futura profissão, adquirir fundamentação da prática docente e ter apoio financeiro. Dentre as contribuições, foram destacados a importância da vivência nas escolas, o conhecimento didático e a diminuição dos medos e inseguranças para atuar profissionalmente. Em relação aos desafios que vivenciaram no PIBID, apontaram a inserção no ambiente escolar, o relacionamento com os supervisores e as dificuldades que sentiram para se comunicar e se expressar em sala de aula. Perante tais resultados, consideramos que a participação no PIBID promove experiência no processo formativo, fundamentada na reflexão e problematização de situações reais da profissão docente.Palavras-chave: PIBID; Formação Docente; Biologia; Escola. Institutional program for teaching initiation (Pibid 2018-2020): expectations, contributions and challenges of the subproject biologia UTFPR in the perception of pibidiansAbstract: This article aims to debate the perceptions of pibidians about the contributions and challenges of the subproject PIBID Biology UTFPR 2018-2020. The qualitative nature research was carried out from the analysis of a quiz applied at the end of the project. The investigation found that participation in the project met the expectations of experiencing the reality of the future profession, to acquire reasoning for teaching practice and having financial support. Among the contributions, it was highlighted the importance of living in schools, didactic knowledge and the reduction of fears and insecurities to act professionally. In relation to the challenges they experienced at PIBID, it was pointed the insertion in the school environment, the relationship with supervisors and the difficulties they felt to communicate and express in the classroom. With these results, it is considered that the participation in PIBID promotes experience in the formative process, based on the reflection and problematization of real situations of the teaching profession.Keywords: PIBID; Teacher Education; Biology; School. 

scholarly journals Integrated School-Based Teacher Education: From Apprenticeship to a Complex Learning System

2017 ◽  
Vol 14 (1) ◽  
Author(s):  
Steve Collins ◽  
Hermia Ting
Keyword(s):  
Teacher Education ◽  
School Environment ◽  
Teaching Practice ◽  
Teacher Education Program ◽  
Learning System ◽  
Complex Learning ◽  
Educational Thought ◽  
Whole School ◽  
School Based ◽  
Physically Based

This article differentiates approaches to school-based teacher education. It contrasts the pervasive apprenticeship model, to a "naturally integrated" school-based teacher education program that we describe as a complex learning system. Rather than view teacher education as fragmented by separating educational theory (physically based on a university campus) and teaching practice (based in a school and resembling an apprenticeship), we favor an approach where all coursework is integrated with practice in a host school while maintaining close connections to the university. The latter model highlights learning as contextualized in school, focussed on the whole school, yet also informed by progressive educational thought. All participants in the school environment (not just university students) are at once both learners and teachers. Just as university-based aspects of teacher education suffer from a lack of practical relevance, we anticipate that any model of school-based teacher education will have to address the effects of context overwhelming theoretical learning, philosophical understandings, and generalization to other contexts. We claim that a complex learning system model is better able to mitigate these contextual effects. We propose an approach to address this issue through both "reduction" and "complexity".

Connections Between Theory and Practice in Teacher Education

2013 ◽  
Vol 4 (1) ◽  
pp. 97-105
Author(s):  
Nabi Bux Jumani
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Professional Education ◽  
Teaching Practice ◽  
Focus Group Interview ◽  
Education Programme ◽  
Theory And Practice ◽  
Practice Gap ◽  
Theory Practice Gap ◽  
The Relationship

A fundamental component in professional education is the link between theory and practice. However, students in professional education programmes experience a lack of coherence between theory and practice which is often described as theory practice gap. The aim of this study was to explore the relationship between theory and practice in MA Education Programmes offered by International Islamic University and to contribute with knowledge about how to bridge the gap between theory and practice in teacher education programme. Data were obtained through focus group interview with 40 MA Education female students who completed their four months teaching practice in December 2011. Data reveal that student teachers are quite satisfied with their pedagogical preparation and find difference in theory and practice in teacher education institutions and practice schools in Pakistan. Data indicate that student teachers were not allowed by schools to implement their learnt teaching strategies.

scholarly journals A Relevância da Família no Processo Educacional: Perspectivas e Desafios Segundo o Projeto Político Pedagógico da Escola Cleuzemi Pereira do Nascimento Silva / The Relevance of the Family in the Educational Process: Perspectives and Challenges According to the Political Pedagogical Project of the Cleuzemi Pereira do Nascimento Silva School

2021 ◽  
Vol 15 (57) ◽  
pp. 729-739
Author(s):  
Yara Silva da Costa ◽  
Pedro Fernando Dos Santos
Keyword(s):  
Residency Program ◽  
School Environment ◽  
Educational Process ◽  
Participatory Management ◽  
The Political ◽  
School Life ◽  
National Education ◽  
The Family ◽  
Qualitative Nature ◽  
The Relationship

Resumo: Esse trabalho tem por finalidade demostrar e analisar a importância da família no processo de aprendizagem do aluno, sendo assim, um dos principais motivos a serem alcançados é trazer a instituição família para esse ambiente escolar. O objetivo deste trabalho é compreender a construção do Projeto Político Pedagógico (PPP) em uma Gestão Democrática e Participativa. Visando ainda, destacar as práticas, valores e rotinas enfatizados no cotidiano escolar visando a realidade local que repercutem no espaço familiar. O estudo tem como base refletir a participação coletiva na construção do Projeto Político Pedagógico, entendido como a própria organização do trabalho pedagógico da escola como um todo. O trabalho desenvolvido é de natureza qualitativa com adição do campo, que se deu dentro das atividades do Programa de Residência Pedagógica, Além de adotar para a sua realização, teorias como as de Veiga (1994), Garcêz (2012), Polonia e Dessen (2005), Garcia (2006), a Lei de Diretrizes e Bases da Educação Nacional (LDBEN 9394/96) e leitura de artigos. Diante disso, foi possível compreender a importâncias da relação entre Família e Escola não somente na construção do PPP, mas também com alicerce na formação de cidadãos como meio de transformação no meio educacional.Palavras-Chave: Família; Escola; Relação; Aprendizagem; PPP. Abstract: This work aims to demonstrate and analyze the importance of the family in the student's learning process, thus, one of the main reasons to be achieved is to bring the family institution to this school environment. The objective of this work is to understand the construction of the Pedagogical Political Project (PPP) in a Democratic and Participatory Management. Also aiming to highlight the practices, values and routines emphasized in the daily school life, aiming at the local reality that affect the family space. The study is based on reflecting the collective participation in the construction of the Political Pedagogical Project, understood as the organization of the school's pedagogical work as a whole. The work developed is of a qualitative nature with the addition of the field, which took place within the activities of the Pedagogical Residency Program, in addition to adopting theories such as those of Veiga (1994), Garcêz (2012), Polonia and Dessen (2005), Garcia (2006), the Law of Guidelines and Bases of National Education (LDBEN 9394/96) and reading of articles. Therefore, it was possible to understand the importance of the relationship between Family and School not only in the construction of the PPP, but also based on the formation of citizens as a means of transformation in the educational environment.Keywords: Family; School; Relationship; Learning; PPP. 

scholarly journals A Temática da Formação de Professores nas Produções Acadêmicas em um Programa de Pós-Graduação do Contexto Amazônico

2019 ◽  
Vol 20 (4) ◽  
pp. 415-421
Author(s):  
Bruno da Silva Lima Antunes Dias ◽  
Emanuela Ferreira de Oliveira ◽  
João Luiz da Costa Barros
Keyword(s):  
Teacher Education ◽  
Graduate Program ◽  
Teaching Practice ◽  
Qualitative Approach ◽  
Educator Training ◽  
Research And Teaching ◽  
Teacher Researcher ◽  
Reflective Teacher ◽  
Faculty Of Education ◽  
The Relationship

Este artigo apresenta o resultado da investigação do Estado do Conhecimento relativo a temática formação de professores (inicial e continuada) na perspectiva do professor reflexivo e pesquisador nas dissertações e teses defendidas no período de 2014 a 2018 no Programa de Pós-Graduação em Educação – PPGE – da Faculdade de Educação – FACED - da Universidade Federal do Amazonas - UFAM. O trabalho foi inspirado a partir da preocupação da relação entre reflexão, pesquisa e prática docente durante aulas na disciplina Formação do Educador: Tendências, Perspectivas e Novas Abordagens Obrigatória, da linha de pesquisa Formação e Práxis do Educador Frente aos Desafios Amazônicos, já que o Programa tem como foco principal a formação e qualificação dos profissionais para o exercício do magistério e da pesquisa. Consistiu em pesquisa documental, adotando-se uma abordagem qualitativa, cujos dados para o levantamento e análises, utilizou-se o Catálogo de Teses da Capes que contém os resumos das 99 dissertações e teses que foram inventariados na área da Educação nos últimos cinco anos. Os resultados demonstram que um quinto das produções acadêmicas do PPGE/UFAM abordam a temática da formação de professores, porém não havendo nenhum destaque para as dimensões epistemológicas dos conceitos professor reflexivo e pesquisador. Como sugestões, destacamos a possibilidade de que aprofundamento epistemológicos dos conceitos de professor reflexivo e pesquisador sejam presentes nas futuras produções acadêmicas. Palavras-chave: Formação de Professores. Professor Reflexivo. Professor Pesquisador. UFAM. AbstractThis article presents the result of the State of Knowledge investigation on the theme of teacher education (initial and continuing) from the perspective of reflective teacher and researcher in dissertations and theses defended from 2014 to 2018 in the Graduate Program in Education - PPGE. - Faculty of Education - FACED - Federal University of Amazonas - UFAM. This paper was inspired from the concern of the relationship between reflection, research and teaching practice during classes in the Educator Training: Trends, Perspectives and New Approaches subject, from the Educator Training and Praxis research line in front of the Amazon Challenges, since the Program focuses on the training and qualification of professionals for teaching and research. It consisted of documentary research, adopting a qualitative approach, whose data for the survey and analysis, we used the Capes Thesis Catalog that contains the summaries of 99 dissertations and theses that were inventoried in the area of Education in the last five years. The results show that one fifth of the academic productions of PPGE / UFAM address the theme of teacher education, but there is no emphasis on the epistemological dimensions of the concepts reflective teacher and researcher. As suggestions, we highlight the possibility that epistemological deepening of the concepts of reflective teacher and researcher may be present in future academic productions. Keywords: Teacher Training. Reflective Teacher. Researcher Teacher. UFAM.

scholarly journals The Denial of the Personal, the Preservation of the Status Quo in Teacher Education

2006 ◽  
Vol 2 (2) ◽  
Author(s):  
Ardra Cole
Keyword(s):  
Teacher Education ◽  
Teacher Learning ◽  
Teaching Practice ◽  
Personal History ◽  
Major Focus ◽  
Learning And Teaching ◽  
Curriculum And Pedagogy ◽  
The Status ◽  
The Relationship ◽  
Reflexive Inquiry

This paper presents two stories of learning and teaching. Through the stories, the author explores the relationship between personal history-based learning and teaching practice and advocates a process of reflexive inquiry for teacher learning and teacher education. A major focus is on how a curriculum and pedagogy of reflexive inquiry can transform, deepen and broaden conceptions of teacher education as well as make a difference in how teachers see and express themselves in educational contexts. The author also describes the meanings and implications of a personal history pedagogy for teacher education institutions as well as the contextual changes required for such transformative practices to be adopted.

scholarly journals Exploring the Relationship between Self-Regulated Learning and Reflection in Teacher Education

2013 ◽  
Vol 9 (1) ◽  
Author(s):  
Dawn C Buzza ◽  
Donna Kotsopoulos ◽  
Julie Mueller ◽  
Megan Johnston
Keyword(s):  
Teacher Education ◽  
Reflective Practice ◽  
Classroom Environment ◽  
Teaching Practice ◽  
Metacognitive Skills ◽  
Adaptive Expertise ◽  
Self Regulated Learning ◽  
Teacher Education Candidates ◽  
Regulated Learning ◽  
The Relationship

Literature on teacher learning has shown links between being a self-regulated learner, reflecting effectively on one’s own practice, and being described as an “adaptive expert”. For instance, the metacognitive skills needed for effective reflection on teaching practice are seen as critically important to developing adaptive expertise in the context of the highly complex classroom environment. Similarly, self-regulated learning is often defined, at least in part, in terms of using metacognitive skill to adapt one’s approach to complex learning situations or problems. Although there is rich literature on reflective practice in teacher education, less is known about measuring teachers’ self-regulated learning or the relationship between self-regulated learning and teacher reflections. This research examines reflective practice and self-regulated learning through pre-service teachers’ written reflections. The study makes a novel adaptation of a rubric designed to evaluate teacher education candidates’ reflections to measure self-regulated learning. Findings suggest that the rubric could also be useful in understanding the self-regulated practices of teacher education candidates.

A Meta-Analysis of Interviews and Cognitive Ability

2013 ◽  
Vol 12 (4) ◽  
pp. 157-169 ◽  
Author(s):  
Philip L. Roth ◽  
Allen I. Huffcutt
Keyword(s):  
Cognitive Ability ◽  
Meta Analysis ◽  
Incremental Validity ◽  
Employment Interviews ◽  
Moderator Analysis ◽  
The Future ◽  
Research Questions ◽  
Meta Analyses ◽  
The Relationship

The topic of what interviews measure has received a great deal of attention over the years. One line of research has investigated the relationship between interviews and the construct of cognitive ability. A previous meta-analysis reported an overall corrected correlation of .40 ( Huffcutt, Roth, & McDaniel, 1996 ). A more recent meta-analysis reported a noticeably lower corrected correlation of .27 ( Berry, Sackett, & Landers, 2007 ). After reviewing both meta-analyses, it appears that the two studies posed different research questions. Further, there were a number of coding judgments in Berry et al. that merit review, and there was no moderator analysis for educational versus employment interviews. As a result, we reanalyzed the work by Berry et al. and found a corrected correlation of .42 for employment interviews (.15 higher than Berry et al., a 56% increase). Further, educational interviews were associated with a corrected correlation of .21, supporting their influence as a moderator. We suggest a better estimate of the correlation between employment interviews and cognitive ability is .42, and this takes us “back to the future” in that the better overall estimate of the employment interviews – cognitive ability relationship is roughly .40. This difference has implications for what is being measured by interviews and their incremental validity.

Using the alveograph in developing requirements for the quality of flour for wafer sheet production

2020 ◽  
Vol 29 (12) ◽  
pp. 52-58
Author(s):  
E.P. Meleshkina ◽  
◽  
S.N. Kolomiets ◽  
A.S. Cheskidova ◽  
◽  
...  
Keyword(s):  
Rheological Properties ◽  
Quality Indicators ◽  
Wheat Flour ◽  
Mathematical Statistics ◽  
Intended Purpose ◽  
The Future ◽  
Relationship Of ◽  
The Relationship

Objectively and reliably determined indicators of rheological properties of the dough were identified using the alveograph device to create a system of classifications of wheat and flour from it for the intended purpose in the future. The analysis of the relationship of standardized quality indicators, as well as newly developed indicators for identifying them, differentiating the quality of wheat flour for the intended purpose, i.e. for finished products. To do this, we use mathematical statistics methods.

Editor’s Pick: Regulatory and Ethical Issues in the New Era of Radiomics and Radiogenomics

EMJ Radiology ◽  
2020 ◽  
Author(s):  
Filippo Pesapane
Keyword(s):  
Ethical Issues ◽  
Medical Images ◽  
Practical Significance ◽  
Innovative Technology ◽  
New Era ◽  
Naked Eye ◽  
Disease Characteristics ◽  
The Future ◽  
Using Data ◽  
The Relationship

Radiomics is a science that investigates a large number of features from medical images using data-characterisation algorithms, with the aim to analyse disease characteristics that are indistinguishable to the naked eye. Radiogenomics attempts to establish and examine the relationship between tumour genomic characteristics and their radiologic appearance. Although there is certainly a lot to learn from these relationships, one could ask the question: what is the practical significance of radiogenomic discoveries? This increasing interest in such applications inevitably raises numerous legal and ethical questions. In an environment such as the technology field, which changes quickly and unpredictably, regulations need to be timely in order to be relevant.  In this paper, issues that must be solved to make the future applications of this innovative technology safe and useful are analysed.

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