scholarly journals LOS LÍMITES DE LOS CUERPOS EN EL AULA: UNA DIALÉCTICA ENTRE LA FORMACIÓN DOCENTE Y LA ESCUELA SECUNDARIA

Professare ◽  
2018 ◽  
Vol 7 (1) ◽  
pp. 41 ◽  
Author(s):  
Valeria Sardi
Keyword(s):  
Teacher Training ◽  
Student Teaching ◽  
Classroom Environment ◽  
School Context ◽  
The Body ◽  
Training Course ◽  
Palabras Clave ◽  
Teachers And Students ◽  
First Moment ◽  
The University

<p class="resumoabstract">La residencia docente en el Profesorado en Letras universitario se presenta como una instancia de intervención en escuelas secundarias donde la dimensión de los cuerpos y las corporalidades se escenifica dando cuenta de experiencias corporales diversas que, en algunos casos, entran en tensión en el territorio del aula. Es allí donde aparece la pregunta acerca del cuerpo y sus límites, de las formas de vincularse con el cuerpo propio y con los cuerpos de los otros/as.En este artículo nos proponemos analizar –a partir de registros de clase y entrevistas de profesores/as en formación- cómo al momento de entrada en la escuela, los/as profesores/as en formación toman conciencia de su cuerpo sexuado en relación con los cuerpos de los/as estudiantes. Y es ahí, en ese vínculo tensionado donde, como señala Rella (2004), se escenifica el cuerpo en tanto “límite y lo que lo excede, confín y lo que está más allá” (12). Asimismo, en tanto juego dialéctico, los cuerpos de docentes y estudiantes se mueven midiendo el espacio y la relación con los demás cuerpos (RELLA, 2004); en ese territorio se muestran los cuerpos docentes plegados sobre sí mismos – a veces, atravesados por la vergüenza- y los cuerpos festivos (DIEZ, 2010) de los/as jóvenes estudiantes.</p><p class="resumoabstract"><strong>Palabras-clave</strong>: Residencia docente. Cuerpos. Contexto escolar.</p><h3>ABSTRACT</h3><p class="resumoabstract">Student teaching at the university Language and Literature Teacher Training Course stands as an example of the intervention there is in secondary schools, in which the dimension of the bodies and of corporealities is staged, thus acknowledging diverse bodily experiences, which, in some cases, come into tension in the classroom environment. It is in the early teacher training course, where there raises the question about the body ant its boundaries, about the way to connect to one’s body and with the bodies of others. In this article we set out to analyze –from class records and interviews to teachers-in-training– how it is that, ever since the first moment they enter the school, the teachers-in-training become aware of their sexed body in relation to the students’ bodies. And it is there, in that tensed connection, where, as Rella (2004) points out, the body becomes staged inasmuch as it is “a boundary and what exceeds that boundary, an edge and what is beyond it”<a title="" href="https://d.docs.live.net/2a02ec9296c4390c/UNIARP/Revistas%20Cientificas/Professare/2018v7n1/final/PROFESSARE_V.7_N.1_15_2018.docx#_ftn1">[1]</a> (12). Additionally, as a dialectic game, the bodies of teachers and students move measuring the space and their relation to the other bodies (RELLA, 2004); in this territory, the teachers’ bodies are shown folded upon themselves –sometimes experiencing embarrassment– before the young students’ festive bodies (DIEZ, 2010).</p><p class="resumoabstract"><strong>Keywords</strong>: Teacher training. Bodies. School context.</p><div><br clear="all" /><hr align="left" size="1" width="33%" /><div><p class="Textodenotaderodap1"><a title="" href="https://d.docs.live.net/2a02ec9296c4390c/UNIARP/Revistas%20Cientificas/Professare/2018v7n1/final/PROFESSARE_V.7_N.1_15_2018.docx#_ftnref1">[1]</a> Todas las traducciones de las citas son nuestras.</p></div></div>

scholarly journals Who is we? Attending to similarity and difference as discourse praxis in the university classroom

2020 ◽  
Vol 2 (1) ◽  
pp. 11-27
Author(s):  
Collective on Praxis in Health Sciences Education
Keyword(s):  
Student Teaching ◽  
Teaching Assistants ◽  
Pedagogical Practice ◽  
Collaborative Partnership ◽  
Starting Point ◽  
Dominant Ideologies ◽  
Teachers And Students ◽  
Gender And Health ◽  
Similarity And Difference ◽  
The University

The word we evokes ideas of both belongingness and non-belongingness through its ability to create constellations of solidarity and exclusion. In education, its use has the power to draw invisible yet substantial lines between dominant and counter-hegemonic ideologies—and teachers and students—in ways that dynamically influence the operation of power between actors. Reflections emerging from a collaborative partnership between a student, teaching assistants, and professor during an undergraduate course on sex/gender and health revealed significant opportunities for critical pedagogical practice around we. This paper analyzes how we and related terms (like they, us, them, etc.) function in the higher education classroom and offers our analysis into the possibilities of using we as a starting point for anti-oppressive and reflexive educational praxis. Ultimately, we contend that we has the potential to work as an intervention countering dominant ideologies and normative assumptions operating in the classroom.

scholarly journals Primary Education Teacher Training: an exploratory study from the lockdown towards the post Covid period

2021 ◽  
Vol 21 (3) ◽  
pp. 150-164
Author(s):  
Eugenia Di Barbora ◽  
Lucia Bragatto ◽  
Lucia Locuoco ◽  
Daniela Paci ◽  
Maura Tavano
Keyword(s):  
Teacher Training ◽  
Primary Education ◽  
Classroom Environment ◽  
Exploratory Study ◽  
Virtual Learning Environment ◽  
Online Questionnaire ◽  
Use Of Technology ◽  
Formed Part ◽  
The University ◽  
The Impact

This exploratory study, conducted during the first Covid-19 lockdown, formed part of the practical module of the Teacher Training in Primary Education course at the University of Udine, and was carried out on a sample of trainees enrolled on the course. The research had the following objectives: to understand the effects of the Covid-19 lockdown on trainees and to reflect on the impact on planning of teaching in a traditional classroom environment or in VLE, Virtual Learning Environment. In order to improve the practical components of the course, observations focused on organizational, methodological and pedagogical aspects. The data, gathered in an online questionnaire, provided a comparison of teacher training delivered in person in the pre-Covid period and in later training online. The data also provided information on the strengths and weaknesses of classroom and distance learning, on the use of technology and on the professional development of teachers in the future. The study found a multitude of issues that will need to be further explored in the post Covid period, including rethinking models and approaches in initial teacher training.    Tirocinio di Scienze della Formazione Primaria: uno studio esplorativo nel primo lockdown per Covid.   Il presente studio esplorativo è stato promosso, durante il primo lockdown per Covid-19, all’interno del Tirocinio del Corso di Studi in Scienze della Formazione Primaria dell’Università di Udine su un campione di studenti iscritti al tirocinio. La ricerca esplorativa ha avuto come obiettivi: comprendere le ricadute nei tirocinanti conseguenti allo stato di emergenza e riflettere sulla didattica in presenza e a distanza sui piani organizzativo, metodologico e pedagogico per potenziare l’offerta formativa del tirocinio. I dati, desunti da un questionario online, hanno permesso un confronto sul tirocinio in presenza nel periodo pre-Covid e successivamente svolto in DaD. I dati hanno fornito anche risultati su punti di forza e criticità della didattica in presenza e a distanza, sull’uso delle tecnologie e sulla professionalità docente futura. Lo studio ha inoltre rilevato una molteplicità di aspetti che andranno ulteriormente approfonditi per il periodo post Covid-19, tra cui il ripensamento di modelli ed approcci nella formazione iniziale degli insegnanti.

scholarly journals Problems in Creating Conducive Classroom Environment in Teacher Training Institutes

2017 ◽  
pp. 52-62
Author(s):  
Nadeem Khan Et al.,
Keyword(s):  
Teacher Training ◽  
Classroom Environment ◽  
Group Work ◽  
Research University ◽  
Good Relationship ◽  
Related Literature ◽  
Organization And Management ◽  
Teachers And Students ◽  
Strongly Agree ◽  
Good Organization

The present study was designed to investigate the problems in creating a conducive classroom environment in teacher training institutes. The main objective of the study was to pinpoint the perceptions of teachers and students in creating conducive classroom environment. Teachers and students of the Institute of Education and Research, University of Peshawar were taken as population for conducting the research. Ten students each from different semesters and M.Ed were selected randomly as a sample. Similarly, 10 teachers teaching at the institute were also selected as a sample. So, 50 students and ten teachers constituted the sample size of the study. The questionnaire was prepared by a thorough study of the review of the related literature and mutual discussion among the experts. The strongly agree and agree were converted into agreeing, whereas, disagree and strongly disagree were changed into disagreeing. The data were tabulated and then analyzed through percentages. The main conclusions of the study are: Disrespect in the classroom leads to frustration, the climate of the classroom needs to be conducive, there should be no noise and interference, and teacher should value the language in the classroom and that there should be a proper methodology and use of A.V Aids in the classroom. The study recommended that the classroom can be made free of emotional frustration for the students as well as the teachers, good organization and management in the classroom is necessary for conducive learning environment, the classroom may be suitable for group work and activities, workshops and seminars can be arranged for the teachers and that there may be good relationship among the teachers and students.

scholarly journals La orientación educativa y la elección de la carrera universitaria de los estudiantes de bachillerato

2017 ◽  
Vol 2 (9) ◽  
Author(s):  
Leonor Alexandra Rodríguez Álava ◽  
Gabriela Somaira Acosta Santana ◽  
Carmen Azucena López Chica
Keyword(s):  
High School Students ◽  
Educational Psychology ◽  
Vocational Guidance ◽  
School Students ◽  
Educational Psychologist ◽  
Life Project ◽  
Palabras Clave ◽  
Teachers And Students ◽  
University Degree ◽  
The University

El artículo como parte de un proyecto de investigación, aborda el rol que desempeña el psicólogo educativo como orientador en la elección de la carrera universitaria  por  parte de los estudiantes de bachillerato en Ecuador, se plantea como objetivo el análisis de los aspectos que consideran los estudiantes al momento de elegir la carrera universitaria, así como los métodos y técnicas que los orientadores  utilizan para el efecto. Para la puesta en marcha de esta experiencia se encuestaron 166 estudiantes y 2 psicólogos de la Unidad Educativa Abdón Calderón; a través de los resultados arrojados se concluyó que los docentes y estudiantes limitan esta tarea en   el desarrollo de charlas y test psicométricos desaprovechando de esta manera la gama de actividades proyectivas que permiten junto a otras herramientas una elección no sólo de la carrera profesional sino de un futuro integral de la persona.  Palabras clave: orientación profesional, orientación vocacional, proyecto de vida, psicología educativa   Abstract The article as part of a research project addresses the role played by the educational psychologist as counselor in choosing the university degree by high school students in Ecuador, is presented as objective analysis of the aspects that consider students when choosing a university profesional degree as well as the methods and techniques used for the counselors and educational psychologist for this effect. For the implementation of this experience 166 students and 2 psychologists from educational unit Abdon Calderon were surveyed. Through the results we conclude that teachers and students limit this task in the development of conferences and psychometric tests missing the broad range of projective activities that allow with other tools a choice not only one profesional career but the integral formation of a person.  Keywords: Vocational guidance, vocational guidance, life project, educational psychology

scholarly journals "Infancias mediadas": narrativas visuales en la formación del profesorado

2020 ◽  
pp. 37
Author(s):  
Alfonso Carrasco ◽  
Carme Molet ◽  
Dànae Quiroz ◽  
Olga Bernad
Keyword(s):  
Teacher Training ◽  
Visual Narratives ◽  
Visual Arts Education ◽  
Teacher Identities ◽  
Palabras Clave ◽  
Critical Pedagogies ◽  
The Media ◽  
Faculty Of Education ◽  
Education Psychology ◽  
The University

Resumen: Este texto da cuenta del proyecto “Infancias mediadas”, un proyecto mixto de Investigación-acción y de Investigación educativa basada en las artes, llevado a cabo en la Facultad de Educación Psicología y Trabajo Social de la Universidad de Lleida. Su objetivo es incorporar los discursos y las mediaciones tecnológicas como contenidos educativos y, en concreto, explorar la utilización de narrativas visuales y de imágenes mediáticas en educación artística, en los diferentes grados de formación del profesorado de la FEPTS. Para ello indaga en las narrativas visuales realizadas por el alumnado de la Facultad: imágenes autobiográficas –en relación a sus propias experiencias mediáticas infantiles– y, así mismo, en la creación de contra-discursos visuales entorno al imaginario mediático. Se analiza la interconexión entre imágenes y textos, entre la creación y la interpretación, entre explorar las imágenes y mediaciones de la propia infancia y la interrelación con otras imágenes y tiempos. La investigación muestra las dificultades de pensar sobre nuestros roles como consumidoras de cultura visual en relación con la construcción de las identidades docentes; y constata la importancia de cuestionar algunos mitos y discursos sobre “la infancia”, a fin de asumir responsabilidad educativa hacia las diferentes infancias. En unos tiempos de hipervisibilidad mediática, esta investigación propone otras formas de construcción crítica de identidades docentes, relacionando las prácticas artísticas, las visualidades y las pedagogías críticas.  Palabras clave: Artes visuales; educación; formación del profesorado; investigación artística; influencias mediáticas; pedagogías críticas.  Abstract: This text recounts the project “Mediated childhoods”, a mixed action-research and arts-based educational research project, conducted at the Faculty of Education, Psychology and Social Work at the University of Lleida. Its aim is to incorporate technological discourses and mediations as educational content and, in particular, to explore the use of visual narratives and media images in art education in the various teacher training degrees of the FEPTS. To do so, it investigates the visual narratives created by the Faculty’s students: autobiographical images –in relation to their own childhood media experiences– and, at the same time, the creation of visual counter-discourses on the media imaginary. The interconnection between images and texts, between creation and interpretation, between exploring the images and mediations of one’s own childhood and the interrelationship with other images and times is analysed. The investigation reveals the difficulties of thinking about our roles as consumers of visual culture in relation to the construction of teacher identities; it demonstrates the importance of questioning certain myths and discourses about “childhood”, in order to take educational responsibility for different childhoods. In times of media hypervisibility, this investigation proposes other forms of critical construction of teacher identities, relating artistic practices, visual studies and critical pedagogies.   Keywords: visual arts; education; teacher training; arts research; media influences; critical pedagogies.

scholarly journals Evaluation Study Of Competencies Of Secondary School Teachers In Punjab In The Context Of Classroom Management

2009 ◽  
Vol 6 (7) ◽  
Author(s):  
Safia Saeed
Keyword(s):  
Teacher Training ◽  
Secondary School ◽  
Classroom Management ◽  
Classroom Environment ◽  
Secondary School Teachers ◽  
Management Skills ◽  
School Teachers ◽  
Teachers And Students ◽  
Training Institutions ◽  
Short Courses

There are so many characteristics and traits of personality and all the characteristics, qualities and competencies need training, grooming, improvement and development. The best classroom environment is one that results in efficient learning. Discipline involves employing guidance and teaching techniques to encourage students to become self-directive and therefore to create an atmosphere conducive to learning. Teachers are decision-makers as they manage the daily routines of their classrooms. Some teachers squeeze out every minute of learning possible. They are highly organized and well prepared, and they constantly think and plan ahead. This doesn’t mean that they create a cold classroom atmosphere where students feel unwelcome. Rather, they are warm and enthusiastic teachers who are simply well organized and equally well versed in teaching. The major objective of this study was as to investigate the problems of classroom management of the secondary school teachers in Punjab. The population of the study consisted of the heads of the teacher training institutions, teacher educators, heads of secondary schools, secondary school teachers, and students. The sample included randomly selected ten heads of teacher training institutions, 50 teacher trainers, 800 hundred heads of secondary schools, 4,000 secondary school teachers and 4,000 students. Four questionnaires (one each for heads, teacher trainers, teachers and students) were developed for collection of data. Data were collected, analyzed and interpreted in the light of objective by using the Chi- Square. It was concluded from the study that the majority of respondents agreed that secondary school teachers were aware of time management skills, kept the classroom environment conducive for learning, and improved the learning skills of the students by using different behavior modification techniques. The majority of respondents agreed that secondary school teachers were dealing with the students in a non-psychological way; it was the common areas in which secondary school teachers had weak competencies. For improving the classroom management skills, in-service short courses should be planned and attendance of secondary school teachers in such courses should be made obligatory. For maintaining the discipline in the class, teacher should be trained in such a way that they properly understand each and every method with its proper use in particular situations. Short courses, seminars and symposia should be organized on a regular basis to refresh the knowledge of working secondary teachers. Teachers should understand human, as well as educational, psychology and apply it in their teaching process in the classroom.

scholarly journals TECNOLOGIAS DIGITAIS NA EDUCAÇÃO TOCANTINENSE: uma análise da contribuição para o professor

2019 ◽  
Vol 5 (6) ◽  
pp. 507-528
Author(s):  
Maria José de Pinho ◽  
Deusirene Magalhães de Araújo
Keyword(s):  
Teacher Training ◽  
School Context ◽  
Digital Technologies ◽  
Teacher Autonomy ◽  
Digital Culture ◽  
Learning Networks ◽  
Digital Inclusion ◽  
Palabras Clave ◽  
Master Of Education

O artigo tem por objetivo analisar contribuições das tecnologias digitais para o professor tocantinense. Destaca as tecnologias na educação do Tocantins e a formação do professor como espaço de reflexão e autonomia docente. O artigo é parte da dissertação de Mestrado em Educação da Universidade Federal do Tocantins, intitulada contribuições do curso Redes de Aprendizagem do ProInfo, para construção de conceitos e autonomia de professores. Os resultados apontam que a inserção de tecnologias na educação do Tocantins, aliada a formação continuada Redes de Aprendizagem, contribuíra para a reflexão a sobre o contexto escolar atravessado pela cultura digital, inclusão digital e autonomia de professores, no uso de alguns recursos tecnológicos.   PALAVRAS-CHAVE: Tecnologias digitais; Tocantins; Formação de professor, autonomia.     ABSTRACT The article aims to analyze the contributions of digital technologies to the teacher from Tocantins. It emphasizes the technologies in the education of the Tocantins and the formation of the teacher as space of reflection and autonomy teaching. The article is part of the dissertation of Master of Education of the Federal University of Tocantins, titled contributions of the ProInfo Learning Networks course, for the construction of concepts and autonomy of teachers. The results point out that the insertion of technologies in the education of Tocantins, together with the continued formation of Learning Networks, contributed to the reflection on the school context crossed by digital culture, digital inclusion and teacher autonomy, in the use of some technological resources.   KEYWORDS: Digital technologies; Tocantins; Teacher training, autonomy.     RESUMEN El artículo tiene por objetivo analizar contribuciones de las tecnologías digitales para el profesor tocantinense. Destaca las tecnologías en la educación de Tocantins y la formación del profesor como espacio de reflexión y autonomía docente. El artículo es parte de la disertación de Maestría en Educación de la Universidad Federal de Tocantins, titulada contribuciones del curso Redes de Aprendizaje del ProInfo, para la construcción de conceptos y autonomía de profesores. Los resultados apuntan que la insersión de tecnologías en la educación de Tocantins, aliada a la formación continuada Redes de Aprendizaje, contribuyeron a la reflexión sobre el contexto escolar atravesado por la cultura digital, inclusión digital y autonomía de profesores, en el uso de algunos recursos tecnológicos.   PALABRAS CLAVE: Tecnologías digitales; Tocantins; Formación de professor: autonomía.  

scholarly journals Main Challenges of EMI at the UCLM: Teachers’ Perceptions on Language Proficiency, Training and Incentives

2021 ◽  
pp. 39
Author(s):  
Esther Nieto Moreno de Diezmas ◽  
Alicia Fernández Barrera
Keyword(s):  
Second Language Acquisition ◽  
Teacher Training ◽  
Language Proficiency ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
La Mancha ◽  
Training Plan ◽  
Teachers And Students ◽  
English Medium Instruction ◽  
The University

English-medium instruction (EMI) has become commonplace in Higher Education Institutions (HEIs) in Spain and in many other countries, being implemented as a strategy to increase the competitiveness and attractiveness of universities at the international level. The present article investigates the stances of lecturers involved in various internationalization programmes in regard to the challenges that EMI inception and implementation entails, such as language and content integration, English proficiency of teachers and students, teachers’ drives, teacher training needs and institutional support, among other issues. To gain a more comprehensive insight into the development of EMI, data were collected by means of semi-structured interviews with three separate groups of lecturers: (i) EMI practitioners, (ii) lecturers interested in EMI and (iii) lecturers from the Department of Modern Languages, experts in second language acquisition (SLA) and bilingual education. The results showed that the implementation of EMI at the University of Castilla-La Mancha (UCLM) is still in its infancy and there are several areas for improvement such as (i) the approval of a multilingual language policy that includes a specific and legally-binding protocol for lecturer recruitment and commitment in the programme, and (ii) the design of a more comprehensive teacher training plan offering accreditation to enter EMI and supporting effective implementation by means of in-service courses.

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