scholarly journals O Plano Nacional de Formação de Professores – PARFOR: um espaço para a profissionalização docente / The National Plan for Teacher Training - PARFOR: a space for teacher professionalization

2021 ◽  
Vol 7 (11) ◽  
pp. 106531-106542
Author(s):  
Gleidi Van dos Santos ◽  
Débora Araújo Leal
Keyword(s):  
Teacher Training ◽  
National Plan ◽  
Teacher Professionalization

scholarly journals As condições de formação do professor-discente do PARFOR na Bahia

Horizontes ◽  
2015 ◽  
Vol 33 (1) ◽  
Author(s):  
Leila Pio Mororo ◽  
Maria Elizabete Souza Couto
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Federal Agencies ◽  
Public Higher Education ◽  
National Plan ◽  
Structured Interviews ◽  
Teacher Student ◽  
Service Training ◽  
Training Policy ◽  
The Relationship

ResumoEste artigo discute a relação entre a formação em serviço e as condições de formação dos professores-discentes dos cursos do Plano Nacional de Formação de Professores – PARFOR. Baseia-se em resultados de pesquisa cujo objetivo foi o de avaliar a implantação e o desenvolvimento do PARFOR na Bahia. A pesquisa utilizou instrumentos de coleta de dados como a análise dos documentos produzidos nas diversas instâncias responsáveis pela estruturação da política estadual de formação de professores e a realização de entrevistas semi-estruturadascom os coordenadores institucionais do PARFOR nas instituições públicas de ensino superior - IPES. Dentre os resultados destacam-se a ausência de uma política de formação que se efetive a partir do regime de colaboração entre os entes federados (como propõe a legislação pertinente), recaindo totalmente sobre os professores o ônus de sua formação; e há no interior das IPES uma dualidade de modelos de formação.Palavras-chave: PARFOR; política de formação de professores; formação em serviço; trabalho docente.  Conditions of formation of “PARFOR's” teacher-student in Bahia AbstractThis article discusses the relationship between in-service training and the training of teachers-students of the courses of the National Plan for Teacher Education - PARFOR. It is based on research results whose aim was to evaluate the implementation and development of PARFOR in Bahia. The research used the data collection instruments and the analysis of the documents produced in the various instances responsible for structuring the state policy of teacher training and conducting semi-structured interviews with institutional coordinators PARFOR in public higher education institutions - IPES. Among the results is highlighted the absence of a training policy which becomes effective from the regime of collaboration among federal agencies (as is proposedin the relevant legislation), totally falling upon teachers the burden of his training, and what's inside IPES of a duality of training models.Key-Words: PARFOR; teacher training policy; in-service training; teaching.

scholarly journals Towards teacher professionalization for inclusive education: Reflections from the perspective of a socio-cultural approach

2020 ◽  
Vol 8 (1) ◽  
pp. 26-47
Author(s):  
Francesco Arcidiacono ◽  
Aleksandar Baucal
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Inclusive Education ◽  
Specific Model ◽  
Potential Contribution ◽  
Teacher Professionalization ◽  
Cultural Approach ◽  
Special Needs Education ◽  
The Status ◽  
Developmental Opportunities

In this paper, we reflect on teacher education and professionalization from the perspective of a socio-cultural approach. The goal is to have a greater understanding of some controversies, challenges and complexities related to the implementation of inclusion and to connect it to teacher education and professionalization. Firstly, we discuss key assumptions of a socio-cultural approach, as a theoretical framework for reflecting on teacher training and professionalization and the implementation of inclusive education. Next, we present some international principles and values that constitute the normative framework for inclusive education. This is used as a basis for defining competencies and practices that are necessary to ensure adequate learning and developmental opportunities at school. Finally, we present a specific model of teacher training to highlight the potential contribution of a socio-cultural approach in considering the status and role of inclusion and special needs education.

scholarly journals A universitarização dos cursos de formação inicial de professores da educação básica... / The universitization of initial training courses of basic education teachers...

2017 ◽  
Vol 7 (2) ◽  
pp. 82
Author(s):  
Danielle Aparecida dos Reis
Keyword(s):  
Teacher Training ◽  
Professional Training ◽  
Basic Education ◽  
Practical Knowledge ◽  
Initial Training ◽  
Initial Teacher Training ◽  
Teacher Professionalization ◽  
Training Courses ◽  
Theoretical Reflection ◽  
Do So

Este é um trabalho resultante de uma reflexão teórica que visa identificar os limites e as possibilidades oferecidos pela universitarização dos cursos de formação inicial de professores para a profissionalização docente, além de pontuar e analisar as alternativas propostas para a superação das possíveis limitações identificadas. Para tanto, foi realizada uma pesquisa bibliográfica a fim de reunir as diferentes considerações de autores da área e que discorrem sobre esse tema. Conclui-se que, embora a universitarização tenha assegurado aos professores uma formação embasada em conhecimentos científicos e tenha incentivado a pesquisa no âmbito do ensino, os conhecimentos práticos da docência têm sido desvalorizados, limitando a aproximação dos professores em formação do cotidiano escolar, aspecto que é considerado essencial para a formação profissional do docente. Nesse sentido, destaca-se a necessidade de que esses cursos sejam reformulados, a fim de que essa deficiência seja eliminada.Palavras-chave: Profissionalização docente; Universitarização; Formação inicial de professores. ABSTRACT: This is a work resulting from a theoretical reflection that aims to identify the limits and possibilities offered by the universitization of the courses of initial teacher training for teacher professionalization, as well as to punctuate and analyze the proposed alternatives to overcome the possible limitations identified. In order to do so, a bibliographical research was carried out in order to gather the different considerations of authors of the area and to discuss this topic. It is concluded that, although universitization has assured teachers a training based on scientific knowledge and has stimulated research in the field of teaching, the practical knowledge of teaching has been devalued, limiting the approximation of teachers in daily school education, which Is considered essential for the professional training of teachers. In this sense, it is important to emphasize the need for these courses to be reformulated in order to eliminate this deficiency.Keywords: Thearcher`s Professionalization; Universitization; Initial teacher training.

Teacher training in graduate endodontic programs

1981 ◽  
Vol 45 (9) ◽  
pp. 591-592
Author(s):  
W Burrell ◽  
MM Lee
Keyword(s):  
Teacher Training

Effect of Teacher Training Sessions on Listener Perception of Voice Disorders

1985 ◽  
Vol 16 (1) ◽  
pp. 25-28 ◽  
Author(s):  
Nicholas J. DeGregorio ◽  
Nancy Gross Polow
Keyword(s):  
Teacher Training ◽  
School System ◽  
Voice Disorders ◽  
Future Research ◽  
Speech Language Pathologists ◽  
Speech Language Pathologist ◽  
Bergen County ◽  
Experimental Group

The present study was designed to investigate the effect of teacher training sessions on listener perception of voice disorders. Three ASHA certified speech-language pathologists provided the criteria mean. Thirty randomly selected teachers from a Bergen County school system, randomly placed into two groups, served as subjects. The experimental group received three training sessions on consecutive weeks. Three weeks after the end of training, both groups were given a posttest. Listener perception scores were significantly higher for the experimental group. The implications of these results for in-service workshops, teacher/speech-language pathologist interaction and future research are discussed.

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