A transposição didática como eixo transformador e orientador do processo de aprendizagem no ensino de matemática na formação inicial e continuada de professores / Didactic transposition as a transforming and guiding axis of the learning process in the teaching of mathematics in initial and continuing education of teachers

2021 ◽  
Vol 7 (8) ◽  
pp. 79759-79769
Author(s):  
Valdir Carlos da Silva ◽  
Cláudio Márcio Ribeiro Magalhães
Keyword(s):  
Continuing Education ◽  
Learning Process ◽  
Didactic Transposition ◽  
Teaching Of Mathematics

scholarly journals ՀՀ ՔԿՀ-ՆԵՐՈՒՄ ԴԱՏԱՊԱՐՏՅԱԼՆԵՐԻ ԸՆԿԱԼՈՒՄՆԵՐԸ ԿՐԹՈՒԹՅԱՆ ՎԵՐԱԲԵՐՅԱԼ / CONVICTS’ PERCEPTIONS OF EDUCATION IN PENITENTIARY INSTITUTIONS OF RA

2021 ◽  
pp. 23-30
Author(s):  
MISHA TADEVOSYAN
Keyword(s):  
Continuing Education ◽  
Learning Process ◽  
Point Of View ◽  
Attitudes And Beliefs ◽  
Right To Education ◽  
Personal Attitude ◽  
The Republic ◽  
Perceptions Of Education ◽  
The Right

The developments of the penitentiary system and the ever-growing needs for humanization in this area pose a number of new tasks to penitentiary institutions, which are generally aimed at creating conditions for acquiring skills for the offenders’ resocialization. This requirement includes guarantees for the realization of the right to education in the penitentiary system and the provision of continuing education. From this point of view, it is also necessary to study the personal attitude of convicts towards education. Accordingly, this article presents some of the results of the author's research conducted in the penitentiary institutions of the Republic of Armenia. The results relate to attitudes and beliefs about education in two main areas (learning purpose and attitudes, learning process and courses)

Transforming Continuing Healthcare Education with E-Learning 2.0

2011 ◽  
pp. 2125-2144
Author(s):  
Rajani S. Sadasivam ◽  
Katie M. Crenshaw ◽  
Michael J. Schoen ◽  
Raju V. Datla
Keyword(s):  
Continuing Education ◽  
Conceptual Framework ◽  
Learning Process ◽  
Structured Learning ◽  
Disruptive Technologies ◽  
Educational Challenges ◽  
Static Information ◽  
E Learning ◽  
Fundamental Shift ◽  
Academic Group

The e-learning 2.0 transformation of continuing education of healthcare professionals (CE/CME) will be characterized by a fundamental shift from the delivery of static information online to a seamless, digital operation in which all users have the ability to access, create, and share knowledge in a multidimensional, instantaneous, collaborative, and interactive manner. This transformation will be disruptive, blurring existing boundaries between CE/CME professionals, content experts, and student learners, and modifying the traditional structured learning process to a more informal one. While the opportunities are unlimited, the transformation will present not only technology challenges but also social and educational challenges. Recent experiences with similar disruptive technologies show that a meaningful transformation can be achieved only if the application of technology is accompanied by strategic operational changes. This chapter offers a conceptual framework to guide CE/CME professionals interested in transforming their operations with new e-learning 2.0 technologies. Employing several usage scenarios, a new e-learning 2.0-based model of CE/CME operation is introduced. We also present several examples of approaches adopted by our academic group to address the various challenges discussed in this chapter.

scholarly journals Um estudo sobre o trabalho com resolução de problemas após um curso de formação continuada em Matemática com professores dos anos iniciais do Ensino Fundamental / A Study about Work with Problem Solving after a Course of Continuing Education in Mathematics with Teachers of the Early Years of Elementary School

2015 ◽  
Vol 2 (1) ◽  
Author(s):  
Giovana Pereira Sander ◽  
Nelson Antonio Pirola
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Continuing Education ◽  
Sao Paulo ◽  
Early Years ◽  
Teaching Mathematics ◽  
São Paulo ◽  
Problem Situations ◽  
Teaching Of Mathematics ◽  
Concrete Materials

ABSTRACTThis research aimed to investigate the practice of teaching mathematics through problem solving after the completion of the course of the continuing education of Pró-Letramento program. 458 persons participated of the program and they are teachers of the early years of elementary school from districts of the state of São Paulo / Brazil. The instruments used were a questionnaire about possible reflections offered by the course as the teaching of mathematics and recordings of three classes of four teachers of Mathematics. The data indicate that the course contributed to the practice of these teachers regarding the methodology of teaching mathematics, using concrete materials and games; and understanding of the content. In relation to work with problem solving, it was something with little presence in their speech. During the monitoring of lessons was observed that the problem situations are used for the application of previously learned algorithms. Although the course emphasize on teaching mathematical content through problem solving, having a specific time for discussions on this topic, teachers work with problems after the explanation of content, then characterizing it as exercise.RESUMOA presente pesquisa teve como objetivo investigar a prática de ensino da Matemática por meio da resolução de problemas após a realização do curso do programa de formação continuada do Pró-Letramento. Participaram 458 cursistas do programa que são professores dos anos iniciais do Ensino Fundamental de municípios do estado de São Paulo/Brasil. Os instrumentos utilizados foram um questionário sobre as possíveis reflexões propiciadas pelo curso quanto ao ensino da Matemática e gravações de três aulas de Matemática de 4 professores. Os dados apontam que o curso contribuiu com a prática desses professores quanto à metodologia de ensino da Matemática, utilizando materiais concretos e jogos; e à compreensão dos conteúdos. Já o trabalho com a resolução de problemas foi algo pouco presente em suas falas. Durante o acompanhamento das aulas foi possível observar que as situações problema são utilizadas para a aplicação de algoritmos anteriormente aprendidos. Apesar de o curso salientar sobre o ensino de conteúdos matemáticos através da resolução de problemas, tendo um momento específico para discussões sobre essa temática, os professores trabalham com problemas após a explicação de um conteúdo, caracterizando-o, então, como exercícios. Contato principal: [email protected]

scholarly journals Socio-psychological Characteristics of the Involvement of Students in Continuing Education at Different Stages of the Learning Process

2018 ◽  
Vol 10 (3) ◽  
pp. 37-45
Author(s):  
N.V. Kiseleva
Keyword(s):  
College Students ◽  
Continuing Education ◽  
Learning Process ◽  
Psychological Characteristics ◽  
Post Graduate ◽  
Education Professional ◽  
To Come ◽  
Additional Education ◽  
Structure Patterns ◽  
Education Process

The article presents a substantive analysis of structure patterns of the students’ continuing education process throughout different stages: college, bachelor, master, post-graduate, additional education (professional retraining programs). The structure of engagement is described, including cognitive, affective, behavioral, motivational and value components. Each component has been measured by five indicators. The study covers 593 respondents, including college students, bachelor, master or post-graduate, retraining programs. The article reveals the results of substantive analysis. Coherence (integration), divergence (differentiation) of structures, degree of organization of structure patterns for different groups of students are determined; the most significant components of involvement for each group are identified. The results of the research allowed to come to the following conclusion: the differences between the structural patterns of students’ involvement throughout different stages of education are substantial and multiple.

Ensuring Continuity in the Independent Work of Students

2018 ◽  
Vol 6 (1) ◽  
pp. 13-15
Author(s):  
Д. Кожалиева ◽  
D. Kozhalieva
Keyword(s):  
Learning Process ◽  
Second Generation ◽  
School Education ◽  
Ministry Of Education ◽  
Self Development ◽  
Teaching Of Mathematics ◽  
Independent Work

The article analyzes the importance, relevance of self-education, self-development in connection with the fact that the approved by the Ministry of Education and Science of the Kyrgyz RepublicState standard of school education of the second generation applies new requirements to students and teachers. In recent years, more attention is paid to the independent work of students in the learning process, in particular in the teaching of mathematics.

scholarly journals Program Bimbingan Belajar bagi Siswa Sekolah Dasar pada Masa Pandemi Covid-19 di Desa Paling Serumpun

2021 ◽  
Vol 2 (3) ◽  
Author(s):  
Iin Saltifa ◽  
Eline Yanty Putri Nasution
Keyword(s):  
Continuing Education ◽  
Community Service ◽  
Learning Process ◽  
Learning Activities ◽  
Ministry Of Education ◽  
School Students ◽  
Face To Face ◽  
Tutoring Program ◽  
The Face ◽  
Smart House

Bimbingan belajar dari rumah sangat diperlukan pada saat ini terlebih di masa pandemi covid-19, dimana semua kegiatan pembelajaran dilaksanakan secara daring. Kemendikbud menerbitkan peraturan agar semua kegiatan pembelajaran dilakukan di sekolah diganti dengan pembelajaran dari rumah masing-masing siswa. Pada proses pembelajaran dari rumah siswa membutuhkan bimbingan dari orang tua maupun walinya untuk mendampingi siswa dalam belajar. Bimbingan belajar yang dilakukan oleh mahasiswa KKN DR-BPM di tahun 2021 ini adalah bentuk pengabdian masyarakat dalam membantu siswa yang kesulitan dan memiliki kendala dalam proses belajar dari rumah pada masa pandemi covid-19 ini. Metode yang digunakan dalam pelaksanaan bimbingan belajar ini yaitu metode ceramah dan diskusi secara face to face dengan menggunakan pendekatan pendampingan dan pendidikan berkelanjutan. Program bimbingan belajar yang dilaksanakan memberikan peningkatan pengetahuan bagi peserta didik yang mengalami kesulitan dalam proses belajar secara daring. ABSTRACT Tutoring learning from home is very necessary at this time, especially during the covid-19 pandemic, where all learning activities are carried out online. The Ministry of Education and Culture issues regulations so that all learning activities carried out in schools are replaced with learning from each student's home. In the learning process from home, students need guidance from their parents and guardians to assist students in learning. Through the "Smart House" tutoring conducted by DR-BPM KKN students in 2021 as a form of community service, they can help students who have difficulties and have obstacles in the learning process from home during this covid-19 pandemic. The method used in the implementation of this tutoring is the face to face method and uses a mentoring and continuing education approach. The tutoring program implemented provides increased knowledge for students who have difficulty in the online learning process. KEYWORDS Tutoring, Elementary School Students, Covid-19 Pandemic

scholarly journals Cartilhas parasitológicas: A importancia da transposição didática no processo de ensino aprendizagem / Parasitological booklets: The importance of didactic transposition in the teaching learning process

2021 ◽  
Vol 7 (9) ◽  
pp. 93425-93434
Author(s):  
Priscila Campos Santos ◽  
Francimayre Aparecida Pereira De Jesus ◽  
Giovani Spinola De Carvalho ◽  
Natasha Rayane De Oliveira Lima
Keyword(s):  
Learning Process ◽  
Didactic Transposition ◽  
Teaching Learning

scholarly journals Virtual Communities and their Importance for Informal Learning

2007 ◽  
Vol 2 (1) ◽  
pp. 39 ◽  
Author(s):  
Antonios Andreatos
Keyword(s):  
Continuing Education ◽  
Informal Learning ◽  
Case Studies ◽  
21St Century ◽  
Learning Process ◽  
Virtual Communities ◽  
The Internet

This paper deals with the concept of informal learning in virtual communities on the Internet. Initially we discuss the need for continuing education and its relation with informal learning. Virtual communities are next defined and then compared to real communities. Case studies are employed, focused on some specific kinds of virtual communities. We examine how they operate, how their members interact, what values they share and what kind of knowledge they gather. The learning process within virtual communities is then examined. We look at the kind of information and knowledge available in some particular virtual communities, and comment on its organisation. Next, the learning process of virtual communities is compared to that of Open Universities. Finally, we claim that the participation in virtual communities is not only a form of continuing education but also a contribution towards the multiliteracies needed for working as well as living in the 21st century.

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