Percepções dos Estudantes Quanto às Práticas de Ensino-Aprendizagem Utilizadas pelo Professor da Educação Profissional e Tecnológica

Resumo: Esta pesquisa objetivou compreender a maneira como os estudantes percebem as práticas de ensino-aprendizagem utilizadas pelo professor no espaço escolar do curso técnico em zootecnia da modalidade sequencial do Instituto Federal Farroupilha (IFF). Tratou-se de uma pesquisa qualitativa, que foi realizada em 2010, por meio de entrevistas semiestruturadas com cinco estudantes entre 17 a 19 anos de idade. Na análise dos dados, observou-se que o conhecimento é transmitido mecanicamente, e o estudante predominantemente não é incentivado ao pensamento crítico, nem estimulado a buscar uma ação participativa nas aulas. Os recursos utilizados são preponderantemente expositivos e mais voltados à teoria; isso coloca o estudante na condição de expectador passivo e tende a não facilitar que este se aproprie de seu aprendizado. Por fim, entende-se que inexistência da inserção da educação dialógico-problematizadora e a falta de interação teórico-prático nas aulas por parte do professor podem influenciar de forma decisiva na aprendizagem dos alunos. Palavras-chave: Aprendizado. Aula. Mediador. Participação. Relação. PERCEPTIONS OF STUDENTS AS THE TEACHING-LEARNING PRACTICES USED BY TEACHER AT VOCATIONAL AND TECHNICAL EDUCATION Abstract: This research aimed to understand how students perceive the teaching-learning practices used by teacher in the school's technical sequential course in animal science from Federal Institute Farroupilha, RS. This was a qualitative research that was conducted in 2010, through semi-structured interviews with five students between 17-19 years of age. In analyzing the results showed that knowledge is transmitted mechanically, where predominantly the student is not encouraged critical thinking, not encouraged to pursue a participatory action in the classroom. The methods used are mainly expository and more targeted on theory, this puts the student in the condition of passive viewer and tends not to make it easier for this to take ownership of their learning. Finally, it is understood that absence of insertion of education dialogical-problem and absence of interaction in the theoretical and practical classes by teacher can influence decisively on student learning. Keywords: Learning. classroom. mediator. participation. relationship.

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Traçando as imagens do tempo através da educação, da tecnologia e do trabalho

ILUMINURAS ◽

10.22456/1984-1191.44390 ◽

2013 ◽

Vol 14 (34) ◽

Author(s):

Maria Cristina França ◽

Gyselle Antunes ◽

Sheyla Santos

Keyword(s):

Technical Education ◽

Rio Grande ◽

Rio Grande Do Sul ◽

Structured Interviews ◽

Porto Alegre ◽

Study Approach ◽

Cultural Transformations ◽

Federal Institute ◽

The Face ◽

Scientific Technical

A pesquisa, de caráter interdisciplinar, tem como problema central a reordenação da história do Instituto Federal de Educação, Ciências e Tecnologia do Rio Grande do Sul - Campus Porto Alegre com vistas a consolidar a sua importância nas transformações socioculturais, delinear sua identidade frente às rupturas e à adoção a novos projetos, como a passagem da Escola Técnica de Comércio da UFRGS para a condição de Instituto Federal. A pesquisa se dá através de estudo de caso de abordagem qualitativa e de entrevistas semiestruturadas com a seleção de sujeitos que atuaram em diferentes períodos na instituição, documentos institucionais, bem como imagens de acervo pessoal como estratégia de motivação à memória. Os resultados obtidos até o momento nos levaram a pensar a trajetória da instituição através do tempo e seus diferentes períodos do ensino técnico-científico, e como essas mudanças contribuem significativamente para o crescimento da instituição, possibilitando uma maior oferta de vagas e cursos para a sociedade porto-alegrense. Palavras chaves: IFRS - Campus Porto Alegre. ETC/COM. Ensino Técnico. Ensino Superior.Plotting the images of time through education, technology and work Abstract The research, interdisciplinary, has the central problem reordering the history of the Federal Institute of Education, Science and Technology of Rio Grande do Sul - Porto Alegre Campus with a view to consolidating its importance in the socio-cultural transformations, outlining their identity on the face of disruptions and the adoption of new projects, such as the passage of the Technical School of Commerce UFRGS for the condition of the Federal Institute. The research is carried out through a case study approach and qualitative semi-structured interviews with the selection of subjects who experienced in different periods in the institution, institutional documents, as well as the personal collection of images as motivation for a strategy of memory. The results obtained so far led us to think about the trajectory of the institution through time and its different periods of the scientific-technical education, and how these changes contribute significantly to the growth of the institution, enabling a greater number of vacancies and courses for society Porto Alegre. Keywords: IFRS - Campus Porto Alegre. ETC / COM. Technical Education. Higher Education.

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Ensino remoto emergencial na pandemia

ForScience ◽

10.29069/forscience.2021v9n2.e935 ◽

2021 ◽

Vol 9 (2) ◽

pp. e00935

Author(s):

Henrique Miguel Cunha ◽

Artur Difini Accioly ◽

Cláudio Alves Pereira

Keyword(s):

Teaching Method ◽

Technical Education ◽

Great Difficulty ◽

Minas Gerais ◽

Remote Education ◽

Face To Face ◽

Study Materials ◽

Federal Institute ◽

Perceptions Of Students

Este artigo tem como objetivo apresentar percepções de estudantes e professores do Instituto Federal de Minas Gerais (IFMG) sobre a experiência com o ensino remoto emergencial (ERE), motivado pela pandemia de COVID-19, bem como identificar as principais dificuldades no processo de adaptação dos cursos técnicos integrados, organizados para oferta presencial. A pesquisa teve cunho exploratório, abordagem quali-quantitativa e foi desenvolvida entre os meses de junho e outubro de 2020, obtendo a participação de 156 docentes e 739 discentes de diversos campi do IFMG, por meio de formulários eletrônicos de participação voluntária. A análise dos dados possibilitou a caracterização de importantes fatores para se discutir o ensino remoto, como disponibilidade de internet e de dispositivos eletrônicos, além da identificação das principais dificuldades associadas ao ERE no IFMG. Dentre os principais problemas encontrados pelos estudantes, destacaram-se a dificuldade em estudar autonomamente e de manter uma rotina diária de estudos. O acesso à internet, equipamentos eletrônicos, materiais de estudo e uso de ambientes virtuais de aprendizagem não se destacaram como fatores de grande dificuldade. Os próprios discentes avaliaram haver diferenças entre sua aprendizagem no ensino remoto quando comparada com o presencial. Na análise dos docentes, destacou-se a importância dada à necessidade de qualificação e disponibilidade de ferramentas apropriadas para o ensino remoto. Pode-se concluir, a partir dos dados recolhidos e analisados, que os maiores problemas para o ensino na modalidade remota emergencial ocorrem pelo próprio formato do ERE, dificuldades estas, possivelmente, agravadas pelo impedimento de interação social e educacional presencial entre colegas e professores. Palavras-chave: Ensino remoto emergencial. COVID-19. Pandemia. IFMG. Emergency remote teaching during the pandemic: diagnosis of difficulties faced by students and teachers of technical education in the IFMG Abstract This article aims to present the perceptions of students and teachers of the Federal Institute of Minas Gerais (IFMG) about their experiences with emergency remote teaching (ERT), motivated by the pandemic of COVID-19, as well as to identify the main difficulties when adapting the teaching method of technical education courses, originally organized to face-to-face format. The research had an exploratory nature, a quali-quantitative approach and was developed between the months of June and October of 2020. It had the participation of 156 teachers and 739 students from several campuses, through electronic forms of voluntary participation. Data analysis enabled the characterization of important factors to remote education, such as availability of internet and electronic devices, in addition to identification of main difficulties associated with ERT. Among the main problems encountered by students, the difficulty to study autonomously and to maintain a daily study routine stood out. On the other hand, access to the internet, to electronic equipment, study materials and use of virtual learning environments did not stand out as factors of great difficulty. The students themselves assessed that there are differences between their learning in remote education when compared to face-to-face. When assessing the teachers, the importance given to the need for qualification and availability of appropriate tools for remote teaching was highlighted. From the data collected in this research, it can be concluded that the biggest problems for teaching in this emergency mode occurs due to the ERT format itself. Those difficulties are possibly aggravated by the impediment of in-person social and educational interaction between colleagues and teachers. Keywords: Emergency Remote Teaching. COVID-19. Pandemic. IFMG.

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Creating Enabling Environment for Student Engagement: Faculty Practices of Critical Thinking

International Journal of Higher Education ◽

10.5430/ijhe.v6n1p101 ◽

2016 ◽

Vol 6 (1) ◽

pp. 101 ◽

Cited By ~ 1

Author(s):

Shanaz Hussein Cassum ◽

Raisa Begum Gul

Keyword(s):

Critical Thinking ◽

Student Engagement ◽

Service Providers ◽

Faculty Members ◽

Learning Activities ◽

Structured Interviews ◽

Teaching Pedagogy ◽

Enabling Environment ◽

Teaching Learning ◽

Intellectual Environment

Critical thinking (CT) is considered an important attribute in practice disciplines and faculty members in nursing, medicine, and education are expected to facilitate the development of CT in their graduates so that these individuals can be critical, reflective, competent, and caring professionals and service providers (Distler, 2007; Shiau & Chen, 2008; Worell & Profetto-McGrath, 2007). When students are actively engaged in their learning, and classrooms have an enabling environment, critical thinking is promoted. Teachers must reflect upon their teaching pedagogy when students do not participate in stimulating discussions, or asks questions in class. Research suggests that lack of understanding of CT affects teachers’ CT practices in the classroom. Literature supports that teaching learning activities and opportunities that emphasize encouragement of students’ participation in classroom fosters communication, student engagement, creativity, self – directedness and critical thinking (Choy & Cheah, 2009). Thus it is vital to explore what CT practices can be performed by educators to influence students’ CT. The present study aimed to identify perceptions and practices of CT among educators from the disciplines of nursing, medicine, and education in higher education in Karachi, Pakistan. A descriptive exploratory design was used where 12 multidisciplinary educators participated in semi structured interviews and allowed classroom observations. Four major themes were identified, but this paper will explore multidisciplinary educators’ practices of CT in a classroom setting. The faculty needs to be aware of how their practices of critical thinking can create an enabling learning environment, and what factors in its physical, psychological and intellectual environment can affect critical thinking in students. Keywords: Enabling environment, Student engagement, Faculty practices, & Critical thinking

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CONCEPÇÃO DE DOCÊNCIA: O QUE PENSAM OS PROFESSORES ALFABETIZADORES DA REDE MUNICIPAL DE ENSINO DE CAMPO GRANDE-MS?

Colloquium Humanarum ◽

10.5747/ch.2020.v17.h481 ◽

2020 ◽

Vol 17 (1) ◽

pp. 248-261

Author(s):

Vilma Miranda de Brito ◽

Rosangela Cristina Teixeira Fernandes

Keyword(s):

Qualitative Research ◽

Learning Process ◽

Literacy Teachers ◽

Structured Interviews ◽

New Knowledge ◽

Municipal Schools ◽

Literacy Process ◽

Literacy Teacher ◽

Conception Of Teaching ◽

Teaching Learning

This article showedthe resultsoftheresearchconductedin2018, with the objective of investigating the teaching conceptionofliteracyteachersfromthepolicies continuingeducationdevelopedintheMunicipalEducationNetwork (REME) ofCampo Grande/MS.In this perspective qualitative research was adopted to address and discusspublicpolicies for the training of literacy teachers, going through the laws and programs of federal (PróLetramento and PNAIC) and municipal (Bet on the teacher). Datacollection occurred through semi-structured interviews with literacy teachers in municipal schools in CampoGrande/MS. The research showed that the teaching conception of the literacy teacher who works at REME now understands literacy a graduallearning process, now comprises the learning of literacy articulated with maturity. We also identified the concept of teaching permeated by affection and aptitude, thus tracing a literacy teacher profile. And finally, the conception of teaching based on the need to master systematized knowledge that permeates the literacy process, which allowed us to reflect and discuss the continuing formations offered to REME professorswho centralize discussions in teaching practices to leverage educational indices. It was concluded that there is an urgent need to restructure formations in order to enable discussions that include theory, practice and specificities experienced in the classroom enabling the acquisition of new knowledge and a critical look at the teaching-learning process, providing studies and reflections that articulate and resign the teaching conception of the literacy teacher.

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Formative assessment in the classroom: the dialogue between teachers and students

JOURNAL OF RESEARCH AND KNOWLEDGE SPREADING ◽

10.20952/jrks1111483 ◽

2021 ◽

Vol 1 (1) ◽

pp. 11483

Author(s):

Igor Tairone Ramos dos Santos ◽

Denise Aparecida Brito Barreto ◽

Claudia Vivien Carvalho de Oliveira Soares

Keyword(s):

Formative Assessment ◽

Teaching Practice ◽

Educational Process ◽

Exploratory Research ◽

Structured Interviews ◽

Federal Institute ◽

Teachers And Students ◽

Collaborative Learning Environment ◽

Teaching Learning ◽

The Relationship

This article aims to discuss Formative Assessment as a relevant tool for the enhancement of teaching-learning from the perspective of a teacher and 10 (ten) students of a fourth year class of the Integrated Modality of the Federal Institute of Bahia campus Vitória da Conquest. Based on authors such as Perrenoud (1999), Luckesi (2005) and Guerra (2017) we conducted a qualitative exploratory research, with data production based on objective questionnaires and semi-structured interviews. We could perceive through the analysis of the data produced that Formative Assessment enhances teaching-learning and promotes the improvement of teaching practice, generating a collaborative learning environment, through the interaction between teachers and students, even improving the relationship between all involved in the educational process.

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FOSTERING STUDENTS’ EXPERIENCES IN ENGLISH WRITING WITH MICROBLOGGING IN TWITTER

ENGLISH JOURNAL ◽

10.32832/english.v13i2.3783 ◽

2019 ◽

Vol 13 (2) ◽

pp. 113

Author(s):

Pham Thi Thu Hien

Keyword(s):

Qualitative Research ◽

Language Learning ◽

Research Design ◽

Research Methodology ◽

Learning Tools ◽

Structured Interviews ◽

English Writing ◽

Qualitative Research Methodology

Twitter and Microblogging are two separate entities but completes each other. Both of them can be used as language learning tools and their potential has been proved by several scholars. This study tries to examine students’ experiences in integrating microblogging with twitter. It is also study about the beneficial roles of microblogging with Twitter in language learning, its relation to writing, and its appropriateness in language learning. This study employs a qualitative research methodology, and case study as its research design. Semi-structured interviews and questionnaires were employed in this study to find out about participants' views about microblogging and Twitter. From this study, it can be concluded that the participants of the study underwent various experiences during the implementation of microblogging with Twitter. They also felt that microblogging with Twitter at some point advantages them to systematically arrange their ideas, and allows them to choose appropriate diction of their ideas. They also stated that Twitter can be an appropriate means in language learning, especially in English writing.

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Management of Records in Adapted Buildings as Records Centres in Zimbabwe

Mousaion ◽

10.25159/0027-2639/2675 ◽

2018 ◽

Vol 35 (3) ◽

Author(s):

Samson Mutsagondo ◽

Getrude Maduyu ◽

Godfrey Tsvuura

Keyword(s):

Qualitative Research ◽

Case Study Research ◽

Research Approach ◽

Records Management ◽

Personal Observation ◽

Structured Interviews ◽

Design Data ◽

Professional Management ◽

The Government

This paper discusses the challenges of records management that arise from the use of adapted buildings as records centres in Zimbabwe, despite the advantages of using such buildings. A qualitative research approach was used as well as a case study research design. Data were collected from seven officers of the Gweru Records Centre through semi-structured interviews. Personal observation was used to triangulate findings from interviews. It was found that the use of adapted buildings as records centres was a cheaper and quicker way of establishing records centres throughout the country. However, a number of preservation, security and management challenges cropped up as the conditions of the buildings and the environment of the adapted buildings were not conducive to the proper and professional management of records. This study is important in that it explores the prospects and challenges of using adapted buildings as records centres in Zimbabwe, an area that has not been researched by many authors. This provokes archival authorities and the government to seriously consider establishing purpose-built records and archival centres.

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UKRAINIAN UNIVERSITY STUDENTS IN CANADA: CULTURAL CAPITAL AND EDUCATIONAL EXPERIENCES

The Modern Higher Education Review ◽

10.28925/2518-7635.2017.2.11 ◽

2017 ◽

Author(s):

Max Antony-Newman

Keyword(s):

Qualitative Research ◽

University Students ◽

Cultural Capital ◽

Social Inequality ◽

Extracurricular Activities ◽

Social Reproduction ◽

Educational Experiences ◽

Pierre Bourdieu ◽

Structured Interviews ◽

Print Access

This qualitative research involving semi-structured interviews with Ukrainian university students in Canada helps to understand their educational experience using the concept of cultural capital put forward by Pierre Bourdieu. It was found that Ukrainian students possess high levels of cultural capital, which provides them with advantage in Canada. Specific patterns of social inequality and state-sponsored obstacles to social reproduction lead to particular ways of acquiring cultural capital in Ukraine represented by a more equitable approach to the availability of print, access to extracurricular activities, and popularity of enriched curriculum. Further research on cultural capital in post-socialist countries is also discussed.

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Revitalisasi MI Nahdlotusy Syubban dengan Pendekatan PSM (Peran Serta Masyarakat) untuk Meningkatkan Kemandirian Sekolah

Dimas Jurnal Pemikiran Agama untuk Pemberdayaan ◽

10.21580/dms.2016.161.894 ◽

2016 ◽

Vol 16 (1) ◽

pp. 103

Author(s):

Edi Daenuri Anwar ◽

Wahyudi Wahyudi ◽

Joko Budi Purnomo

Keyword(s):

Action Research ◽

Focus Group ◽

Participatory Action Research ◽

Control Function ◽

Group Discussion ◽

School Facilities ◽

Community Services ◽

Participatory Action ◽

Islamic School ◽

Teaching Learning

It has been succesfully done the community services activity by using Participatory Action Research (PAR) entitled “Revitalisasi MI Nahdlotusy Syubban dengan pendekatan peran serta masyarakat (PSM) untuk meningkatkan kemandirian sekolah”. The object of this community services is MI Nahdlotusy Syubban Sarimulyo Winong Pati. To explore the problems in this Islamic Boarding School, 3 correlated actions have been formulated. They are Training on School Based Management, PAIKEM Training, and Focus Group Discussions (FGD) addressed to all school management people. The discussions are mainly about the interconnection of the Islamic School (madrasah) with the society in the field of management, feed-back, and school facilities.The results are that the teachers already applied PAIKEM in the teaching learning process and the society can directly involved not only in providing the school facilities but also in implementing the control function to the madrasah.As for knowingthe targetandthe quality of graduates, avision, missionand quality standardsarebeing developedin theschool curriculum. Telah dilakukan pengabdian dengan metode PAR / Participatory Action Research dengan judul “Revitalisasi MI Nahdlotusy Syubban dengan pendekatan peran serta masyarakat (PSM) yang bertujuan untuk meningkatkan kemandirian sekolah”. Objek pengabdian ini adalah MI Nahdlotusy Syubban Sarimulyo Winong Pati. Untuk mengurai masalah-masalah di madrasah ini di rumuskan 3 tindakan kegiatan yang saling berkaitan. Pelatihan Manajemen berbasis sekolah (MBS), dan untuk memperjelas komponen MBS dalam proses pembelajaran diadakan pelatihan pembelajaran aktif, inovatif, kreatif, efektif dan menyenangkan (PAIKEM ) sedangkan komponen keuangan, sarpras dan hubungan dengan masyarakat yang merupakan penjabaran dari MBS dirangkum dalam Focus Group Discussion ( FGD) yang di ikuti oleh pemangku kepentingan madrasah meliputi Guru, kepala Sekolah, Yayasan, Komite dan masyarakat secara umum. Dalam FGD ini membahas keterkaitan antara madrasah dengan masyarakat baik dalam bidang manajemen, umpan timbal balik, dan pengadaan sarana dan PrasaranaHasilnya guru-guru mulai menerapkan PAIKEM dalam pembelajarannya, dan ternyata masyarakat langsung membuktikan peran sertanya dalam pengadaan dan pembuatan sarana dan prasarana madrasah serta melaksankan fungsi kontrol terhadap madrasah. Sedangkan untuk mengetahui target dan mutu lulusan di susunlah visi misi dan standar mutu lulusan yang mulai dikembangkan dalam kurikulum pembelajaran sekolah.

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Exploring the consequences of teachers’ self-efficacy: a case of teachers of English as a foreign language

Asian-Pacific Journal of Second and Foreign Language Education ◽

10.1186/s40862-020-00102-1 ◽

2020 ◽

Vol 5 (1) ◽

Author(s):

Goudarz Alibakhshi ◽

Fariborz Nikdel ◽

Akram Labbafi

Keyword(s):

Job Satisfaction ◽

Qualitative Research ◽

Foreign Language ◽

Self Efficacy ◽

Teaching Practices ◽

Research Method ◽

Structured Interviews ◽

Qualitative Research Method ◽

Burn Out ◽

Efl Teachers

AbstractTeacher self-efficacy has been abundantly studied. However, it seems that the consequences of teachers’ self-efficacy have not been appropriately explored yet. The research objective was to investigate the consequences of teachers’ teaching self-efficacy. The researchers used a qualitative research method. They collected the data through semi-structured interviews with 20 EFL teachers who were selected through purposive sampling. The interviews were content analyzed thematically. Findings showed that self-efficacy has different consequences: pedagogical, learner-related, and psychological. Each consequence has several sub-categories. It is concluded that high self-efficacy affects teachers’ teaching practices, learners’ motivation, and achievement. It also affects teachers’ burn-out status, psychological being, as well as their job satisfaction. The findings can be theoretically and pedagogically important to EFL teachers, teacher-trainers, and administrators of educational settings.

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