scholarly journals A formação docente como promotora do sucesso discente

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Carmen Lucia Bezerra
Keyword(s):  
Teacher Education ◽  
Student Success ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Quality Education ◽  
State School ◽  
Vocational Teacher ◽  
Conception Of Teaching ◽  
The Right ◽  
The City

Resumo: Este trabalho constitui-se em um texto organizado a partir de reflexões sobre o significado da formação docente como determinante do sucesso discente. Nesse sentido, foi feita uma pesquisa bibliográfica e de campo na Escola Estadual de Educação Profissional Professor Moreira de Sousa, localizada na cidade de Juazeiro do Norte-CE, que destaca a necessidade de ressignificar a prática docente tendo como suporte o cotidiano escolar e os sujeitos ali envolvidos. A formação continuada é apresentada como premissa para que a escola e professores tomem para si a responsabilidade e o compromisso de contribuir, mediante uma nova concepção de ensino e de aprendizagem, para o sucesso discente, preservando o direito à educação de qualidade que tem por base a equidade e a justiça. Palavras-Chave: Formação Docente. Sucesso. Discente. THE TEACHER TRAINING AS THE PROMOTER OF STUDENT SUCCESS Abstract: This paper is formed by an organized text with thoughts about the meaning of teacher education as a determinant of student success. According to that, we performed a literature research and field, held at the State School of Vocational Teacher Moreira de Sousa, located in the city of Juazeiro (CE), which highlights the need to reframe the teaching practice having as support the school routine and subjects involved therein. The continuing education is presented as a premise for school and teachers to take on the responsibility and commitment to contribute through a new conception of teaching and learning which aim to student success, preserving the right to a quality education that is based on fairness and justice. Keywords: Teacher Education. Success. Students.   

scholarly journals The "Art" of the Right to the City: Interdisciplinary Teaching and Learning in Pointe-St-Charles

2016 ◽  
Vol 10 (1) ◽  
pp. 387-418 ◽  
Author(s):  
Kathleen Vaughan ◽  
Emanuelle Dufour ◽  
Cynthia Hammond
Keyword(s):  
Community Engagement ◽  
Oral History ◽  
Teaching And Learning ◽  
Right To The City ◽  
Interdisciplinary Teaching ◽  
Concordia University ◽  
The Right ◽  
Oral History Interview ◽  
The City ◽  
Teaching Initiative

What does it mean for artists within academia to make art, teach and learn with and in community, in particular the challenged and challenging Montreal neighborhood of Pointe-St-Charles? This article addresses community engagement in "The Point" from the perspectives of a doctoral student and two instructors involved in "The Right to the City" (TRTC), a three-year, interdisciplinary, placed-based teaching initiative of Concordia University (Montreal). Showcasing the student’s graphic novella, based on the oral history interview of a longtime resident, this article affirms the importance of reciprocity—learning with rather than about—within academic and artistic outreach.

scholarly journals A AULA DE INGLÊS E O DESMONTE DA EDUCAÇÃO COMO PRÁXIS POLÍTICA: Um projeto de alienação do sujeito social

2019 ◽  
Vol 5 (6) ◽  
pp. 725-752
Author(s):  
Davi Silva Gonçalves
Keyword(s):  
Data Analysis ◽  
Private Sector ◽  
Teaching Practice ◽  
Social Aspect ◽  
State School ◽  
The Public ◽  
School Practice ◽  
Palabras Clave ◽  
The City ◽  
State Schools

Essa proposta de trabalho visa refletir acerca de questões educacionais em paralelo com a práxis social. Mais especificamente, a ideia é discutir as características e implicações da realidade e prática social dos alunos da escola pública levando em consideração anseios contemporâneos pautados no tema. Os dados analisados foram coletados em uma escola pública situada na cidade de Maringá-PR, no ano de 2009, durante o estágio curricular supervisionado obrigatório de observação – tanto do entorno escolar quanto das aulas. Com enfoque nesse aspecto mais social das práticas educacionais escolares, o principal arcabouço teórico para análise dos dados é aquele oferecido por István Mészáros no livro A educação para além do capital (2008).  Os resultados, não-conclusivos, apontam para um cenário alarmante: se na esfera privada já há tempos a educação se tornou uma mercadoria e os alunos meros clientes, a esfera pública tem sido redirecionada para caminhos análogos, em diversos sentidos.   PALAVRAS-CHAVE: Relato de experiência. Marx. Escola pública.     ABSTRACT This article aims at reflecting upon some educational issues drawn in parallel with social praxis. More specifically, the idea is to discuss aspects and implications of students’ social reality and practice in state schools taking into account contemporary anxieties on the matter. The data analysed has been collected in the city of Maringa-PR, during 2009, as part of my compulsory undergraduate supervised teaching practice took place – regarding the observation of school surroundings as well as of the classes themselves. Focusing on this social aspect of educational school practice, the main theoretical framework for data analysis is brought by István Mészáros in Education beyond Capital (2005). The non-conclusive results pinpoint an alarming scenery: if in the private sector education has for long been turned into a commodity and students into mere clients, the public one has been gradually redirected to analogous paths, in many ways.   KEYWORDS: Experience report. Marx. State school.     RESUMEN Esta propuesta de trabajo tiene como objetivo reflexionar sobre cuestiones educativas en paralelo con la praxis social. Más específicamente, la idea es discutir las características e implicaciones de la realidad y la práctica social de los estudiantes de escuelas públicas, teniendo en cuenta las preocupaciones contemporáneas basadas en el tema. Los datos analizados se recopilaron en una escuela pública ubicada en la ciudad de Maringá-PR, en 2009, durante la pasantía curricular supervisada obligatoria de observación, tanto en el entorno escolar como en las clases. Con un enfoque en este aspecto más social de las prácticas educativas escolares, el principal marco teórico para el análisis de datos es el que ofrece István Mészáros en el libro Educación más allá del capital (2008). Los resultados no concluyentes apuntan a un escenario alarmante: si en el ámbito privado la educación se ha convertido desde hace mucho tiempo en una mercancía y los estudiantes son meros clientes, el ámbito público se ha redirigido a caminos análogos, de varias maneras.   PALABRAS CLAVE: Informe de experiencia. Marx Escuela pública.  

scholarly journals Exploring the Connections of Education for Sustainable Development and Entrepreneurial Education—A Case Study of Vocational Teacher Education in Finland

2021 ◽  
Vol 13 (21) ◽  
pp. 11887
Author(s):  
Eveliina Asikainen ◽  
Annukka Tapani
Keyword(s):  
Teacher Education ◽  
Sustainable Development ◽  
Transformative Learning ◽  
Teaching Practice ◽  
Qualitative Content Analysis ◽  
Education For Sustainable Development ◽  
Entrepreneurial Education ◽  
Teacher Students ◽  
Vocational Teacher

Education for Sustainable Development (ESD) and Entrepreneurial Education (EE) are quite abstract and demanding concepts for teacher students. Yet, Key Sustainability Competences and Entrepreneurial Competences entail important qualities of future citizens and workers, and teacher students should become prepared to accommodate education for these competencies in their teaching practice. This paper explores teacher students’ process of sense-making of sustainable development and how becoming a teacher who practices ESD connects with entrepreneurship. EE serves as a good mirroring surface to ESD as they both have their roots in Transformative Learning (TL) but pursue transformation towards different goals. The case study follows the vocational teacher education (VTE) students’ sensemaking of Sustainable Development as a part of teacher’s work during one semester which included integrated Thematic Studies of Sustainable Development. The qualitative content analysis of students’ texts focused on signs of transformative learning and was guided by the dimensions of sustainable development and learning goals set for teacher’s sustainability competences in the VTE curriculum. The results indicate that transformative learning is possible. Furthermore, they address the importance of certain entrepreneurial capabilities in the actualization of change agency.

Authentic Cases and Media Triggers for Supporting Problem-Based Learning in Teacher Education

2011 ◽  
pp. 2565-2577
Author(s):  
Mike Keppell
Keyword(s):  
Teacher Education ◽  
Educational Technology ◽  
Early Childhood ◽  
Physical Education ◽  
Inclusive Education ◽  
Real World ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Problem Based Learning ◽  
Technology Project

Within teacher education problem-based learning (PBL) has the potential to enrich teaching and learning across the curriculum. It is suggested that PBL may offer a means of providing authentic scenarios for assisting pre-service teachers before encountering teaching practice. The use of media-based educational triggers and authentic scenarios may form a bridge between their studies and real-world teaching practice. Five media-rich educational triggers are described in early childhood education, physical education, educational technology, project management and inclusive education. Reusable media-based educational triggers may also provide potential resources for other educators within teacher education.

scholarly journals Building the Builders to Ensure Delivery of Good Quality Education in South Africa: A Critical Legal Insight

2021 ◽  
Vol 11 (4) ◽  
pp. 67
Author(s):  
Isaiah Mmatipe Sefoka
Keyword(s):  
South Africa ◽  
Teaching And Learning ◽  
High Standard ◽  
Empirical Approach ◽  
Quality Education ◽  
Legal Research ◽  
Right To Education ◽  
Research Activities ◽  
The Government ◽  
The Right

This paper examines how educators are playing a dynamic role in ensuring the realisation of the right to quality education through their educational pedagogies. Teaching and learning have now become an essential tool in shaping the right to access quality education. The paper articulates the intervention by the judiciary through its pronouncements, laws, structures, policies and salient programmes in promoting the right to quality education. It emphasises the importance of capacitating educators with relevant expertise and knowledge so that they will impart that education to the learners. It also hints the importance of having good infrastructural amenities as they augment the delivery of the right to quality education. This paper emphasizes that jurisprudentially speaking, the right to education is inalienable and as such, it is incumbent on the government and institutions responsible for delivery of education to ensure that the right is promoted and always provided for. The paper adopted a non-empirical approach generally acceptable in legal research activities. It recommends that government must capacitate and empower educators as this will enable them to improve their pedagogic methods and as a result deliver an education of good quality and high standard.   Received: 21 December 2020 / Accepted: 8 April 2021/ Published: 8 July 2021

scholarly journals A LÍNGUA BRASILEIRA DE SINAIS E OS DESAFIOS NO ENSINO DE GEOGRAFIA / THE BRAZILIAN LANGUAGE OF SIGNALS AND THE CHALLENGES IN THE TEACH OF GEOGRAPHY

2019 ◽  
Vol 4 (2) ◽  
pp. 185
Author(s):  
Tuane Telles Rodrigues ◽  
Matheus Fernando Keppel ◽  
Wilson De Oliveira Miranda
Keyword(s):  
High School ◽  
Teaching Practice ◽  
First Year ◽  
State School ◽  
Pedagogical Workshop ◽  
Geography Teaching ◽  
National Consensus ◽  
Brazilian Sign Language ◽  
The City ◽  
Santa Maria

O ensino no Brasil vem sofrendo grandes transformações, oportunizadas pelas frequentes discussões que buscam aprimorar a prática docente e o aprendizado discente de forma humanizadora e democrática. Este texto busca mostrar a complexidade que a tradução do ensino de Geografia possui, principalmente em razão das divergências na criação de sinais para representar os mesmos conteúdos, uma vez que a estrutura da Língua Brasileira de Sinais não possui um consenso nacional frente às especificidades de seu público-alvo. O método empregado teve como base a observação das aulas de Geografia de alunos surdos e deficientes auditivos da Escola Estadual de Educação Especial Dr. Reinaldo Fernando Cóser, localizada no município de Santa Maria/RS, e a aplicação de uma oficina pedagógica que objetivou a alfabetização cartográfica de alunos do sexto ano do ensino fundamental até o primeiro ano do ensino médio. Como resultado, discutimos conteúdos cartográficos que mais trouxeram dificuldades de tradução, e refletimos sobre a necessidade de definir um consenso nacional para a prática didática, principalmente pela existência de regionalismos com implicações linguísticas relevantes que alteram conceitualmente os conteúdos, de forma que os professores possam utilizar os sinais de forma segura e compreensível em qualquer lugar do país.ABSTRACTThe teaching in Brazil has been undergoing great transformations, opportunized by the frequent discussions that seek to improve teaching practice and student learning in a humanizing and democratic way. This text seeks to show the complexity that the translation of Geography teaching has, mainly due to the differences in the creation of signals to represent the same contents, since the structure of the Brazilian Sign Language does not have a national consensus regarding the specificities of its target Audience. The method used was based on the observation of the Geography classes of deaf and hearing impaired students of the State School of Special Education Dr. Reinaldo Fernando Cóser, located in the city of Santa Maria / RS, and the application of a pedagogical workshop that aimed at literacy cartographic study of students from the sixth year of elementary school to the first year of high school. As a result, we discuss cartographic contents that have brought more difficulties for translation, and we reflect on the need to define a national consensus for didactic practice, mainly by the existence of regionalisms with relevant linguistic implications that conceptually alter the contents, so that teachers can use the signals in a safe way and understandable anywhere in the country.Keywords: Geography Teaching; School Cartography; Libras.

scholarly journals Experiences with Reorienting Teacher Education to Address Sustainability

Envigogika ◽  
2014 ◽  
Vol 9 (2) ◽  
Author(s):  
Jana Dlouhá
Keyword(s):  
Teacher Education ◽  
Sustainable Development ◽  
Education For Sustainable Development ◽  
Japanese Government ◽  
Quality Education ◽  
Action Program ◽  
International Network ◽  
Global Action ◽  
Biodiversity Education ◽  
The City

The 8th Biennial Meeting of the International Network of Teacher Education Institutions (INTEI) associated with the UNESCO Chair on Reorienting Teacher Education to Address Sustainability was held in the Japanese town of Okayama on 14-17 November 2014. The meeting was hosted by the City of Okayama and the Japanese government. Themes discussed during the meeting focused education for sustainable development (ESD) in teacher education, biodiversity education, and ESD’s contributions to a quality education etc. The overall aim was to explore the roles that the INTEI will play in the new Global Action Program on ESD (GAP).

scholarly journals Structure-Genetic Didactical Analyses—Empirical Research “of the First Kind”

2020 ◽  
pp. 249-263
Author(s):  
Erich Christian Wittmann
Keyword(s):  
Teacher Education ◽  
Mathematics Education ◽  
Empirical Research ◽  
Research Method ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Design Science ◽  
The Impact

AbstractIn mathematics education, theories of teaching and learning based on disciplines different from mathematics (“imported” theories) are widely dominating the field. This imbalance greatly reduces the impact of mathematics education both on teacher education and on the teaching practice. In order to return to a balanced situation it is necessary to pay more attention to theories which are based on mathematics. As an example of such a “homegrown” theory, the paper presents the structure-genetic didactical analysis, the research method of mathematics education conceived of as a “design science”.

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