scholarly journals Formação docente e início da carreira na educação infantil

2015 ◽  
Vol 4 (2) ◽  
Author(s):  
Klinger Teodoro Ciríaco ◽  
Márcia Aparecida de Camargo Yamanaka
Keyword(s):  
Teacher Education ◽  
Beginning Teachers ◽  
Methodological Approach ◽  
Early Career ◽  
Theory And Practice ◽  
Early Years ◽  
Pedagogical Practice ◽  
Basic Training ◽  
Structured Interviews ◽  
Child Education

Resumo: O artigo relata resultados de uma pesquisa que teve como objetivo compreender os sentidos e contribuições da formação inicial em Pedagogia para o processo de iniciação à docência no contexto da creche. O referencial teórico contempla questões ligadas à formação docente e aos desafios da prática pedagógica nos anos iniciais da carreira. Como eixo metodológico, utilizamos a pesquisa qualitativa de caráter descritivo-analítico sendo que levantou-se a tendência investigativa sobre a docência na Educação Infantil junto ao Banco de Teses e Dissertações da CAPES e nos GT´s 07 e 08 da ANPED, bem como recorremos a dados de entrevistas semiestruturadas com quatro professoras iniciantes que atuam no município de Naviraí/MS. Os resultados do trabalho de campo identificaram os seguintes elementos: a) a pesquisa sobre professores iniciantes na Educação Infantil ainda é pouco explorada nos estudos brasileiros; b) a relação entre teoria e prática foi apontada pelas entrevistadas como sendo o principal desafio nas primeiras vivências no espaço escolar; c) o estágio e o sentido da experiência prática com a docência foram apontados como elementos que contribuem para o início da carreira e; d) a necessidade da formação inicial de professores incorporar, no processo formativo, momentos de reflexão tendo a inserção na escola como objeto de aprendizagem para os futuros docentes. Palavras-Chave: Formação docente. Professoras iniciantes. Educação Infantil. TEACHER TRAINING AND EARLY CAREER IN EARLY CHILDHOOD EDUCATION Abstract: This paper is an account of the results from a study whose purpose was to understand the meanings and contributions of the basic training in Pedagogy for the process of transition to start teaching in the context of a daycare center. The theoretical framework includes issues associated with teacher education and the challenges of the pedagogical practice in the early years of their career. As methodological approach, we have utilized qualitative research of descriptive/analytical nature in which the investigative trend was surveyed in the search for teaching in Child Education in the Database of Theses and Dissertations of CAPES and in the Work Groups 07 and 08 of ANPED, and we turned to data form semi-structured interviews with four beginning teachers who serve in city of Naviraí/MS. The results of the fieldwork identified the following elements: a) the research on beginning teachers in Child Education remains unexplored in the Brazilian studies; b) the relationship between theory and practice was pointed by the interviewees as the major challenge in the first experiences in the school ambience; c) internship and the meaning of the practical experience with teaching were indicated as elements that contribute in the beginning of the career; and d) the need for basic training of teacher to include, along the formative process, moments of reflection having the entry in a school as the object of learning for future teachers. Keywords: Teacher education. Beginning female teachers. Child education.

How Giftedness is Understood and Practised in Initial Teacher Education Programmes in Aotearoa New Zealand

2020 ◽  
pp. 41-51
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teacher Educators ◽  
Early Years ◽  
Initial Teacher Education ◽  
Gifted Children ◽  
Learning Needs ◽  
Pedagogical Practice ◽  
Structured Interviews ◽  
The Individual

This article is drawn from a doctoral study that investigated initial teacher educators’ views of giftedness and the apparent consequences of those views for pedagogical practice in early years educational settings. The aim of the study was to describe teacher educators’ understandings and meanings of giftedness because their perspectives can reflect the extent to which initial teacher education (ITE) programmes value giftedness. The data were collected through semi-structured interviews, during which ITE programme leaders and teacher educators discussed their understandings of giftedness, and how to identify and respond to it. The educators explained that supporting the special learning needs of gifted children requires a focus, not only on the individual child, but also on building relationships with the children and their families. Aotearoa New Zealand’s ITE programmes likewise emphasise relationships, which is a core principle of Te Whāriki, Aotearoa New Zealand’s early childhood education curriculum. The implications from several findings of the study include the need for ITE programmes to provide student teachers with greater awareness of individual giftedness, and the need to develop relationships with gifted children, their parents, and whānau (families) as a strategy to respond to individual needs.

scholarly journals INVESTIGATING EARLY-CAREER TEACHERS’ ADAPTATION CHALLENGES: A CASE OF INDONESIAN EFL TEACHERS

2020 ◽  
Vol 3 (3) ◽  
pp. 367
Author(s):  
Yogi Saputra Mahmud
Keyword(s):  
Professional Development ◽  
Classroom Management ◽  
Beginning Teachers ◽  
Professional Education ◽  
Teaching Experience ◽  
Early Career ◽  
Structured Interviews ◽  
Teaching Resources ◽  
Efl Teachers ◽  
Teacher Professional

Teacher professional development has recently become a central focus in the Indonesian context, particularly after the implementation of the post-bachelor teacher professional education program or Pendidikan Profesi Guru (PPG) for both pre-service and in-service EFL teachers in 2013. However, studies reveal that the transition from teacher education programs to the initial teaching career at schools has been described as a challenging phase. Despite the growing attention of scholars in exploring beginning teachers’ challenges, studies focusing on the early-career Indonesian EFL teachers, particularly those who just completed the PPG program, are considered limited. Therefore, drawing on a qualitative case study with two beginning Indonesian secondary EFL teachers, this study aims to unravel the challenges during their first-year teaching experience at school after completing the PPG program. By thematically analysing the semi-structured interviews, this study indicated that the teachers experienced four significant challenges: 1) pedagogical (classroom management, lack of teaching resources, test-based learning atmosphere), 2) professional (complex self-identification), 3) social (maintaining rapport with senior teachers), and 4) personal (mood management).  Despite having been trained professionally through the PPG program, the result suggested that the beginning teachers still faced considerable challenges during their initial endeavour as an English teacher at school. Pedagogical implications are discussed in terms of the need for continuous professional development for the newly certified teachers during their initial career at schools.

scholarly journals Developing Communities of Praxis: Bridging the theory practice divide in teacher education

2013 ◽  
Vol 47 (3) ◽  
pp. 359-377 ◽  
Author(s):  
Michael James Anderson ◽  
Kelly Freebody
Keyword(s):  
Teacher Education ◽  
Beginning Teachers ◽  
Teacher Educators ◽  
Teach For America ◽  
Theory And Practice ◽  
Initial Teacher Education ◽  
Practical Significance ◽  
Education Policies ◽  
The University ◽  
New Education

Teacher education in universities is under pressure. In many new education policies there is a renewed focus on teacher quality, and therefore quality initial teacher education. In some countries this renewed focus has led to a resurgence of “alternative approaches” to teacher education such as Teach for America / Australia. One of the most persistent complaints about pre-service teacher education is that educational theory presented in these programs does not relate sufficiently to the real work of teachers. In an attempt to overcome these real or perceived divides, tertiary drama educators at the University of Sydney constructed a professional experience program based on both the community of practice model (Lave and Wenger, 1991) and Frierean notions of praxis (1972). The community of praxis approach emphasises the importance of integrating theory and practice to support the development of beginning teachers. This article outlines the development, implementation, and evaluation of this approach, including the reasoning behind its foundation and the theoretical and practical significance of such an approach for teacher-educators.

Teacher Education Research

2017 ◽  
Author(s):  
Ian Menter
Keyword(s):  
Teacher Education ◽  
Education Research ◽  
Beginning Teachers ◽  
Professional Learning ◽  
Large Scale ◽  
The United States ◽  
Theory And Practice ◽  
Social Significance ◽  
The Relationship ◽  
Teacher Education Research

Although teacher education has been recognized as a key aspect of educational policy and practice, especially over the past few decades, the research undertaken to inform policy is in many respects inadequate. Drawing on reviews of such research as has been undertaken in Europe, the United States, Australasia as well as other parts of the world, we can identify the key questions for teacher education researchers. These include such topics as the relationship between theory and practice in professional learning, the significance of partnerships between schools and higher education institutions, the relationship between preservice teacher education and ongoing professional learning and the nature of the assessment of beginning teachers. Three approaches to teacher education research may be defined, and all of them are important in the quest for better understanding of the field. These three approaches are research in teacher education—mainly carried out by teacher education practitioners; research on teacher education—mainly carried out by education policy scholars; and research about teacher education—carried out by scholars in a range of disciplines and seeking to explore the wider social significance of teacher education. An exploration of each of these three approaches reveals that there is a serious dearth of large-scale and/or longitudinal studies that may be seen as genuinely independent and critical. This suggests that there is a large agenda for future teacher education research.

School-Based Professional Development Programs for Beginning Teachers

2019 ◽  
Author(s):  
Joanna Madalińska-Michalak
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Beginning Teachers ◽  
Professional Learning ◽  
Professional Education ◽  
Early Career ◽  
Learning And Development ◽  
Quality Teachers ◽  
High Quality ◽  
School Based

School-based professional development for beginning teachers must be seen as a dynamic identity and decision-making process. Teachers as lifelong learners from the beginning of their career should be able to engage in different forms of teacher education that enable them to progress their learning and development in ways that are relevant to their own individual needs and the needs of their schools and pupils. Teacher individual professional learning is necessary but not sufficient for sustainable change within groups in school and within school as an organization. It is helpful to consider three elements. First, note the importance to schools of recruiting and developing high-quality teachers. Teachers are among the most significant factors in children’s learning and the quality school education, and the questions why and how teachers matter and how teacher quality and quality teacher education should be perceived require serious considerations from academics, policymakers, and practitioners. Second, understand teacher education as career-long education, and problematize the issue of teachers and coherent professional development within schools, asking key questions including the following: “how do schools create effective opportunities for teachers to learn and develop?” Third, focus on the particular journey and the needs of beginning teachers because their early career learning and development will have an impact on retention of high-quality teachers. It is important that coherent lifelong professional education for teachers is planned and implemented at the level of education systems, individual schools, teaching teams, and individual teachers.

scholarly journals Something Old, Something New:  Initial Teacher Education in the Online Mode

2021 ◽  
Author(s):  
◽  
Anne Yates
Keyword(s):  
Teacher Education ◽  
Online Learning ◽  
Beginning Teachers ◽  
Learning Experience ◽  
Methodological Approach ◽  
Initial Teacher Education ◽  
Face To Face ◽  
Online Study ◽  
Online Mode ◽  
Multiple Case

<p>Access to the internet has allowed online learning to become widespread. However, online learning can be met with scepticism and is often seen as second best. This thesis examines experiences of several beginning teachers who completed their initial teacher education solely in the online mode. It sought to discover perceptions of their preparedness to teach in a face-to-face classroom. The methodological approach was a multiple case study underpinned by a constructivist paradigm. Nine beginning teachers volunteered to complete two surveys and seven agreed to be interviewed. Using inductive content analysis, three overarching themes emerged. Participants were in general agreement that the content covered in the online course was comprehensive and had prepared them well to begin teaching, though findings did indicate that the beginning teachers experienced a theory/practice divide between what was learnt from the online content and what they experienced in schools during practicum. Studying online had advantages and challenges, the major advantage being the flexibility online study affords, and the major challenge coping with the sense of isolation from peers. The beginning teachers were in a variety of contexts and received varying induction support. Those receiving little support encountered difficulties in managing students' behaviour and experienced falling efficacy, emphasising that effective induction is essential for beginning teachers to thrive and develop professionally. The findings from this research identified recommendations to improve the online initial teacher education learning experience. The links between the online programme and teaching practicum need strengthening so these parts of the programme align. Lecturers need to make full use of Web 2.0 tools to develop tasks that create learning communities and dispel the feeling of isolation. Further research into the relationship between induction support and efficacy needs to occur to see if this phenomenon is more widespread.</p>

scholarly journals Induction in Estonia: Over Fifteen Years of Experience – Successes and Struggles

2020 ◽  
pp. 87-106
Author(s):  
Eve Eisenschmidt ◽  
Katrin Poom-Valickis
Keyword(s):  
Teacher Education ◽  
Beginning Teachers ◽  
Methodological Approach ◽  
Implementation Process ◽  
Ministry Of Education ◽  
Qualified Teachers ◽  
Implementation Model ◽  
Successful Launch ◽  
Close Cooperation ◽  
Doctoral Dissertations

This article gives a brief historical perspective of how the induction programme for newly qualified teachers was launched in Estonia. The induction programme was the result of a combined effort from universities, schools and policymakers. A pilot study was carried out in the academic year 2002/2003. The following year, a group of educators and researchers from Tallinn and Tartu Universities analysed the results, improved the implementation model, and in 2004 launched the programme with the support of the Ministry of Education and Research throughout Estonia. In this paper, we introduce the theoretical framework, the roles of different parties to the induction programme, and analyse the implementation process in order to find answers to the following questions: Firstly, what are the developments and challenges in the Estonian induction programme? Secondly, what are the perspectives for the induction programme in the future? The methodological approach reviewed policy documents, research articles and doctoral dissertations on induction from 2004–2019. The analysis showed that close cooperation between parties was required to achieve a successful launch, but it seems that the main responsibility for implementation was left to the universities, who were seen as a party highly interested in the continuity of teacher education. Moreover, the execution and quality of mentoring varies among the schools, which can be a problem for new teachers. Based on research evidence and the current situation in teacher education, we will endeavour to give a forward-looking view on how to support beginning teachers in Estonia.

scholarly journals O Contexto Da Formação De Professores De Letras No Brasil: Políticas Publicas, Experiências E Metodologias

2020 ◽  
pp. 1-19
Author(s):  
Cristiane Dall ◽  
Cortivo Lebler ◽  
Karen Andresa Santorum
Keyword(s):  
Teacher Education ◽  
Present Article ◽  
Analytical Study ◽  
Methodological Approach ◽  
Theory And Practice ◽  
The Past ◽  
Present Context ◽  
Current Context ◽  
Reading To Learn ◽  
Education In Brazil

The present article has as its goals to discuss the current context of teachers in pre-service in Brazil, especially in the area of Modern Languages, and to present two possibilities that potentialize the articulation between theory and practice, namely, the Institutional Program of Teaching Initiation (PIBID) and the Reading to Learn Program. For such, it will start with a theoretical-analytical study on the past and present context of teacher education, especially regarding to public policies related to the theme. Also it will present results of two projects promoted by Pibid. In addition, it will bring a suggestion for a methodological approach aimed at training teachers with the Reading to learn Program. The research`s results point to a change in the scenario of teacher education in Brazil, both in relation to the profile of undergraduate courses and students, as well as in relation to the structuring of teaching degrees, defined by official documents.

scholarly journals FORMAÇÃO DOCENTE PARA A EDUCAÇÃO PROFISSIONAL: limites e possibilidades de institucionalização

2019 ◽  
Vol 26 (4) ◽  
pp. 200
Author(s):  
Lucília Regina de Souza Machado
Keyword(s):  
Teacher Education ◽  
Professional Education ◽  
Early Years ◽  
Pedagogical Practice ◽  
Teacher Formation ◽  
Fundamental Values ◽  
Education In Brazil ◽  
Formación Docente

Constitui-se como objetivo deste artigo analisar os limites e possibilidades do processo de institucionalização da formação docente para a educação profissional no Brasil. Suas justificativas decorrem da necessidade de discutir e compreender questões que mostram o caráter ainda insipiente desse processo. Foram, inicialmente, apresentados o conceito de institucionalização, seus usos, dimensões e perspectivas de análise dos processos aos quais se reporta. A labiríntica e inacabada institucionalização da docência nos anos iniciais da escolarização básica no Brasil foi recuperada para evidenciar a complexidade desse processo. Para analisá-lo com respeito à formação docente para a educação profissional, seus limites e possibilidades, buscou-se interagir com quatro perspectivas de análise: a teórica, a formal, a prática e a substantiva. Essa última vista como amálgama das outras por trazer os valores fundamentais da prática pedagógica comprometida com a emancipação social.Palavras-chave: Formação de professores. Educação profissional. Institucionalização. TEACHER FORMATION FOR PROFESSIONAL EDUCATION: limits and possibilities of institutionalizationAbstractThe objective of this paper is to analyze the limits and possibilities of the process of institutionalization of teacher education for professional education in Brazil. Their justifications derive from the need to discuss and understand issues that show the still incipient character of this process. Initially, the concept of institutionalization, its uses, dimensions and perspectives of analysis of the processes to which it refers were presented. The labyrinthine and unfinished institutionalization of teaching in the early years of basic schooling in Brazil was recovered to highlight the complexity of this process. To analyze it with respect to teacher education for professional education, its limits and possibilities, we sought to interact with four perspectives of analysis: the theoretical, the formal, the practical and the substantive. This last view as amalgam of others for bringing the fundamental values of pedagogical practice committed to social emancipation.Keywords: Teacher formation. Professional education. Institutionalization.FORMACIÓN DE PROFESORES PARA EDUCACIÓN PROFESIONAL: límites y posibilidades de institucionalizaciónResumenEl objetivo de este trabajo es analizar los límites y las posibilidades del proceso de institucionalización de la formación docente para la educación profesional en Brasil. Sus justificaciones derivan de la necesidad de discutir y comprender los problemas que muestran el carácter aún incipiente de este proceso. Inicialmente, se presentó el concepto de institucionalización, sus usos, dimensiones y perspectivas de análisis de los procesos a los que se refiere. La institucionalización laberíntica e inacabada de la enseñanza en los primeros años de la educación básica en Brasil se recuperó para resaltar la complejidad de este proceso. Para analizarlo con respecto a la formación del profesorado para la educación profesional, sus límites y posibilidades, buscamos interactuar con cuatro perspectivas de análisis: el teórico, el formal, el práctico y el sustantivo. Esta última visión como amalgama de otros para traer los valores fundamentales de la práctica pedagógica comprometida con la emancipación social.Palabras clave: Formación de profesores. Educación profesional. Institucionalización.

English as a lingua franca defined by pre-service teachers: insights from theory and practice

2021 ◽  
Vol 10 (2) ◽  
pp. 235-259
Author(s):  
Elif Kemaloglu-Er ◽  
Yasemin Bayyurt
Keyword(s):  
Teacher Education ◽  
Theory And Practice ◽  
Structured Interviews ◽  
Lingua Franca ◽  
English Classrooms ◽  
Education Model ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

Abstract Despite the sheer reality of English used as a lingua franca in and outside L2 English classrooms, many teachers are still unaware of the concept of English as a lingua franca (ELF), which makes integration of ELF awareness into teacher education essential. This study presents an “ELF-aware” education model for pre-service teachers and analyses the definitions of ELF made by the pre-service teachers exposed to this model before, during and after their training and documents the ways they changed, if any. The data were collected by an open-ended questionnaire and semi-structured interviews which were thematically analysed. According to our findings, ELF conceptualizations reveal increased awareness. Perceptions of ELF changed from a global concept to a communicative construct and ultimately to a humanistic pedagogical perspective accepting non-native users of English with their own variability. The data imply the evolving roles of the participants from (i) outsiders to ELF to (ii) ELF-aware users and owners of English and ultimately to (iii) potential ELF-aware practitioners and disseminators of ELF knowledge. With variability of definitions and implied roles changing at each phase of the training, the ELF-aware pre-service teacher education model has proved to be effective in making the participants increasingly aware of the ELF concept.

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