scholarly journals O ensino da matemática em meio à tecnologia: desafio aos programas de formação de professores

2015 ◽  
Vol 4 (2) ◽  
Author(s):  
Marcelo Máximo Purificação ◽  
Teresa Pessoa
Keyword(s):  
Mathematics Education ◽  
Teacher Training ◽  
Social Space ◽  
Teaching Practice ◽  
Educational Process ◽  
Math Teachers ◽  
Use Of Technology ◽  
De Se ◽  
Technological Educational ◽  
Society Today

Resumo: É fato que a tecnologia se faz presente em todas as camadas da sociedade atual. A escola, como espaço social marcado pela diversidade, não mais consegue deter a tecnologia trazida pelos estudantes e a sua fácil acessibilidade. Daí a necessidade de se pensar o processo educacional de modo a integrar a educação matemática à tecnologia. O presente artigo faz uma análise de alguns aspectos importantes sobre o desafio dos programas de formação de professores de matemática frente às inovações tecnológicas. Metodologicamente foi realizada uma análise documental, através da qual se buscou conhecer esses desafios. Para isso, foi importante conhecer os componentes tecnológicos, educacionais e profissionais, mostrando as relações dialéticas estabelecidas por eles e buscando compreender como as mesmas se aplicam na formação do perfil docente que estamos a formar. Concluiu-se que com uso da tecnologia o professor se familiariza com ela, e que seu domínio pode levá-lo a ter um novo olhar sobre ela, procuramos investigar se o uso de tecnologia pode auxiliar na produção de mudanças na prática pedagógica. Palavras-chave: Educação Matemática. Formação de Professor. Ensino e Tecnologia.   TEACHING MATH AMIDST THE TECHNOLOGY: THE CHALLENGE PROGRAMS TEACHER TRAINING Abstract: It is true that technology is present in all layers of society today. The school, as a social space marked by diversity, is no longer able to stop the technology brought by students and their easy accessibility. So, it’s important to think about  the educational process in order to integrate mathematics education technology. Methodologically it carried out a document analysis, through which it sought to meet these challenges. This article analyzes some important aspects of the challenge of math teachers programs besides all the technological innovations. So, it is important to know the technological, educational and professional components, showing the dialectical relationships established by these matters and how they apply in the training of teaching profile that we are forming. It is concluded that with the use of technology teacher becomes familiar with it, and that your domain can cause him to take a fresh look about it, we investigate the use of technology can help in producing changes in teaching practice. Keywords: Mathematics education. Teacher training. Education and Technology. 

scholarly journals Master students’ scientific research design as a teacher training professional development factor

2018 ◽  
Vol 7 (2) ◽  
pp. 262-266
Author(s):  
Antonina Ivanovna Smolyar ◽  
Svetlana Gennadyevna Zogol
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
Teaching Practice ◽  
Academic Research ◽  
Scientific Research ◽  
Educational Process ◽  
Research Organization ◽  
Professional Activity ◽  
Practical Training ◽  
Training Professional

The paper proves that master students scientific research is the essence for teacher training professional development. The authors describe the model, substantiate approaches to master students scientific research position and content understanding based on their analyses of the experience of master students scientific research predictive model representation. Methodologically these are activity and research approaches; and their implementation principles are practice-oriented educational process principle, activity and creative content of education principle and the educational process personalization principle. The paper exposes to light the experience of master students scientific research organization pedagogical conditions implementation (scientific research building into the theoretical and practical courses of master degree program study; its presentation as a means of master students personal pedagogical experience and professional activity evaluation and correction; master students personal pedagogical experience use as a base in the process of theoretical course study; the connection of theoretical courses, practical trainings, work on masters thesis). The paper highlights peculiarities of master students scientific research organization process. These peculiarities are: the search of leading pedagogical experience, academic research organization; teaching practice and theoretical courses educational program composition on the basis of research and education problems solving and projects implementation; the educational research and scientific research practical training content connection with masters thesis subject; simulation training as a method of enquiry and transformation of pedagogical reality and etc.

scholarly journals LEGAL PRINCIPLES FOR DEMOCRATIZATION OF CONSCIOUSNESS IN THE FUTURE TEACHER OF ENGLISH

2021 ◽  
pp. 179-184
Author(s):  
Olha Kobriy ◽  
Mariana Broda
Keyword(s):  
Teacher Training ◽  
Teaching Practice ◽  
Individual Characteristics ◽  
Educational Process ◽  
Social Needs ◽  
Future Teacher ◽  
Professional Activity ◽  
The Future ◽  
Legal Competence ◽  
Positive Motivation

Democratization of consciousness in the future teacher is manifested in aspirations to take into account his individual characteristics, national traditions, today’s social needs, to ensure student development and upbringing, to contribute to the renewal of society and education. Legal bases for this process refer first of all to the teacher’s legal competence. Therefore, the purpose of the article is to determine content lines and substantiate pedagogical possibilities of the legal competence in the future teacher of English in order to ensure the democratization of his consciousness. The following research methods have been used for this purpose: general scientific, empirical, functional-structural, holistic-integrative and prognostic. The content lines in the development of legal competence in the future teacher of English are as follows: positive motivation for democratization of this process, basic teacher training on legal aspects, meeting the needs for self-fulfilment and performing professional activity in accordance with the rule of law, broadening the experience of public behaviour which exposes pedagogical possibilities of the teacher legal competence. The identified content lines and factors of ensuring positive motivation for democratization of pedagogical education (personality orientation of this process, taking into account individual characteristics and stimulation of the corresponding behaviour) help to define the important result of teacher training – teacher’s democratic consciousness, which presupposes the use of principles of legality and respect for the rights of others in various situations. In practical life, it is embodied while doing teaching practice, learning regulatory documents, establishing partnership relations between the participants of the educational process. Legal competence of a teacher helps to qualitatively organize one’s own professional activity according to the norms of law, to gain more civic experience, to maintain connection with the European direction of professional improvement.

scholarly journals Teaching Units as the Integrating Core of Mathematics Education

2020 ◽  
pp. 25-36
Author(s):  
Erich Christian Wittmann
Keyword(s):  
Mathematics Education ◽  
Teacher Training ◽  
Mathematics Teaching ◽  
Teaching Practice ◽  
Empirical Studies ◽  
Interdisciplinary Field ◽  
The Status ◽  
Psychology Pedagogy ◽  
Didactics Of Mathematics

AbstractHow to integrate mathematics, psychology, pedagogy and practical teaching within the didactics of mathematics in order to get unified specific theories and conceptions of mathematics teaching? This problem—relevant for theoretical and empirical studies in mathematics education as well as for teacher training—is considered in the present paper. The author suggests an approach which is based on teaching units (Unterrichtsbeispiele). Suitable teaching units incorporate mathematical, pedagogical, psychological and practical aspects in a natural way and therefore they are a unique tool for integration. It is the aim of the present paper to describe an approach to bridging the often deplored gap between didactics of mathematics teaching on one hand and teaching practice, mathematics, psychology, and pedagogy on the other hand. In doing so I relate the various aspects of mathematics education to one another. My interest is equally directed to teacher training and to the methodology of research in mathematics education. The structure of the paper is as follows. First I would like to make reference to and characterize an earlier discussion on the status and role of mathematics education; secondly, I will talk about problems of integration which naturally arise when mathematics education is viewed as an interdisciplinary field of study. The fourth and essential section will show how to tackle these problems by means of teaching units. The present approach is based on a certain conception of mathematics teaching which is necessary for appreciating Sect. 4. This conception is therefore explained in Sect. 3.

scholarly journals EXPERIÊNCIAS DE FORMAÇÃO DOCENTE EM EJA POR MEIO DO USO DAS TECNOLOGIAS DA INFORMAÇÃO E COMUNICAÇÃO

2017 ◽  
Vol 24 (3) ◽  
pp. 127
Author(s):  
Débora Regina Oliveira Santos ◽  
Antonio Amorim ◽  
Alfredo Eurico Da Matta
Keyword(s):  
Teacher Training ◽  
Information And Communication Technologies ◽  
Teaching Practice ◽  
Field Research ◽  
Communication Technologies ◽  
Pedagogical Practice ◽  
Use Of Technology ◽  
Information And Communication ◽  
La Red ◽  
Formación Docente

 Este artigo investiga a percepção de que as Tecnologias da Informação e da Comunicação trazem uma contribuição para o fazer pedagógico no contexto de Educação de Jovens e Adultos. Queremos saber em que medida o uso das TIC favorece ou não a prática docente da EJA, na rede de ensino do município de Gandu-BA. O objetivo central pretende analisar como as TIC contribuem ou não na formação docente na prática pedagógica da EJA na rede de ensino de Gandu. Pretendemos identificar quais TIC fazem parte da prática pedagógica docente em sala de aula da EJA e elencar as dificuldades encontradas no trabalho do professor da EJA para incorporar as TIC na sua prática pedagógica. A metodologia teve uma abordagem qualitativa, adotando a pesquisa participante enquanto processo procedimental e o questionário para a coleta de informações. Os resultados apontam que o estudo possibilita um suporte teórico necessário ao docente que deseja fortalecer a sua prática educativa em sala de aula. Acreditamos que o uso da tecnologia em sala de aula só terá sentido se ela for utilizada como mediação pedagógica, melhorando o aprendizado dos alunos. Palavras-chave: Formação docente. Tecnologias da informação e comunicação. Prática pedagógica. EJA.EXPERIENCES OF TEACHER TRAINING IN ADULT AND YOUTH EDUCATION, THROUGH THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES Abstract: This article investigate the perception that the Information and Communication Technologies (ICT) bring a contribution to the pedagogical doing in the context of Youth and Adult Education (YAE). The general objective was to analyze how ICT contribute or not to the teacher training in the pedagogical practice of the EJA in the educational network of the municipality of Gandu. The specific objectives are: to identify which ICT is part of the pedagogical teaching practice in the classroom of the YAE; tô highlight the difficulties encountered in the YAE teacher's praxis in order to incorporate ICT in their pedagogical practice. The problem: to what extent does the use of ICT favor the pedagogical teaching practice of YAE in the teaching network in the municipality of Gandu, Bahia? The methodology had a qualitative approach, adopting the field research regarding the procedural processes and questionnaire for the information collection. The results indicate that the study on technology and pedagogical practice when encouraged in the actions of continuing education of teachers of the YAE. We conclude that the use of technology in the classroom will only make sense if it is used as pedagogical mediation, improving learning.Keywords: Teacher education. Information and communication technologies. Pedagogical practice. EJA.EXPERIENCIAS DE FORMACIÓN DEL PROFESORADO EN EDUCACIÓN DE ADULTOS Y JÓVENES, MEDIANTE EL USO DE TECNOLOGÍAS DE INFORMACIÓN Y COMUNICACIÓN Resumen: Este trabajo investiga la percepción de que las tecnologías de información y comunicación traen una contribución que hacer en el contexto de la enseñanza de adultos y Educación de la juventud. Queremos saber en qué medida el uso de las TIC promueve o no la práctica de la enseñanza de la educación de adultos y jóvenes, la red de educación del municipio de Gandu-Ba. El objetivo central analiza cómo las TIC que contribuyen o no en la formación docente en práctica pedagógica de adultos y Educación de la juventud en la enseñanza de Gandu. Tenemos la intención de identificar que las TIC son parte de la práctica pedagógica en la enseñanza en el aula de Educación de adultos y jóvenes; lista de las dificultades encontradas en el maestro de la Praxis de la EJA para incorporar las TIC en su práctica pedagógica. La metodología fue un enfoque cualitativo, la adopción del investigación participante con respecto a los procesos procesales y cuestionario para la recolección de información. Los resultados muestran que el estudio permite un sustento teórico necesario para el profesor, que desea fortalecer su práctica educativa en el aula. El uso de la tecnología en el aula sólo tendrá sentido si se utiliza como mediación pedagógica, aprendizaje de los estudiantes mejora. Palabras clave: Formación docente. Tecnologías de la información y comunicación. Práctica pedagógica. Educación de adultos y jóvenes. 

scholarly journals Attitudes among chemistry teachers towards increasing personal competencies in applying ICT

2017 ◽  
Vol 22 (1-2) ◽  
pp. 99-121 ◽  
Author(s):  
Štefan Karolčík ◽  
Elena Čipková
Keyword(s):  
Teaching Practice ◽  
Educational Process ◽  
Self Assessment ◽  
Chemistry Teachers ◽  
Pedagogical Content ◽  
Teaching Activities ◽  
Use Of Technology ◽  
Personal Competencies ◽  
The Given ◽  
To Receive

Abstract The study analyses opinions and attitudes among Chemistry teachers participating in the national project titled “Modernisation of the Educational Process in Primary and Secondary Schools”. The research part of the study consists of the results of our findings examining the overall satisfaction of course participants with the professional level, difficulty, and contents of the designed TPACK-based (the Technological Pedagogical Content Knowledge) teaching model, as well as their self-assessment of the acquired skills and knowledge regarding the work with particular software and hardware applications. The results indicate that the course based on the TPACK framework and comprising specific examples of teaching activities supported by the use of technology was highly appreciated by teachers. Examples of methodologies for a suitable use of digital technologies in a particular curriculum topic in Chemistry, based on the TPACK model, were evaluated by teachers as the most beneficial ones, in terms of the actual teaching practice. The research confirmed that teachers expect to receive educational technologies together with high-quality methodical guidelines and particular examples of teaching activities involving appropriate and efficient use of the given digital technology in the teaching process.

About Innovative Content of Subject-Oriented Pedagogical Education

2019 ◽  
Vol 28 (10) ◽  
pp. 106-117
Author(s):  
R. M. Asadullin
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Educational Process ◽  
Professional Activity ◽  
Subject Knowledge ◽  
Technological Structure ◽  
State Pedagogical ◽  
High Level ◽  
Competencies Development

The continuous modernization of the education system makes the problems of the quality of teacher training increasingly relevant. Moreover, the measures taken to improve the system of teacher education are largely confined to the introduction of new organizational and managerial mechanisms and practically do not affect the internal content and technological structure of the teacher training process.Modern pedagogical universities are constantly looking for innovative models of training teachers that will be able to solve non-standard social and professional tasks. However, recent studies in this area do not fully take into account the nature of pedagogical activity and conditions of its formation. Thus, the need arises for a special study of the processes and means of updating the content and technologies of teacher training in order to control the level of students’ professional competencies development, as required by educational and professional standards. This means the creation of a special educational system in a pedagogical university, which can provide a harmonious and synchronous mastering by future specialists of both subject knowledge and methods of pedagogical activity.The article provides a theoretical study aimed at identifying key patterns of designing a new content for teacher education, the basis of which is the formation of a future teacher as a subject of his own professional activity. The author describes the experience of using a subject-oriented model of education, implemented at Bashkir State Pedagogical University n.a. M. Akmulla. The effectiveness of this model is confirmed by the high level of students’ mastery of designing methods and constructing the educational process, as well as their positive experience in the implementation of educational activities.

scholarly journals Implementing the Mindfulness-Based Interventions; Teaching Assessment Criteria (MBI:TAC) in Mindfulness-Based Teacher Training

2021 ◽  
Vol 10 ◽  
pp. 216495612199834
Author(s):  
GM Griffith ◽  
RS Crane ◽  
R Baer ◽  
E Fernandez ◽  
F Giommi ◽  
...  
Keyword(s):  
Teacher Training ◽  
Teaching Practice ◽  
Assessment Tool ◽  
Assessment Criteria ◽  
Optimal Conditions ◽  
Intervention Delivery ◽  
Effective Feedback ◽  
Teaching Assessment ◽  
Teaching Competence

The Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) was originally developed as a tool to assess the teaching competence of mindfulness-based program (MBP) teachers. The tool was made freely available and has since been used by mindfulness-based teacher training organisations internationally. During this time the MBI:TAC has evolved in its usage, from an assessment tool to one which informally supports how MBP teachers are trained. In this article, we first examine the rationale for implementing the MBI:TAC in MBP teacher training; second, we offer practical guidance on ways of integrating the tool into teacher training pathways with awareness of its potential and possible pitfalls; and third, we offer guidance on using the tool as a framework for giving effective feedback to trainees on their teaching practice. Implementing the MBI:TAC in teacher training may support the quality and integrity of MBP teacher training, and thus ensure high quality MBP teachers graduating. In turn this may help avoid the ‘implementation cliff’ – that is, the quality of an intervention delivery is delivered in optimal conditions when it is being researched, and drops in quality when delivered in sub-optimal, ‘real world’ conditions.

Descriptive Geometry Problems Visualization by Wolfram Mathematica

2021 ◽  
Vol 8 (4) ◽  
pp. 74-84
Author(s):  
S. Ignat'ev ◽  
A. Folomkin ◽  
E. Muratbakeev
Keyword(s):  
Teaching Practice ◽  
Educational Process ◽  
Ability To Work ◽  
Source Codes ◽  
Traditional Course ◽  
Wolfram Mathematica ◽  
Educational Institute ◽  
Software Product ◽  
Space Construction ◽  
High Educational

The possibilities of Wolfram Mathematica (WM), which is a package of symbolic mathematics, are endless. In this paper are investigated the possibilities of WM software product contextualization in the process of geometric-graphic teaching of students; is considered the experience for using a set of WM computational algorithms in teaching practice. The source codes and output data of our own WOLFRAM projects are offered, which are illustrative, in the form of interactive graphs, visualization of the solution for one of DG course’s basic problems on construction of points A, B, C and D, given by coordinates in space; construction a plane of general position passing through points A, B and C; determining positions of these points and the constructed plane in space; and also on determining the point D belonging to this plane. Have been presented examples of several of the existing WOLFRAM projects in the form of interactive graphs used in teaching. The study of applied issues and the ability to translate a professional problem into mathematical language, working in WM, provides a student with an opportunity to assimilate the necessary competencies. Interactive visualization of solving DG problems, which can be carried out using WM, together with traditional problem solving, enriches the content of geometric education, introduces new opportunities in organization of the educational process, allows stimulate, maintain and increase students' interest in studying the discipline and further research in the area of DG. However, the ability to work in WM cannot replace the fundamental knowledge obtained by students of a technical high educational institute from the traditional course, but only complements the DG course by WM acquaintance.

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