scholarly journals Recordar el pasado… insumo para reflexionar sobre cómo enseñar ciencias naturales / Beyond the Past... a Pause to Thought How to Teach Natural Sciences

2016 ◽  
Vol 3 (1) ◽  
pp. 73-80
Author(s):  
Maria Mercedes Jimenez Narvaez
Keyword(s):  
Teacher Training ◽  
Research Area ◽  
Learning To Teach ◽  
Natural Sciences ◽  
Main Aspect ◽  
Future Teachers ◽  
Teaching Methodologies ◽  
Initial Teacher Training ◽  
The Past ◽  
Futuros Maestros

ABSTRACTOn the research area of Sciences Teacher Training one main aspect of reflection is the question of how teachers learn to teach. From the study of Lortie (1975) until the current decade, it is reiterated that one of the main influences on learning to teach the own experience that students -future teachers- lived during its school days. Then, as part of a course of initial teacher training, it was implemented an activity called how I was taught and how I learned natural sciences? The written answers are socialized and analyzed with the group. This exercise has been adopted in each semester course Teaching of Science II (2013 - 2014), and results are currently being systematized by the author. The emerged categories are repeatedly related to: the curriculum (aims, contents and grades); the teaching methodologies (strategies and activities that they lived); the evaluation forms; their motivations and frustrations as students; and relationships with teachers in one way or another feel they marked their own experience. The challenge ... mobilize students' acting to plan their future as independent professionals, critics who regulate their own learning to teach.RESUMENEn la línea sobre formación de docentes de ciencias uno de los aspectos que genera inquietud, es la pregunta de cómo aprenden a enseñar los profesores. Desde el estudio de Lortie (1975), hasta la década actual, se reitera que una de las influencias en el aprender a enseñar esta dada por las experiencias que los estudiantes –futuros maestros– vivieron en su época escolar. Entonces, en el marco de un curso de formación inicial de profesores, se implementa al inicio del mismo, una actividad llamada ¿cómo me enseñaron y cómo aprendí ciencias naturales?, a través de la cual los estudiantes realizan escritos, que posteriormente son socializados y analizados en el grupo. Este ejercicio ha sido adoptado en cada semestre del curso de Didáctica de las Ciencias II (2013 – 2014), y sus resultados están siendo sistematizados actualmente por la profesora que lo orienta. Las categorías que emergen reiteradamente están relacionadas con el currículo (propósitos, contenidos y grados escolares); metodologías de enseñanza (estrategias y actividades que vivieron); formas de evaluación; sus motivaciones o frustraciones como estudiantes; y las relaciones con los profesores que de una u otra forma sienten que marcaron su propia experiencia. El reto… movilizar su actuar para proyectar su futuro como profesionales autónomos, críticos que regulan su propio aprender a enseñar. Contacto principal: [email protected]

scholarly journals Inteligencia emocional y rendimiento académico en futuros maestros de la Universidad de Extremadura

2018 ◽  
Vol 22 (1) ◽  
pp. 257-275
Author(s):  
Irene Del Rosal ◽  
Juan Manuel Moreno-Manso ◽  
María Luisa Bermejo
Keyword(s):  
Emotional Intelligence ◽  
Teacher Training ◽  
Main Tool ◽  
Emotional Awareness ◽  
Cross Sectional ◽  
Initial Teacher Training ◽  
Cross Sectional Design ◽  
Faculty Of Education ◽  
Educación Primaria ◽  
Futuros Maestros

Resumen:Diversos estudios muestran la importancia de formar a los futuros maestros, tanto en la adquisición de una clara conciencia emocional, como en la reflexión de su propia tarea docente. Mediante una metodología cuantitativa, y más concretamente a partir de un diseño transversal, en nuestro trabajo se pretende evaluar el nivel de inteligencia emocional (atención, claridad y reparación emocional) de los maestros en formación inicial y analizar la relación existente entre el rendimiento académico y la inteligencia emocional en una muestra constituida por 500 estudiantes de los Grados de Maestro en Educación Primaria y Maestro en Educación Infantil de la Facultad de Educación de Badajoz de la Universidad de Extremadura (España) mediante el test de autoinforme TMMS-24 de Fernández-Berrocal, Extremera y Ramos (2004). Los resultados encontrados permitieron afirmar que existen diferencias estadísticamente significativas en el nivel de claridad y reparación emocional según el sexo y en el nivel de inteligencia emocional según el Grado en el que se encuentran matriculados los futuros maestros y según el itinerario realizado en el último curso universitario. Además, encontramos una relación positiva y estadísticamente significativa entre el nivel de inteligencia emocional de los maestros en formación inicial y su rendimiento académico universitario. Abstract:Several studies show the importance of educating future teachers, both in acquiring a clear emotional awareness and reflection of their own teaching. The main aim of the present study is to evaluate the level of emotional intelligence (care, emotional clarity and repair) that teachers in Initial Teacher Training have. Furthermore, an analysis of the relationship between academic achievement and emotional intelligence will be carried out. The methodology employed is quantitative, specifically a cross-sectional design. The sample analyzed consists of 500 students of the Degree in Primary Education and Degree in Nursery Education in the Faculty of Education (Badajoz) at the University of Extremadura (Spain). The main tool used is the self-test TMMS-24 (Fernández-Berrocal, Extremera & Ramos, 2004). Results support the conclusion that there are statistically significant differences in the level of clarity and emotional repair depending on the gender as well as differences in the level of emotional intelligence depending on the degree they study and the specialty they are enrolled in. Finally, we found a positive and statistically significant relationship between the level of emotional intelligence of teachers in initial teacher training and their academic performance.

scholarly journals Ambientes de aprendizagem, tecnologias digitais e formação inicial de professores

2018 ◽  
Vol 11 (4) ◽  
pp. 564
Author(s):  
Angélica Monteiro ◽  
Rita Barros
Keyword(s):  
Teacher Training ◽  
State Of The Art ◽  
Digital Technologies ◽  
Theoretical Models ◽  
Teaching Profession ◽  
Future Teachers ◽  
Initial Teacher Training ◽  
Technological Advances ◽  
Pedagogical Relation ◽  
Teachers Training

Technological advances require a flexible curriculum adapted to the new realities and challenges imposed to society and to education, in particular to current and future teachers. The initial teachers training constitutes an initial opportunity for socialization with the teaching profession and, in this sense, has to meet the profile of the student of the XXI century. However, there is a mismatch between the approach and contents of digital technologies and the needs for integrated, comprehensive and articulated training, as referred to in the ICT competency framework (UNESCO, 2011), and the curriculum for teacher training in media literacy and information literacy (Wilson et al., 2013). The aim of this exploratory article is to contribute to the state of the art about learning environments using digital technologies in the initial teacher training (methodological options, resources, theoretical reference, ...) based on a systematic literature review of 17 recent articles (2016-2017) from different countries. The main results point to a tendency to value the "testing" and application of theoretical models and the use of certain new or innovative digital technologies through observations, open questionnaires and pre-defined scales. At the same time, it was verified that the personal and professional development aspects of the future teachers, as well as the pedagogical relation, are not the research paper’s privileged focus. This work allows to conclude that the research follows the trend of the contexts of practice of initial teacher training, in which there is a disarticulation between theory and educational practices using digital technologies in a contextualized and meaningful way.

scholarly journals Content, Language and Method Integrated Teacher Training (CLMITT) in Training Teachers of English as a Foreign Language (EFL) and Beyond

2018 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Agnes Orosz
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
English Language ◽  
English Language Development ◽  
Student Perspective ◽  
Teaching Methodologies ◽  
Course Content ◽  
Initial Teacher Training ◽  
Ideal Approach ◽  
Teacher Trainer

<p>Content, Language and Method Integrated Teacher Training (CLMITT) is an educational model for teacher training developed by the author. It refers to an approach where trainees learn teaching methodologies through experiencing them while simultaneously integrating English language development into the training process. CLMITT can be used to train teachers in any context where the course content includes teaching strategies, skills, approaches or methods and where trainees also need to learn English (or another foreign language). Therefore, it is an ideal approach for training non-native English speaker teachers. Applying CLMITT involves the teacher trainer teaching a classroom method or technique by using that method itself during training sessions while using materials about that method. In this way, the content of the session and the method used to teach the session are the same, and trainees are not only learning <em>about</em> a teaching model or strategy but also <em>experiencing </em>it in action from a student perspective at the same time. In addition, they are also improving their English, since the whole exercise takes place in English. CLMITT can be applied in Initial Teacher Training (ITT) Programs as well as Continuous Professional Development courses. Trainee feedback after a CLMITT session showed that students felt it provided them with a much deeper understanding of the methods, approaches and strategies covered, while at the same time improving their English during the process.</p>

scholarly journals Fieldwork in Geography education: an experience in initial teacher training program

2019 ◽  
pp. 77-101
Author(s):  
Maria Helena Esteves ◽  
Maria João Hortas ◽  
Luís Mendes
Keyword(s):  
Teacher Training ◽  
Research Area ◽  
Local Scale ◽  
Geography Education ◽  
Traditional School ◽  
Knowledge And Skills ◽  
Initial Teacher Training ◽  
School Learning ◽  
The City ◽  
Important Activity

Fieldwork in geography education is an important activity in terms of promoting the development of geographical knowledge and skills that go beyond school learning. The way this contact with the real world is done has evolved from the traditional school visit (fieldtrip) to models where students’ involvement is deeper representing the contribution of several educational theories in geography educational practices. This paper presents a rational about fieldwork implementation as a methodology of data collection used in research undertaken at a local scale, included in a program of geography initial teacher training. As the experience took place in an urban area, the paper includes a conceptual framework about the potential of the city as a research area in terms of fostering critical thinking and the formation of geographically competent citizens.

scholarly journals Analysis of Future Teachers’ Perceptions on the Evaluation of Learning: A Case Study of Chile

2021 ◽  
Vol 20 (2) ◽  
pp. 270-289
Author(s):  
José Hernández Sepúlveda ◽  
Rodrigo Panes Chavarría ◽  
Karla Rosalía Morales Mendoza
Keyword(s):  
Teacher Training ◽  
Practical Implementation ◽  
Evaluation Instrument ◽  
Future Teachers ◽  
Teachers Perceptions ◽  
Initial Teacher Training ◽  
Descriptive Research ◽  
Practical Evaluation ◽  
Perceptions Of Students ◽  
Evaluation Of Learning

Practising teachers and future Chilean teachers show weaknesses in developing learning evaluation processes efficiently. The polysemic concept of evaluation in Initial Teacher Training (FID, Spanish acronym for Initial Teacher Training) is one of the main difficulties for the students of pedagogy as well as their limited possibilities to implement practical evaluation processes. In this context, the present work analyses the perceptions of 189 students from different pedagogy careers (Chile) on the evaluation of learning. The current study is descriptive research with a quantitative approach in which a questionnaire was designed and used as research instrument to address the conceptual, functional and experiential dimensions of the evaluation. The results indicate that the perceptions of the evaluation of the students are up to date and according to specialised literature. Likewise, the results show that the training experiences are based on traditional perceptions, such as the control and value given to the evaluation instrument. However, there were statistically significant differences between the groups which were measured by the Kruskal-Wallis H test. The projection of the study leads us to suggest that for the training of future teachers, instances of reflective action in the evaluation should be considered, based on professional practices. The recognition of educational communities and their environments is necessary to give rise to an evaluative praxis that relates the perceptions of students to the practical implementation of the evaluation processes to have a favourable impact on the training of future teachers.

Changes in the Teacher Training and Qualification in Bulgaria

2019 ◽  
Vol 7 (3) ◽  
pp. 3-23
Author(s):  
Viara Gyurova
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
20Th Century ◽  
Future Development ◽  
Training System ◽  
Development System ◽  
The Past ◽  
Teacher Qualification

Since the beginning of the last decade of the past 20th century, Bulgaria has entered a new, complex stage of its development, with many reforms. Education and teacher training reforms are influenced by the global and European trends, as well as by the national changes (political, economical, social, and technological). The author analyses the main characteristics of the changed teacher training system and teacher qualification and development system. Some of the challenges and directions of the transformation and future development of the teacher education and qualification in Bulgaria are discussed.

A Review on Fast Dissolving Tablet

2017 ◽  
Vol 8 (03) ◽  
Author(s):  
Sagar T. Malsane ◽  
Smita S. Aher ◽  
R. B. Saudagar
Keyword(s):  
Drug Delivery ◽  
Patient Compliance ◽  
Research Area ◽  
Oral Route ◽  
Dosage Forms ◽  
The Novel ◽  
The Past ◽  
Orally Disintegrating Tablets ◽  
Novel Drug ◽  
Experience Difficulty

Oral route is presently the gold standard in the pharmaceutical industry where it is regarded as the safest, most economical and most convenient method of drug delivery resulting in highest patient compliance. Over the past three decades, orally disintegrating tablets (FDTs) have gained considerable attention due to patient compliance. Usually, elderly people experience difficulty in swallowing the conventional dosage forms like tablets, capsules, solutions and suspensions because of tremors of extremities and dysphagia. In some cases such as motion sickness, sudden episodes of allergic attack or coughing, and an unavailability of water, swallowing conventional tablets may be difficult. One such problem can be solved in the novel drug delivery system by formulating “Fast dissolving tablets” (FDTs) which disintegrates or dissolves rapidly without water within few seconds in the mouth due to the action of superdisintegrant or maximizing pore structure in the formulation. The review describes the various formulation aspects, superdisintegrants employed and technologies developed for FDTs, along with various excipients, evaluation tests, marketed formulation and drugs used in this research area.

Hispano-Hebrew strophic poetry

1981 ◽  
Vol 3 (2) ◽  
pp. 36-46
Author(s):  
Ulf Haxen
Keyword(s):  
Cultural Revolution ◽  
Jewish Population ◽  
Natural Sciences ◽  
European History ◽  
The Past ◽  
Belles Lettres ◽  
The Cultural Revolution

The conquest of Spain by the Arabs, allegedly prompted by leaders of the Jewish population after the fall of the Visigothic regime, 711, opened up an era in Medieval European history which stands unmatched as far as cultural enlightenment is concerned. Philosophy, belles lettres and the natural sciences flourished in the academies established by the Arab savants in the main urban centres. In the wake of the cultural revolution, a new branch of scholarship came into being – Hebrew philology. From the midst of this syncretistic, Mozarabic, milieu a remarkable poetic genre emerged. The study of Mozarabic (from Arabic, musta’riba, to become Arabicized) poetry has proved as one of the most fertile and controversial fields of research for Semitist and Romanist scholars during the past decades.

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