scholarly journals MODELO F @ R: REFLEXIÓN CONJUNTA REALIZADA POR DOCENTES QUE ENSEÑAN MATEMÁTICAS DESPUÉS DE UN PROCESO DE CAPACITACIÓN CON TECNOLOGÍAS

PARADIGMA ◽  
2020 ◽  
pp. 465-483
Author(s):  
Fábio Douglas Farias ◽  
Douglas Da Silva Tinti ◽  
Ana Lúcia Manrique
Keyword(s):  
Teacher Education ◽  
Elementary School ◽  
Educational Software ◽  
Participant Observation ◽  
Pedagogical Knowledge ◽  
Training Process ◽  
Pedagogical Strategies ◽  
Video Recordings ◽  
Model Formation ◽  
Different Levels

El presente artículo es fruto de una investigación del tipo observación participante y tiene por objetivo identificar, a partir de reflexiones presentadas por profesoras que enseñan matemáticas en la escuela primaria, contribuciones de un proceso formativo pautado en un modelo enfocado en el uso de softwares educativos. El modelo f@r (Formación-Acción-Reflexión) propuesto por Costa (2012) concibe cinco etapas, a saber: visión, plan, práctica, interacción y reflexión. Para alcanzar el objetivo propuesto para el presente artículo, analizamos los discursos de cinco profesoras, participantes de los encuentros de formación, recogidas por medio de grabaciones en audio y video de dos encuentros que componen la etapa de reflexión propuesta por el modelo f@r. Los resultados mostraron que el contexto establecido por ese proceso de formación propuesto posibilitó que cada una de las profesoras, en diferentes niveles, desarrollara al mismo tiempo, lo que sabían sobre tecnologías, sobre las estrategias pedagógicas y sobre el conocimiento de determinado contenido matemáticoPalabras clave: Formación de profesores. Modelo f @ r. Conocimiento tecnológico y pedagógico del contenido (TPACK). Softwares Educativos.Modelo f@r: reflexão conjunta realizada por professores que ensinam matemática após um processo formativo com tecnologiasResumoO presente artigo é fruto de uma pesquisa do tipo observação participante e tem por objetivo identificar, a partir de reflexões apresentadas por professoras que ensinam matemática nos anos iniciais do ensino fundamental, contribuições de um processo formativo pautado em um modelo focado no uso de softwares educativos. O modelo f@r (Formação-Ação-Reflexão) proposto por Costa (2012) concebe cinco etapas, a saber: visão, plano, prática, interação e reflexão. Para atingirmos o objetivo proposto para o presente artigo, analisamos as falas de cinco professoras, participantes dos encontros de formação, coletadas por meio de gravações em áudio e vídeo de dois encontros que compõem a etapa de reflexão proposta pelo modelo. Os resultados mostraram que o contexto estabelecido por esse processo de formação proposto possibilitou que cada uma das professoras, em diferentes níveis, desenvolvesse em simultâneo, o que sabiam sobre tecnologias, sobre as estratégias pedagógicas e sobre o conhecimento de determinado conteúdo matemático.Palavras-chave: Formação de Professores. Modelo f@r. Conhecimento Tecnológico e Pedagógico do Conteúdo (TPACK). Softwares Educativos.F@r model: joint reflection of teachers who teach mathematics after a formative process with technologiesAbstractThis article is the result of a research of the type participant observation and aims to identify, from reflections presented by teachers who teach mathematics in the initial years of elementary school, contributions of a formative process based on a model focused on the use educational software. The f@r model (Formation-Action-Reflection) proposed by Costa (2012) conceives five stages, namely: vision, plan, practice, interaction and reflection. In order to reach the objective proposed for this article, we analyze the statements of five teachers, participants in the training meetings, collected through audio and video recordings of two meetings that make up the reflection stage proposed by the model. The results showed that the context established by this proposed training process allowed each of the teachers, at different levels, to simultaneously develop what they knew about technologies, pedagogical strategies and knowledge of a certain mathematical content.Keywords: Teacher Education. f@r Model. Technological and Pedagogical Knowledge of Content (TPACK). Educational Software.

scholarly journals MODELO F @ R: REFLEXIÓN CONJUNTA REALIZADA POR DOCENTES QUE ENSEÑAN MATEMÁTICAS DESPUÉS DE UN PROCESO DE CAPACITACIÓN CON TECNOLOGÍAS

PARADIGMA ◽  
2020 ◽  
pp. 465-483
Author(s):  
Fábio Douglas Farias ◽  
Douglas Da Silva Tinti ◽  
Ana Lúcia Manrique
Keyword(s):  
Teacher Education ◽  
Elementary School ◽  
Educational Software ◽  
Participant Observation ◽  
Pedagogical Knowledge ◽  
Training Process ◽  
Pedagogical Strategies ◽  
Video Recordings ◽  
Model Formation ◽  
Different Levels

El presente artículo es fruto de una investigación del tipo observación participante y tiene por objetivo identificar, a partir de reflexiones presentadas por profesoras que enseñan matemáticas en la escuela primaria, contribuciones de un proceso formativo pautado en un modelo enfocado en el uso de softwares educativos. El modelo f@r (Formación-Acción-Reflexión) propuesto por Costa (2012) concibe cinco etapas, a saber: visión, plan, práctica, interacción y reflexión. Para alcanzar el objetivo propuesto para el presente artículo, analizamos los discursos de cinco profesoras, participantes de los encuentros de formación, recogidas por medio de grabaciones en audio y video de dos encuentros que componen la etapa de reflexión propuesta por el modelo f@r. Los resultados mostraron que el contexto establecido por ese proceso de formación propuesto posibilitó que cada una de las profesoras, en diferentes niveles, desarrollara al mismo tiempo, lo que sabían sobre tecnologías, sobre las estrategias pedagógicas y sobre el conocimiento de determinado contenido matemáticoPalabras clave: Formación de profesores. Modelo f @ r. Conocimiento tecnológico y pedagógico del contenido (TPACK). Softwares Educativos.Modelo f@r: reflexão conjunta realizada por professores que ensinam matemática após um processo formativo com tecnologiasResumoO presente artigo é fruto de uma pesquisa do tipo observação participante e tem por objetivo identificar, a partir de reflexões apresentadas por professoras que ensinam matemática nos anos iniciais do ensino fundamental, contribuições de um processo formativo pautado em um modelo focado no uso de softwares educativos. O modelo f@r (Formação-Ação-Reflexão) proposto por Costa (2012) concebe cinco etapas, a saber: visão, plano, prática, interação e reflexão. Para atingirmos o objetivo proposto para o presente artigo, analisamos as falas de cinco professoras, participantes dos encontros de formação, coletadas por meio de gravações em áudio e vídeo de dois encontros que compõem a etapa de reflexão proposta pelo modelo. Os resultados mostraram que o contexto estabelecido por esse processo de formação proposto possibilitou que cada uma das professoras, em diferentes níveis, desenvolvesse em simultâneo, o que sabiam sobre tecnologias, sobre as estratégias pedagógicas e sobre o conhecimento de determinado conteúdo matemático.Palavras-chave: Formação de Professores. Modelo f@r. Conhecimento Tecnológico e Pedagógico do Conteúdo (TPACK). Softwares Educativos.F@r model: joint reflection of teachers who teach mathematics after a formative process with technologiesAbstractThis article is the result of a research of the type participant observation and aims to identify, from reflections presented by teachers who teach mathematics in the initial years of elementary school, contributions of a formative process based on a model focused on the use educational software. The f@r model (Formation-Action-Reflection) proposed by Costa (2012) conceives five stages, namely: vision, plan, practice, interaction and reflection. In order to reach the objective proposed for this article, we analyze the statements of five teachers, participants in the training meetings, collected through audio and video recordings of two meetings that make up the reflection stage proposed by the model. The results showed that the context established by this proposed training process allowed each of the teachers, at different levels, to simultaneously develop what they knew about technologies, pedagogical strategies and knowledge of a certain mathematical content.Keywords: Teacher Education. f@r Model. Technological and Pedagogical Knowledge of Content (TPACK). Educational Software.

scholarly journals Analysis of the Application of the Tutorial Model on Distance Learning Indonesian Courses at Elementary School Teacher Education, State University of Medan

2021 ◽  
Vol 4 (1) ◽  
pp. 35-41
Author(s):  
Rukaiah Proklamasari Hasibuan ◽  
Abdurahman Adisaputera ◽  
Anita Yus
Keyword(s):  
Teacher Education ◽  
Elementary School ◽  
Distance Learning ◽  
Time Allocation ◽  
Participant Observation ◽  
School Teacher ◽  
Elementary School Teacher ◽  
Good Time ◽  
State University ◽  
Study Program

This study aimed to determine the planning, implementation and evaluation of tutorial model on distance learning Indonesian courses in the Elementary School Teacher Education (PGSD) study program, State University of Medan. This research was a descriptive study with a quantitative approach. The data collection in this study was non-participant observation. The instrument used was a questionnaire. The data were analyzed using descriptive percentages. The results showed that the planning tutorial model was significant, realistic, relevant, certain, thorough, adaptable, good time allocation and good planning content. The implementation of tutorial model had been going well and was in accordance with the syntax of the model. The evaluation of tutorial model was in accordance with the learning assessment indicators, namely educational, authentic, objective, accountable, and transparent.

scholarly journals Forging Political Cadres for Re-Peasantization: Escuela de Acción Campesina (Spain)

2021 ◽  
Vol 13 (7) ◽  
pp. 4061
Author(s):  
David Gallar-Hernández
Keyword(s):  
Food Sovereignty ◽  
Participant Observation ◽  
Training Process ◽  
Ethnographic Interviews ◽  
Participatory Workshop ◽  
Global North ◽  
Training Schools ◽  
Ethnographic Methodology ◽  
La Via Campesina

Bolstering the political formation of agrarian organizations has become a priority for La Vía Campesina and the Food Sovereignty Movement. This paper addresses the Spanish case study of the Escuela de Acción Campesina (EAC)—(Peasant Action School), which is a tool for political formation in the Global North in which the philosophical and pedagogical principles of the “peasant pedagogies” of the Training Schools proposed by La Vía Campesina are put into practice within an agrarian organization in Spain and in alliance with the rest of the Spanish Food Sovereignty Movement. The study was carried out over the course of the 10 years of activist research, spanning the entire process for the construction and development of the EAC. Employing an ethnographic methodology, information was collected through participant observation, ethnographic interviews, a participatory workshop, and reviews of internal documents. The paper presents the context in which the EAC arose, its pedagogical dynamics, the structure and the ideological contents implemented for the training of new cadres, and how there are three key areas in the training process: (1) the strengthening of collective union and peasant identity, (2) training in the “peasant” ideological proposal, and (3) the integration of students as new cadres into the organizations’ structures. It is concluded that the EAC is a useful tool in the ideological re-peasantization process of these organizations.

“Hay que Cantar con Ternura”: Baladas Románticas as a Site for Translingual Youth Convivencia

2021 ◽  
pp. 238133772110246
Author(s):  
Cati V. de los Ríos ◽  
Yared Portillo
Keyword(s):  
Music Education ◽  
Participant Observation ◽  
Cultural Knowledge ◽  
Mexican Origin ◽  
Bilingual Students ◽  
Video Recordings ◽  
Music Making ◽  
Schooling Experiences ◽  
K 12 ◽  
A Site

For many Mexican-origin bi/multilingual children, Mexican music education begins early in their home. Music is inextricably linked with the sociocultural context in which it is produced, consumed, and taught and the interrelationship between music, society, and culture. Using ethnographic methods, this article examines a small group of bilingual and emergent bilingual Mexican-origin students who regularly congregated in their English teacher’s classroom at lunchtime to recite and perform romance ballads, or what we refer to as baladas románticas, on a weekly basis. We use participant observation, plática-inspired interviews, focus groups, and video recordings to present ethnographic knowledge about how, for these young people, music was a way of being and a deliberate act to build community. Our findings describe the ways the bilingual students found themselves at the margins of their K–12 schooling experiences and, in turn, agentically fostered their own space for translingual expression and solace. This manifested in two primary ways: (a) how they collectively fostered their own form of convivencia (humanizing coexistence) anchored in their ancestral and cultural knowledge through their music-making and (b) how their music-making allowed them to release translingual and transmodal play and creativity that might have otherwise been suppressed at school. We end with a call for literacy researchers and educators to continue to recognize and honor students’ lived translingual experiences, identities, and musical gifts as resources for learning.

MATH REQUIREMENTS FOR ADMISSION IN ELEMENTARY SCHOOL TEACHER EDUCATION PROGRAMS: DOES IT MATTER?

2021 ◽  
Author(s):  
Andreia Hall ◽  
Helena Alvelos ◽  
Ana Raquel Xambre ◽  
Filipe Hall ◽  
Ana Teresa Costa ◽  
...  
Keyword(s):  
Teacher Education ◽  
Elementary School ◽  
School Teacher ◽  
Elementary School Teacher ◽  
Teacher Education Programs ◽  
Education Programs

Preference as Performance: Doing Social Class and Gender in Three School Libraries

1997 ◽  
Vol 29 (3) ◽  
pp. 319-361 ◽  
Author(s):  
Mark Dressman
Keyword(s):  
Elementary School ◽  
Social Class ◽  
Participant Observation ◽  
School Libraries ◽  
Third Grade ◽  
And Gender ◽  
Reader Preference

This study examines the construct of reader preference along the lines of gender and social class. Data were collected through focused interviews and participant observation from one third-grade class in each of three elementary school libraries that served children from a range of ethnic and social class backgrounds. The study argues that children's expressions of preference are often enactments of what they believe it means to be categorically male or female, whereas their ways of relating to different genres of text, as well as how they choose to read, often enact the “habitus,” or material logic, of their social class. This analysis is complicated by three events in which the doing of gender or class by students is interrupted by stronger desires. The article concludes with a reconsideration of preference as a construct, and questions why educators might want to know what children like to read in the first place.

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