Pupils' Creative Self-Expression in Visual Art

2021 ◽  
Vol 12 (3) ◽  
pp. 29-37
Author(s):  
Daiga Kaleja-Gasparovica
Keyword(s):  
Prospective Teachers ◽  
Visual Art ◽  
Teaching Practice ◽  
Basic Education ◽  
Research Problem ◽  
Study Process ◽  
Pupil Learning ◽  
The Individual ◽  
Creative Self ◽  
Teaching Learning

The study is devoted to the organization of the teaching/learning content of visual art and self-expression process in practice. The article, based on theory, explains creative self-expression in the context of pupil's meaningful learning, based on the new education policy and the developed guidelines in basic education. The individual experience of prospective primary school teachers and their understanding of self-expression in visual art has been clarified during the reflection and pedagogical observation in the study process in methods of teaching visual art which led to stating the research problem. The theoretical account offered in the article reveals pedagogical possibilities for prospective teachers to organize purposefully self-expression classes in visual art during the teaching practice so that the pupil, learning visual art without professional literacy in art, improved his/her transversal skills acquiring the experience of self-guided learning, critical thinking and problem-solving, innovation, cooperation, and civic participation.

scholarly journals Propuesta de un proceso de estudio de clases para la formación inicial del profesorado de Educación Infantil desde el paradigma del cuestionamiento del mundoProposal of a class study process for the initial training of Early Childhood Education teachers from the paradigm of questioning the world

2020 ◽  
Vol 22 (4) ◽  
pp. 694-710
Author(s):  
Elena María Lendínez ◽  
Francisco Javier García ◽  
Ana María Lerma
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Prospective Teachers ◽  
Lesson Study ◽  
Teacher Educators ◽  
Research Problem ◽  
Childhood Education ◽  
Theory Of Didactic Situations ◽  
Study Process ◽  
Didactics Of Mathematics

ResumenComo docentes universitarios a cargo de la formación inicial del profesorado de Educación Infantil, observamos claros síntomas del paradigma monumentalista (visita a algunas obras tanto de Matemáticas como de Didáctica de las Matemáticas) cuando esta formación se organiza según el esquema tradicional clase de teoría/clase de prácticas. En este trabajo pretendemos identificar con nitidez el reto que supone la formación profesional funcional de futuros profesores, formular este reto como un problema de investigación dentro de la TAD, y explorar la potencialidad del dispositivo del estudio de clases como herramienta para desarrollar el equipamiento praxeológico del profesorado como respuesta a cuestiones profesionales vivas y auténticas. Se describirá el diseño de este dispositivo, para el caso de la formación inicial de profesorado de Educación Infantil sobre la enseñanza de los primeros conocimientos numéricos.Palabras-clave: Teoría Antropológica de lo Didáctico, estudio de clases, Educación infantil, Formación inicial de profesorado, Teoría de las Situaciones Didácticas.AbstractAs teacher educators involved in the initial education of prospective Early Childhood Education teachers, we observe evident signs of the monumentalistic paradigm (visiting some pre-stablished works in Mathematics as well as in Didactics of Mathematics) when the education of teachers is structured following the traditional scheme lecture-practice. In this paper, we aim at clearly identifying the challenge of a functional education of prospective teachers, formulating it as a research problem within the ATD, and exploring the potential of the lesson study device as tool to develop prospective teachers’ praxeological equipment as responses to live and authentic professional questions. We will describe de design of such device, for the case of the initial education of prospective Early Childhood Education teachers around the teaching of numbers and numbering.Keywords: Anthropological Theory of Didactics, study of classes, Early childhood education, Initial teacher training, Theory of Didactic Situations. 

scholarly journals PROTEIN TEACHING: AN APPROACH FOR TEACHER TRAINING APPLIED TO STUDENTS OF THE BIOLOGICAL SCIENCES COURSE AT UFRN

2015 ◽  
Vol 13 ◽  
pp. 34
Author(s):  
J. K.S. NASCIMENTO et al
Keyword(s):  
Biological Sciences ◽  
Teaching Practice ◽  
Basic Education ◽  
New Technologies ◽  
Lesson Plan ◽  
Three Dimensional ◽  
Structural Features ◽  
Dimensional Structure ◽  
Educational Models ◽  
Teaching Learning

Teaching biochemistry in higher education is increasingly becoming a challenge. It is notoriously difficult for students to assimilate the topic; in addition there are many complaints about the complexity of subjects and a lack of integration with the day-to-day. A recurrent problem in undergraduate courses is the absence of teaching practice in specific disciplines. This work aimed to stimulate students in the biological sciences course who were enrolled in the discipline of MOLECULAR DIVERSITY (MD), to create hypothetical classes focused on basic education highlighting the proteins topic. The methodology was applied in a class that contained 35 students. Seven groups were formed, and each group chose a protein to be used as a source of study for elementary school classes. A lesson plan was created focusing on the methodology that the group would use to manage a class. The class was to be presented orally. Students were induced to be creative and incorporate a teacher figure, and to propose teaching methodologies for research using the CTS approach (Science, Technology and Society). Each group presented a three-dimensional structure of the protein they had chosen, explained their structural features and functions and how they would develop the theme for a class of basic education, and what kind of methodology they would use for this purpose. At the end of the presentations, a questionnaire was given to students in order to evaluate the effectiveness of the methodology in the teaching-learning process. The activity improved the teacher’s training and developed skills and abilities, such as creativity, didactical planning, teaching ability, development of educational models and the use of new technologies. The methodology used in this work was extremely important to the training of future teachers, who were able to better understand the content covered in the discipline and relate it to day-to-day life.

scholarly journals Ações de Docência com Uso de Tecnologias Digitais na Formação Inicial de Professores de Matemática

2020 ◽  
Vol 13 (2) ◽  
pp. 211-221
Author(s):  
Ivanete Fátima Blauth ◽  
Suely Scherer
Keyword(s):  
Teaching Practice ◽  
Basic Education ◽  
Digital Technologies ◽  
Pedagogical Knowledge ◽  
The Other ◽  
Mathematical Content ◽  
Initial Formation ◽  
Practice Teaching ◽  
Teaching Learning ◽  
School Space

ResumoNeste artigo discutimos resultados de uma pesquisa em que se analisou ações propostas em uma disciplina de Prática de Ensino, identificando aquelas que podem ter possibilitado a construção de conhecimentos tecnológicos e pedagógicos de conteúdo, por egressos de um curso de Licenciatura em Matemática. Dentre as ações identificadas, duas são relacionadas à aprendizagem da docência, uma vivenciada na sala de aula da disciplina, em que o acadêmico teve colegas como alunos, e a outra realizada no espaço da escola, em que o acadêmico assumiu a regência de uma aula de matemática em escolas de Educação Básica. O objetivo neste artigo é analisar essas duas ações e possíveis relações com a construção de conhecimentos tecnológicos e pedagógicos de conteúdo matemático. Os dados foram produzidos na pesquisa a partir de entrevistas realizadas com 27 egressos desse curso de Licenciatura em Matemática, que realizaram a disciplina de Prática de Ensino e concluíram o curso, no período de 2010 a 2015. A partir da análise de “falas de egressos”, concluiu se que as duas ações propostas na disciplina de Prática de Ensino, nas quais os professores em formação tiveram a oportunidade de praticar a docência, podem ter oportunizado a construção de conhecimentos tecnológicos e pedagógicos de conteúdo matemático. Nessas ações, esses egressos tiveram que estudar conteúdos matemáticos e tecnologias, de maneira a atender objetivos de aulas e favorecer a aprendizagem de seus alunos.Palavras-chave: Prática de Ensino. Formação Inicial. Matemática. Tecnologias Digitais.AbstractIn this paper we discuss the results of a research in which actions proposed in a Teaching Practice discipline were analyzed, identifying those may have made the construction of technological and pedagogical knowledge, by graduates of a Mathematics Degree. Among the actions identified, two are related to teaching learning, and other experienced in the classroom, in which the students was the academic’s colleagues, and the other was in the school space, in which the academic took over the conduct of a class of mathematics in Basic Education schools. The objective of this article is to analyze these two actions and possible relationships with the construction of technological and pedagogical knowledge of Mathematical content. The data were produced in the research based on interviews with 27 graduates of this Mathematics Degree, who took the Teaching Practice discipline and completed the course, from 2010 to 2015. From the analysis of the “speeches of graduates”, it was concluded that the two actions proposed in the Teaching Practice discipline, in which the teachers in training had the opportunity to practice teaching, may have given rise to the construction of technological and pedagogical knowledge of Mathematical content. In these actions, these graduates had to study Mathematical content and technologies, in order to meet class objectives and favor the learning of their students.Keywords: Teaching Practice. Initial Formation. Mathematics. Digital Technologies.

scholarly journals Perception of Teacher Educator Regarding Course Guides for B.ED (Hons) and ADE (Associate Degree in Education) Program & Provision of Resources for Effective Implementation of the Program

2018 ◽  
Vol III (I) ◽  
pp. 57-70
Author(s):  
Shazia Abdul Malik ◽  
Umbreen Ishfaq ◽  
M Saeed Khan
Keyword(s):  
Prospective Teachers ◽  
Associate Degree ◽  
Qualitative Data ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Research Problem ◽  
Learning Approaches ◽  
Effective Implementation ◽  
Teaching Learning ◽  
Course Outcomes

The study analyzes curriculum document (teacher course guides) of ADE and B.Ed. (Hons) programs in terms of Assessment Tasks, Teaching Learning Approaches, Course Outcomes and Course Description. Study also focuses on prospective teachers and teacher educator’s perceptions about these teacher course guides and their execution in class room at selected Teachers’ Training Institutes. The sample comprises three universities and four Regional Institutions of Teacher Education offering B.Ed. (Hons) and ADE programs. Researcher congregated data from 21 teacher educators teaching to prospective teachers enrolled in ADE and B.Ed. (Hons) in the chosen institutions. Mixed methods (approach) were used to collect quantitative as well as qualitative data for extensive analysis of the research problem. The qualitative data was collected through a check list and quantitative data was collected through questionnaire. The manuscripts (Draft guide for teaching instructor) for B.Ed. (Hons). Experts developed curriculum meets the requirement of the society of Pakistan with the purpose to create more competent, proficient and well-informed teaching instructors. Effective implementation of teacher guides need improvement in terms of availability of resources like well-equipped class rooms, computer lab, library, learning materials and Information and Communication Technology.

Relato de uma experiência acadêmica: O "eu" professor-pesquisador - Vol III

2021 ◽  
Author(s):  
Hercules Guimarães Honorato
Keyword(s):  
Teaching Practice ◽  
Basic Education ◽  
Research Question ◽  
Methodological Approach ◽  
Physical Distance ◽  
Lessons Learned ◽  
Exploratory Research ◽  
Online Questionnaire ◽  
Remote Education ◽  
Teaching Learning

This study aims to present the plurality of the teacher’s perception, which emerges from the actions taken to minimize the difficulties that come up in remote education. Its relevance is found in the actions and reactions of those involved, and make up possibilities for generating public policies that motivate and foster quality education. The following research question guided this work: What lessons could be learned by those involved in their teaching practice after schools reopen? An exploratory research was carried out, by choosing the methodological approach of qualitative research. Data collection was performed using an online questionnaire, directed to teachers who worked in the classroom and started working in remote education. Sharing knowledge is complex and demands a variety of actions, interventions, processes that, however sophisticated the technology used, it certainly does not allow to develop all the strategies that the teacher uses in the classroom. Technologies help with physical distance. But we believe the exchange that happens naturally between teacher and student, and between student and student, exists only when everyone is in the same physical environment, under the same physical and human conditions, especially in basic education. The lessons learned: (i) improve our training or post-training with the introduction of disciplines related to digital and technological means; (ii) understand that remote education is a possibility to be applied in our teaching practice; (iii) include viable teaching, learning and assessment alternatives in the Political Pedagogical Project; (iv) at parent-teacher conferences or class meetings, seek to collect all possible observations, both positive and negative. We need to considerate new routes, minimize the questions that arise during practice, in order to adapt to the new technological strategies of the art of teaching.

scholarly journals A Utilização das Tecnologias de Informação e Comunicação no Ensino de Ciências: Estudo de Caso em uma Escola Particular de Teresina-PI

2019 ◽  
Vol 20 (1) ◽  
pp. 110
Author(s):  
Tatiane Rodrigues da Silva Soares ◽  
Alessandro Augusto de Barros Façanha ◽  
Fernando Henrique Cardoso
Keyword(s):  
Elementary School ◽  
Information And Communication Technologies ◽  
Science Teachers ◽  
Learning Process ◽  
Private School ◽  
Teaching Practice ◽  
Basic Education ◽  
Communication Technologies ◽  
Information And Communication ◽  
Teaching Learning

Diante da atual realidade vivenciada pela sociedade em face de Tecnologias de Informação e Comunicação (TIC) e das possibilidades favoráveis que essas oferecem ao processo de ensino aprendizagem, visto alguns documentos como os Parâmetros Curriculares Nacionais (PCN), que regem a Educação Básica, indicarem as TIC como ferramentas eficazes no processo de ensino aprendizagem, surgiu a problemática de tentar entender porque as tão difundidas TIC não são devidamente utilizadas para fins educacionais, em função da aprendizagem dos alunos como poderiam ser. O objetivo desta pesquisa foi investigar a percepção de professores de Ciências acerca do conhecimento e das possibilidades didáticas das TIC na educação. Nesse contexto, a pesquisa compreende um estudo de caso, em que foi observado o perfil do professor de Ciências do Ensino Fundamental e sua prática docente, os sujeitos foram professores do Ensino Fundamental II de uma escola da rede privada. A coleta de dados foi feita através de entrevistas com questionários abertos, os dados foram tabulados e agrupados em quatro categorias de análise. Essas categorias sugiram a partir da leitura das entrevistas, em que  foi feita uma saturação dos conceitos chave existentes nos depoimentos, de forma que as questões levantadas sugeriam uma forma particular de organização das informações obtidas durante o processo de obtenção dos dados. Observou-se com esta pesquisa que se as TIC forem bem aplicadas podem atribuir uma significância ao processo de ensino aprendizagem, e que contribuem significantemente para a motivação e interesse pela disciplina de Ciências. Palavras-chave: Tecnologias de Informação e Comunicação. Processo de Ensino-Aprendizagem. Formação do Professor. Novas Metodologias de Ensino. AbstractGiven the current reality experienced by society in the face of Information and Communication Technologies (ICT) and the favorable possibilities they offer to the teaching-learning process, since some documents such as the National Curricular Parameters (NCP), which rule  the  basic education, indicate ICT as Effective tools in the process of teaching learning, the problem of trying to understand why the widespread ICT are not properly used for educational purposes due to the students' learning as it could be arose. The objective of this research was to investigate the perception of science teachers about the knowledge and didactic possibilities of ICT in education. In this context, the research comprises a case study, where the profile of the elementary school science teacher and his or her  teaching practice were observed, the subjects were elementary school teachers II of a private school . Data collection was done through interviews with open questionnaires, data were tabulated and grouped into four categories of analysis. These categories suggest from the reading of the interviews, where a saturation of the key concepts in the statements was made, so that the questions raised suggested a particular way of organizing the information obtained during the process of obtaining the data. It was observed with this research that if the ICT are well applied they can assign a significance to the process of teaching learning, and that contribute significantly to the motivation and interest for the subject of sciences. Keywords: Information and Communication Technologies. Teaching and Learning Process. Teacher’s Training. New Teaching.

scholarly journals Prospective Teachers’ Views on Practitioner Teacher’s Attitude in Processes of Observation Made on Teaching Practice

2020 ◽  
Vol 13 (8) ◽  
pp. 29
Author(s):  
Gonca Erim ◽  
Alper Çetin
Keyword(s):  
Visual Arts ◽  
Prospective Teachers ◽  
Arts Education ◽  
Teaching Practice ◽  
Fine Arts ◽  
Theory And Practice ◽  
Visual Arts Education ◽  
Arts Teachers ◽  
Important Position ◽  
The Individual

Setting as the targeting the education of individuals in terms of intellectual, perceptual and emotional aspects as a whole places the visual arts education, which is one of the fields of education, at an important position. That is due to the fact that the individual who has aesthetical perception development through fine arts education learns how to perceive new forms and to view his/her environment and artistic structures from a different perspective. Thus, the individual makes progress in his/her intellectual endeavors, and also enhances his/her creativity and builds social habits in this connection. This importance attached to visual arts education demonstrates the necessity of raising qualified visual arts teachers. The fact that teaching is a profession which is perfected through the establishment of the link between theory and practice makes worth analyzing the process of teaching practice and attitudes and guiding behaviors of practitioner teacher who is placed at the closest position to the prospective teacher in this process. In this research, the focus was placed on attitudes which practitioner teachers were supposed to demonstrate in observation processes which played a crucial role in occupational development of prospective teachers during teaching practice. These attitudes were addressed in the framework of guiding behaviors which were supposed to be beneficial to prospective teachers in observation processes.

scholarly journals O Uso de Narrativas na Formação Inicial de Professores de Matemática

2018 ◽  
Vol 10 (3) ◽  
pp. 154
Author(s):  
Miriam Cardoso Utsumi ◽  
Edna Maura Zuffi ◽  
Esther Almeida Prado Rodrigues
Keyword(s):  
Prospective Teachers ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Public University ◽  
Initial Training ◽  
Initial Teacher Training ◽  
Reflection On Action ◽  
Cultura Escolar ◽  
Teaching Learning

Investigou-se o processo de aprendizagem da docência vivenciado por futuros professores de Matemática, a partir da análise das narrativas de três licenciandos do período noturno de uma universidade pública, produzidas durante a disciplina de Prática de Ensino de Matemática. Foram eleitos os temas Percepção sobre ser Professor, Dilemas da Prática e Reflexão na e sobre-a-ação para ilustrar o processo vivenciado e em que medida as atividades desenvolvidas na disciplina contribuíram para a aprendizagem da docência. Os dados obtidos evidenciaram que os problemas mais percebidos pelos licenciandos foram em relação à disciplina em sala de aula e à desmotivação. Estes apresentaram concepções de ensino e aprendizagem norteadas por proposições e aspectos pedagógicos educativos que parecem ter superado as visões tradicionais e mecanicistas dos processos de aprender e ensinar. As narrativas aqui destacadas evidenciaram que a profissão docente vai sendo construída à medida que o professor articula os conhecimentos teórico-acadêmicos à cultura escolar e à reflexão sobre sua prática. Acredita-se que o exercício das narrativas tenha propiciado a reflexão sobre a ação, o confronto com os dilemas da profissão e com seus dilemas pessoais, fazendo ressaltar sua percepção sobre ser professor, e potencializaram o estabelecimento de inter-relações entre as teorias aprendidas e sua futura atuação para ensinar matemática. Pôde-se observar ainda, um amadurecimento dos licenciandos no decorrer dessas narrativas, que se mostraram uma ferramenta útil para seu desenvolvimento profissional, como futuros professores.Palavras-chave: Educação Matemática. Formação Inicial de Professores. Aprendizagem da Docência. Reflexão. Narrativas.AbstractThis paper investigates the learning process of teaching experienced by three prospective teachers in initial training from a public university, through the analysis of their narratives, produced during the course of Mathematics Teaching Practice. We elect three themes – Perception about being a teacher, Dilemmas of the Practices, Reflection in and about the action – to illustrate the lived process, and conjecture if the developed activities contributed to the learning of teaching. This analysis showed that the most perceived problems by undergraduates were related to pupils’ indiscipline and demotivation in the classroom. The undergraduates had conceptions of teaching and learning guided by propositions and educational pedagogical aspects that seem to have overcome the traditional and mechanistic views of the teaching-learning processes. Such narrative practices afforded them the reflection on action, confronting their personal and professional dilemmas, revealing their perception about being a teacher. They leveraged the establishment of interrelationships between the learned theories, and their future activities to teach math. Also, we observe a maturing of undergraduates throughout their narratives, which proved to be a useful tool for their professional development as future teachers.keywords: Mathematics Education. Initial Teacher Training. Learning of Teaching. Reflection. Narratives.

scholarly journals Promotion of Reading Interests in the Study Process at the University and Lessons in School

2015 ◽  
Vol 1 ◽  
pp. 36
Author(s):  
Dagmāra Ausekle ◽  
Ilze Kangro
Keyword(s):  
Prospective Teachers ◽  
Methodological Approach ◽  
Literary Work ◽  
Theoretical Knowledge ◽  
Learning Situation ◽  
Reading Interests ◽  
Study Process ◽  
Teaching Learning ◽  
The University ◽  
Near Future

<p><em>The necessity of promoting reading interests in connection with the problems that have to be solved today and in near future in school, university and the society on the whole puts forward the task for the prospective teachers of literature to master not only theoretical knowledge in their study process but also to acquire skills necessary for their future pedagogical work so that they are able to choose the most suitable methodological approach for the interpretation of a literary work in each teaching/learning situation.</em></p>

A contingency perspective on learning and instruction in physical education

2021 ◽  
pp. 1356336X2098588
Author(s):  
Jonas Wibowo ◽  
Ben Dyson
Keyword(s):  
Physical Education ◽  
Learning Processes ◽  
Methodological Issues ◽  
Unit Of Analysis ◽  
Contingency Perspective ◽  
Two Factors ◽  
The Individual ◽  
Teaching Learning ◽  
The Relationship ◽  
Learning And Instruction

In this article, we focus on the contingency between learning and instruction in physical education (PE). We argue that the complex interconnectedness of teachers’ instruction and students’ learning processes should be studied using a unit of analysis that expresses the relationship between the two factors. A contingency perspective foregrounds the individual differences between different learners and how a teacher regards these differences. Furthermore, it has the potential to provide a precise lens for empirical research on how the students’ situations shape the evolution of the teaching--learning process. Based on scaffolding research and adaptive teaching research, which draws on socio-constructivist foundations, we call this unit of analysis ‘contingency’. We outline a framework of research that suggests depicting contingency dimensions, respective instructional continua, and contingency rules when investigating contingency in PE. Furthermore, autonomy as a core contingency dimension for PE and methodological issues will be discussed.

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