scholarly journals A AULA DE GEOGRAFIA NO ENSINO MÉDIO: do legado da tradição às possibilidades de renovação

2018 ◽  
Vol 7 (14) ◽  
pp. 141-160
Author(s):  
Lidiane Bezerra Oliveira ◽  
Armstrong Miranda Evangelista
Keyword(s):  
High School ◽  
Public Schools ◽  
Qualitative Study ◽  
High School Teachers ◽  
Teaching Practice ◽  
Frame Of Reference ◽  
Point Of View ◽  
School Teachers ◽  
Geography Teaching

A problemática deste trabalho consiste em investigar o desenvolvimento da aula expositiva de Geografia, em escolas públicas de Teresina-PI. Especificamente, buscou-se caracterizar os modelos de aulas expositivas de Geografia; caracterizar a aula expositiva de Geografia desenvolvida pelos professores do Ensino Médio; analisar como o professor usa a linguagem nas aulas expositivas de Geografia e, por último, debater uma proposta de sequência didática que promova a interatividade na aula de Geografia. Trata-se de um estudo de natureza qualitativa. Do ponto de vista teórico-conceitual, o estudo foi desenvolvido com base nos seguintes eixos: primeiramente, considera as reflexões sobre a aula expositiva, tanto na perspectiva tradicional quanto na perspectiva dialógica. Em segundo lugar, focaliza a aula na prática docente em Geografia. E, em terceiro lugar, sublinha o papel da linguagem para o aperfeiçoamento da aula de Geografia. A partir deste quadro de referência, o texto está estruturado em sete seções, compreendendo a Introdução, caminhos metodológicos e três seções teóricas, uma de análise e uma propositiva. PALAVRAS-CHAVE Aula expositiva. Aula expositiva dialógica. Linguagem. Ensino de Geografia. GEOGRAPHY LESSON IN SECONDARY EDUCATION: the legacy of tradition to renewal of possibilities ABSTRACT The problem of this study is to investigate the development of lecture of geography in public schools in Teresina-PI. Specifically, we sought to characterize the models of lectures of Geography; characterize the lecture of Geography developed by high school teachers; analyze how the teacher uses the language in lectures of Geography and finally discuss a proposed didactic sequence that promotes interactivity in geography class. This is a qualitative study. From the theoretical and conceptual point of view, the study was developed based on the following principles: first, considers the reflections on the lecture, both in traditional perspective as the dialogical perspective. Second, the class focuses on teaching practice in geography. And thirdly, it emphasizes the role of language for the improvement of Geography class. From this frame of reference, the text is structured in seven sections, comprising the Introduction, methodological paths and three theoretical sections, one of analysis and one propositive. KEYWORDS Lecture. Dialogic lecture. Language. Geography teaching. ISSN: 2236-3904REVISTA BRASILEIRA DE EDUCAÇÃO EM GEOGRAFIA - RBEGwww.revistaedugeo.com.br - [email protected]

scholarly journals Entrepreneurship in High School Education – Perspectives of Colombian Teachers

2020 ◽  
Vol 9 ((2) 18) ◽  
pp. 35-60
Author(s):  
Angélica Rico Alonso ◽  
Angela Cardenas
Keyword(s):  
High School ◽  
Public Schools ◽  
High School Teachers ◽  
School Education ◽  
Human Vision ◽  
High School Education ◽  
School Teachers ◽  
Personal Level ◽  
The Government

The term entrepreneurship has been seen from a productive perspective, tending towards the development of business ideas. However, today it is also associated with the strengthening of skills and attitudes on a personal level. In Colombia, Law 1014 of 2006 regulates entrepreneurship as part of academic training, at all educational levels. Despite it being an initiative raised by the government, concrete actions on the subject are being directed by teachers in classrooms. For this reason, the views of high school teachers, through the lens of qualitative research, are essential for exploring the reality that education occupies in this aspect, and that increasingly highlights some obstacles which hinder its progress. Therefore, the aim of this article – immersed in the framework of a doctoral thesis about the practices of entrepreneurship among high school teachers in public schools in Bogotá – is to expose which actions have been aimed at integrating entrepreneurship into Colombian high school education from the experience of teachers, as well as to unveil their criticism of the absence of the entrepreneurial process from the first grades established in the law, the role of the National Service of Learning (SENA) as an important institution in Colombia related to entrepreneurship in the classrooms, the lack of a more human vision that is less focused on production in entrepreneurship education, and the huge gap in teacher training in the area.

Escolhas e Percepções de Professores: Livro Didático no Ensino Médio

2016 ◽  
Vol 17 (5) ◽  
pp. 404
Author(s):  
Sandra Maria Papin Rodrigues ◽  
Luciane Guimarães Batistella Bianchini ◽  
Renata Beloni de Arruda ◽  
Gustavo Javier Figliolo ◽  
Rafaela da Costa
Keyword(s):  
High School ◽  
Public Schools ◽  
Data Collection ◽  
High School Teachers ◽  
Teaching Practice ◽  
School Teachers ◽  
Education Policies ◽  
Textbook Use ◽  
Investments In Education ◽  
Data Collection Procedure

Este trabalho tem como objetivo analisar como os professores de Literatura do Ensino Médio compreendem a utilização, o processo de escolha e as concepções teóricas presentes no livro didático adotado na rede pública estadual do município de Ivaiporã/PR, no triênio 2010- 2013. Caracteriza-se enquanto qualitativo-interpretativo. Como procedimento de coleta de dados utilizou-se: questionário, aplicado a doze professores das seis escolas estaduais do município, a fim de investigar a concepção de leitura e literatura do professor e de que formas o material didático é utilizado. Os resultados indicaram a incorporação do professor aos termos que compõem o discurso oficial e escolarizado do ensino literário e a falta de concepções teóricas claras que orientem a prática didática. Conclui-se que há a necessidade de investimentos em políticas de formação, que auxiliem a promoção de mudanças nas concepções pedagógicas e, consequentemente, na postura do professor frente ao trabalho com a Literatura e o uso do livro didático. Palavras-chave: Ensino. Livro Didático. Prática Pedagógica. AbstractThe aim of this work is to analyze how Literature high school teachers comprehend the use, the choosing process and the textbooks theoretical conceptions adopted in public schools in the municipality of Ivaiporã/PR, between 2010-2013. The paperis characterized as qualitative and interpretative. As data collection procedure a questionnaire was utilized applied to twelve teachers from six public schools of the municipality, in order to investigate the conceptions teachers have on reading and literature and in which ways the textbooks are used. The results show a teachers’ assimilation regarding the official speech in the literary teaching process and the lack of clear theoretical conceptions that guide the teaching practice. We conclude that there is a necessity of investments in education policies with the purpose of helping the promotion of changes in pedagogic conceptions and, as a result of this, in the teachers’ attitude facing the work with literature and the textbook use. Keywords: Teaching. Textbook. Teaching Practice.

ПСИХОЛОГИЯ И ПЕДАГОГИКА В ВУЗЕ// Actual Problems of Applied Sciences Journal World, 6(16), 2019/ Chief Editor Markus Hemmer: Open European Academy of Public Sciences (OEAPS Inc.). 06.07.2019. Barcelona, Spain, 2019. - PP. 9-15.

2019 ◽  
Author(s):  
Ольга Батыровна Цагараева
Keyword(s):  
Applied Sciences ◽  
High School ◽  
High School Teachers ◽  
Learning Process ◽  
Chief Editor ◽  
Future Teachers ◽  
School Teachers ◽  
European Academy ◽  
Psychological Knowledge

В статье рассматривается роль психологических знаний в процессе обучения, анализируются современные подходы к организации подготовки преподавателей высшей школы в Узбекистане, выявлены основные тенденции и этапы формирования их компетентности, выявлены наиболее эффективные методы и формы повышения методической и психологической квалификации будущих преподавателей.The article discusses the role of psychological knowledge in the learning process, analyzes modern approaches to the organization of training of high school teachers in Uzbekistan, identifies the main trends and stages of formation their competencies, the most effective methods and forms of improving the methodological and psychological qualifications and future teachers.

scholarly journals Historical Learning Behavior of High School Students During the Covid-19 Pandemic

2021 ◽  
Vol 2 (1) ◽  
pp. 21-34
Author(s):  
Muhammad Teguh ◽  
Wahidul Basri
Keyword(s):  
High School ◽  
High School Students ◽  
High School Teachers ◽  
Learning Process ◽  
Student Behavior ◽  
Learning Behavior ◽  
School Teachers ◽  
School Students ◽  
History Learning

This article was written with the aim of analyzing the behavior of high school students and all of their factors during history learning during the Covid-19 pandemic, so that knowing the history learning behavior of high school students and responses from high school teachers related to student behavior in the history learning process during the Covid-19 pandemic and analyzing how the reinforcement measures carried out by high school teachers towards students and the effect felt during online learning. The research method used was descriptive qualitative. The subjects of the study were research articles related to students' historical learning behavior during the Covid-19 pandemic, The sample of research articles is 26 journals consisting of national journals and international journals. The results of this study were 1) forms of student behavior in various history lessons; 2) student behavior is influenced by the creativity ability of teachers and the role of the family, and 3) The history teacher provides reinforcement during the online history learning process to students. The conclusion of this study is to maximize the history learning behavior of high school students during the pandemic has 5 (five) aspects learning and management of teaching in the Covid-19 era, know the benefits of learning history using Google classroom, increasing the effectiveness of the teaching and learning process during the Covid-19 Pandemic, the role of families in accompanying student, and increase student activeness in taking online learning.

scholarly journals Validation and application of a measurement scale on environmental practices for high school teachers in Patos, Paraíba

2016 ◽  
Vol 38 (3) ◽  
pp. 319
Author(s):  
Edevaldo Silva ◽  
Delyane Lima Soares ◽  
Habyhabanne Maia Olveira ◽  
Humarah Danielle Guedes Vieira
Keyword(s):  
High School ◽  
Public Schools ◽  
High School Teachers ◽  
Scale Model ◽  
Measurement Scale ◽  
Public High Schools ◽  
School Teachers ◽  
Environmental Practices ◽  
Environmentally Sustainable ◽  
Inadequate Knowledge

 The objective was to create, validate and apply a measurement scale on environmental practices for teachers of various educational areas (exact sciences, humanities, natural sciences and Portuguese), from six public high schools in the city of Patos, Paraíba. To that end, it was created a questionnaire related to the topic, consisting of 24 items in the Likert scale model, being statistically validated as its consistency and reliability by factor analysis and by the α-Cronbach’s test. The assessed measurement scale has been validated (n = 34) with the exclusion of five items, getting excellent α-Cronbach’s coefficient (0.95). In the application of the questionnaire (n = 68), most teachers had social and environmental practices little consistent with environmentally sustainable practices. The results suggest that the high school teachers of the surveyed public schools have inadequate knowledge and/or practices for teaching Environmental Education, revealing that, probably, the students are not receiving basic environmental knowledge for their critical and reflective thinking on the various environmental problems. 

Population Evolution: The Pollination Game

2016 ◽  
Vol 78 (2) ◽  
pp. 149-154 ◽  
Author(s):  
Jennifer J. Weber ◽  
Laura B. Vary ◽  
Colette E.S. Berg ◽  
Beth H. Ansaldi ◽  
Steven J. Franks
Keyword(s):  
High School ◽  
High School Students ◽  
High School Teachers ◽  
Undergraduate Students ◽  
Evolutionary Biology ◽  
School Teachers ◽  
School Students ◽  
Biology Students ◽  
Questions And Answers

To teach the most central concepts in evolutionary biology, we present an activity in pollination biology. Students play the role of either pollinator or flower and work through a set of scenarios to maximize plant fitness. This “Pollination Game” facilitates critical and inquiry-based thinking, and we accompany each round of the exercise with a set of discussion questions and answers. We have piloted and fine tuned this exercise with high school students, and improved the exercise with the input of high school teachers at a teaching conference. The activity could easily be adapted for freshman undergraduate students.

scholarly journals SENIOR HIGH SCHOOL TEACHERS’ MATHEMATICAL QUESTIONING ABILITY AND METAPHORICAL THINKING LEARNING

2017 ◽  
Vol 6 (1) ◽  
pp. 51
Author(s):  
Heris Hendriana
Keyword(s):  
High School ◽  
High School Teachers ◽  
Senior High School ◽  
Control Group ◽  
School Teachers ◽  
Metaphorical Thinking ◽  
Learning Factors ◽  
And Control ◽  
Better Than

This study is designed in the form of experiment with the design of control group and posttest only aimed at investigating the role of learning that teaches metaphorical thinking in improving senior high school teachers’ mathematical questioning ability. The population of this study was senior high school teachers of mathematics in West Java province and the samples were 124 senior high school teachers of mathematics set purposively and randomly to be included into the experimental class and control class. Based on the results and discussion, it is concluded that: (1) mathematical questioning ability of the teachers who received metaphorical thinking learning is better than those who received conventional learning; (2) learning factors and KAM (Kemampuan Awal Matematis = Prior Mathematical Ability) affect the achievement of teachers’ mathematical questioning ability. In addition, there is an interaction effect between the learning and KAM in developing teachers’ mathematical questioning ability; (3) teachers’ mathematical questioning ability has not been achieved optimally on the indicators submitting problems in the form of non-routine questions and open-ended questions.

scholarly journals Job Challenges Faced by Novice EFL High School Teachers

2021 ◽  
pp. 98-107
Author(s):  
Ngoc Duyen Tran
Keyword(s):  
High School ◽  
Classroom Management ◽  
High School Teachers ◽  
Teaching Practice ◽  
School Context ◽  
Mekong Delta ◽  
Structured Interview ◽  
Structured Interviews ◽  
School Teachers ◽  
Job Challenges

The transition from pre-service teachers into novice teachers is a challenging process that has certain effects on teachers' lifelong careers. This study was conducted with the aim of exploring the job challenges that novice EFL high school teachers in the Mekong Delta of Vietnam faced in their first five years of teaching practice. This descriptive study adopted two research tools, including questionnaire and semi-structured interview. Thirty novice EFL high school teachers responded to the questionnaire and four of them were invited to participate in a semi-structured interview. The results showed that novice EFL high school teachers encountered job challenges at a medium frequency level. Specifically, based on the results of three One-Sample T Tests, it can be concluded that the novices were confronted with school context challenges at a high level, followed by the medium level of learners and classroom management challenges. Novices just dealt with lesson-related challenges at a low level. In addition, the findings from the semi-structured interviews presented several different job challenges including applying the teaching methods learned at university, lesson preparation, students’ negative attitudes towards learning English, students’ proficiency, workload, and pressure of achievement or credit-driven practice. Future studies on novice EFL teachers’ job challenges should be done on a larger scale and scope, and employ multiple research methods to collect the data.

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