scholarly journals La aventura de aprender: Relato autobiográfico del viaje a Ítaca de un docente reflexivo (The adventure of learning: An autobiographical story of a reflexive teacher about his journey to Ithaca)

Retos ◽  
2015 ◽  
pp. 285-290
Author(s):  
Txema Córdoba Jiménez
Keyword(s):  
Public Schools ◽  
Professional Identity ◽  
Professional Practice ◽  
Teaching Practice ◽  
Life Story ◽  
Physical Education Teacher ◽  
Desarrollo Profesional ◽  
Teacher Professional ◽  
Historia De Vida ◽  
Formación Permanente

El objetivo de este artículo es describir el proceso de crecimiento de un maestro de Educación Física desde su formación inicial hasta su ejercicio como docente universitario, pasando por catorce años de experiencia profesional en escuelas públicas.  Se pretende reflejar como las experiencias, las convicciones y los cambios de rumbo personales del educador contribuyen de manera simultánea y sinérgica al desarrollo de su identidad personal y profesional. La metodología que se ha empleado es el relato autobiográfico y como instrumento la historia de vida, que facilita la toma de consciencia y la reflexión de la práctica pedagógica. Como conclusión se pone de manifiesto la importancia de los procesos de formación permanente para el desarrollo profesional permitiendo al docente descubrir nueva maneras de ejercer una práctica profesional reflexiva coherente con su identidad personal.Abstract. The aim of this article is to describe the growth process of a Physical Education teacher from his beginning training to exercise as a university teacher, through fourteen years as a teacher of public schools. It tries to reflect how the experiences, beliefs and personal direction changes of the educator contribute simultaneously and synergistically to the development of his personal and professional identity. The methodology used is the autobiographical story and the instrument is life story, which facilitates become aware and reflexion of his own teaching practice. The results show the importance of lifelong learning processes for teacher professional development which allow them to discover new ways of doing a reflexive professional practice consistent with their personal identity.

scholarly journals El sistema de evaluación de la práctica profesional docente: un estudio de caso de una carrera de pedagogía en educación musical en una universidad confesional

2016 ◽  
pp. 75
Author(s):  
Rodrigo Pérez Blanco
Keyword(s):  
Music Education ◽  
Beginning Teachers ◽  
Professional Practice ◽  
Evaluation System ◽  
Teaching Practice ◽  
Beginning Teacher ◽  
El Sistema ◽  
Teacher Professional ◽  
Education Degree ◽  
Professional Teaching

RESUMENEl objetivo de esta investigación cualitativa es analizar el sistema de evaluación de la práctica profesional, a través del análisis de las percepciones de profesores principiantes de la carrera de Educación Musical. Este estudio aporta a construir y reconstruir la realidad que vivieron 17 profesores principiantes mientras fueron estudiantes en práctica, permitiendo crear líneas de acción en aspectos descendidos si fueran necesarios. Además, se proponen algunos tópicos emergentes para realizar posteriores investigaciones relacionadas con el tema de investigación.Palabras clave: Sistema de evaluación, práctica profesional docente, profesor principiante. Evaluation system of professional teaching practice: A study case of a music education degree in a denominational universityABSTRACTThe objective of this qualitative research is to analyze the evaluation system of the professional practice through the analysis of perceptions of beginning teachers graduated with a Music Education Degree. This study brings to construct and reconstruct the reality that beginning 17 teachers lived while they were internship students, allowing to create lines of action in aspects as necessary. In addition, some emerging topics are proposed for further research related to this topic.Keywords: Evaluation system, teacher professional practice, beginning teacher.

scholarly journals Experiences of a Teacher in Relation to the Student’s Feelings of Learned Helplessness

2020 ◽  
Vol 17 (21) ◽  
pp. 8280
Author(s):  
Gustavo González-Calvo
Keyword(s):  
Professional Identity ◽  
Learned Helplessness ◽  
Democratic Education ◽  
Teaching Practice ◽  
Self Esteem ◽  
The Self ◽  
Autobiographical Narratives ◽  
Physical Education Teacher ◽  
Motor Competence ◽  
Pedagogical Models

This paper is based on the concern of a novice physical education teacher to reinforce the self-esteem and motor competence sensations of students during lessons. This concern arises from the experiences gained as a student. I draw on autobiographical narratives to delve into how these experiences led me to develop a feeling of learned incompetence, a sense of failure within the educational system and, consequently, an obvious difficulty to shape my personal and professional identity. However, it is these same experiences that condition professional development and teaching practice. Thus, I attempt to break from pedagogical models and to offer a dignified and democratic education to students. I attempt to engage the reader by communicating the subjectivity of different moments in a provocative, fragmented, physical, and emotional manner. Thus, I share the concerns, reflections, and manner of working, as a teacher, in the form of autobiographical reports and class journals. The intention is to understand how this manner of working responds to the feelings of incompetence learned by school children.

scholarly journals Professional Identity Tensions and Coping Strategies of EFL Pre-Service Teachers

2019 ◽  
Vol 5 (1) ◽  
pp. 26
Author(s):  
Yohanes Maria Restu Dian Raharjo ◽  
Yuseva Ariyani Iswandari
Keyword(s):  
Professional Identity ◽  
Coping Strategies ◽  
Teaching Practice ◽  
Survey Design ◽  
Teacher Preparation Program ◽  
Preservice Teaching ◽  
Teacher Professional Identity ◽  
Teacher Professional ◽  
Social Views ◽  
And Coping

Professional identity of English teachers is an important process in which teachers view themselves as a professional based on social views about “good teacher”, studentteacher relationship, and self-view as a professional teacher. Teacher preparation program such as Micro Teaching (MT) and Program Pengalaman Lapangan or PreService Teaching Practice (PTP) influences this process by providing support and opportunities in creating a strong professional identity since they are still in a preservice phase. The different nature between MT (situated) and PTP (concrete) can be challenging to the pre-service teachers (PSTs), especially during the PTP. These challenges are called professional identity tensions and they involve PSTs (as a person and professional) and undesirable situation. This study aimed to identify the professional identity tensions faced by EFL PSTs during their PTP and how they coped up with the tensions. The study employed a qualitative survey design. The results identified six professional identity tensions and two coping strategies from the story of seven EFL PSTs. Those PSTs was indicated either to feel tension or to have experiences that might lead them to tension. Keywords: EFL pre-service teacher; professional identity tension; coping strategy

scholarly journals FRONTEIRAS NA FRONTEIRA: a trajetória dos migrantes brasiguaios e a influência econômico-jurídico-político-ideológica dos Estados nacionais (BR e PY), a origem do aluno brasiguaio / FRONTIERS (...)

2015 ◽  
Vol 25 (44) ◽  
pp. 70-96
Author(s):  
Margarete - Frasson ◽  
Marli Terezinha Szumilo Schlosser
Keyword(s):  
Public Schools ◽  
Power Relations ◽  
Life Story ◽  
Base Material ◽  
Border Region ◽  
Material Base ◽  
Nation States ◽  
Historia De Vida ◽  
Families With Children ◽  
Political Economic

Nesse texto coloca-se em relevo as relações e inter-relações entre Brasil e Paraguai  analisadas na Região da Tríplice Fronteira (BR, PY e AR), em sua base material e normativa, formada por diferentes territórios, que permitiu e permite a fluidez de movimentação dos brasiguaios na fronteira. Neste caso, a fronteira é entendida como lugar de relações e inter-relações políticas, econômicas e ideológicas entre territórios. Com base nesse percurso teórico, analisam-se como tais questões estão presentes e permeiam a realidade vivida pelas famílias brasiguaias que buscam se territorializarem na fronteira. A análise dos prontuários dos alunos, deixa evidente a movimentação desse grupo de migrantes na fronteira entre Brasil e Paraguai.  Por meio do relato oral obteve-se o registro da experiência vivencial, informações da história de vida e da identidade das famílias brasiguaias com filhos matriculados em duas escolas públicas do Município de Santa Terezinha de Itaipu/BR, em 2012. Isso permitiu realizar uma leitura cruzada da história, numa visão geográfica. Tornou possível perceber a influência exercida pelo poder dos Estados Nacionais, em sua dinâmica econômico-jurídico-político-ideológica e populacional.  Conclui-se que o sujeito brasiguaio, presente nas escolas públicas dessa fronteira, teve origem pelas formas de exclusão social que envolve essas relações de poder. Palavras-chave: história oral; brasiguaio; Tríplice Fronteira; relações de poder;  AbstractIn this text it's put into relief the relationships and interrelationships between Brazil and Paraguay analyzed in the Tri-Border Region (BR, PL, AR), in its material base and rules, formed by different territories, that allowed and allows the fluidity of the braziguayans movement at the frontier. In this case, the frontier is understood as a place of relationships and political, economic and ideological interrelationships between territories. Based on this theoretical route, issues that are present and permeate the reality experienced by braziguayan families seeking to settle down on the frontier are analyzed.  The analysis of medical records of students, makes evident the movement of this group of migrants on the border between Brazil and Paraguay. Through the oral report it was obtained the registration of the living experience, information like the life story and identity of braziguayan families with children enrolled in two public schools in the municipality of Santa Terezinha de Itaipu / BR in 2012. This allowed performing a cross-reading of this story, a geographical vision. It made possible to notice the influence of the nation states power in their ideological-political-economic-judicial and population dynamics. We conclude that the braziguayan person present in this frontier public schools, had its origin by the forms of social exclusion that involves these power relations. Keywords: Oral story; braziguayan; Triple Frontier; power relations; 

scholarly journals Profissionalização docente: uma leitura piagetiana de sua construção

2019 ◽  
Vol 76 (184) ◽  
Author(s):  
Cilene Ribeiro Chakur
Keyword(s):  
Professional Development ◽  
Professional Identity ◽  
Teaching Practice ◽  
Theoretical Framework ◽  
Pedagogical Practice ◽  
Formation Continue ◽  
Desarrollo Profesional ◽  
Long Run

Apresenta reflexões acerca da formação continuada do professor, visando, a longo prazo, contribuir para a formulação de uma teoria do desenvolvimento profissional docente, fundamentada no construtivismo piagetiano. São revisados alguns conceitos e princípios desta corrente, particularmente os relacionados com o processo de tomada de consciência, e discutidos problemas trazidos por uma leitura piagetiana da prática docente. Propõe-se, ao final, uma hierarquia de níveis de construção da profissional idade docente, tendo como eixos a prática pedagógica, a conquista da autonomia e a identidade profissional do professor. Abstract This paper presents considerations about continue teachers formation aiming at in the long run, contributing to the proposition of a theory of the teacher's professional development based on the Piagetian constructivism. Some concepts and principles of this theoretical framework, especially those related to the awareness taking process, are reviewed, and the problems that are raised by a Piagetian reading of the teaching practice are discussed. It is finally proposed a hierarchy of the levels of the teacher's professionalism construction along the following axes: the pedagogical practice, the autonomy achievement, and the teacher's professional identity. Résumé Le travail présente des réflexions sur la formation continue de l'enseignant et prétend, à long terme, contribuer à la formulation d'une théorie du développement professionnel de l'enseignant, fondée sur le constructivisme piagetien. Certains concepts et principes de ce courant sont revisés, en particulier ceux qui sont reliés au processus de la prise de conscience. Certains problèmes dérivés de la lecture piagetienne de la pratique de l'enseignant sont aussi discutés. Finalement, est proposée une hiérarchie de niveaux de construction du professionalisme de l'enseignant ayant comme axes la pratique pédagogique, la conquête de l'autonomie et l'identité professionnelle de l'enseignant. Resumen El trabajo plantea reflexiones sobre la formación continuada del profesor, visando, a largo plazo, contribuir hacia una teoría del desarrollo profesional docente basada en el constructivismo piagetiano. Se revisan algunos conceptos y principios de esa corriente, en particular aquellos relacionados al proceso de toma de conciencia, y se discuten problemas traedos por una lectura piagetiana de la práctica docente. Por fin, se propone una jerarquía de niveles de construcción de la profesionalidad docente, teniendo como ejes la práctica pedagógica, la conquista de la autonomia y la identidad profesional del profesor.

scholarly journals Educación Física Cooperativa, formación permanente y desarrollo profesional. De la escritura colectiva a un relato de vida compartido (Cooperative Physical Education, In-service Teacher Education and professional development. From the collective writing t

Retos ◽  
2015 ◽  
pp. 264-269
Author(s):  
Txema Córdoba Jiménez ◽  
Laura Carbonero Sánchez ◽  
David Sánchez Aguayo ◽  
Siscu Inglada Moreno ◽  
Marien Serra Figueroa ◽  
...  
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Identity Development ◽  
Working Group ◽  
Personal Development ◽  
Life Story ◽  
Working Groups ◽  
Group Members ◽  
Historia De Vida ◽  
Formación Permanente

El objetivo principal de este artículo es describir la influencia que ha tenido el grupo de trabajo de Educación Física del Instituto de Ciencias de la Educación de la Universidad Autónoma de Barcelona, que basa su trabajo en el aprendizaje cooperativo, en el desarrollo de la identidad personal y docente de sus miembros. Se refleja como las experiencias, las convicciones y las tareas compartidas contribuyen a ello, analizando la importancia de la formación permanente y el apoyo mutuo entre docentes como procesos colectivos de aprendizaje. La metodología utilizada para ello es el relato autobiográfico mediante la historia de vida colectiva. Está narrada en primera persona del singular, pero responde a un proceso de escritura colectiva, utilizando el método de los alumnos de Barbiana en “Carta a una maestra” (1970), donde se ponen en común las experiencias y reflexiones de cada uno de los miembros de dicho grupo de trabajo. Como resultado de este proceso se extrae que la pertenencia a un grupo puede ser fundamental para el crecimiento profesional y personal de un docente. Para ello, los recursos de formación permanente colaborativa, como los grupos de trabajo, son una excelente respuesta a esa necesidad ya que facilitan el compartir y contrastar experiencias, pensamientos e ideas, exponerlas en colectividad y promover la creación de sinergias entre sus miembros.Abstract. The aim of this paper is to describe the influence that the Physical Education working group from the Education Sciences Institute of Autonomous University of Barcelona has had in the personal and teaching identity development of its members. This group bases its work on cooperative learning in Physical Education. The paper reflects how shared experiences, beliefs and tasks contribute to the development of the working group members, through the analysis of the importance of the in-service teacher education and the mutual support between teachers as collective learning processes. The methodology employed is the autobiographical story using the collective life story. Despite being told in first person, it responds to a collective writing process based on “Letters to a teacher” written by Barbiana’s pupils (1970), where the experiences and the reflections of the working group members are shared. As a result of this process, we can conclude that belonging to a group can be of primary importance for the professional and personal development of a teacher. With this in mind, collaborative in-service teacher education resources like working groups are an excellent answer to this need because they make it easier to share and compare experiences, thoughts and ideas, presenting them collectively, and to promote synergies between its members.

scholarly journals A PRÁTICA DOS PROFESSORES DE EDUCAÇÃO FÍSICA DAS ESCOLAS PÚBLICAS DE PORTO ALEGRE

2007 ◽  
Vol 5 (9) ◽  
pp. 31-46
Author(s):  
Vicente Molina Neto
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Teaching Practice ◽  
School Community ◽  
Work Place ◽  
Physical Education Teacher ◽  
Porto Alegre ◽  
Education Teacher ◽  
Reflective Practitioners ◽  
Methodological Procedures

O presente estudo trata da prática docente dos professores das escolas públicas de Porto Alegre. Com procedimentos metodológicos de caráter predominantemente etnográficos, ouvi 20 participantes, para entender sua maneira de atuar na escola. O texto resulta, fundamentalmente, da interpretação de seus depoimentos à luz de referências bibliográficas e da minha experiencia como professor de educação física. A análise das informações sugere que sua prática docente está relacionada com a organização de seu lugar de trabalho e com as relações que estabelecem com as demais parcelas da comunidade escolar. Nessa prática, esses professores constróem estratégias e conhecimentos que lhes caracterizam como práticos reflexivos. The present study examines the teaching practice of teachers of public schools of Porto Alegre, RS. Through predominantly ethnographic methodological procedures, 20 participants were heard so that their way of acting in school could be understood. The text is the result of interpretation of their statements in light of bibliographical references as well as the author's own experience as a physical education teacher. The analysis of the information gathered suggests that the teaching practice of these subjects is related both to the organization of their work place and to the relations they establish with the remaining sectors of the school community. In this practice, these teachers build up symbolism, strategies, and knowledge, which characterize them as reflective practitioners.

Becoming a physical education teacher during formalised school placement: A rollercoaster of emotions

2018 ◽  
Vol 25 (3) ◽  
pp. 893-909 ◽  
Author(s):  
Margarida Alves ◽  
Ann MacPhail ◽  
Paula Queirós ◽  
Paula Batista
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Professional Identity ◽  
Thematic Analysis ◽  
Power Relations ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
School Placement ◽  
Teacher Professional Identity ◽  
Teacher Professional

Since becoming a teacher is a highly emotional path, it is fundamental to understand teachers’ emotional journeys while constructing their teacher professional identity. An ethnographic approach was employed to examine how the emotions experienced by physical education preservice teachers during formalised school placement contributed to the construction of their teacher professional identity. Data were collected throughout a ten-month school placement (i.e. an academic school year) and included researcher observations, researcher field notes, and semi-structured interviews with preservice teachers and their cooperating teacher. A thematic analysis was used in a process of constant comparison. Emotions were labelled using Zembylas’ three main categories: ideology; school culture; and power relations. A fourth category labelled physical education culture was created through an inductive thematic analysis to capture emotions deemed to align specifically to the teaching of physical education. With respect to ideology, preservice teachers alluded to positive emotions such as care for students, a sense of accomplishment and happiness. Challenging emotions included insecurity/anxiety, disappointment and anger/frustration. Related to school culture, while preservice teachers expressed a sense of belonging they also reported feeling powerless with respect to particular rules enforced by the school. Related to power relations, while preservice teachers were thankful for having a school structure guiding them they, at times, regretted the limited opportunity that such structure allowed them in cultivating agency. Becoming a physical education teacher triggered specific emotions such as practising safety within the gymnasium and a rise in confidence when recognised as a physical education teacher by other physical education teachers.

Enhancing EFL Teachers’ Pronunciation Pedagogy Through Professional Learning: A Vietnamese Case Study

RELC Journal ◽  
2020 ◽  
pp. 003368822095247
Author(s):  
Loc Tan Nguyen ◽  
Jonathan Newton
Keyword(s):  
Professional Learning ◽  
Classroom Practice ◽  
Teaching Practice ◽  
Teaching Skills ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Teacher Professional ◽  
Teachers Professional Development ◽  
The Impact

The role of teacher professional learning (TPL) in assisting teachers to teach pronunciation in English as a second/foreign language (ESL/EFL) contexts has received little attention. The study reported in this paper extends this line of research by investigating how six EFL teachers at a Vietnamese university transform and integrate the pronunciation pedagogical knowledge they received from a TPL workshop into teaching practice. It then examines the teachers’ perceptions of the impact of the workshop on their knowledge gains and pronunciation teaching skills. Data were collected from seven lesson plans designed by the teachers, video recordings of 24 subsequent classroom observations, and six individual semi-structured interviews. The study adopted a content-based approach to qualitative data analysis. The findings show that the teachers were all able to translate TPL into classroom practice of pronunciation teaching. The findings further show that workshops designed and implemented in accordance with research-based TPL principles can be effective for promoting teachers’ knowledge of pronunciation pedagogy and refining their pronunciation teaching skills. The study has implications for ESL/EFL teachers’ professional development in pronunciation teaching.

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