scholarly journals Contribuições de Paulo Freire na Educação do Campo: formação de professores/as e o ensino de Ciências

2021 ◽  
Vol 16 ◽  
pp. 1-17
Author(s):  
Adalberto Penha de Paula ◽  
Roberto Gonçalves Barbosa
Keyword(s):  
Teacher Education ◽  
Rural Areas ◽  
Public Universities ◽  
Theoretical Study ◽  
Paulo Freire ◽  
Natural Sciences ◽  
The People ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher ◽  
Education Courses

This work presents a reflection on the theoretical and methodological thinking of the Brazilian educator Paulo Freire in the field of the Countryside Education and his contributions to the process of training teachers of Natural Sciences. With this objective, the Pre-service teacher education courses of the Countryside Education at the Federal University of Paraná - Coastal Sector was taken as a reference, from which the historical, philosophical, social and practical principles and influences that led to the implantation of courses of this nature at national public universities are presented. Methodologically, it is a theoretical study, but it also has empirical evidence of educational practices already carried out. Among the final reflections, the importance of Freire’s pedagogy stands out as a counter-hegemonic and guiding pedagogy for the education of the people from the rural areas, waters and forests. Keywords: Freirean thinking. Training of countryside teachers.

scholarly journals Reflecting From the Margins of Education Faculties: Refiguring the Humanist, and Finding a Space for Story in History

2010 ◽  
Vol 20 (1) ◽  
Author(s):  
Theodore Michael Christou
Keyword(s):  
Teacher Education ◽  
John Dewey ◽  
History Of Education ◽  
Educational History ◽  
Education Teacher ◽  
Educational Foundations ◽  
History Of ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher ◽  
Education Courses

Notwithstanding their traditional characterization as a foundations subject, history of education courses are marginal in pre-service teacher education. This marginalization is framed here in light of a broader concern for the discipline’s turn away from the humanities.  History of education’s fundamental purpose, it is argued, lies in the exploration of what it means to be human, and how education has historically been shaped by our values, authority, contexts, and norms.  Using stories drawn from literature and memoirs in the teaching of educational history is one means of exploring intersections of education with human cultures and societies across historical contexts.  History is etymologically linked with story telling, and both history and literature share narrative features; the two should not be conflated, however, due to distinctive disciplinary features of history, such as the requirement that any claims to truth require what John Dewey referred to as warranted assertability.Keywords: history of education, teacher education,educational foundations, humanities, literature, historical mindedness, John Dewey.

Collaborative Learning in Pre-service/In-service Communities of Practice

2010 ◽  
pp. 228-244
Author(s):  
Ronald J. MacDonald
Keyword(s):  
High School ◽  
Teacher Education ◽  
Real World ◽  
School Science ◽  
High School Science ◽  
Data Loggers ◽  
Pre Service Teacher Education ◽  
Science Classes ◽  
Pre Service Teacher ◽  
Education Courses

This chapter will describe how a research-based Community of Practice (CoP) of pre-service and in-service teachers supported teachers’ reflection and learning about how and when to integrate hand-held data loggers. This study suggests that the CoP narrowed the gap between theory (in teacher education) and practice (in the school classroom). Findings will describe effective ways to use hand-held data loggers in senior high school science classes, as well as in pre-service teacher education courses. The possibilities of building even stronger connections between the traditionally theoretical world of teacher education and the real world of school are suggested.

scholarly journals Teacher education courses: Are they germane to classroom practice for novice teachers?

2018 ◽  
Vol 23 (1-2) ◽  
pp. 105-115
Author(s):  
Nani Babu Ghimire
Keyword(s):  
Teacher Education ◽  
Novice Teachers ◽  
Classroom Practice ◽  
Sampling Technique ◽  
Structured Interview ◽  
Teaching Profession ◽  
Practical Applications ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher ◽  
Education Courses

The article analyses novice teachers’ perception on the pre-service teacher education courses of English at Tribhuvan University (TU) and to describe their beliefs and satisfaction on teaching profession. It also aims to describe novice teachers’ practice to implement the acquired knowledge and skills of these courses in their teaching field. Narrative inquiry was adopted as a research method and three novice teachers of community school of Sindhuli were selected as informants following purposive sampling technique. The semi-structured interview was used in order to elicit in depth data from the participants. Content analysis framework was used to analyse data by developing main themes into codes and using them to look for relevant features in the text. The findings divulge that pre-service teacher education courses are supportive and satisfactory for novice teachers as it provides methodological skill and theoretical knowledge to them to teach in the classroom. The novice teachers, who strongly believe in the teaching profession, also think that the contents are theoretically appropriate but they lack some practical applications.

A Rhetoric of Certainty

2014 ◽  
pp. 83-98
Author(s):  
Dorothy Smith
Keyword(s):  
Teacher Education ◽  
Common Sense ◽  
Teacher Professionalism ◽  
Policy Documents ◽  
State Education ◽  
Pre Service Teacher Education ◽  
Developed World ◽  
Pre Service Teacher ◽  
Education Courses ◽  
Compulsory State

The past decade has seen increasingly tightly specified graduate outcomes for undergraduate and postgraduate teacher education courses across much of the developed world. These outcomes potentially have the power to describe what ought to be seen as the proper sphere of school education. In this chapter, the author draws upon education policy documents, state education regulations, and parliamentary reports to write about common sense accounts of the goals and purposes of compulsory state schooling and the regulation of pre-service teacher education in universities. The author considers the implications of these accounts for teacher professionalism and argues for a more visible assertion of the complexity of education. Finally, the author considers the implications of this recommendation for pre-service teacher education in universities.

The Use of Course Management Systems in Pre-Service Teacher Education

2018 ◽  
pp. 196-213
Author(s):  
Damian Maher
Keyword(s):  
Teacher Education ◽  
Social Presence ◽  
Teaching And Learning ◽  
Management Systems ◽  
Course Management Systems ◽  
Course Management ◽  
The World ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher ◽  
Education Courses

Course management systems (CMSs) have now become firmly embedded into pre-service teacher education courses in many universities around the world to support teaching and learning. This chapter investigates some of the features of CMSs and how they are being used. In investigating the use of CMSs, some of the theories/models that underpin online and blended learning including social presence, community of practice (CoP), and constructivism are investigated. Some of the key themes that are discussed in this chapter include blended and flipped learning and the use of analytics. Contemporary spaces such as Facebook and Google Classroom are also investigated.

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