scholarly journals Anos Iniciais do Ensino Fundamental: por onde anda a Geografia? / Early years of elementary school: where is the Geography?

2016 ◽  
Vol 26 (46) ◽  
pp. 382
Author(s):  
Samara Mirelly Silva ◽  
Vicente De Paula Leão
Keyword(s):  
Teacher Training ◽  
Professional Education ◽  
Teaching Practice ◽  
Basic Education ◽  
Undergraduate Research ◽  
Training And Development ◽  
Early Years ◽  
Higher Education Pedagogy ◽  
Faculty Of Education

<p>Este artigo trata do ensino de Geografia nos Anos Iniciais do Ensino Fundamental (AIEF) e da formação docente referente à Geografia nos cursos superiores de Pedagogia. Assim sendo e para apreendermos mais sobre o universo em questão, foi realizado um estudo de caso no âmbito de iniciação científica no curso de Pedagogia da UFSJ e em duas escolas no município de São João del-Rei, MG. Durante a realização desta pesquisa foram aplicados questionários à graduandos do curso e à professores já atuantes. Como resultado percebeu-se que o ensino de Geografia nos AIEF possui limitações e desafios que vão desde a formação e valorização do profissional de educação a sua estrutura curricular na escola básica. Desta forma, considera-se que enquanto componente curricular obrigatório, a Geografia deve estar presente nos cursos de formação inicial de professores para os AIEF, nos currículos oficiais e também nos currículos praticados. A fim de contribuir para que os alunos desenvolvam habilidades e competências que os capacitem a pensarem e atuarem de forma crítica no espaço, enquanto cidadãos deste mundo complexo.</p><p><strong>Palavras–chave:</strong> Educação Geográfica; Formação Docente; Prática Docente.</p><p><strong>Abstract</strong></p><p>This article deals with the geography, teachings in the years basic education initial(AIEF) and teacher training related to geography in higher education pedagogy. To apprehend more about the universe in question it conducted a case study in undergraduate research within the faculty of education of UFSJ and two schools in São Joao del Rei, MG. During the research applied questionnaires to graduates of the course and already active teachers. As a result it was realized that the teaching of geography in AIEF has limitations and challenges ranging from training and development of professional education to it's curriculum in primary school. Thus, it's considered that while a mandatory component of the curriculum, geography must be present in the initial courses for teachers to AIEF in official curricula and also in the prevailing curricula in order to help students to develop skills and competencies that enable them to think and act critically in a space as a citizen of this complex world.</p><p><strong>Keywords</strong>: Education of Geography; Teacher Training; Teaching Practice.</p>

scholarly journals Atuação das professoras supervisoras do Pibid/UFSM/Pedagogia: desafios da gestão escolar - The performance of the supervisory teachers from Pibid/UFSM/Pedagogy: school management challenges

2016 ◽  
Vol 5 (10) ◽  
pp. 7
Author(s):  
Rosane Carneiro Sarturi ◽  
Nicole Zanon Veleda
Keyword(s):  
Public Policy ◽  
Teaching Practice ◽  
School Management ◽  
Qualitative Approach ◽  
Early Years ◽  
Management Process

Neste texto apresenta-se um estudo sobre o impacto das ações do Pibid/UFSM/Pedagogia Anos Iniciais nas práticas das professoras supervisoras. Objetiva-se identificar a compreensão das professoras acerca do processo de gestão escolar a partir da sua contribuição como supervisoras do subprojeto nas escolas. A metodologia adotada é de abordagem qualitativa, do tipo estudo de caso. Para a coleta de dados utilizou-se questionários semi-estruturados. É possível concluir a relevância destas professoras como coformadoras das bolsistas de iniciação à docência, assim como a contribuição do subprojeto em suas vivências, como espaço de construção e reflexão de sua prática escolar.Palavras-chave: pedagogia, políticas públicas, prática pedagógica, gestão escolar, iniciação à docência. THE PERFORMANCE OF THE SUPERVISORY TEACHERS FROM PIBID/UFSM/PEDAGOGY: SCHOOL MANAGEMENT CHALLENGESAbstractThe work presents a study about the Pibid/UFSM/Pedagogy impacts - Early Years in the practices of the supervisory teachers. The main objective is to identify the understanding of teachers about the school management process from their contribution to supervisors of the subproject in schools. The methodology used in this study was qualitative approach, case study, semi-structured questionnaires. It is possible to conclude the relevance of these teachers as tutors to the Introduction to Teaching scholarship and the subproject contribution on their experiences, such as construction and reflection of their school practice.Key-words: pedagogy, public policy, teaching practice, school management, introduction to teaching.

scholarly journals English Pre-service Teachers� Perception of Anxiety in Peer Teaching: A Case Study at Universitas Kristen Indonesia

2019 ◽  
Vol 5 (3) ◽  
pp. 144
Author(s):  
Veronica Novembrin Maulimora
Keyword(s):  
Classroom Management ◽  
English Language ◽  
Teaching Practice ◽  
English Education ◽  
Peer Teaching ◽  
Management Skills ◽  
Teachers Perceptions ◽  
Faculty Of Education ◽  
Department Faculty

Anxieties that are experienced by the teachers are also undergone by the pre-service teachers. The pre-service teachers feel anxious when they teach students or their peers in a real classroom. This study aimed at investigating English pre-service teachers� perceptions of anxiety in peer teaching. To achieve the objective, a questionnaire and open-ended questions were administered to gauge the perceptions of 44 pre-service teachers of the English Education Department, Faculty of Education and Teacher Training, Universitas Kristen Indonesia. Findings revealed that the majority of the preservice English teachers felt anxious about their first peer teaching practice. It was shown that pre-service teachers were unconfident; worried about their English language skills, teaching skills, evaluation skills, and classroom management; and were not sure of the preparations they had made. The top factor causing their anxiety was their classroom management skills. This means that they put the greatest concern on the way they would manage the class. Nevertheless, by knowing the causes of the anxiety, they got the opportunities to reduce it in the next teaching.

scholarly journals Representações sociais do aquecimento global: contribuições para aulas de Química na educação básica

2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Carlos Ventura Fonseca
Keyword(s):  
Global Warming ◽  
Professional Education ◽  
School Environment ◽  
Basic Education ◽  
Social Representations ◽  
Human Action ◽  
Chemistry Teaching ◽  
The Social ◽  
Multiple Case

Resumo: Este artigo propõe descrever uma investigação qualitativa, caracterizada como estudo de casos múltiplos, que envolveu duas turmas do ensino médio integrado à educação profissional. A pesquisa pretendeu investigar quais seriam as representações sociais do aquecimento global apresentadas pelos sujeitos e como estas poderiam colaborar com o planejamento e a qualificação do ensino de Química, no contexto mencionado, tendo em vista seu caráter controverso. Os dados foram coletados por meio de questionário e interpretados por meio da análise de conteúdo. Os resultados mostraram que as turmas parecem ancorar suas considerações sobre o aquecimento global na ideia de um fenômeno que ocasiona destruição e é causado pela poluição produzida pela ação humana. No tocante ao caráter cientificamente discutível do fenômeno, é predominantemente ausente a articulação de um componente crítico capaz de ancorar-se em discussões contrárias às concepções apresentadas. Conclui-se que essa investigação, no domínio da Educação em Química, converge com o rol de resultados de outras pesquisas que entrelaçam a sala de aula e as representações sociais, ou seja, expõem o conteúdo das teorias coletivas sobre a realidade, mostrando os desvios que este pode apresentar em relação às imagens reais do conhecimento científico. O trabalho alinha-se, ainda, com a perspectiva de pensar o ambiente escolar como lócus de continuidade/descontinuidade entre a cultura elaborada e a cultura cotidiana, enfatizando a relevância de investigações dessa natureza.Palavras-chave: Ensino de Química. Representações Sociais. Aquecimento Global. SOCIAL REPRESENTATIONS OF GLOBAL WARMING: CONTRIBUTIONS TO CHEMISTRY CLASSES IN BASIC EDUCATION Abstract: This article proposes to describe a qualitative investigation characterized as a multiple case study involving two classes of high school integrated to professional education. The research sought to investigate the social representations of global warming presented by the subjects and how they could collaborate with the planning and qualification of the teaching of Chemistry in the aforementioned context considering its controversial character. Data were collected through a questionnaire and interpreted through content analysis. The results showed that the classes seem to anchor their considerations about global warming in the idea of a phenomenon that causes destruction and is caused by the pollution produced by human action. Regarding the scientifically debatable nature of the phenomenon, it is predominantly absent the articulation of a critical component capable of anchoring itself in discussions contrary to the conceptions presented. It is concluded that this research in the field of Education in Chemistry converges with the roll of results of other research that intertwine the classroom and social representations, that is, expose the content of collective theories about reality, showing the deviations which it can present in relation to the real images of scientific knowledge. The work is also aligned with the perspective of thinking the school environment as a locus of continuity / discontinuity between the elaborated culture and the daily culture, emphasizing the relevance of investigations with this nature.Keywords: Chemistry teaching. Social Representations. Global warming.

scholarly journals Play for Adults: Play-Based Approaches in Teacher Training

2019 ◽  
Keyword(s):  
Teacher Training ◽  
Teaching Practice ◽  
Intergenerational Relationships ◽  
Training Programme ◽  
Social Emotional ◽  
Short Article ◽  
The Impact ◽  
Creativity And Innovation ◽  
Academic Content

Although play exemplifies one of the highest forms of experiential learning and can foster creativity and innovation in adults, it is less frequently used explicitly in adult training. This short article explores a play-based approach to enhance teachers’ confidence in using play-based pedagogy through a case study on the Continuum of Teacher Training (COTT), Right To Play International’s in-service teacher training programme. The CoTT is a 21-day programme, which is contextualized and delivered in 16 countries. It integrates play-based learning methods into teaching practice while aligning with local curriculum and infusing academic content with social-emotional skills development. The article concludes with preliminary insights on the impact of the model on children’s social-emotional learning and academic achievement and argues for the critical importance of play for adults to support intergenerational relationships and quality play-based approaches.

The Extent of the Ability of Student-Teachers to Observe Talent Indicators: A Case Study of Pupils of Basic Education Department

2021 ◽  
Vol 11 (21) ◽  
pp. 45-67
Author(s):  
Amina Mohammed Osman Abdelrahman
Keyword(s):  
Student Teachers ◽  
Basic Education ◽  
Teacher Preparation Programs ◽  
Social Emotional ◽  
Education Department ◽  
Preparation Programs ◽  
Faculty Of Education ◽  
Primary School Pupils ◽  
Faculties Of Education

This study aimed at investigating the level of the student-teachers' awareness of indicators among Primary School pupils. To achieve this objective, the researcher used the descriptive analytical method. The study sample consisted of (42) fourth-year students in the Faculty of Education, Sudan University of Science and Technology who were being trained in basic schools and were selected using the purposive method. The questionnaire was designed and used to collect data related to talent indicators. The coefficient of correlation Pearson and the alpha Cronbach coefficient and test (t) were used for one group. The results revealed that the total degree of student-teachers' awareness was generally high. There were statistically significant differences between the student-teachers' awareness and pupils' cognitive, social, emotional and creative indicators. In the light of these results, it is recommended that attention should be paid to teacher preparation programs in the faculties of education, where the skills of dealing with talented pupils as well as observation skills of student-teachers should be developed. Keywords: degree of awareness, student-teacher, Basic Education Department, indicators, talent, basic pupils

scholarly journals THE APPROACH TO NATURE OF SCIENCE IN A COMMUNITY OF PRACTICE MEDIATED BY FILMIC RESOURCES

2014 ◽  
Vol 11 (3) ◽  
pp. 42-55
Author(s):  
Edson Rodrigues Santana ◽  
Agnaldo Arroio
Keyword(s):  
Teacher Training ◽  
Data Acquisition ◽  
Key Words ◽  
Community Of Practice ◽  
Nature Of Science ◽  
Science Teachers ◽  
Basic Education ◽  
Training Course ◽  
Faculty Of Education ◽  
The University

This analysis highlights the relevance of the nature of science (NoS) approach in a community of practice (CoP) with the use of film resources. This approach was created to develop a training course for science teachers who teach in basic education. The course took place in 2012 at the Faculty of Education at the University of São Paulo. The results show significant participation and involvement of teachers with both the theme of the nature of science and the interest growing in it for teaching purposes. The data acquisition was performed with the recording and transcription of the involvement of five teachers. Key words: community of practice, nature of science, movies, teacher training.

scholarly journals Políticas de integración de tecnologías y Formación Inicial de Maestros en Uruguay

2016 ◽  
Vol 24 ◽  
pp. 22
Author(s):  
Rosana Elizabeth Martínez Barcellos ◽  
Carlinda Leite ◽  
Angélica María Reis Monteiro
Keyword(s):  
Teacher Training ◽  
Information And Communication Technologies ◽  
Teaching Practice ◽  
Basic Education ◽  
Ict Integration ◽  
Education Policies ◽  
Initial Teacher Training ◽  
Teachers And Students ◽  
Information And Communication ◽  
Global Agenda

This article takes into discussion as problematic Initial Teacher Training (ITT) of Basic Education in Uruguay and analyses the place of information and communication technologies (ICT) in it, and also how they are influenced (Ball, 1998, 2001; Bowe, Ball & Gold, 1992) by international policies and how they are recontextualized (Bernstein, 1993, 1998). The questions that guide the study are: What did the Global Agenda on ICT stated in the ITT? What influences do these policies have on ITT? How recontextualization process occurs? In the empirical part, the study collected and analyzed ITT plans and interviews with the director of the course, training teachers and students who are doing their teaching practice. These data, processed by content analysis, suggests that there is a global agenda that points to the need of ICT integration in education, and as a result, initial teacher training should have content that ensures the effective use ICT. This global agenda influences Uruguay’s education policies which are recontextualized through institutional practices that have to adapt to students and teacher’s needs. Nevertheless, at teacher training level, an investment is needed in order to achieve the objectives towards policies that aim at ICT integration.

Sign in / Sign up

Export Citation Format

Share Document