scholarly journals L’EXCLUSION PONCTUELLE DE COURS DANS L’ENSEIGNEMENT SECONDAIRE FRANÇAIS : LES EFFETS D’UNE PRATIQUE PUNITIVE BANALISÉE

2019 ◽  
Vol 54 (2) ◽  
pp. 245-264
Author(s):  
Julien Garric
Keyword(s):  
Secondary Education ◽  
Teacher Training ◽  
Middle Schools ◽  
Teaching Practice ◽  
School Dropout ◽  
Drop Out ◽  
School Life ◽  
Routine Treatment ◽  
Initial Teacher Training ◽  
Disciplinary Problems

In French secondary education, classroom exclusion is a routine treatment of disciplinary problems which contributes to school dropout. This article looks at the teaching practice of excluding students from class and their charge through school life services in three priority education middle-schools. It is based on interviews with the stakeholders of these institutions and on classroom and school life observations. The results reveal that this practice contributes to the construction of deviant careers for students. In light of this process that encourages student drop out, inclusive educational practices are discussed, especially regarding initial teacher training.

scholarly journals Motivation and Perceived Learning of Secondary Education History Students. Analysis of a Programme on Initial Teacher Training

2021 ◽  
Vol 12 ◽  
Author(s):  
Cosme J. Gómez Carrasco ◽  
Jairo Rodríguez-Medina ◽  
Pedro Miralles-Martínez ◽  
Ramón López-Facal
Keyword(s):  
Secondary Education ◽  
Teacher Training ◽  
Internal Consistency ◽  
Teaching Practice ◽  
Education History ◽  
Perceived Learning ◽  
Trainee Teachers ◽  
Initial Teacher Training ◽  
Confirmatory Factor ◽  
Motivation And Learning

This paper presents the results of research on the initial teacher training in Spain. The aim is to verify whether the development of a training program for teachers based on methodological and epistemological aspects has a positive repercussion on the learning of secondary school pupils. We evaluated to what degree this training was reflected in secondary education pupils (n = 467, Mage = 14.74, SD = 1.97) taught by the participating trainee teachers during their period of teaching practice. A pretest and a postest were employed to obtain data on the methodology and the motivation and perceived learning on the part of the pupils. A confirmatory factor analysis was carried out to verify the validity and internal consistency of the tools and, later, the longitudinal invariance in each of the dimensions analyzed. The results confirm the internal consistency and validity of the tools employed and the improvement in the pupils' evaluation regarding methodology, motivation, and learning.

LA CONSTRUCCIÓN DE LA IDENTIDAD PROFESIONAL DEL MAESTRO DE PRIMARIA DURANTE SU FORMACIÓN INICIAL. EL CASO DE LA UNIVERSIDAD DE BARCELONA

2017 ◽  
Vol 21 (1) ◽  
pp. 103-122
Author(s):  
Beatriz Jarauta Borrasca ◽  
María José Pérez Cabrera
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Teacher Identity ◽  
Teaching Practice ◽  
Primary Teacher ◽  
Teaching Staff ◽  
Initial Teacher Training ◽  
Primary Teacher Education ◽  
Education Degree ◽  
Educación Primaria

Resumen:¿Cómo se aprende a ser docente? ¿Cómo influye la formación inicial en la construcción de la profesionalidad e identidad como maestro? Ante estas preguntas, la investigación “Desarrollo del conocimiento profesional a través del plan de estudios del grado de maestro en educación primaria. Perspectivas del alumnado y profesorado” (EDU2012-39866-C02-02), pretende comprender los procesos que los estudiantes del Grado de Magisterio en Educación Primaria, de la Universidad de Barcelona, llevan a cabo para la construcción de su identidad profesional. Para ello, desde una metodología de carácter cualitativo basado en el estudio de casos, se aplicaron diversos instrumentos de recogida de información (tales como relatos, grupos de discusión y entrevistas) que permitieron un acercamiento desde la visión del estudiantado, del profesorado de universidad y del profesorado de centro escolar. A la luz de los resultados obtenidos, puede determinarse la influencia de sus experiencias previas, atravesadas por una elevada motivación que, a medida que avanzan en la formación, va adquiriendo tintes de realidad al asumir cada vez más una mirada desde el punto de vista de futuro maestro, y no tan anclada en la perspectiva del alumno. El hito de mayor relevancia en la construcción de su identidad se produce durante el practicum, pues es el escenario en el que se ponen en cuestión sus ideas, expectativas, preconcepciones… Acompañar la transición entre la idealización inicial de escuela y maestro hacia la recomposición de la profesionalidad y la construcción de su propia identidad, son funciones clave de la formación inicial. Abstract:How does one become a teacher? What makes a teacher? How does initial teacher training influence the development of professionalism and identity as a teacher? Faced with these questions, the aim of the research paper titled "The development of professional knowledge through the Primary Teacher Education Degree programme. Students’ and teachers’ perspectives" (EDU2012-39866-C02-02) is to understand the processes students undergo in the construction of their professional identity while pursuing a Primary Teacher Education Degree at the University of Barcelona. Following a qualitative type methodology based on case study, we used various data collection tools (such as stories, discussion groups and interviews) that allowed us to gain greater insight into the viewpoint of students, university teaching staff and cooperating teachers. In light of the results obtained, it is possible to determine the influence of previous experiences embedded in the high motivational levels of these students. Then, as they advance through their training, they begin to acquire hints of the reality of teaching and gradually assume a teacher’s frame of mind, less anchored in the student's perspective. The most important milestone in the construction of a teacher identity occurs during teaching practice; the setting in which a teacher’s ideas, expectations, preconceptions, etc. are put to the test. Accompanying the transition from the initial idealisation of the school and the teacher towards greater professionalism and the construction a teacher’s own identity are key functions of the initial teacher training.

The Tutor's Role in Teaching Practice in Initial Teacher Training

1988 ◽  
Vol 11 (2) ◽  
pp. 123-130
Author(s):  
Magda Fernandez ◽  
Ramona Gonzalez ◽  
Angels Subirats
Keyword(s):  
Teacher Training ◽  
Teaching Practice ◽  
Initial Teacher Training

scholarly journals COMUNIDADES QUILOMBOLAS E ESTÁGIO CURRICULAR SUPERVIONADO NAS LICENCIATURAS: diálogos possíveis em Freire

2021 ◽  
pp. 11
Author(s):  
Andréia Regina Silva Cabral Libório ◽  
Marina Graziela Feldmann ◽  
Maria de Jesus Ferreira César de Albuquerque
Keyword(s):  
Teacher Training ◽  
Personal Development ◽  
Teaching Practice ◽  
School Curriculum ◽  
School Education ◽  
School Life ◽  
Personal A ◽  
Essential Knowledge ◽  
La Red ◽  
Formación Docente

O presente artigo apresenta como objetivo central discutir a presença das comunidades quilombolas e Educação Escolar Quilombola (EEQ)  no Estágio Curricular Supervisionado de uma Instituição de Ensino da Rede Federal de Educação, Ciência e Tecnologia e, a partir do diálogo em Freire, descortinar possibilidades de a educação escolar quilombola ser valorizada e reconhecida no currículo escolar de formação de professores como uma viabilidade de prática profissional, bem como propiciar a emancipação dos sujeitos quilombolas, historicamente invisibilizados e excluídos. A metodologia empregada baseia-se na abordagem qualitativa, a partir de um estudo bibliográfico e de análise de documentos. Buscaram-se as contribuições dos referenciais teóricos como: Freire (1981, 1997), Feldmann (2008, 2009), Santomé (2013), García (1999), entre outros.  A verificação dos dados realizou-se a partir da análise de conteúdo de Bardin (2016). A concepção de formação docente ou formação de professores que prevalece nos programas de formação, em sua maioria, limita-se ao entendimento de desenvolvimento pessoal, de formar profissionais competentes em sua área de formação com foco em apenas alguns conhecimentos, e pouco valoriza as questões relacionadas às diversidades presentes no cotidiano escolar, como a cultural. A prática do estágio curricular é de suma importância para o desenvolvimento de conhecimentos essenciais para a atuação docente, especialmente nas diferentes modalidades de ensino como a EEQ, logo é imprescindível o desenvolvimento desses conhecimentos ao longo de todo o curso de formação de docente.Palavras-chave: comunidades quilombolas; estágio curricular supervisionado; formação de professores; educação escolar quilombola.QUILOMBOLAS COMMUNITIES AND SUPERVISED CURRICULUM INTERNSHIP IN UNDERGRADUATE DEGREES: possible dialogues in FreireAbstractThe main objective of this article is to discuss the presence of Quilombolas communities and Quilombolas School Education (EEQ) in the Supervised Curriculum Internship of a Teaching Institution of the Federal Education, Science and Technology Network and, from the dialogue in Freire, unveil possibilities of quilombola school education to be valued and recognized in the school curriculum for teacher training as a feasibility of professional practice, as well as providing the emancipation of quilombolas subjects, historically invisible and excluded. The methodology used is based on a qualitative approach, based on a bibliographic study and document analysis. The contributions of theoretical references such as: Freire (1981, 1997), Feldmann (2008, 2009), Santomé (2013), García (1999), among others, were sought. Data verification was carried out from the content analysis of Bardin (2016). The conception of teacher training or teacher training that prevails in training programs is mostly limited to the understanding of personal development, to train competent professionals in their training area with a focus on just some knowledge, and little value is given to issues related to the diversities present in the daily school life, such as the cultural one. The practice of curricular internship is of paramount importance for the development of essential knowledge for the teaching practice, especially in different teaching modalities such as the EEQ, so it is essential to develop this knowledge throughout the entire teacher training course.Keywords: quilombola communities; supervised internship; teacher training; quilombola school education.COMUNIDADES QUILOMBOLAS Y PASANTÍAS CURRÍCULAS SUPERVISADAS EN PREGRADOS: posibles diálogos en FreireResumenEl objetivo principal de este artículo es discutir la presencia de las comunidades quilombolas y la Educación Escolar Quilombola (EEQ) en la Pasantía Curricular Supervisada de una Institución Docente de la Red Federal de Educación, Ciencia y Tecnología y, a partir del diálogo en Freire, desvelar posibilidades de La educación escolar quilombola debe ser valorada y reconocida en el currículo escolar para la formación del profesorado como una viabilidad de la práctica profesional, además de facilitar la emancipación de las materias quilombolas, históricamente invisibles y excluidas. La metodología utilizada se basa en un enfoque cualitativo, basado en un estudio bibliográfico y análisis de documentos. Se buscaron los aportes de referentes teóricos como: Freire (1981, 1997), Feldmann (2008, 2009), Santomé (2013), García (1999), entre otros. La verificación de los datos se realizó a partir del análisis de contenido de Bardin (2016). La concepción de formación docente o formación docente que prevalece en los programas de formación se limita mayoritariamente a la comprensión del desarrollo personal, a formar profesionales competentes en su área de formación con un enfoque solo en algunos conocimientos, y se le da poco valor a las cuestiones relacionadas con las diversidades presentes en la vida escolar diaria, como la cultural. La práctica de las prácticas curriculares es de suma importancia para el desarrollo de conocimientos esenciales para la práctica docente, especialmente en diferentes modalidades de enseñanza como la EEQ, por lo que es fundamental desarrollar este conocimiento a lo largo de todo el curso de formación docente.Palabras clave: comunidades quilombolas;  pasantía supervisada; formación de profesores; educación en la escuela quilombola.

scholarly journals Designed-in and contingent scaffolding in the teaching practice groups model

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
David Mallows
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Teacher Learning ◽  
English Language ◽  
Teaching Practice ◽  
Language Teachers ◽  
Learning Needs ◽  
Trainee Teachers ◽  
Initial Teacher Training ◽  
English Language Teachers

The focus of this paper is the teacher learning of trainee teachers of English as a second, other or foreign language to adults, within a particular model of initial teacher training: Teaching Practice Groups. It draws on socio-constructive theories of teacher learning to explore the learning of trainees within the model. Teaching Practice Groups are highly social; trainees on courses using the model interact a great deal with each other, with their peers, with the learners in the teaching practice classroom, and also with the course documentation and activities. This paper suggests that these interactions, and the consequent development of trainees’ knowledge and understanding of teaching, are scaffolded in both ‘designed-in’ and ‘contingent’ ways (Hammond & Gibbons 2005: 12). Designed-in scaffolding can be seen in the way the course is structured, in the activities that learners are expected to engage with, and in the documents and processes through which these processes are managed. Contingent scaffolding on the other hand, the spontaneous actions and guidance of the trainer in response to the immediate learning needs of the trainee teacher, is unplanned. While the findings from this study are specific to the context of Teaching Practice Groups, this paper also offers a contribution to more general knowledge about initial teacher training for English language teachers.

scholarly journals Las TIC y la formación inicial del profesorado / The TIC and the Initial Teacher Training

2019 ◽  
Vol 6 (1) ◽  
pp. 1-8
Author(s):  
Beatriz Barrero Fernández
Keyword(s):  
Teacher Training ◽  
Young Children ◽  
Teaching Practice ◽  
Initial Teacher Training ◽  
Catch Up ◽  
Key Competences ◽  
Academic Results

ABSTRACTSchools have been immersed in this global advance in the use of TIC. Causing a great revolution in how teachers can assume their teaching practice. The key competences (LOMCE, 2013) propel teachers to catch up on the use of TIC. The proposal is about a real experience carried out with Students University of the education of young children. Where the use of TIC resources for educational purposes is introduced. The results obtained show the potential that different digital applications have and the success achieved in relation to the academic results of the students.RESUMENLas escuelas se han visto inmersas en el avance global en el uso de las TIC. Provocando una gran revolución en cómo el profesorado puede asumir su práctica docente. Las competencias clave (LOMCE, 2013) instan al profesorado a ponerse al día en el uso de las TIC. La propuesta versa sobre una experiencia real llevada a cabo con alumnos del Grado de Educación Infantil. En la que se introduce el uso de recursos TIC con finalidad educativa. Los resultados obtenidos muestran la potencialidad que tienen diferentes aplicaciones digitales y el éxito conseguido en relación a los resultados académicos de los alumnos.

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.

scholarly journals Institutionalizing University-School Relations in Order to Strengthen the Role of Teaching Practices

2020 ◽  
Vol 3 (1) ◽  
pp. 36
Author(s):  
Ardian Tana ◽  
Florinda Tarusha
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
Work Experience ◽  
Teaching Practices ◽  
Teaching Practice ◽  
Professional Competence ◽  
Real Life ◽  
Initial Teacher Training ◽  
Identity Studies ◽  
Teacher Professional

The formation of future teachers' professional competence necessarily goes through the development of teaching practices, which are defined and valued as activities that create opportunities to gain experience related to the profession. Every initial professional forming views work experience in real-life situations as an integral element of competence development and professional identity. Studies carried out in recent years in Albania by various institutions: MAS, IZHA etc., have highlighted the great role that teaching practices play, by valuing them as one of the most important elements in the initial teacher training, but on the other hand, teaching practice, as an integral part of the initial teacher training program, representing an important period in a teacher's professional development, has faced issues such as: • Lack of a framework for the competences of the new teacher to enable the alignment of the initial teacher training curricula in different IALs;• The lack of a regulatory and supervisory document for the practice and its evaluation;• The mentoring system is present very little throughout this important process;• Lack of links between different stages of teacher professional development: initial training, professional practice / internship, and continuous professional development (IZHA, 2016; Haxhiymeri E., Mita N., 2015).This study aims to highlight the importance of institutionalizing university-school relations to enable the qualitative improvement of teaching practices, as well as to provide recommendations on how to achieve this relationship based on the opinions and suggestions of the specialists of this field. The study was conducted through the Delphi method by contacting scholars, practice supervisors, mentors, directors and specialists of the education department, middle school principals as well as university students. The findings of the study emphasize the necessity of institutionalizing university-school relations by crossing their present-day stage and provide concrete suggestions on how to regulate these relationships.

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