teachers and continuing education

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FROM MISSIONARY  TO RESEARCHER:  PROFESSIONAL IDENTIFICATION OF PUBLIC SCHOOL TEACHERS UN-DERLYING AUTOBIOGRAPHIES WITHIN  A CONTINUING EDUCATION PROGRAM

FROM MISSIONARY TO RESEARCHER: PROFESSIONAL IDENTIFICATION OF PUBLIC SCHOOL TEACHERS UN-DERLYING AUTOBIOGRAPHIES WITHIN A CONTINUING EDUCATION PROGRAM

Discourse from the point of view of CDA is a form of social action in which “people may act upon the world and specially upon each other” (FAIRCLOUGH, 1992: 63). Thus, discourse regulates social life of a particular society both shaping and restrict- ing, for instance, identities, relations and rules. In this sense, discourse is a social prac- tice rather than a purely individual activity (FAIRCLOUGH 1992: 63). Describing dis- course as social practice implies that language and society bears a kind of dialectical rela- tionship. This means that the relationship between language and society is two-way: on one hand, language is influenced by society; on the other hand, society is shaped by lan- guage. This means that discourse constitutes situations, objects of knowledge and the identities of people and at the same time is shaped by them.
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Formação continuada de professores e bibliotecários para o letramento informacional: a contribuição da educação a distância Continuing education of teachers and librarians for information literacy: The contribution of distance education

Formação continuada de professores e bibliotecários para o letramento informacional: a contribuição da educação a distância Continuing education of teachers and librarians for information literacy: The contribution of distance education

Em julho de 2015, foi realizado levantamento bibliográfico no portal da Capes, com os descritores “distance educationand “information literacy”, com a recuperação de 606 resultados. Desses, 168 foram artigos de periódicos revisados por pares. Em seguida, esse resultado foi refinado por data de publicação, considerando-se somente os artigos publicados entre 2010 e 2015, em um total de 63. Entretanto, a análise item a item mostrou grande número de artigos repetidos, artigos sem integração dos dois temas e, por fim, itens fora do formato estipulado, como, por exemplo, resenhas e recursos textuais, dentre outros. Por fim, foram analisados 14 artigos. Em cada um deles, foram identificados o tema de pesquisa, o sujeito, as conclusões principais e a autoria, como se observa no Quadro 1. O objetivo é apresentar o panorama das pesquisas publicadas sobre o assunto nos últimos cinco anos.
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Distance continuing education for enterprises in European universities

Distance continuing education for enterprises in European universities

Relating to pedagogical models, while in face-to-face university continuing education, the lecture mode still prevails, in continuing education a determined pedagogical model is actually chosen (mostly models employing constructivist theories and stressing collaborative learning). Moreover, course planning is discussed and teachers and technical staff are gathered to held discussions and have a common view of the education they are delivering.

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rev. educ. fis.  vol.23 número3

rev. educ. fis. vol.23 número3

Given the aforementioned dificulties and limitations, teachers reported using informal open models as alternative continuing education strategies to make up for the lack of opportunities in their localities. The exchange of experience between peers was the informal model most cited by the teachers (15 times), fol- lowed by the open self-training model involving the reading of scientiic books/journals/articles (14 times) and internet searches (nine times). The ive references to refresher and/or professional development strategies are an alternative to the impossibility of training far from the teachers’ residence, and therefore, not always an intentional and objective choice associated with their training needs. Nevertheless, it is also important to observe that the desire to improve their training varies as a function of the initiative and enthusiasm of teachers regarding their profession, as was the case of T17, who despite all the dificulties related to work overload and inancial resources, spared no effort in seeking training in another state, while T10 was not concerned about compensating for these limitations and/or dificulties.
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Continuing teachers education and social learning in the promotion of geoconservation: the case of the gold cycle geopark project, Guarulhos, São Paulo, Brazil

Continuing teachers education and social learning in the promotion of geoconservation: the case of the gold cycle geopark project, Guarulhos, São Paulo, Brazil

The selection of schools for the development of the continuing education teacher training pro- posal, focused on the study of geodiversity sites in Guarulhos, took into account their interest in participating (Soares 2016). Although some schools were not very close to the study sites, they already had a history of participation in the projects of continuing education of teachers, promoted by the Municipality of Guarulhos, including “School Citizenship Nuclei” (Santos 2006, 2011). With the participation of the Board of Education of Guarul- hos Sul, five schools were selected in the southern region of the Municipality, namely:
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Assessment of teacher training in the Brazilian educational context

Assessment of teacher training in the Brazilian educational context

Thus, understanding the importance of these topics in ongoing discussions about teacher training, a brief overview will be provided regarding the demands, gaps and contributions of evaluation in the initial and continuing education of teachers in the Brazilian educational context. To this end, a desk research will be carried out with the following national and international legal frameworks: National Education Guidelines and Bases Law (LDB), National Education Plan (PNE), Resolution No. 2 of 2015, Common National Curricular Base (BNCC), Common National Basis for Basic Education Teacher Training, Reports of the Programme for International Student Assessment (PISA) of the Organization for Economic Cooperation and Development (OECD), the Sustainable Development Goals (SDGs) of the United Nations Educational, Scientific and Cultural Organization (UNESCO), and the UNESCO Incheon World Education Forum Policy Development Guide for teachers.
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Rev. bras. linguist. apl.  vol.12 número1 en a01v12n1

Rev. bras. linguist. apl. vol.12 número1 en a01v12n1

Eitelven and Fronza present reflections on the role of continuing education by discussing the experiences of a group of teachers teaching young kids in their literacy process.Luna offersa historiographic research on the teaching of Portuguese in the United States during 1940 through 1960, focusing on the relationshipbetween the Army Method and the development of Applied Linguistics to the teaching of foreign languages in the United States.

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Ling. (dis)curso  vol.17 número3

Ling. (dis)curso vol.17 número3

In contrast to praxeological writing, which is very common in teaching practices, epistemic writing evokes another dimension of this competency: knowledge (and the construction of such knowledge) through writing. In a study of continuing education led by one of the authors of this study (GUIMARÃES; KERSCH, 2015), Portuguese elementary school teachers were also the actors in their own development. Their voices were heard, and this process led to the redirection of the paths of such education, among other aspects. As part of this exercise, with a firm belief that academic literacy and authorship development can contribute to the empowerment of these teachers (KERSCH, 2014), we made a substantial investment in producing texts that reflect on the teaching practices that teachers developed based on their participation in continuing education. The choice to produce written accounts (several of which later became articles published in a book) supported the task of fostering teachers ’ awareness of their own process of professional development. This paper discusses how the process of pursuing academic literacy for teachers in continuing education within a community of practice (CoP) can boost their professional development, and it explores one teacher’s reflection on her own process.
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Estado da arte na formação continuada de professores do ensino superior / Art status in continuing training of higher education teachers

Estado da arte na formação continuada de professores do ensino superior / Art status in continuing training of higher education teachers

Braz. J. of Develop., Curitiba, v. 5, n. 9, p. 14761-14775 sep. 2019 ISSN 2525-8761 (1995); Behrens (1996); Candau (1999); Libanian; Oliveira; Toschi (2003); Romanowski (2007) among others. As for the methodology, the state-of-the-art, qualitative and quantitative bibliographic research was chosen. As a research universe, the Scielo database was used. The main selection criteria established that to be included in the research the article would bring as a study agent the continuing education of higher level teachers and would cover the publication period from 2000 to 2016. In this perspective, 14 (fourteen) articles were selected that offered in its scope elements necessary to compose the results of this study. For data analysis, the categorization technique was used, which allowed defining three (3) research approaches to the theme: Teaching and teaching practices, Teacher professional development and Teacher training policies. The results indicate a great concern of the researchers with the pedagogical teaching practice and with their professional development. They also express concern with curricular proposals that establish continuing education programs that conjecture the teaching practice.
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J. Appl. Oral Sci.  vol.19 número6

J. Appl. Oral Sci. vol.19 número6

Corresponding address: Thaís dos Santos Gonçalves - Alameda Dr. Objectives: To describe the development of a CD-ROM to provide distance continuing education to basic school teachers th[r]

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POLICIES FOR EDUCATIONAL EVALUATION OF CONTINUING EDUCATION OF TEACHERS

POLICIES FOR EDUCATIONAL EVALUATION OF CONTINUING EDUCATION OF TEACHERS

Esteban (2012) believes that to meet the requirements of exter- nal evaluations, language can be reduced in order to measure it, resulting in a narrow perception of pedagogical practice. Formulated questions express a mechanistic conception of literacy, with contents and methods that are distant from a significant portion of students’ everyday lives, thus expos- ing the stereotypical knowledge and realities embedded in said questions. Counting the number of correct and incorrect response sis unacceptable, and merely supports the classification of students. By requiring a specific level of proficiency, both schools and teachers can focus on practices that bring them closer to achieving an expected level of performance, although this can negatively affect the teaching-learning relationship.
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DELTA  vol.24 número especial

DELTA vol.24 número especial

This paper aimed at discussing autonomy in the light of a collaborative action research initiative with fifty English public school teachers engaged in a continuing education program. The complex implementation of such enterprise made us cautious about having action research as a mandatory module of the continued teacher program we coordinate. The results obtained ranged from groups that could not narrow down their topic even after two terms of orientation with regular meetings and suggestions from the group advisor to groups that were able to clearly define their classroom problem and look for alternative practices, which were evaluated throughout the year. The most successful groups did not stop at the good results they encountered in the first term and were able to establish more challenging goals for their learners, showing how their autonomy could be exercised with the help of this systematic inquiry which favoured reflection and focused on practice: collaborative action research. We believe the seed of critical reflection has been planted on the path of some teachers involved in our action research project as they saw that they themselves and their classrooms could be transformed through their involvement in collaborative dialogue. As Fernandes et al. (2007:33) wrote in the conclusion of their research report: The research teachers learned that reflection and collaborative work play a very important role in their pedagogical practice. They got to the conclusion that it is possible to conduct a research project and that their peers’ help is very meaningful and encouraging.
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ESPAÇOS E TEMPOS ESCOLARES: formação continuada de professores Spaces and times school: continuing teachers education

ESPAÇOS E TEMPOS ESCOLARES: formação continuada de professores Spaces and times school: continuing teachers education

A formação continuada de professores na Escola de Emaús é discutida neste trabalho, a partir de dois eixos de análise: a Organização de Espaços e Tempos Escolares e As Ações Formativas n[r]

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Contribuições da Fonoaudiologia Educacional para a Formação Continuada de Professores / Contributions of Speech Therapy to Teachers Education Continuing Courses

Contribuições da Fonoaudiologia Educacional para a Formação Continuada de Professores / Contributions of Speech Therapy to Teachers Education Continuing Courses

Tendo em vista as inúmeras dificuldades vivenciadas pelos professores diante do pouco investimento dos sistemas educacionais em cursos de formação continuada, este estudo apr[r]

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CTSA approach in education: opportunities and challenges in continuing education teachers

CTSA approach in education: opportunities and challenges in continuing education teachers

Throughout the intense dilemmas regarding social, scientific and technological development, great part of society started to think and has figured out how simplistic their ideas were when compared to this model, because science and technology, despite their contributions to improve our lives, also contribute to the raise of social inequality and bring consequences for nature. In spite of the negative events occurred in World War II, it was only in 1960, in USA, that “[…] the first steps were taken to perform interdisciplinary researches in order to better understand the relationships between science, technology and society, also known as STS (science, technology and society) in that time” (BAZZO, 1998, p. 210).
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Educ. Pesqui.  vol.39 número3

Educ. Pesqui. vol.39 número3

These studies have been expanding from the challenges facing the teaching profession. Violence, drug addiction and the crisis of authority are problems of contemporary society that significantly affect the school and impact the traditional role of the teacher. Low wages lead to the phenomenon of intensification and conditions that do not suit work influence teachers’ self-esteem, and are a substantial part of the ills that settle in their professional careers. These phenomena ratify the position that the reflection on teacher education and teaching practice requires an intrinsic relationship with the social context, its values and tensions, making explicit the continuing relevance of its discussion.
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Educ. Pesqui.  vol.42 número2

Educ. Pesqui. vol.42 número2

The articles gathered in this issue, as well as the interview with Professor André D. Robert, allow resuming some ideas presented at the beginning of this presentation text. Therefore, we affirm the need for education work to break with the notion – which is still very present in the discussions on the subject – that the school is the institution that will transform the country, leading to social justice. The school cannot and should not assume such role. As a social institution, it has a specific role in the education of new generations, but it cannot change anything unless society undergoes broader transformations. Seeking quality of education implies articulating many fronts, including the improvement of initial and continuing teacher education, the valuation of non-formal education spaces, careful production of teaching materials, investment in infrastructure, increase in the attractiveness of the teaching profession, remuneration consistent with the social relevance of the teacher’s work, the development of strategies to use the results of external evaluations as ways to identify weaknesses and to support schools and teachers. There is no single solution to the problem of education in Brazil and, in the face of the complexity of the theme, it should be noted that one can only tackle the education problem with massive investment of public resources, since we do not give up the historical achievements related to the access to free public education.
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Brazil and Argentina: interaction in the virtual world and education (initial and continuing) of Spanish teachers

Brazil and Argentina: interaction in the virtual world and education (initial and continuing) of Spanish teachers

Levando em conta esses pressupostos, e elegendo a plataforma Moodle como ambiente virtual de aprendizagem (AVA), consideramos que a criação de um espaço, no qual a comunicação em língu[r]

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Einstein (São Paulo)  vol.13 número2

Einstein (São Paulo) vol.13 número2

greater flexibility in terms of time for physicians working different shifts at the same institution. Although an online course may cost more in the short term, in the long term the investment is reduced because the course can be reused. Professors from other hospitals and countries can also be invited to participate. Online courses give educators the chance to provide immediate feedback related to the number of participants, and some of the limitations involved in communicating with professors can be alleviated through the use of online forums. (2)

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Professionalism and teacher education: social representations of teachers

Professionalism and teacher education: social representations of teachers

According to Thompson (1992), the emergence of new curricular guidelines, participation in training activities or reading texts about educational theories can raise good perspectives on teaching practice. However, the trend we observed in teachers is to accommodate the new elements to the existing conceptual structures, modifying them as necessary, so leave those structures basically unchanged. This was also present in our research: many different subjects, on different occasions, claimed training focused on pedagogical aspects when evoked more words associated with that aspect. Based on these findings, we infer that the representation of teacher education is still very much intertwined in the model of “technical rationality” (SCHÖN, 1992).
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