Theoretical Study on Formative Processes and Pedagogical Theories in the formation of teaching professionals (Atena Editora) (original) (raw)
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41st PME-NA, 2019
En este artículo se presentan y discuten algunos elementos teóricos y metodológicos de una investigación más amplia que analiza la práctica de dos profesores -novato y experto- desde una aproximación teórica de orientación semiótica. Se presenta un encuadre teórico que nos permite atender las dimensiones epistemológica y didáctica de la práctica docente. Se resaltan tres conceptos: signo, artefacto y mediación. Asimismo, se propone, a través de la red de teorías (Kidron & Bikner-Ahsbahs, 2015), el modelo de enseñanza del profesor como constructo teórico-metodológico para analizar la práctica docente. Se reporta el modelo de enseñanza para el fenómeno de la caída libre de objetos; en donde se considera, a su vez, la estrecha relación entre matemáticas y física. Se presentan algunos resultados sobre la aplicación del modelo de enseñanza para el análisis de un profesor novato. // In this article we present and discuss some theoretical and methodological elements of a wider research that analyzes the teaching practice of two teachers—novice and expert—from a semiotic theoretical approach. The conceptual framework of this work allows for addressing the epistemological and didactic dimensions of the teaching practice. Three concepts are particularly emphasized: sign, artefact, and mediation. Furthermore, we propose, through the networking of theories (Kidron & Bikner-Ahsbahs, 2015), the teacher’s teaching model as a theoretical-methodological construct to analyze the teaching practice. This work reports the teaching model for the phenomenon of a free-falling object, in which the close relation between mathematics and physics is addressed. Some results on the application of the teaching model are presented for the analysis of a novice teacher.
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The Romanian education system needs today, more than ever, good teachers, dedicated, devoted to their mission and aware of the major responsibility they must take on-accompanying the child on the path of his / her development, as a harmonious personality, and, thus, implicitly, to contribute to the "healing" of the society, which is marked by the dissolution of real values. In this context, the universities-especially through the teacher training departments-, have to be engaged in an efficient approach, oriented towards the formation of the professional competences related to the teaching career. The realization of such approach implies the prioritization of the pedagogical practical activities, in which the collaboration between all the factors involved in this process is important: students, mentors, coordinators of practical activities and, last but not least, teachers of pedagogy, psychology and didacticians. The present study is focused on the analysis of the opinions of the practitioner-students and teacher-mentors regarding the organization and leading of pedagogical practical activities. The investigative approach was made through a questionnaire-based investigation. Its items are focused, in particular, on the collaboration between two main actors of the pedagogical practical activities: the student-practitioner and the teacher-mentor. The purpose of this investigation was to obtain relevant feedback and to identify concrete measures or ways for improving the pedagogical practical activities.
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This paper plots the methodological constructs identified in different teacher education pedagogies deployed in teacher education settings of Higher Education Institutes in the province of Catamarca. The focus is on showcasing how future teachers are aided -from the methodological constructs of mentors- to make pedagogical decisions and broaden their potential for action during the educational path. The research was conducted from a qualitative approach. Three Higher Education Institutes representing different socio-cultural contexts and educational traditions were selected on the assumption that distinct pedagogies would be found; not only structured on the basis of stereotypical training, but also on the specificity of the disciplinary field. Seventeen semi-structured interviews were carried out and were accompanied by classroom observation of teacher educators in different areas, from distinct disciplinary backgrounds and varied seniority. The qualitative analysis of the data ena...
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The article aims to explain about different pedagogical practices and how the education of the educator influences the use of these practices impacting on the student's learning in a non-formal and/or informal context. The problem to be discussed in it is the dissonance between classroom practice and the theories developed around pedagogical didactics. This work was developed through a qualitative research through the analysis of specific bibliography of the area. The careful reading of several scientific papers and the collection of data from them made it possible to have an idea of the dimension of this dissonance resulting from the lack of communication between practice and theory in the day-today classroom and to outline possible measures for the reversal of this picture.
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This study aims to research an in-depth study of how the teaching practice in a teacher training program is carried out. Phenomenology, one of the qualitative research designs was used in this research. The participants were composed of 12 teacher training students, three practice teachers and three mentors. The interview form and the observation form developed by the researchers were used as the data collection tool in the research. Descriptive content analysis technique was used to analyze the data. According to results, derived from the analysis, 8 themes and 21 categories under these themes were obtained. Teaching practice provides experience to teacher candidates and teachers and mentors are expected to guide teacher candidates in an effective way. The greatest problem faced by teacher candidates in the process is that they have to join classes except their bachelor degrees. In addition, the teacher candidates stated that they have so little time to practice in schools; thus the number of candidates per teacher should be decreased.
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The needs of modern society set before teachers some new requirements with regard to the teacher’s changed role. Teachers are ceasing to be agents transferring knowledge and are becoming persons who diagnose and organize the research process. As a starting point in the discussion, we have analyzed the correlation between the methodological training of teachers in the model of the reflective practitioner and in the model of educating the teacher – researcher. Likewise, the paper has analyzed teachers’ positions on knowledge, skills and potentials needed for the study and promotion of educational practice, viewed against: the length of professional service, the knowledge and use of a foreign language, the school environment, the length of undergraduate study and the grade point average during this study. The goal of the research is to initiate practical changes which would bring about expected results in terms of promoting educational practice. The research pooled 390 Serbian primary ...
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The image of a teacher and of teaching has recently gone through far-reaching changes. However, to reflect prejudices and well-established habitus and to find ways to disclose them in a professional way has always been a central topic of practical pedagogy. The same applies for methodological and methodic scientific questions. In this treatise, the professional field in question is reconstructed in theoretical as well as in methodological distance. In “Scholarly Principles in Teacher Education”, Anja Kraus addresses teachers and professionals in the field of school development as well as researchers. In terms of teaching, the efforts of a transformation of the results of the Educational, the Cultural and the Social Sciences into professional practices are of high significance. However, there are hardly any models on these transformations. A response on this desideratum will be outlined by seeing the special challenge in the fact that the significance of competent action has its roots in diverse forms of reflexivity.
RESEARCH ON TEACHING WORK: “What precisely is at the heart of teaching?” (Atena Editora)
RESEARCH ON TEACHING WORK: “What precisely is at the heart of teaching?” (Atena Editora), 2023
The article focuses on reflecting on the socio-historical process of development of the teaching profession with the aim of analyzing teaching work in its constituent dimensions, identifying the actors involved and the conditions under which they carried out their activities. Using dialectical historical materialism as a theoretical basis, we seek to understand the historical configuration of teaching as a professional occupation, and therefore the path already taken by several scholars in this field, in order to advance in this direction.
Professionalization of teachers and problematization processes
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The article presents the research aimed at the development of innovative teaching approaches in the context of academic courses for in-service teachers. The problematic focus concerning the identification of strategies to support the renewal of teaching in the direction of greater personalization of interventions. It is assumed that the training processes are particularly related to the acquisition of skills for analyzing and comparing the professional practices, to design and adjust the action, to reflect on their own and others' practices, starting with the recognition of the problems associated with the management the growing heterogeneity of classes. The working hypothesis adopted confirms the value to be paid to reflexivity in professional training processes.
Brazilian Applied Science Review, 2022
The continuing education of teachers has been the subject of intense discussions in recent decades. Concerns are rooted around the activities involved in this process. There are doubts and questions about the strategies that can be used in the continuing education of teachers in the search for better training results. In this context, reflection on practice is placed as a strategic action to expand the benefits of training. The objective of this work is to reveal the necessary actions so that the reflection of the practice can be constituted as a strategy to reach better results of the continuous formation of teachers. The technological scientific method (NASCIMENTO-e-SILVA, 2012; 2019) was used to establish the steps and means to arrive at the answers of this investigation. The method was used to identify the guiding question, organize, seek scientific references, organize the data and structure the answers. The work concluded that the reflection of practice is an effective strategy for the continuing education of teachers, as it allows teachers to analyze their own realities and give new meaning to their pedagogical actions. For this, some necessary actions were listed: 1) To promote a process of reflective permanent education based on the action-reflection-action relationship; 2) that continuing education is developed in a theoretical-practical format; 3) theoretical support to the participating teachers; 4) appreciation of didactic-methodological diversity; 5) Encourage teachers to reflect and put into practice what they have learned.