Teachers Training Research Papers - Academia.edu (original) (raw)

2025

espanolInvestigacion que presenta un Modelo de Evaluacion Docente Endogeno (MEDE), el cual emerge como alternativa para aproximadamente el 60 % de los profesores chilenos que no tienen la obligacion legal de evaluarse. Desde 2012 el Colegio San Patricio de la Comuna de Chiguayante (Chile), con la orientacion de la Universidad de La Frontera, declara tanto en su Proyecto Educativo Institucional (PEI) como en su Proyecto de Mejo-ramiento Educativo desarrollar una cultura evaluativa basada en la mejora, participacion y coherencia para asegurar la calidad de los aprendizajes. Se apuesta por construir un MEDE basandose en: el Marco para la Buena Ensenanza, la Normativa Vigente del Ministerio de Educacion y el PEI. Durante seis anos, la comunidad escolar ha construido y validado ocho instrumentos (Autoinforme, Portafolio Digital, Informe Observacion de Aula, Informe Peda-gogico de Pares, Encuesta de Satisfaccion Estudiantil, Encuesta de Satisfaccion de Padres, Informe Actitudinal e Inform...

2025, Rima International Journal of Education (RIJE)

The study investigated the Effect of Game-based Learning Platforms on Senior Secondary Student's engagement and Knowledge Retention in Biology in Kwara State, Nigeria. Utilizing a quasi-experimental design, the research involved two groups: an experimental group exposed to classroom based gamified learning strategies and a control group receiving traditional lecture-based instruction. Data were collected using a Biology Achievement Test (BAT) and a Student Engagement Questionnaire (SEQ), with high reliability. The findings indicated that gamification significantly enhances student engagement and knowledge retention, addressing the challenges of low engagement and poor academic outcomes prevalent in the State The study underscores the importance of adopting innovative teaching strategies in resource-constrained settings, providing empirical evidence that supports the integration of gamification into the biology curriculum. This study contributed to the broader knowledge on educational strategies that foster active learning and intrinsic motivation among students. The study recommended that schools should incorporate gamified learning strategies into the biology curriculum to enhance student engagement and improve academic performance. Teachers should be trained and retrained by school management and government on gamification techniques to effectively implement these strategies in the classroom in order to ensure a more interactive learning environment.

2025, Intermeio Revista Do Programa De Pos Graduacao Em Educacao Ufms

Neste texto, convidam-se os potenciais leitores a reflectirem sobre o que é aprender e ensinar como construção pessoal e social ou co-construção de conhecimento, os seus pressupostos, dinâmicas, concepções, atitudes e implicações. Destacam-se o desenvolvimento de novas capacidades e competências, os novos desafios da formação e investigação e suas implicações nos processos de aprendizagem e ensino, aprendizagem colaborativa e comunidades de aprendizagem, as novas tecnologias da informação e da comunicação, os conteúdos e as dinâmicas interactivas de ensino e aprendizagem. Palavras-chave: Co-construção de conhecimento. Aprendizagem colaborativa. Comunidades de aprendizagem. In this article, readers are invited to reflect on teaching and learning as personal or social construction or co-construction of knowledge, its nature, dynamics, conceptions, attitudes and implications. The article focuses on the development of new skills, on the new challenges of training and research, such as their implications in the teaching and learning process, collaborative learning and learning communities, on the new information and communication technologies, on the contents and interactive dynamics of teaching and learning.

2025

Sarva Shiksha Abhiyan (SSA) is a flagship program aimed at universalizing elementary education and emphasizing inclusivity through policies like the "zero rejection policy" for children with special needs. However, its implementation is seen often falls short due to many challenges. Since, inclusivity is context and child dependent, this paper tries to assess, explore and review such challenges by doing a case study on a special child in a government school setting to provide real life implications, policy impact and ground realities of the program. A narrative literature review complements the case study to give broader understanding of the disconnect between policy goals and ground realities. The paper underscores critical shortcomings in resource allocation, teacher training, accountability and sensitivity to the child's specific needs, and suggests the need for practical and urgent reforms to bridge these gaps and ensure SSA's vision of real inclusivity.

2025

À professora Rogéria Gaudêncio do Rêgo, pela forma sincera com que me orientou na construção deste trabalho, respeitando, sem abrir mão de seu papel e de sua responsabilidade, os meus limites e a autonomia necessária à sua execução. Ao Almir, companheiro de todos os momentos, pelo apoio, compreensão e paciência. Aos professores que contribuíram no processo de minha escolarização inicial, de forma especial, os docentes: Ilva,

2025, Pesquisa em Educação Ambiental

El artículo realiza una revisión teórica de la educación ambiental en la formación docente inicial en el nivel medio básico, a partir del análisis del plan de estudios de la educación secundaria y el plan de estudios para la formación docente de México. La educación ambiental en el nivel de secundaria se encuentra como contenido transversal, sin embargo, la transversalidad está ausente en la formación docente inicial. Se encuentran pocos contenidos, principalmente en las licenciaturas de Biología, Geografía y Química. La educación ambiental es uno de los temas pendientes de la formación docente. Los futuros profesores requieren de conocimientos, actitudes y valores que les permitan incidir significativamente en la formación ambiental de los jóvenes estudiantes. Palabras clave: Educación ambiental. Educación secundaria. Formación docente. Plan de estudios.

2025, Revista Interuniversitaria De Formacion Del Profesorado

This article includes a series of reflections about the value and the appraisal of the Pedagogcal profession. The author defends the idea that this is a social-historic professional activity with a great social value but that is socially under valued. This contradiction which can be seen in the investigation by the same author about Pedagogical professional motivation in students of pre-school teaching is thought to be a consequence of the values crisis existing today in Cuban society. An analysis is made of this contradiction from a theoretical and empirical point of view and some suggestions for solutions are explained.

2025, সামাজিক জবাবদিহীতা

সামাজিক জবাবদিহীতা ম্যাকানিজম/ কৌশল/ পদ্ধতি বিষয়ক

2025, INVESTIGACIÓN EN EDUCACIÓN Y VALORES: ÉTICA, CIUDADANÍA Y DERECHOS HUMANOS

En este texto se presenta un análisis sobre acciones en la formación en valores profesionales de docentes desde la opinión de profesores formadores de docentes de dos países: México y Bolivia. Este trabajo se deriva del proyecto de investigación “Ética profesional en la formación de docentes” desarrollado en la Universidad Pedagógica
Nacional Unidad Ajusco. Los profesores tienden a recuperar valores en general, así como específicos, entre los que destacan el respeto, responsabilidad y compromiso, así como valores vinculados con problemáticas sociales y de convivencia. Los profesores mencionan un conjunto de acciones que se proponen para la formación en valores, poniendo énfasis en la necesidad de enseñarlos mediante la praxis y de forma experiencial.

2025, EXPERIENCIAS Y PERSPECTIVAS EN ÉTICA PROFESIONAL Y RESPONSABILIDAD SOCIAL UNIVERSITARIA EN IBEROAMÉRICA

"Se presentan los resultados de investigación del proyecto Ética profesional en la
formación de docentes, realizado con estudiantes de posgrado en educación de tres
instituciones educativas formadoras de docentes del norte de México: la Universidad
Pedagógica de Durango, la Escuela Normal Rural José Guadalupe Aguilera y la Benemérita y Centenaria Escuela Normal del Estado de Durango. En este capítulo nos centramos en el análisis de las representaciones que los estudiantes tienen sobre los rasgos que debe tener el docente responsable. Encontramos que los estudiantes, que en su mayoría son docentes, consideran importante al valor de la responsabilidad en el ejercicio de su profesión. En un segundo nivel de análisis, por redes semánticas, encontramos una fuerte relación de la responsabilidad con elementos técnicos y éticos, en el que los primeros parecen sobreponerse a los segundos."

2025, Creation of an AI&Dcomp Framework

This report describes the construction of an AI&ED framework and its integration into an online teacher training course. Deliverable D3.1, “Creation of an AI&EDcomp framework,” is part of the tasks assigned to Work Package 3 of the PAIDEIA project, whose main objective is to create a teacher training curriculum on AI in education. The course provides an overview of the competencies teachers should acquire, based on research, policy regulations, and inputs from other Work Packages, such as WP2’s literature review and focus groups.
Before defining the learning materials, it was necessary to establish the curriculum structure and develop the AI&EDcomp framework, inspired by two international sources: DigCompEdu and UNESCO AI Frameworks for Teachers and Students. This report outlines the selection of these sources, their role in shaping the structure and learning goals, and finally, the presentation of the AI&EDcomp framework and its connection to these theoretical references.

2025, Sustainability

This article addresses the need for student teachers to experience how to engage ecocritically with children’s literature to be able to support and develop the sustainability competencies of their future students. In order to respond to this need, we designed a research project examining how Norwegian and Catalan student teachers express and negotiate their ideas about an Italian–French picturebook in a teacher–researcher designed ecocritical literature conversation (ELC). The collected material, consisting of students’ notes and sound recorded and transcribed group discussions, was analysed following the steps of content analysis with an emphasis on finding evidence of dialogic competencies and ecocritical competencies. Although the students did not explicitly integrate ecocritical terminology in their discussions, we found that when structured in line with ideas of dialogic teaching, ecocritical thinking, and literature didactics, literature conversations proved to be a useful too...

2025, Ινστιτούτο Ιστορικών Ερευνών / Εθνικό Ίδρυμα Ερευνών

2025

En el siguiente trabajo acercamos parte de la producción lograda a partir de la investigación que indagó en los procesos de transformación de la formación docente del nivel primario en el territorio nacional (Argentina) y provincial (San Luis). El interés se focalizó en conocer en profundidad cómo construyen la identidad docente las nuevas profesoras del nivel primario formadas en culturas institucionales renovadas. Se trabajó con dos técnicas de recolección de datos: el análisis documental (planes de estudio y documentos curriculares) y entrevistas en profundidad, a profesores de un Instituto de Formación Docente, a docentes egresadas y alumnas avanzadas de la carrera. Las principales conclusiones del estudio se relacionan con un claro posicionamiento por parte de la institución de educación superior: colaborar en la construcción de nuevas identidades docentes atribuyendo nuevos sentidos en relación a la complejidad de los contextos escolares. Los cambios introducidos en la formaci...

2025

O subprojeto Praticas de letramento para estudantes surdos na perspectiva bilingue, da Residencia Pedagogica do Nucleo de Pedagogia, tem por objetivo desenvolver praticas de letramento que possibilitem aos estudantes surdos condicoes de permanencia, participacao e aprendizagem no âmbito escolar. As conquistas da comunidade surda nos ultimos anos asseguram os direitos fundamentais, particularmente no âmbito educacional. A Lei que reconhece a Lingua Brasileira de Sinais - Libras 10.436/2002 e o Decreto que a regulamente de n.o 5.626/2005 promoveram acoes da comunidade surda em todo o pais, na luta pela efetivacao dos dispositivos propostos e pela garantia dos direitos que esses documentos apresentam (CASSIANO, 2017). Apesar dos avancos, nem sempre a legislacao e executada nas instituicoes de ensino do nosso pais, como isso, os estudantes surdos sofrem com a carencia de praticas pedagogicas, sobretudo aquelas direcionadas ao processo de apropriacao do Sistema de Escrita Alfabetica (SEA...

2025, ΔΗΜΟΚΡΙΤΕΙΟ ΠΑΝΕΠΙΣΤΗΜΙΟ ΘΡΑΚΗΣ - ΤΜΗΜΑ ΙΣΤΟΡΙΑΣ ΚΑΙ ΕΘΝΟΛΟΓΙΑΣ- ΕΡΓΑΣΤΗΡΙΟ ΛΑΟΓΡΑΦΙΑΣ ΚΑΙ ΚΟΙΝΩΝΙΚΗΣ ΑΝΘΡΩΠΟΛΟΓΙΑΣ – ΜΕΛΕΤΕΣ ΛΑΟΓΡΑΦΙΑΣ ΚΑΙ ΚΟΙΝΩΝΙΚΗΣ ΑΝΘΡΩΠΟΛΟΓΙΑΣ 19 - ΠΑΡΑΤΗΡΗΤΗΣ ΤΗΣ ΘΡΑΚΗΣ

Αντικείμενο του βιβλίου είναι η επαναισθητοποίηση της θέασης των εθνογραφικών μουσειακών αντικειμένων μέσω της παραγωγής δημιουργικής γραφής και η διερεύνηση της σχέσης του Λαογραφικού και Ιστορικού Μουσείου Κομοτηνής με πολιτιστικούς και εθνοτοπικούς συλλόγους της πόλης, οι οποίοι συνδέονται ως προς την πολιτισμική τους ταυτότητα με αντικείμενα της μόνιμης συλλογής του Μουσείου, τα
οποία πυροδότησαν μνήμες και αποτέλεσαν μελέτες περίπτωσης της έρευνας.

2025

Nos primeiros anos do Ensino Fundamental, é frequente notarmos uma ênfase tanto nos currículos quanto por parte dos professores do ensino das letras, escrita e práticas de leitura. Em outras palavras, busca-se integrar a criança ao universo do letramento, uma abordagem considerada válida e de extrema relevância. No entanto, é imperativo não negligenciar a importância da matemática nesse processo. É fundamental refletir sobre a necessidade de também alfabetizar as crianças matematicamente, da mesma forma cuidadosa como é feito com as letras. O presente trabalho tem como objetivo investigar a formação inicial e continuada dos professores da rede municipal de ensino de Fernandópolis/SP, com foco específico em Matemática. A intenção é compreender a realidade de sua formação, visando aprimorar os programas de formação continuada já implantados no município. Além disso, pretende-se analisar e discutir as crenças dos professores acerca do ensino de matemática nos anos iniciais do Ensino Fundamental. A metodologia adotada segue a abordagem quali-quantitativa, visando pesquisar o conhecimento básico em matemática e as crenças dos professores acerca do ensino dessa disciplina. Uma análise subjetiva dos dados coletados, orientará sugestão para aprimorar os programas de formação continuada destinados aos professores da rede municipal de ensino de Fernandópolis/SP.

2025

o direito, perpétuo e sem limites geográficos, de arquivar e publicar esta dissertação através de exemplares impressos reproduzidos em papel ou de forma digital, ou por qualquer outro meio conhecido ou que venha a ser inventado, e de a divulgar através de repositórios científicos e de admitir a sua cópia e distribuição com objetivos educacionais ou de investigação, não comerciais, desde que seja dado crédito ao autor e editor. Ao professor António Manuel Dias Domingos pela disponibilidade, incentivo, orientações, críticas e sugestões proporcionadas ao longo do período em que decorreu a realização deste trabalho. Também agradeço às instituições envolvidas e aos colegas e alunos pela colaboração e apoio e pela disponibilização da informação necessária à realização desta dissertação. O presente trabalho teve por objetivo estudar o impacto da folha de cálculo na aprendizagem da matemática em alunos de cursos vocacionais. Procurou-se analisar a influência da folha de cálculo Excel, no ambiente de aula e no desempenho dos alunos e identificar potencialidades e dificuldades na sua utilização educativa, nomeadamente, no ensino e aprendizagem de temas estatísticos. Na revisão de literatura são abordados temas relacionados com a teoria da atividade, génese instrumental, folha de cálculo Excel, educação financeira e didática da estatística. O estudo tem por base uma metodologia qualitativa, assente num estudo de caso, com recolha e análise de dados, no decorrer da resolução das tarefas pelos alunos de um curso vocacional ocorrida no primeiro período do ano letivo de 2014/2015. Da análise de dados, observa-se em ação a génese instrumental, visto que os alunos revelaram algum domínio da folha de cálculo na sua aplicação à resolução das tarefas propostas. Os resultados do estudo revelaram as potencialidades do software no ensino e aprendizagem da estatística mas também evidenciaram dificuldades e obstáculos na sua implementação. Reconhecidos os benefícios para alunos e professores da utilização da folha de cálculo a sua implementação prática para ser eficaz requer tempos letivos para a aprendizagem da tecnologia a existência de uma adequada infraestrutura tecnológica das escolas e atitudes favoráveis à sua utilização por parte de alunos, professores e responsáveis educativos.

2025, Education Sciences

Gamification allows for the implementation of experiences that simulate the design of (video) games, giving individuals the opportunity to be the protagonists in them. Its inclusion in the educational environment responds to the need to adapt teaching–learning processes to the characteristics of homo videoludens, placing value once again on the role of playful action in the personal development of individuals. The interest that has arisen in studying the implications of gamification processes in the different educational stages, in order to determine their impact and suitability, has led to an increase in scientific publications. With the intention of studying the presence and implications of gamification in teacher training as a methodological principle implemented in the teaching–learning process, both in its initial and permanent stages, this systematic review of the literature identifies those instructional design models applied in the field of gamification, as well as its educa...

2025

The main purpose of this article is to evaluate the level of sex education training of Spanish teachers. A total of 3760 preschool, primary and high school teachers throughout the country completed an on-line questionnaire that inquires about sex education training both during university studies and continuous learning. Results showed differences at the level of university studies. Younger and female preschool and school teachers reported a higher level of training in sex education compared to older and male high school teachers. Moreover, regional differences were found both in university and continuous training. Teachers from Castilla y León showed the greatest levels of university training in sex education, whereas teachers from Asturias showed the greatest levels of continuous training. Asturian and Balearic teachers were on the opposite side, respectively. Finally, suggestions for improvement both in the field of university education and continuous training are offered.

2025, Kola Onushad Patrika

British philosopher John Locke provides a definition of knowledge at the beginning of the fourth part of his famous book, An Essay Concerning Human Understanding. According to this definition, knowledge is the perception of agreement or disagreement between ideas. In this part, he mentions three types of knowledge according to degree: intuitive, demonstrative, and sensitive. Furthermore, propositions are divided into two classes based on idea-containment: trifling and instructive. On the basis of conformity to archetypes, he identifies two other types of propositions, namely chimerical and real. The primary objective of this article is to provide a description of such key issues in Locke’s epistemology, which will serve as the basis for discussing the Kantian framework of the analytic-synthetic distinction underlying his epistemology. Through this discussion, it is possible to demonstrate, contra Lex Newman, that there is an aspect of Locke’s epistemology equivalent to the Kantian synthetic proposition. As Brian Chance puts it more specifically, Locke can be regarded as a philosopher who believes that knowledge can be both analytic and synthetic. Trifling propositions are primarily analytic, but propositions that are both instructive and real are synthetic. This interpretation renders Lockean demonstrative and sensitive knowledge as synthetic. The above argument constitutes the main contribution of the present essay to the debate among Locke scholars regarding the analytic-synthetic proposition in the context of Locke’s epistemology.

2025

Con el objetivo de motivar los estudiantes de la escuela secundaria para estudiar en una carrera universitaria y proveerles una iniciacion cientifica solida, la Vice-Rectoria de Investigaciones de la UNESP – Universidad Estatal de Sao Paulo, ha concedido tres (03) becas del Programa Institucional de Iniciacion Cientifica – “PIBIC Junior”. En 2016, fueron solicitadas tres becas mas, las cuales podran apoyar la participacion de nuevos estudiantes. Se trata de un proyecto que cuenta con la colaboracion entre la UNESP, el IFSP - Instituto Federal de Sao Paulo y la Escuela Estatal “Felicio Tarabay”. Este proyecto es apoyado por actividades de la Red Internacional NANODYF, que tiene como objetivo la formacion en y divulgacion de nanociencia y nanotecnologia. Las actividades de los estudiantes consisten en el estudio de libros y articulos cientificos y la realizacion de investigaciones bajo la orientacion de los autores, la participacion en eventos cientificos como el ETIC - Encuentro Tole...

2025

Univ Estadual Paulista UNESP, NANODYF, Fac Ciencias & Tecnol, Presidente Prudente, SP, Brazil

2024, TD Tecnologie Didattiche

Descrizione dell'introduzione sistematica dell'impiego delle tecnologie didattiche nei percorsi di formazione degli insegnanti proposti dalla SSIS dell'Universita'Cattolica del Sacro Cuore.

2024, Ubiquitous Learning: An International Journal 18

Within the Portuguese educational context, current official policy expects schoolteachers to be digitally proficient. However, the decision to provide training in digital competence to pre-service teachers lies at the discretion of Higher Education Institutions. This results in a situation where pre-service teachers may enter the teaching profession without acquiring essential digital skills and competence. Recognizing the imperative to enhance the digital competence of pre-service teachers, a new postgraduate digital competence module, specifically aimed at English Language Teaching (ELT) pre-service teachers within initial teacher education MA programs, was developed at a Portuguese public university based on the DigCompEdu framework. To assess its effectiveness, a cross-sectional qualitative pilot study was conducted, engaging twelve pre-service ELT teachers, evenly distributed by gender and aged between 20 to 24. The participants' responses were guided by the principles of inductive reasoning, focusing on identifying themes grounded in the participants' own words and experiences. Thematic analysis and the insights gained demonstrate that a well-designed digital competence module not only introduces preservice teachers to a variety of tools and resources but also empowers them to integrate these tools critically and creatively into their teaching practices. Additionally, our study offers several recommendations for enhancing the effectiveness of digital competence training in teacher education programs, including the need for practical hands-on experiences, the incorporation of critical thinking skills, and addressing ethical considerations related to technology use in education. Overall, this study makes a compelling case for a dedicated digital agenda within pre-service teacher education programs.

2024, Revista Espaço do Currículo

Resumo: O presente artigo discute a relação entre infância e currículo, tendo como pano de fundo a experiência de alunos e professores de duas escolas do município de Vitoria-ES frente a implementação do "Ensino Fundamental de nove anos", na tentativa de discutir seus desdobramentos, nos propomos a dialogar com o documento orientador: projeto ciclo inicial de aprendizagem elaborado no ano de 2010 e conversar com os sujeitos praticantes do cotidiano escolar: crianças e professores. Nosso texto traz como referência autores do currículo e da infância como Alves (2002; 2010), Ferraço (2005), Certeau (1994), Kohan (2003) e Larrosa (2004) que potencializaram nossas análises dando visibilidade aos saberes da escola, valorizando o conhecimento das crianças e das professoras. Concebemos a escola a partir de suas forças políticas e desejantes, isto é, lugar de embates entre as formas instituídas e instituintes. Nesse sentido, temos como objetivo central discutir como as políticas e práticas estão presentes nas escolas, nos fazeresaberes dos sujeitos praticantes. Palavras-chave: Infância. Currículo. Ensino Fundamental de nove anos. Cotidiano. Summary: This text is an invitation to discuss the relationship between childhood and curriculum, through of students and teachers experiences from two schools in the city of Vitória (in Espírito Santo, Brazil) wich the deployment and implementation of the nine-year-long Elementary. As main objective, it aims at problematizing and discuss its consequences, with a proposal to dialogue with the guiding document "initial learning cycle project elaborated in 2010" and discuss with the practicing subjects of the school quotidian: children and teachers. The text includes authors of the curriculum and childhood such as Alves (2002; 2010), Ferraço (2005), Certeau (1994), Kohan (2003) and Larrosa (2004) who enhanced our analyses by giving visibility to the school's knowledge, valuing the knowledge of children and teachers. The school is analised from its political and desiring forces, that is, a place of clashes between the instituted formss and instituting formss. In this sense, the text will shows how this policies and practices are present in schools through the experience of children and teachers.

2024, Bordado: arte ou prática cultural

Este livro é o resultado da conferência “Bordado: arte ou prática cultural”, que faz parte do projeto Verviver Ipatinga, do IV Prêmio de Artes Visuais da Usiminas e do projeto Artesanato Contemporâneo, financiado pela Lei Municipal... more

2024

Introducción El marco para un estudio sobre el clima escolar en la enseñanza secundaria [ 13 ] El clima escolar en los centros de secundaria: más allá de los tópicos [ 16 ] Introducción El marco para un estudio sobre el clima escolar en la enseñanza secundaria Un estado de cosas que invita a la investigación sobre el clima escolar Capítulo 1 [ 19 ] Un estado de cosas que invita a la investigación sobre el clima escolar D esde finales de la pasada década de los años noventa, y de forma constante, los medios de comunicación escritos y audiovisuales se han ido haciendo eco de noticias, informes y comentarios de opinión que hablan de un creciente aumento de la conflictividad en los centros de enseñanza. Un día sí y otro también, personalidades con presencia en los medios de comunicación manifiestan tener amigos o conocidos que son profesores de secundaria-sobre todo en el sector público-, que sufren estrés, violencia o presión psicológica derivada de las condiciones de su trabajo en los centros. Esta imagen nos habla de un "clima escolar" que parece poco propicio para una convivencia que facilite el aprendizaje de todo el alumnado y el bienestar del profesorado en el desempeño de su tarea educadora. De este modo, en los medios de comunicación se ha ido construyendo una representación social sobre el clima escolar existente en España que tiende a mostrarse en términos de conflicto. Esta representación ha producido una creciente atención sobre el tema, por parte de instituciones e investigadores quienes, desde diferentes posiciones, hacen análisis y sugieren alternativas para afrontar el fenómeno de la violencia de los centros de secundaria (

2024

Resumen Pese a que, durante los últimos años, la modelización se ha incorporado progresivamente en los currículos como un contenido más que puede ayudar a los alumnos a entender dar sentido a contenidos matemáticos abstractos en contextos reales, la incorporación de la modelización en las aulas de secundaria es todavía escasa. Esto se debe, en otras razones, a las dificultades de los profesores para utilizar la modelización como herramienta de enseñanza y aprendizaje de las matemáticas. Las necesidades de los profesores para superar estas dificultades han sido analizadas en detalles en diversos estudios y, en base a los resultados de éstos, hemos diseñado, en el marco de un nuevo centro de formación de profesores del ámbito STEM (acrónimo en inglés de Science, Technology, Engineering and Mathematics), un curso de formación en línea en que pretendemos dar a los profesores de Educación Secundaria las claves para iniciarse en el uso de la modelización en sus clases. El objetivo de esta comunicación es presentar el diseño y los resultados de este curso de formación. Introducción y objetivos Durante los últimos años se promueve, desde diferentes organismos internacionales, el uso de la modelización como herramienta de enseñanza y aprendizaje de las matemáticas. Sin embargo, hasta el momento, su aplicación efectiva en las aulas es escasa. El programa oficial de matemáticas español incluye la modelización como un contenido y un criterio de evaluación en la asignatura de matemáticas en todos los cursos de la Educación Secundaria Obligatoria y también en Bachillerato, pero los profesores tienen, tal y como muestra los estudios realizados por Schimdt (2011) y Ferrando y Cabassut (2015), dificultades asociadas con el diseño de recursos, la gestión del tiempo o la evaluación al introducir la modelización en las aulas.

2024, Universidade Federal de Juiz de Fora (UFJF)

The school, as an institution, exerts on the children an institutionalized, naturalized, legitimated control in form of discipline codes, statutes, internal norms, regiments and other devices. Each step toward learning is minutely planned, previewed and controlled. Infantile bodies, plants of movement and expression, are, little by little, subjected. For the different ones, the punishments. For those who don't allow themselves to be squared, labels: inadequate, incapables, incompetents-repeaters. This work, based in field research in a public school in Juiz de Fora-MG, dialogs with my experience as Physical Education Teacher in public and private schools and with theoreticians linked to the subject, proposes to study children's resistance and acceptance of body disciplining at school space. As methodological procedures were used: observation and interviews with teachers and students about the studied theme besides construction of field notes and expanded field notes. The conducting wire of the research writing is Lewis Carroll's story Alice in Wonderland. Children and childhood are themes studied from Ariès, Benjamin, and Bujes, Corazza e Vorraber; temporality, and childhood in Kohan, Kastrup and Larrosa; discipline, power, control in Foucault, Freire and Veiga-Neto; the body in Vigarello, Soares e Sant'anna and the school space in Lara and Clareto.

2024, Cuadernos.info

La educación en competencias mediáticas constituye una necesidad en el digitalizado mundo actual, principio que en Ecuador se encuentra avalado por la Ley de Comunicación. Sin embargo, aunque la sociedad ecuatoriana dedica gran cantidad de horas a estar frente a las pantallas de televisión y computacionales, ni los escolares ni los profesores, en particular, tienen la formación suficiente para hacer frente a los medios de comunicación. Ante tal realidad, este artículo presenta los resultados de un estudio sobre los niveles de competencia mediática en el contexto escolar de Ecuador, entre estudiantes y profesores de las ciudades de Loja y Zamora. Para ello se aplicó una encuesta a una población de 1.643 individuos. Y aunque los resultados no son concluyentes, permiten señalar que los profesores de Loja son los que han tenido mayor formación (en un 21,9% son competentes), seguidos de los estudiantes de la ciudad de Loja (19,5% poseen una alta competencia). Les siguen los profesores de...

2024, Perspectives of Science & Education

Introduction. It is known that teachers experience difficulties in organizing and accompanying the project
and research activities of schoolchildren. This happens at all stages, starting with the formulation of a
problem that must be solved in a project or research. Teachers do not know how to accompany the project
and research activities of pupils and therefore do not provide the formation of their skills and abilities to
perform such activities.
Aim. The purpose of the article is to analyze the features of approbating an innovative model of the
advanced training process, which ensures the formation and development of teachers' skills in pedagogical
accompaniment of project and research activities of pupils.
Methodology and research methods. The research sample consisted of a group of 57 teachers of the
Republic of Kazakhstan. A meaningful interpretation of the performance indicators of the participants was
carried out on a daily basis. To analyze the significance of the results obtained, the Pearson's statistical
criterion χ2
was used. When processing daily assessments, data for adjacent days were compared. In addition,
a comparison was made between the data representing the grades before the start of the first session of
the development courses with the data characterizing the grades immediately after the end of the second
session of these courses.
Results. The study uses an original model of teachers' professional development, which includes three
functional subsystems: providing a value-semantic basis for the development of teachers; promoting the
optimal development of their consciousness; organization of full-fledged joint activities that are significant
for the participants. A program of courses for the professional and personal development of teachers has been
developed. The results of diagnostics at the final stage of the experiment demonstrated the development
of primary school teachers' skills to accompany the project and research activities of pupils. Pearson's χ2
criterion was used to determine if participation in the courses influenced teachers' mastery of basic concepts.
It was found that the probability distributions of the assimilation of these concepts before and after courses
differ statistically significantly at the level p=0,01.
Discussion and conclusion. This study presents a model of mentoring and interactive professional
development of teachers in an innovative process of improving their qualifications. This model is an
alternative to the cascade model most often used in practice. Such system can become an effective part of
the mechanism of lifelong pedagogical education.

2024, Hagira

Unfortunately, children are displaced in numerous places globally, and others live in conflict zones. These children deserve a good education, particularly because education is a key aspect of their social and emotional rehabilitation. However, good educators are required for a reliable educational system in crises. This article explores the qualities of these educators and the human resource (HR) aspects of recruiting, screening, training, and retaining them in the challenging circumstances of crises. Although research exists
on refugee education, less is known about the HR aspects of the educators involved in teaching these students. This article provides practical recommendations based on the writer’s role in recruiting dozens of educators after the October War broke out in Israel in 2023. It also includes insights from qualitative research interviewing over 60 educators in evacuation centers across Israel. These insights can serve community leaders and educators in times of crisis and routine. As the article’s title implies, emergencies
are chaotic, and many things happen simultaneously. A vital aspect of dealing with a metaphorical storm is determining the people to help deal with it, and learning how to choose them, train them, and help them thrive.

2024

Progressivamente a Estatística tem vindo a impor-se nos programas escolares portugueses, sendo actualmente estudada em todos os níveis de ensino. Foi neste contexto, em que se assiste a uma crescente importância desta temática, que achámos pertinente investigar como o seu ensino tem vindo a ser implementado nas salas de aula. Neste texto revisita-se o ensino da Estatística no ensino básico e secundário, tal como ocorre nas salas de aula, a partir de vários estudos realizados nas regiões norte e centro de Portugal entre 2004 e 2009. Nos estudos considerados, envolvendo alunos e professores, usaram-se como principais métodos de recolha de dados a observação e a entrevista, e a análise do ensino baseou-se nas quatro componentes do conhecimento profissional do professor, da autoria de Batanero, Godino e Roa (2004): epistémica, cognitiva, mediacional e interaccional. Em termos de resultados do presente estudo salienta-se um ensino da Estatística orientado para as técnicas e o conhecimento por

2024, The MOFET Institute

סקירת מידע זו מציגה ומנתחת מודל הכשרה להוראה הנקרא הכשרה תוך כדי הוראה (התכ"ה, on-the-job training). מודל זה דוגל בהכשרה תאורטית קצרת מועד האורכת בין חמישה שבועות מרוכזים לבין שנה וחצי, בכניסה כמעט מיידית להוראה, בהשלמת החובות האקדמיות... more

2024

Este artigo se constitui em um relato de experiência de estágio realizado em uma turma de Educação de Jovens e Adultos (EJA) no município de Guanambi-BA. Tem como objetivo discorrer sobre uma experiência de estágio. Para isso enfatizaremos a importância do planejamento pedagógico que considera o protagonismo do aluno e que seja pautado no diálogo, como sugere Freire (1989). O estágio aconteceu em uma sala de alfabetização de Jovens e Adultos em uma escola do município de Guanambi-BA, que oferta todo o Ensino Fundamental e EJA. A partir da experiência da docência nessa turma foi possível concluir que a EJA se trata de uma modalidade de educação que requer um trabalho educativo que considere as especificidades do público alvo, e isso implica em considerar questões como: o perfil heterogêneo dos alunos, os diferentes sentidos atribuídos à escola, os conhecimentos de mundo já adquiridos e, principalmente, a realidade na qual o aluno Jovem e Adulto está inserida. Essas e outras questões ...

2024

Las salidas al medio natural siempre son un buen recurso en el ámbito de la Educación Física. Además de facilitar la transmisión de valores y actitudes positivas en los alumnos, brinda la posibilidad de mejorar la conciencia medioambiental de estos. El objetivo de este trabajo es realizar un breve análisis descriptivo sobre cómo se realizan las salidas a la naturaleza en distintos centros de Educación Primaria de la provincia de La Coruña.

2024, Education Sciences

This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY

2024, Education Sciences

The use of educational games or some aspects of games in the educational context is known as game-based learning (GBL) or educational gamification. The objectives of this study are to assess the existing evidence about how GBL and gamification have affected the variables studied in each investigation over the past ten years; to analyse the educational levels, variables, dynamics, and types of games; and to determine the advantages of implementing these games in the classroom. A systematic review is proposed utilising the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology across five multidisciplinary databases by conducting an exhaustive search with inclusion and exclusion criteria, examining quantitative experimental studies exploring the use of gamification and GBL in physical education. The results identify GBL and gamification as significant learning methods due to their impact on student motivation, academic performance, and commitment to improving health and physical performance. Consequently, this study implies that more research is needed on the needs and challenges of students when they are learning through GBL or gamification.

2024, Technology, Knowledge and Learning

This study investigates the digital competence levels of Lebanese preservice and in-service teachers using the European Framework for the Digital Competence of Educators (DigCompEdu). The research aims to explore the existing gap in digital competence between these two groups through a cross-sectional descriptive survey, involving 170 in-service teachers and 194 preservice teachers from various undergraduate teacher training programs in Lebanon. The findings reveal significant differences between in-service and preservice teachers in all six competence areas and no significant difference per subject areas, with in-service teachers demonstrating higher overall digital competence compared to preservice teachers. The study draws attention to the need for improved practical training and targeted interventions in teacher education programs to better prepare preservice teachers for the digital demands of modern classrooms. The findings have implications for policy and practice, particularly in enhancing teacher training programs to meet the evolving digital needs of education.

2024, Revista e-curriculum

Este artículo está organizado en tres partes. En la primera se hace un recorrido por nuestra aproximación al campo del currículo para situarlo como un espacio de relación, no solo entre saberes sino, sobre todo, entre sujetos. En la segunda parte expandimos esta perspectiva y la cruzamos con algunos conceptos geofilosóficos de Deleuze y Guattari, para esbozar lo que podría ser un 'rizocurrículo', que va más allá de lo normativo y favorezca las experimentaciones y los afectos que se generan en un devenir y que transforman a los individuos y la vida. En la tercera parte presentamos una invitación a experimentar un sentido inmanente del currículo, más atento a las posibilidades que a los límites, más pendiente de favorecer el establecimiento de relaciones que de determinar caminos homogeneizadores.

2024, দর্শন ও প্রগতি

কৌশলের আলোচনা সামাজিক বিজ্ঞানের দর্শনে একটি বিতর্কিত বিষয়। জন এলস্টারের মতে, এ মুহুর্তে সামাজিক বিজ্ঞানে আইনের মতো কোনো সার্বিকীকরণ না থাকলেও বা সম্ভব না হলেও সামাজিক ঘটনাবলীকে আইন এবং বর্ণনার মধ্যবর্তী কৌশলের মাধ্যমে ব্যাখ্যা করা সম্ভব। অন্যদিকে, পিটার ম্যাকামারের তত্ত্বায়ন ইঙ্গিত দেয় যে, সামাজিক বিজ্ঞানের চর্চাকে কৌশলের আবিষ্কার ও বর্ণনার আলোকে বোঝা উচিত। সামাজিক-বৈজ্ঞানিক কৌশলের আলোচনায় এ দুই উল্লেখযোগ্য দার্শনিকের বোঝাপড়া একই রকম কিনা তা পরীক্ষা করার জন্য বর্তমান প্রবন্ধের লক্ষ্য হলো কৌশল সম্পর্কিত কাঠামো বিষয়ক তাঁদের মতবাদের তুলনা করা। ফলশ্রুতিতে, তাঁদের কাঠামোদ্বয়ের মধ্যে কিছু সাদৃশ্য থাকা সত্ত্বেও এগুলো যে সংজ্ঞা এবং উদ্দেশ্যের দিক দিয়ে ভিন্ন তা বোঝা আমাদের জন্য সহজতর হবে। এ প্রবন্ধের তুলনামূলক আলোচনা সামাজিক বিজ্ঞানের দর্শন সম্পর্কিত জ্ঞানকাণ্ডে একটি গুরুত্বপূর্ণ সংযোজন। কারণ উভয়ই কৌশল সম্পর্কিত সামাজিক-বৈজ্ঞানিক দর্শনের সাম্প্রতিক জ্ঞানকাণ্ডের গুরুত্বপূর্ণ ব্যক্তিত্ব। তাই তাঁরা কৌশল সম্পর্কিত ঠিক একই ধরণের প্রকল্পে নিযুক্ত আছেন কিনা এ বিষয়টি আমাদের জানা দরকার। অধিকন্তু, তাঁরা উভয়ই ভিন্ন অনুষঙ্গে কাজ করে সামাজিক-বৈজ্ঞানিক কৌশল সম্বন্ধে তাঁদের ধারণা গঠন করেন বলে এ প্রশ্নের উত্তর অনুসন্ধান আরও জরুরী হয়ে পড়ে। এ ভিন্নতা সত্তে¡ও এলস্টার এবং ম্যাকামারের কৌশল সম্পর্কিত কাঠামোর বর্ণনা চেতনার দিক থেকে কিছুটা সাদৃশ্যপূণ্য। কিন্তু দিন শেষে মূলত কৌশলের উদ্দেশ্য সম্পর্কেই তাঁদের আলোচনার ভিন্নতা লক্ষ্য করা যায়: একজন এটিকে ব্যাখ্যামূলক এবং অন্যজন এটিকে ভবিষ্যদ্বাণীমূলক বলে দাবি করেন।

2024

En: Aula de Innovación Educativa Barcelona 2008, n. 175, octubre; p. 29-32 Se propone la escritura en la clase de ciencias como método didáctico para estimular y motivar al alumno en la descripción y explicación de fenómenos observados, siendo capaces de redactar, de forma coherente, causas y efectos de procesos y experimentos físicos o químicos que se producen en el medio natural. El objetivo se basa en que el alumno aprenda y comprenda la ciencia a través de su escritura., p. 32

2024, Profesìjna osvìta: metodologìâ, teorìâ ta tehnologìï

The article presents the results of research aimed at analysis and generalization of expedient forms and methods of professional training for future teachers to tutoring. The purpose of the article is to determine the appropriate forms and methods of professional training of future teachers for tutoring. The basis of the research appropriate forms and methods of professional training in higher education institutions were publications of domestic and foreign scientists in two areas: 1) works, which devoted to the problems of selection of appropriate forms and methods of professional training of future teachers; 2) works on the forms and methods of tutoring used in practice. Methods of analysis, synthesis and generalization were used to establish appropriate forms and methods of professional training for future teachers to tutoring. The results. The following forms of education are considered as: tutorial, which is used as a final lesson to deepen students' knowledge of one of the sections from the course; consultations as a discussion of important issues for personal development and education of the student; educational event that involves learning in action and involvement in initiative forms of knowledge acquisition; pedagogical practice based on the principles of consistency, interdisciplinary and integrative in organizations that practice tutoring. The following specific methods of professional training for future teachers to tutoring are identified: a case method, which based on the discussion from practical situations of tutoring; debates in which students learn to argue their point of view and refute the opposite; a method of conversation that allows you to work with questions of tutors or questions of the tutor to the ward during tutoring; portfolio method, which is an effective tool for self-evaluation; interactive methods that promote the development of the communicative component for tutoring competence in future teachers.

2024, Cadernos da Pedagogia

RESUMO: O presente relato de experiência é fruto da realização de Estágio Supervisionado em Surdez, do Curso de Licenciatura em Educação Especial (EaD) da Universidade Federal de Santa Maria (UFSM), que ocorreu no 2º Semestre de 2013 (dois mil e treze). Está estruturado da seguinte forma: Introdução, em que se apresentam os argumentos iniciais do mesmo. Contextualiza-se a Surdez, seu conceito e as diferenças entre conceito de deficiente auditivo, comunidade surda e povo surdo. Aborda-se a Escola Pública Municipal, local onde ocorreram as intervenções; o aluno, em que se apresenta o aluno-foco das observações e intervenções de Estágio Supervisionado em Surdez. Os procedimentos metodológicos utilizados durante o período das observações e intervenções realizadas. Referencial Teórico, em que se discute o mérito das questões pertinentes à temática, embasado com vasto referencial bibliográfico. Avaliação, em que se apresenta a forma avaliativa utilizada, explicando-se cada uma e, também, a avaliação do aluno-foco das observações e intervenções. Considerações Finais e Resultados, com discussões finais da temática apresentada e seus resultados, bem como uma análise do autor sobre esta importante experiência acadêmica. Por fim, não menos importante, apresentam-se as Referências Bibliográficas utilizadas para a elaboração do presente artigo. O foco de presente relato de experiência é colaborar com a disseminação de conhecimento científico na área e colaborar com a realização de pesquisas científicas futuras. O autor do presente relato de experiência é pessoa com deficiência física, cadeirante (mielomeningocele).

2024, Biblioteca Digital Universidad de San Buenaventura

2024, ΠΡΑΚΤΙΚΑ ΙΣΤ ́ ΔΙΕΘΝΟΥΣ ΣΥΝΕΔΡΙΟΥ ΤΗΣ ΠΑΙΔΑΓΩΓΙΚΗΣ ΕΤΑΙΡΕΙΑΣ ΕΛΛΑΔΟΣ

Ο κριτικός στοχασμός των εκπαιδευτικών παίζει σημαίνοντα ρόλο στη δόμηση μιας ισχυρής μαθησιακής δημοκρατικής κουλτούρας στα σχολεία. Αποτελεί τη συνθήκη εκείνη που επιτρέπει στους εκπαιδευτικούς να αμφισβητήσουν τις υπάρχουσες κοινές πρακτικές, αλλά κυρίως τις υποκείμενες παραδοχές τους και τους ωθεί να ενσωματώσουν στην καθημερινότητά τους τις αρχές της ελευθερίας, της ισότητας, της αποδοχής της ετερότητας, της αλληλεγγύης και της συμπερίληψης. Η παρούσα έρευνα διερευνά τον ρόλο του κριτικού στοχασμού των εκπαιδευτικών στον μετασχηματισμό των σχολείων σε οργανισμούς μάθησης. Υλοποιήθηκε σε δημοτικά σχολεία της Περιφέρειας Ιονίων Νήσων, αξιοποιώ ντας το ερευνητικό εργαλείο DLOQ (Yang, Watkins & Marsick, 2004), μετά από προσαρμογή και εμπλουτισμό του. Τα ευρήματα της έρευνας δείχνουν ότι οι εκπαιδευτικοί έχουν συνειδητοποιήσει τον σημαίνοντα ρόλο του κριτικού αναστοχασμού, οι πρακτικές τους όμως είναι περισσότερο λειτουργικές και επικοινωνιακές, παρά κριτικά αναστοχαστικές.