RESUMO Neste artigo trazemos para debate questões acerca da formação inicial de professores de matemática valendo-nos de uma pesquisa que objetivou conhecer, analisar, interpretar e descrever o ...pensamento, os saberes e as práticas que vêm sendo mobilizados, produzidos e desenvolvidos pelos formadores de professores que atuam na disciplina de didática especial de matemática em cursos de licenciatura em matemática. Visamos interpretar, analisar e compreender a natureza do conhecimento que tem sido privilegiado na(s) disciplina(s), sua importância e relação com a prática de ensinar e aprender matemática nas escolas. Entrevistamos dez formadores atuantes nessa disciplina. Priorizamos no texto o que conhecemos de suas práticas formativas, do seu pensamento acerca da importância da disciplina didática especial, destacando as (in)diferenciações entre as disciplinas didático-pedagógicas; seu lugar curricular no curso; as concepções e práticas formativas privilegiadas na disciplina e no curso.
ABSTRACT This paper presents some issues to the debate on the initial education of Mathematics teachers, derived from a research that aimed at knowing, analyzing, interpreting and describing the thought, the knowledge and the practice that have been being mobilized, produced and developed by teacher educators who teach Special Didactics of Mathematics in teacher education courses of Mathematics. We intend to analyze and understand the nature of the knowledge that has prevailed in that subject, its importance and relation to the practice of teaching and learning Mathematics in school settings. We interviewed ten teacher educators in this subject. This article prioritizes the debate about their formative practice, their ideas about the importance of the Special Didactics and highlights, above all, the (in)difference among the didactic-pedagogical subjects, their place in the course curriculum, the conceptions and formative practice which prevail in the subject and in the course.
RESUMEN En este artículo, aportamos cuestiones acerca de la formación inicial de profesores de matemáticas, entresacadas de una investigación cuyo objetivo era conocer, analizar, interpretar y describir el pensamiento, los saberes y las prácticas que los formadores que actúan en la asignatura Didáctica Especial de Matemáticas, en programas de profesorado, vienen movilizando, produciendo y desarrollando. Hemos buscado comprender la naturaleza del conocimiento que ha sido privilegiado en tal asignatura, su importancia y su relación con la práctica de enseñar y aprender matemáticas en las escuelas. Les hemos entrevistado a diez formadores de docentes. El recorte hecho para el artículo ha priorizado el debate acerca de sus prácticas formativas, de su pensamiento respecto a la importancia de la didáctica especial, señalándose, las (in)diferenciaciones entre las disciplinas didáctico-pedagógicas, su lugar curricular en la carrera, las concepciones y prácticas formativas privilegiadas en la asignatura y en el curso de profesorado.
PurposeCollaborative professional development for inclusive teaching is a limited area of research, although there is an extensive need for special educational needs and disabilities (SEND) teachers. ...Research findings of how teachers’ professional development can contribute to support the development of powerful learning situations for all students are presented in this special issue. The aim is to contribute to the knowledge of how the use of lesson study can develop teachers’ capabilities to offer high-quality education for students with SEND.Design/methodology/approachThe guest editor presents each of the papers and introduces key themes and concepts.FindingsThe collection of papers is divided into two themes; the first has a focus on lesson study used by teacher educators during SEND in-service training. In this theme, the teachers are the students who are studying different fields of SEND, supported by teacher educators. The second theme studies different forms of lesson studies carried out by researchers and teachers in the collaboration focused aspects of content that are of importance for students in SEND.Research limitations/implicationsThe papers focus on areas of education with a limited research tradition, and as a result, the studies may be seen as starting points for further research. The results so far lack generalisability. Therefore, the researchers have to test the findings further under different conditions and with wider groups of teachers and students.Practical implicationsThe results of the papers can be used to develop both SEND teacher education, and collaborative professional development for in-service SEND teachers. This issue will, therefore, be of interest to school and system leaders.Originality/valueThe papers contribute initial findings from an under-researched area and also combine lesson study with methods and designs not previously explored.
El objetivo del artículo fue realizar un estado del conocimiento acerca de los determinantes que afectan la enseñanza y aprendizaje de la metodología de las ciencias sociales en la educación ...superior. La metodología del estudio se realizó en dos fases: heurística, por medio de la cual se identificaron y seleccionaron estudios realizados en Latinoamérica y Estados Unidos; y hermenéutica, para analizar e interpretar los textos seleccionados. El trabajo concluye que pese a que las materias que enseñan la metodología de la investigación son básicas para desarrollar las destrezas investigativas en los estudiantes, con frecuencia no logran desarrollar esas habilidades debido a determinantes epistemológicos, curriculares y didácticos, así como a las creencias y actitudes de los estudiantes y docentes.
Didactics as a scientific discipline is a questioned knowledge nowadays. We start from the hypothesis of a double Historical loss that has mutilated the Didactics: The negation of its history which ...lost its socio-political roots and its links with the compromise to make a better society able to fight for universal peace, in the sense that Comenio gave to it in the XVII century. Losing its political frame it is limited to the coordinates of a didactic triangle in the reduced space of the classroom. The second historical loss for argentine Didactics was the abandonment of teaching investigation that had started with V. Mercante in the UNLP. In the meanwhile, the influences of Piaget and his disciples’ research works entered the country and started to strengthen the Didactics of particular disciplines or areas that develop through investigation works and are multiplied in different tendencies. This intellectual movement doesn’t seem to be translated into learning improvements. To analyze the impact emerging From these currents we have designed simple dispositives to test some learning which had been previously selected as priorities by the State. In this article, we show some results of tests about fractional numbers in Tercer Ciclo EGB. They show us important difficulties in the learning process of a high percentage of students. The conclusions of this work allow us to state that the changes proposed from the Didactics should be done since situated investigation before generalizing teaching principles to the whole scholastic population. Besides, the fragmented knowledge about teaching requires a holistic conception of Didactics focused in teaching as a political practice that involves the present and future of new generations. Through investigation work it is possible to build theory which fit the culture of our times, especially in the development of autonomy and the potentiality of groups through cooperative, institutional and democratic systems of evaluation.
La Didáctica como disciplina científica aparece en nuestros días como saber cuestionado. Partimos de la hipótesis de una doble pérdida histórica que la ha mutilado: la negación de su historia, con lo que se pierde su sólida raigambre sociopolítica y su nexo con el compromiso de recrear una sociedad más justa, capaz de defender la vida luchando por la paz universal, en el sentido fundacional que le imprimió Comenio en el siglo XVII. Al perder su encuadre político puede ser reducible a las coordenadas de un triángulo didáctico en el espacio reducido del aula. La segunda pérdida histórica para la Didáctica en la Argentina, fue el abandono de la investigación centrada en la enseñanza, que se había iniciado con V. Mercante en la UNLP. Mientras tanto penetra en el país la influencia de las investigaciones de Piaget y de sus discípulos y comienzan a fortalecerse las Didácticas de asignaturas o áreas que se desarrollan a partir de la investigación y se van multiplicando en tendencias diversas. Este movimiento intelectual no parece traducirse en mejoras de los aprendizajes. Para analizar el impacto de las orientaciones surgidas de dichas corrientes hemos diseñado sencillos dispositivos de evaluación para analizar algunos de los aprendizajes que han sido seleccionados como prioritarios por el Estado. En este artículo se adelantan algunos resultados de las evaluaciones sobre números fraccionarios realizadas en el Tercer Ciclo y que alertan sobre el estancamiento en el aprendizaje de un elevado porcentaje de alumnos y sobre la aparición de errores que consideramos inducidos desde la enseñanza. Las conclusiones de esta exploración nos permiten concluir sobre la necesidad de que los cambios propuestos desde las Didácticas de áreas se asienten en la investigación situada y longitudinal, antes de hacer generalizaciones de principios de enseñanza a toda la población escolar. A la vez, ante la fragmentación de los saberes sobre la enseñanza, se necesita reinstalar la concepción holística de la Didáctica centrada en la enseñanza como práctica política que compromete presente y futuro de las nuevas generaciones. A partir de la investigación, es posible construir marcos referenciales sobre ambientes de aprendizajes adecuados a la cultura de nuestro tiempo, con especial énfasis en el desarrollo de la autonomía de docentes y alumnos, en la potenciación de los grupos y en la habilitación de aportes instituyentes que custodien los aprendizajes prioritarios a través de sistemas de evaluación participativos, democráticos, institucionales y longitudinales.
Comparison of ICT in education between Slovenia and Serbia Popovic, Marina; Cvetkovic, Dragan; Krasna, Marjan
2015 38th International Convention on Information and Communication Technology, Electronics and Microelectronics (MIPRO)
Conference Proceeding
Cooperation today is on a global scale and anyone is welcomed to participate. Global standard in education means that ICT becomes backbone of the education infrastructure and incorporated to the ...educational paradigm. Europe dictates that student and teacher mobility is almost mandatory. Our intention was to see the difference between two countries that should start using their ICT in education concurrently. With the historical overview, contemporary research on comparison of study programs, and students' opinion we provide the comparison that shows potential for cooperation and mobility. Today's students are digital native in both country and in the article we are present the differences through their views and opinions. We constraint our research on students of educational study programs in three universities in Slovenia and one in Serbia.
PurposeThis study examined participating teachers' expressions about teaching and learning when implementing lesson study (LS) about communication as a special didactic tool in mathematics; it also ...investigated their experience with LS. The initializing phase was characterized by letting the teachers become familiar with LS as a model for their professional development (PD). It also provided an opportunity for the participants to acquire common understanding of their starting point.Design/methodology/approachAn adapted version of LS was used as a model for teachers' PD. The methods for data collection were a semi-structured interview and discussions with the teachers. From a teaching team in school year 1, two class teachers participated. The data obtained were qualitative and subjected to a thematic analysis. The teachers participated together in the different discussions during the study. All the discussions were audio-recorded.FindingsDuring the discussions, the teachers raised some critical points: how to gain students' attention during lesson reviews; how to make follow-ups of the students' understanding of lesson content; how to plan and factors that could have been changed in education that could assist in all students' progress.Originality/valueBoth the initializing phase and the concept of special didactics have not received full attention in research. This study highlights the importance of capturing the teachers' attained competence toward understanding what is needed for future competence concerning communication as a special didactic tool in mathematics.
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